Please answer this question

Answer:

11 ft

Step-by-step explanation:

The area of a trapezoid is given as:

A = ½(a + b)h

Where a = length of one base of the trapezoid = 15 ft

b = length of the second base of th trapezoid

h = height of the trapezoid = 7.6 ft

When the area is 98.8 ft², the length of the second base will be:

98.8 = ½(a + 15) * 7.6

2 * 98.8 = (a + 15) * 7.6

197.6 / 7.6 = (a + 15)

26 = (a + 15)

=> a = 26 - 15 = 11 ft

The length of the second base if the trapezoid is 11 ft.

Answer:

18.71

Step-by-step explanation:

Answer:

you will find the answer in the “step-by-step explanation”

Step-by-step explanation:

Measures of center:

* Median.

* Mean.

* Mode

Measures of variability:

* Mean absolute deviation ( MAD ).

* Interquartile range ( IQR ).

* Range.

            hope this helps

The first error was made in step 1

The correct quotient should be 31

Explanation: I sent a picture below showing how to do long divison, I was not able to do it on paper, sorry.

I hope this helps!

Answer:

Volume of block Jennifer bought:

V = side^3 = 12 x 12 x 12 = 1728 (in3)

Volume of sphere Jennifer wanted to make:

V = (4/3) x pi x radius^3 = (4/3) x pi x (4/2)^3 = 33.5 (in3)

a, The number of spheres she can make:

N = 1728/33.5 = 51.58 = ~51

b, The area of remaining clay after she made a sphere:

A = 1728 - 33.5 = 1694.5 (in3)

Hope this helps!

:)

Answer:

2,640

Step-by-step explanation:

To find the number of male students at the college, calculate the total number of students, then subtract the number of female students. The correct answer is option B: 2,640.

To find out how many male students are at the small private college, first, we need to determine the total number of students.

Since 9/20 of the students are female and there are 2,160 female students, we can set up a proportion to solve for the total number of students:

Since 9/20 represents the female students, 11/20 represents the male students.

Divide the total number of female students (2,160) by 9/20 to find the total number of students, which equals 4,800.

Subtract the total number of female students from the total number of students to find the number of male students, which equals 2,640.

Therefore, the answer is option B: 2,640.

Answer:

28.28

Step-by-step explanation:

5.4-2.5+4.7(5.4)=

2.9 + 25.38=

28.28

Hope this helps!

Answer:

  (c)  9.5 hours

Step-by-step explanation:

The equation of the trend line predicts a score based on study hours. Here, we're asked for the inverse relation: finding a number of study hours based on a given score.

We can solve the equation for x in terms of y:

  y = 3.1x +40.5

  y -40.5 = 3.1x . . . . subtract 40.5

  (y -40.5)/3.1 = x . . . . divide by the coefficient of x

This tells us the number of hours spent studying for a particular score.

Using y=70, we find the number of study hours to be ...

  x = (70 -40.5)/3.1 = 29.5/3.1 ≈ 9.516 ≈ 9.5

The student spent about 9.5 hours studying.

To convert 5 radians to degrees, multiply by 57.3 and round to the nearest 10th, which results in 286.5 degrees.

To convert the angle of 5 radians to degrees, you use the conversion factor that states 1 radian equals approximately 57.3 degrees. By multiplying 5 radians by this conversion factor, you can find the equivalent measure in degrees.

Calculation is as follows:

After rounding to the nearest 10th, the angle in degrees is 286.5°.

To convert radians to degrees, we use the conversion factor 1 radian = 57.3°. So, to convert 5 radians to degrees, we multiply 5 by 57.3, which gives us 286.5 degrees. Rounding to the nearest 10th, the answer is 286.5 degrees.

Answer:

Step-by-step explanation:

Factor the left hand side as a difference of squares:

(

cos

2

θ

+

sin

2

θ

)

(

cos

2

θ

−

sin

2

θ

)

=

cos

2

θ

−

sin

2

θ

Apply the pythagorean identity  

cos

2

θ

+

sin

2

θ

=

1

:

1

(

cos

2

θ

−

sin

2

θ

)

=

cos

2

θ

−

sin

2

θ

cos

2

θ

−

sin

2

θ

=

cos

2

θ

−

sin

2

θ

L

H

S

=

R

H

S

Hopefully this helps!

Answer:

The theoretical probability is greater than the experimental probability.

The best comparison between the theoretical and experimental probability of tossing heads: The theoretical probability is equal to the experimental probability.

The theoretical probability of tossing heads can be calculated as the ratio of the number of favorable outcomes (heads) to the total number of possible outcomes (heads or tails). In a fair coin, this probability is 0.5 or 50%.

The experimental probability is determined by the outcomes observed in the experiment. In this case, Bailey observed 7 heads out of 10 tosses, which gives an experimental probability of 7/10 =0.7 or 70%.

Comparing the theoretical probability (0.5 or 50%) with the experimental probability (0.7 or 70%), we find that they are not exactly the same but quite close.

Given that the experimental probability is based on a limited number of trials (10 tosses), it may not perfectly match the theoretical probability. However, with more trials, the experimental probability tends to approach the theoretical probability.

Hence, the best comparison between the theoretical and experimental probability of tossing heads is that they are approximately equal.

Answer:

I think its C

Step-by-step explanation:

Answer:

A) x=8

Step-by-step explanation:

it can not be B because -8^2 = -64. it can't be either C or D because 64^2 = 4096 and doesn't equal 64.

Answer:

A

Step-by-step explanation:

Hi abycflo! Please read the following :)

We know that the first coordinate location given should always be on the x-axis.

The x-axis is the line you can see that is going horizontal or sideways.

So we know that we have to line up 2 on the x-axis and we immediately know its going to be either B or C.

The y-axis is the line going up or vertically. So on the 3 for the y-axis, we found out that our answer is

C, given from the following coordinates given we can affirmatively say its C.

P.S

Have an Amazing day abycflo! I Hope this Helps and Good Luck!

~Faker/Tosrel

Answer:

9/25 units^2

Step-by-step explanation:

AREA(Square) = side * side = 3/5 *3/5 = 9/25 square units

Answer: 9/25 units ^2 :)

Answer:

2^2

Step-by-step explanation:

2^2-3=1

Hope this helps!

Answer:

it is 2^2

Step-by-step explanation:

i did the iready diagnostic

The probability of picking a 7 and then picking a number greater than 7 is 1/6.

Probability is the likelihood of the occurrence of an event.

Sample space = {6 or 7 or 8 or 9}

So, favorable outcomes =1( we need 7)

Total outcomes =  {6, 7, 8, 9} i.e. 4

So, the probability of picking a 7 in the first pick = 1/4

After the first pick, Sample space =  {6 or 8 or 9}

So, favorable outcomes =2( we need 8>7 or 9>7)

Total outcomes =  {6, 8, 9} i.e. 3

So, the probability of picking an 8 or 9 in the second pick = 2/3

Total probability = 1/4 * 2/3

Total probability = 1/6

Hence, the probability of picking a 7 and then picking a number greater than 7 is 1/6.

To get more about probability visit:

https://brainly.com/question/24756209

Answer:

i think C

Step-by-step explanation:

Answer:

It's D sin(a)

Step-by-step explanation:

A removable discontinuity is a type of discontinuity in a function where the function can be redefined at that point to make it continuous. It usually occurs when there is a hole or gap in the graph of the function.

A removable discontinuity, also known as a removable singularity, is a type of discontinuity in a function where the function can be redefined at that point to make it continuous.

The discontinuity is 'removable' because it can be 'filled in' or 'repaired' to make the function continuous.

This usually happens when there is a hole or gap in the graph of the function.

For example, consider the function f(x) = (x - 2)(x + 1) / (x - 2).

This function has a removable discontinuity at x = 2. If we simplify the function by canceling out the (x - 2) terms, we get f(x) = x + 1.

The simplified function is continuous at x = 2, even though the original function had a hole in the graph at that point.

It is important to note that not all discontinuities are removable.

There are other types of discontinuities, such as jump discontinuities and infinite discontinuities, which cannot be repaired to make the function continuous.

Answer:

Each side is (7/2d +4) cm

Step-by-step explanation:

The perimeter of a square is given by

P = 4s  where s is the side length

14d +28 = 4s

Divide each side by 4

14d/4 +28/4 = 4s/4

7/2d +7 = s

Each side is (7/2d +4) cm

The answer is is C, hope this helps

Answer:

C. 76 movies

Step-by-step explanation:

1/4 × m = 32 - 13

m/4 = 19

m = 19 × 4

m = 76 movies

Answer:

30

Step-by-step explanation:

70-10 is 60 because you take it to the other side

then 4x minus 2x is 2x

then 2 divided by 60 is 30

so x=30

hope this helps!

Answer: X = 30

-2x + 10 + 4x = 70

-2x + 4x + 10 = 70

2x + 10 = 70

so the result is X = 30

its true

hope i helped  

Answer:B, D, E

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

The graph that shows a system of equations with exactly one solution is graph d

From the question, we have the following parameters that can be used in our computation:

The graphs

The graph that shows a system of equations with exactly one solution is the graph where there is only one point of intersection on the functions

Using the above as a guide, we have the following:

The graph that shows exactly one solution is (d)

Read mroe about system of equations at

https://brainly.com/question/32583193

#SPJ3

Answer:

Option 1

Step-by-step explanation:

This is because in inequalities, the closed circle means greater/less than or equal to and the open circle means greater/less than. Since there is no line under the inequality, it is less than, therefore you need to use an open circle.

Answer:

8a+9

Step-by-step explanation:

You have to add the like terms.

4.5a+7+3.5a+2

4.5a+3.5a=8a

7+2= 9

8a+9

Answer:

y = 0.50 + 8

Step-by-step explanation:

The slope is .50 and the y-intercept is 8

y-int is the initial cost before adding toppings.

slope represents the cost of each topping.

Answer:

2:00 p.m.

Step-by-step explanation:

driving to the museum is 12:30

then they sped 1 hour and 30 minutes