A kite is flying 86 ft off the ground, and its string is pulled taut. The angle of elevation of the kite is 56 degrees . Find the length of the string. Round your answer to the nearest tenth.

The weighted weekly mean of t-shirt sales is 5.6.

The total number of weeks reported is the sum of the frequency column.

1+4+7+3 = 15 weeks

The total number of t-shirts sold is calculated as the product of the quantity of t-shirts sold and the number of weeks during which those t-shirts were sold.

2*1 + 4*4 + 6*7 + 8*3 = 2 + 16 + 42 + 24 = 84

The weighted mean, which is the product of the total quantity of t-shirts and the total number of weeks, represents the average number of T-shirts sold every week:

84/15 = 5.6

Response: 5.6

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The correct answer is B. The drop of 15 percentage points on an economics test exceeded the marginal benefit from a second hour of gymnastics.

This conclusion can be drawn by comparing the marginal benefit and marginal cost of Kate's decision to continue gymnastics for an additional hour. Marginal benefit refers to the additional benefit or satisfaction gained from an extra unit of an activity, while marginal cost refers to the additional cost or sacrifice incurred from that same unit. In this case, Kate's marginal benefit from the first hour of gymnastics was high enough to justify the time and effort invested. However, when she decided to extend her workout for a second hour and cut her study time, the marginal cost of sacrificing study time resulted in a significant drop in her economics grade. This drop of 15 percentage points on the economics test outweighed the marginal benefit she expected to gain from the extra hour of gymnastics.

The decision to continue gymnastics for the first hour had a positive marginal benefit that exceeded its marginal cost. Kate likely felt the physical and mental benefits of exercising, which enhanced her overall well-being and potentially improved her focus and energy levels for studying. However, the decision to extend the workout for a second hour resulted in a significant drop in her economics grade, indicating that the marginal cost of sacrificing study time was higher than the marginal benefit gained from the additional hour of gymnastics. This suggests that Kate should have allocated more time to studying rather than spending an extra hour on gymnastics, considering the impact it had on her academic performance.

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Answer:

65 cm squared

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

2 * 8 = 16

Answer:

C.

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

All of the others are equal to .06,.11, and .875 so its C

Number of students should be sampled to be within 0.5 drink of population mean with 95% probability is 617 students.

To determine the sample size required to estimate the population mean with a given level of precision, we can use the formula for the margin of error

Margin of error = Z × (standard deviation / sqrt(sample size))

where Z is the critical value of the standard normal distribution corresponding to the desired level of confidence. For a 95% confidence level, Z is 1.96.

We want the margin of error to be no more than 0.5 drinks, so we can set up the equation

0.5 = 1.96 × (6.3 / sqrt(sample size))

Solving for the sample size, we get

sqrt(sample size) = 1.96 × 6.3 / 0.5

sqrt(sample size) = 24.82

sample size = (24.82)^2

sample size = 617

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Answer: $47,000 at 10% annually is ≈ $77,297.70 and $47,000 at 5% monthly is ≈ $569,611.01

Step-by-step explanation:

Use the compound interest formula. A=P(1+r/n)^nt

Answer:

Last one

Step-by-step explanation:

Equation = 8/x-11 and excluded values are x=2 and x=11

Answer:

x = -2 hope it helped

As per question,

\(19x+15=8x−7\)

Solving it,

\(19x - 8x = - 7 - 15\)

\( = > 11x = - (7 + 15)\)

\( = > 11x = - 22\)

\( = > x = - \frac{22}{11}\)

\( = > x = - 2\)

Hence, Value of x is -2

-------------------☆-------------------

( If it shows that the answer isn't -2, then it is some technical error with the system. The answer will however come as -2 only. )

The whole number that 3 is 1/2 of is 6 in the given case.

A whole number is a number that is not a fraction, decimal or negative number. It is a positive integer or zero. Examples of whole numbers are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, and so on. Whole numbers are used in many areas of mathematics, including arithmetic, algebra, and number theory.

To find the answer, we can use the relationship between a part and a whole expressed as a fraction. We know that:

3 = (1/2) x whole number

To solve for the whole number, we can isolate it by multiplying both sides of the equation by the reciprocal of (1/2), which is 2:

3 x 2 = (1/2) x 2 x whole number

6 = whole number

Therefore, the whole number that 3 is 1/2 of is 6.

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if 3 is 1/2 of a whole number, what is the whole number?

Answer: 3.32 * 10^4

Step-by-step explanation:

1) Set up the equation

4.00 * 10^4 - 6.8 * 10^3

2) Set the scientific notions the same

You can do this by multiplying 10 or dividing 10 on a notion

4.00 * 10^4 - 0.68 * 10 ^4

3) Factor the scientific notions out

10^4(4.00 - 0.68)

4) Subtract

10^4(3.32)

3.32 * 10^4

In a two-tailed test at a level of significance of 0.1074, the z-value will be negative since we are considering both tails. The specific z-value will depend on the table or software used.

To find the z-values for a two-tailed test at a specific level of significance, we need to divide the significance level by 2 to account for both tails of the distribution.

For a significance level of 0.1074, we divide it by 2, resulting in 0.0537.

Next, we need to find the z-value that corresponds to this divided significance level. We can consult a standard normal distribution table or use statistical software to find the z-value associated with a cumulative probability of 0.0537.

The z-value will be negative since we are considering both tails. The specific z-value will depend on the table or software used.


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The calculated measure of the angle CTZ is 38 degrees

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

This means that

YTA + BTC = 90

So, we have

4y + 6 + 7y - 4 = 90

So, we have

11y = 88

Divide

y = 8

Next, we have

CTZ = 90 - BTC

So, we have

CTZ = 90 - (7y – 4)

This gives

CTZ = 90 - (7 * 8 – 4)

Evaluate

CTZ = 38

Hence, the measure of CTZ is 38 degrees

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The statement about systematic errors that is true is: They can occur when a selection bias is present.

Systematic errors can be defined as a type of error that affects the accuracy of the results of an experiment or study. It is mostly caused by the tools, materials, or a particular problem with the instrument used in the experiment. A systematic error can be of different types, including the following:

Scale Error: Scale errors occur due to calibration issues. They can occur due to a problem with the measuring instruments, which may not provide accurate readings during an experiment.

Selection Bias: It occurs when a researcher deliberately selects a certain group of individuals or data that are not representative of the general population. This can lead to inaccurate results for the study.

Resolution Error: This error is common when researchers do not choose the correct measurement tools to measure the variables of interest.

Therefore, option A is correct. This is because systematic errors can occur when a selection bias is present.

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Answer:

45 ways

Step-by-step explanation:

The number of ways the committee of 2 can be selected from  a group of 10 may be found using the combination theory.

10 C 2

Recall that n C r = n!/(n-r)!r!

Hence

10 C 2 = 10!/(10 -2)!2!

= 10!/8!*2!

= 10 *9 *8!/8!* 2!

= 10 *9/2 * 1

= 90/2

= 45

Answer:

45

Step-by-step explanation:

got it right on test

Answer:

\(\\\sf7x^3 - 2x^2 - 5\)

Step-by-step explanation:

\(\\\sf(6x^3 + 3x^2 - 2) + (x^3 - 5x^2 - 3)\)

Remove parenthesis.

6x^3 + 3x^2 - 2 + x^3 - 5x^2 - 3

Rearrange:

6x^3 + x^3 + 3x^2 - 5x^2 - 2 - 3

Combine like terms to get:

----------------------------------------

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Answer:

7x³ - 2x² - 5

Step-by-step explanation:

(6x³ + 3x² - 2) + (x³ - 5x² - 3)

Remove the round brackets.

= 6x³ + 3x² - 2 + x³ - 5x² - 3

Put like terms together.

= 6x³ + x³ + 3x² - 5x² - 2 - 3

Do the operations.

= 7x³ - 2x² - 5

____________

hope this helps!

Answer:28 / 4 = -7.

Step-by-step explanation:

28 / 4 = -7.28 / 4 = -7.28 / 4 = -7.

Answer:

$15 dependant variable, month is the independent variable

In question 27, the price elasticity of supply for shampoo is given as 20, and the price of shampoo increases by 0.7%. The expected change in the quantity of shampoo supplied can be determined using the concept of price elasticity of supply. However, the specific percentage change in quantity supplied is not provided, so a precise answer cannot be given based on the given information.

In question 20, an inferior good in which the income effect dominates the substitution effect is referred to as a Giffen good. It is not classified as a normal good, luxury good, mass-produced good, or favored good.

In question 30, the cross elasticity of demand measures the responsiveness of the quantity demanded of a particular good to changes in the prices of its substitutes and complements. The correct answer is that the cross elasticity of demand measures the responsiveness to changes in both substitutes and complements.

In question 27, without the specific percentage change in quantity supplied, we cannot determine the exact outcome based on the given information. The price elasticity of supply of 20 suggests that the quantity supplied is highly responsive to changes in price, but the specific percentage change in quantity supplied cannot be calculated without additional data.

In question 28, the relationship between pasta being a Giffen good and other characteristics is not specified. While pasta being a Giffen good indicates that the quantity demanded increases as the price increases, it does not imply whether pasta is a normal good, luxury good, or how price changes affect quantity demanded.

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Let the number be x. So,

2x + 6 = 14

=> 2x = 14 - 6

=> 2x = 8

=> x = 8/2

=> x = 4

So, the number is 4.

Answer:

Solution

here,given,

2x+6=14(let the unknown number be x)

or,2x=14-6

or,2x=8

or,x=8÷2

or,x=4

We know that,

x=4

So,2x=2×4

=8

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Answer:

The correct answer is B, y > 3/5x -1.5

Step-by-step explanation:

I highly recommend using this online graphing calculator called Desmos. It is an absolute lifesaver. I've been using it for over a year and it helps a lot with inequalities. Just plug in each inequality until you find the one that matches the graphs. I hope this helps you :)

The equation is formed and solved below.

What is an equation?

A weighing scale, balance, or seesaw is equivalent to an equation. Each equation relates to a single side of the balance. Different quantities can be placed on either side: if the weights on both sides are equal, the scale balances, and the equality that displays the balance is balanced as well (if not, then the lack of balance corresponds to an inequality represented by an inequation). If two equations or two systems of equations have the same set of solutions, they are equivalent. The operations listed below convert an equation or a system of equations into an equivalent one, assuming that the operations are meaningful for the expressions to which they are applied.

The equation is 6(x)² + 5x = 4, which is solved below as

6x² - 5x - 4 = 0

or, 6x² - 8x + 3x - 4 = 0

or, 2x(3x-4) + 1(3x-4) = 0

or, (2x+1)(3x-4) = 0

either 2x + 1 = 0 => x = -1/2

or 3x - 4 = 0 => x = 4/3

The values could be -1/2 or 4/3

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Answer:

1 /5

Step-by-step explanation:

formulae -

possible outcomes / total chances

2/10

1/5

Answer:

similar

Step-by-step explanation:

Answer:

Similar

Step-by-step explanation:

For similarity or congruence we use ~ symbol not equal to

The simplified rational expression is (x + 1)(x - 1) / (x + 3).

To simplify the given rational expression (x^2 - 2x - 24) / (x^2 + 7x + 12) multiplied by (x^2 - 1) / (x - 6), follow these steps:

Step 1: Factor the expressions where possible.
(x^2 - 2x - 24) = (x - 6)(x + 4)
(x^2 + 7x + 12) = (x + 4)(x + 3)
(x^2 - 1) = (x + 1)(x - 1)

Step 2: Rewrite the expression with the factored terms.
((x - 6)(x + 4)) / ((x + 4)(x + 3)) * ((x + 1)(x - 1)) / (x - 6)

Step 3: Cancel common factors in the numerator and denominator.
The (x - 6) terms cancel, and the (x + 4) terms cancel.

Step 4: Rewrite the simplified expression.
(x + 1)(x - 1) / (x + 3)

So, the simplified rational expression is (x + 1)(x - 1) / (x + 3).

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The number of people are 72.

Highest Common Factor is the full name for HCF in mathematics.

According to the laws of mathematics, the highest positive integer that divides two or more positive integers without leaving a residual is known as the greatest common divisor, or gcd.

Least Common Multiple is the full name for LCM in mathematics.

LCM (a,b) in mathematics stands for the least common multiple, or LCM, of two numbers, such as a and b. The smallest or least positive integer that is divisible by both a and b is known as the LCM.

We need to know the size of the pieces in order to calculate how many people can be fed equal-sized pieces of cake from a 16 by 18-inch cake.

Assume that each piece is a square with sides measuring "x" in length. Each piece's area would be x², and the cake's overall area would be 16 x 18 inches, or 288 square inches.

We must divide the entire area of the cake by the area of each piece to determine the maximum number of pieces that can be cut from the cake:

288 / x² = (16*18) / x² = 288 / x²

Choosing a "x" value that evenly splits into 16 and 18 is necessary if we want every piece to be the exact same size. Since 2 is the greatest possible value, we can divide the cake into 8 rows of 9 squares, yielding a total of 72 pieces.

As a result, a cake measuring 16 inches by 18 inches can be divided into 72 equal-sized pieces, each measuring 2 inches by 2 inches.

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We can serve 18 people equal-sized pieces of cake from a cake that is 16 inches by 18 inches, assuming each piece is a square and we want the pieces to be exactly the same size.

A two-dimensional figure, form, or planar lamina's area is a measurement of how much space it takes up in the plane.

To find out how many people can be served equal-sized pieces of cake from a cake that is 16 inches by 18 inches, we need to first determine the size of each piece of cake.

The total area of the cake is:

16 inches x 18 inches = 288 square inches

To divide the cake into equal-sized pieces, we need to determine the size of each piece. Let's assume we want each piece to be a square. To find the size of each square, we need to find the square root of the total area of the cake:

√(288 square inches) ≈ 16.97 inches

Since we want the pieces to be exactly the same size, we'll round down to the nearest inch, which gives us:

Each piece of cake will be approximately 16 inches by 16 inches.

To find out how many people can be served equal-sized pieces of cake, we need to divide the total area of the cake by the area of each piece:

288 square inches ÷ (16 inches x 16 inches) = 18

Therefore, we can serve 18 people equal-sized pieces of cake from a cake that is 16 inches by 18 inches, assuming each piece is a square and we want the pieces to be exactly the same size.

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The prediction for the number of times the event of landing on an even number in 550 rolls is 275

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

The number of times = 550

The sample space of a fair 6-sided die is

S = {1, 2, 3, 4, 5, 6}

And as such the even numbers are

Even = {2, 4, 6}

This means that in a fair 6-sided die, we have

P(Even) = 3/6

When evaluated, we have

P(Even) = 1/2

So, when the die is rolled 550 times, we have

Expected value = 1/2 * 550

Evaluate

Expected value = 275

Hence, the number of times is 275

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Answer:

7. uses like or as to compare two things

8. personification - in this case, the tropical storm is being given the human quality of sleeping

Hope this helps!