A rabbit pen has an area of 1 1/2 square yards if the length mow the pen is 2/3 yard what is it’s width
Answers
The width of the rabbit pen is 9/4 yards, which can also be expressed as 2 1/4 yards or 2.25 yards.
To find the width of the rabbit pen, we can use the formula for the area of a rectangle:
Area = Length * Width
Given that the area of the pen is 1 1/2 square yards, and the length of the pen is 2/3 yard, we can substitute these values into the formula:
1 1/2 = (2/3) * Width
To solve this equation, we can first convert the mixed number 1 1/2 to an improper fraction:
1 1/2 = 3/2
Now we can rewrite the equation as:
3/2 = (2/3) * Width
To isolate the Width, we can multiply both sides of the equation by the reciprocal of (2/3), which is (3/2):
(3/2) * (3/2) = (2/3) * Width * (3/2)
9/4 = Width
Therefore, the width of the rabbit pen is 9/4 yards, which can also be expressed as 2 1/4 yards or 2.25 yards.
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Related Questions
what is the y-intercept of the graph of the function
Answers
So your answer is.
-5
I hope this helps!!
Answer:
(0,-5)
Step-by-step explanation:
It is where the line meets the y axis
For the following hypothesis test: H
0
:μ≥64 H
A
:μ<64 α=0.01 Given n=40,σ=12, and
x
ˉ
=62.7. State the critical value z. −1.96 1.28 +/−2.58 −2.33
Answers
The correct critical value for this hypothesis test is -2.33.
In the given hypothesis test, where the null hypothesis (H₀) states that μ ≥ 64 and the alternative hypothesis (Hₐ) states that μ < 64, we need to find the critical value z for a significance level (α) of 0.01.
Since the alternative hypothesis is one-tailed (μ < 64), we are interested in the left-tail area of the standard normal distribution.
For a significance level of 0.01, the critical value z can be found by looking up the z-value that corresponds to an area of 0.01 in the left tail of the standard normal distribution.
The critical value z for α = 0.01 is approximately -2.33.
Therefore, the correct critical value for this hypothesis test is -2.33.
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Jessie, Kristen, and Kendall all went shopping together and bought shirts. Kristen bought a shirt that cost $8.50. Jessie's shirt cost $12.75. If their total bill was $39.45 how much did Kendall's shirt cost?
Answers
Answer:
Kendall's shirt was $18.20.
Step-by-step explanation:
39.45 - 8.50 - 12.75 = 18.20
Find the value of x.
Answers
Answer:
1 15 degrees
Step-by-step explanation:
Exterior angle is equal to sum of opposite interior angles
how many seating arrangements are possible if fred (a boy) and carrie (a girl) must be seated next to each other?
Answers
(n-1) x (n-2)! ways of seating arrangements are possible if Fred (a boy) and Carrie (a girl) must be seated next to each other.
A permutation is the act of putting things or numbers in a certain order. Combinations are a method of picking things or numbers from a set of objects or collections without regard for their order.
Let's say there are n seats in total.
Then, there are (n-1) gaps between the seats that Fred and Carrie can be placed in.
If we place Fred and Carrie in one of these gaps, there will be (n-2)! possible arrangements for the rest of the seats.
Therefore, there will be (n-1) x (n-2)! total possible seating arrangements for Fred and Carrie if they must be seated next to each other.
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factor each trinomal. write prime if it is not factorable
1. y2+14y+48
2. m2+8m+12
3. y2-12y+60
4. 12y2+17y-5
5. 10x2+31x+15
Answers
Answer:
ARMY-BTS
Step-by-step explanation:
express the given product as a sum or difference containing only sines or cosines
Answers
To express a product as a sum or difference containing only sines or cosines, we can use trigonometric identities such as the sum and difference identities. These identities allow us to rewrite products involving sines and cosines as sums or differences of sines or cosines.
Let's consider an example:
Suppose we have the product cos(x)sin(x). We can rewrite this product using the double angle identity for sine:
cos(x)sin(x) = (1/2)sin(2x)
In this case, we have expressed the product as a sum of sines.
Similarly, if we have the product sin(x)cos(x), we can use the double angle identity for cosine:
sin(x)cos(x) = (1/2)sin(2x)
In this case, we have also expressed the product as a sum of sines.
In summary, to express a product as a sum or difference containing only sines or cosines, we can use trigonometric identities like the double angle identity for sine or cosine. By applying these identities, we can rewrite the product in terms of sums or differences of sines or cosines.
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Show that an = 5an−1 − 6an−2 for all integers n with n ≥ 2
Answers
To show that the sequence an = 5an−1 − 6an−2 satisfies the recurrence relation for all integers n with n ≥ 2, we need to substitute the formula for an into the relation and verify that the equation holds true.
So, we have:
an = 5an−1 − 6an−2
5an−1 = 5(5an−2 − 6an−3) [Substituting an−1 with 5an−2 − 6an−3]
= 25an−2 − 30an−3
6an−2 = 6an−2
an = 25an−2 − 30an−3 − 6an−2 [Adding the above two equations]
Now, we simplify the above equation by grouping the terms:
an = 25an−2 − 6an−2 − 30an−3
= 19an−2 − 30an−3
We can see that the above expression is in the form of the recurrence relation. Thus, we have verified that the given sequence satisfies the recurrence relation an = 5an−1 − 6an−2 for all integers n with n ≥ 2.
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the voltage across a 1 uf capacitor is given. what is the sinusoidal expression for the current? a) 30sin200t b) 60×10^(-3) sin377t
Answers
To determine the sinusoidal expression for the current in a capacitor, we will use the following equation:
I(t) = C * (dV(t)/dt)
Where I(t) is the current at time t, C is the capacitance (1 μF in this case), and dV(t)/dt is the derivative of the voltage function V(t) with respect to time.
Let's examine both voltage expressions:
a) V(t) = 30sin(200t)
b) V(t) = 60×10^(-3)sin(377t)
Now, let's find the derivatives:
a) dV(t)/dt = 30 * 200 * cos(200t)
b) dV(t)/dt = 60 * 10^(-3) * 377 * cos(377t)
Next, we will multiply each derivative by the capacitance C (1 μF):
a) I(t) = 1×10^(-6) * 30 * 200 * cos(200t)
b) I(t) = 1×10^(-6) * 60 * 10^(-3) * 377 * cos(377t)
Finally, we can simplify the expressions:
a) I(t) = 6 * 10^(-3) cos(200t) A
b) I(t) = 22.62 * 10^(-6) cos(377t) A
Thus, the sinusoidal expressions for the current in each case are:
a) I(t) = 6 * 10^(-3) cos(200t) A
b) I(t) = 22.62 * 10^(-6) cos(377t) A
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A piece of cheese weighs 4/5 of a pound. If the cheese is cut into 8 equal pieces, how much will each piece weigh?
Answers
Answer:
1/10 pound or 0.1 pound
Step-by-step explanation:
4/5 = 0.8
0.8/8 = 0.1
or
4/5 ÷ 8 = 1/10
Hopefully this helps
Two cargo ships are carrying coal. The first cargo ship weighs 1.7 x 104 tons. The second cargo ship weighs 2.4 x 105 tons. How much do both cargo ships weigh? A 7.0 × 102 tons B 4.01 × 108 tons C 2.57 × 105 tons D 4.1 × 109 tons
Answers
Answer: The answer is C
Step-by-step explanation:
Answer:
the answer is c
Step-by-step explanation:
A recipe for cooking a turkey states to allow 20 minutes for each pound of turkey and to add 5 minutes per pound if the turkey is stuffed. Our turkey weighs 16 pounds and will be stuffed. To have dinner at two o'clock in the afternoon, what time does the turkey need to go in the oven? Allow 1/2 hour for cooling and carving. Explain your answers and your thinking.
Answers
Answer:
6:30 A.M
Step-by-step explanation:
That's if you wanted it right at 2 after cooling for 30mins
g provide a table and an appropriate graph for each question, except indicated otherwise. what percentage of people survived? did women had a better survival rate than men? (suggestion stacked bar plot) how does class affect survival rate? (suggestion: a stacked bar plot, facet wrapped by class)
Answers
The total number of third-class people was 709, and 402 of them survived.
In order to create a table and an appropriate graph for each question,
we need data first.
Assuming the data is about the Titanic, let's proceed with the questions.
Percentage of people survived :
To answer this question, we need to have the total number of people who were aboard the Titanic, and how many of them survived.
Let's say the total number of people was 2224, and 722 of them survived.
Using this data, we can create a table as follows:
| | Survived | Not Survived | Total ||-------------------|-------------------|----------------------|-----------|| Number of People | 722 | 1502 | 2224 || Percentage | 32.46% | 67.54% | ||-------------------|-------------------|----------------------|-----------|
To create an appropriate graph, we can use a pie chart as follows:
Did women have a better survival rate than men:
To answer this question, we need to have the total number of men and women who were aboard the Titanic, and how many of them survived.
Let's say the total number of women was 887, and 342 of them survived.
Also, the total number of men was 1337, and 380 of them survived.
Using this data, we can create a table as follows:
| | Survived | Not Survived | Total ||------------------|-------------------|---------------------|-----------|| Women | 342 | 545 | 887 || Men | 380 | 957 | 1337 ||------------------|-------------------|---------------------|-----------|
To create an appropriate graph, we can use a stacked bar plot as follows:
How does class affect the survival rate.
To answer this question, we need to have the total number of people who were aboard the Titanic, how many of them survived, and their class (first, second, or third).
Let's say the total number of first-class people was 324, and 202 of them survived.
Also, the total number of second-class people was 277, and 118 of them survived.
Finally, the total number of third-class people was 709, and 402 of them survived.
Using this data, we can create a table as follows:| | Survived | Not Survived | Total ||-------------------|-------------------|---------------------|-----------|| First-Class | 202 | 122 | 324 || Second-Class | 118 | 159 | 277 || Third-Class | 402 | 307 | 709 ||-------------------|-------------------|---------------------|-----------|
To create an appropriate graph, we can use a stacked bar plot, facet wrapped by class, as follows:
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explain to someone how you know that if the results of a hypothesis test are significant at the 5% level, you don’t know if the results are significant at the 1% level.
Answers
Significance at a 5% level means the obtained p-value is less than 0.05, but it doesn't indicate significance at a 1% level since the latter requires even stronger evidence to reject the null hypothesis.
When we conduct a hypothesis test, we set a significance level, typically denoted as alpha, which represents the threshold for determining the level of evidence required to reject the null hypothesis. The most commonly used significance levels are 5% (0.05) and 1% (0.01).
If the results of a hypothesis test are found to be significant at the 5% level, it means that the obtained p-value (probability value) is less than 0.05. In other words, the observed data is considered statistically significant at a 5% level of significance, indicating that the evidence against the null hypothesis is strong enough to reject it.
However, it is important to note that a result being significant at the 5% level does not necessarily imply that it will be significant at the 1% level. A 1% level of significance requires even stronger evidence to reject the null hypothesis. Therefore, if the p-value obtained in the test is greater than 0.01, we cannot conclude statistical significance at the 1% level, even if it is significant at the 5% level.
In summary, the choice of significance level determines the threshold for accepting or rejecting the null hypothesis. If a result is significant at a lower significance level (e.g., 1%), it automatically implies significance at higher significance levels (e.g., 5%). However, a result being significant at a higher significance level does not guarantee significance at a lower level, as the stricter criteria for rejection are not met.
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a closed rectangular box with volume 8 ft3 has length twice the width. express the height of the box as a function of the width and state its domain.
Answers
The height of the box can be represented as a function of the width, h = 4/w², where the domain of the function is (0, +∞).
Let's assume the width of the rectangular box is represented by the variable 'w'. Given that the length of the box is twice the width, we can express the length as '2w'. The height of the box can be represented by the variable 'h'.
The volume of a rectangular box is given by the formula: V = lwh, where V represents the volume, l represents the length, w represents the width, and h represents the height.
We are given that the volume of the box is 8 ft³. Substituting the values into the formula, we have:
8 = (2w)(w)(h)
Simplifying, we get:
8 = 2w²h
Dividing both sides by 2w², we get:
4/w² = h
Therefore, the height of the box can be expressed as a function of the width, h = 4/w².
The domain of the height function is determined by the width. Since the width of a rectangular box cannot be zero or negative (as it represents a physical dimension), the domain of the height function is the set of positive real numbers, excluding zero. In interval notation, the domain can be expressed as (0, +∞).
In conclusion, the height of the box can be represented as a function of the width, h = 4/w², where the domain of the function is (0, +∞).
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The mean mass of five men is 76 kg. The masses of four of the men are 72 kg, 74 kg, 75 kg and 81 kg. What is the mass of the fifth man
Answers
Answer:
78kg
Step-by-step explanation:
76×5= 380kg
380-72-74-75-81= 78kg
x=(76.5)-302
x=380-302=78
determine whether the geometric series is convergent or divergent. 10 + 9 + 81/10 + 729/100 + ......
If it is convergent, find its sum.
Answers
The given geometric series is convergent, and its sum is 100.
1. Identify the common ratio (r): To determine if the given series is convergent or divergent, we first need to find the common ratio between the terms. In this case, we can divide the second term (9) by the first term (10) to get the common ratio, r.
r = 9/10
2. Check for convergence: A geometric series converges if the absolute value of the common ratio, |r|, is less than 1. In this case:
|r| = |9/10| = 9/10 < 1
Since |r| < 1, the series is convergent.
3. Find the sum (S): For a convergent geometric series, the sum can be calculated using the formula:
S = a / (1 - r)
where a is the first term, and r is the common ratio.
In our case, a = 10 and r = 9/10. Plugging these values into the formula, we get:
S = 10 / (1 - 9/10) = 10 / (1/10) = 100
The given geometric series is convergent, and its sum is 100.
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BIG BRAIN BRAINLY ANSWERS I REALLY NEED YOUR HELP!!!!!!!!!!!!! What's 4 + 4 and also are Ritz crackers are good?
Answers
Answer:4
Step-by-step explanation:
and ritz crackers are pretty good
What is 4 times 3/4 multiples by 3/4
Answers
Answer:
9/4
hope it helps.................
Determine whether or not the triangle with the given side lengths is a right triangle.
(fill in the blanks)
16 inches, 34 inches, 30 inches
a= __ in.
b= __ in.
c= __ in.
Right triangle? Yes or No. ___.
Answers
Answer:
no it is not a right triangle
Step-by-step explanation:
graph each equation by using x- and y-intercepts x+y= 5
Answers
Answer:
Hi there!
Your answers are:
x-intercept: 5
y-intercept: 5
Step-by-step explanation:
To find the x intercept, find the value of x for when y is 0!
x+y =5
x= 5-y
x = 5 -0
x= 5
To find the y intercept, find the value of y for when x is 0!
x+y = 5
y = 5-x
y = 5-0
y= 5
I hope this helps!
Jennifer saved the same amount in her bank account each week for a year. After 32 weeks, she had $240. What is the meaning of the unit rate in context?
Answers
Answer:
Step-by-step explanation:
$240 are the money she saved in 32 weeks.
$240/32weeks = $7.5/ 1 week
The unit rate $7.5/ 1 week, represents how much money was saved each week. Each week was saved $7.50
\(x^{2}-5x-24=0\)
Quadratic Formula
Please show every step
Answers
Answer:
\(x=8,\:x=-3\)
Step-by-step explanation:
\(x^2-5x-24=0\\\mathrm{For\:a\:quadratic\:equation\:of\:the\:form\:}ax^2+bx+c=0\mathrm{\:the\:solutions\:are\:}\\x_{1,\:2}=\frac{-b\pm \sqrt{b^2-4ac}}{2a}\\\mathrm{For\:}\quad a=1,\:b=-5,\:c=-24:\quad x_{1,\:2}=\frac{-\left(-5\right)\pm \sqrt{\left(-5\right)^2-4\cdot \:1\left(-24\right)}}{2\cdot \:1}\\\mathrm{The\:solutions\:to\:the\:quadratic\:equation\:are:}\\x=8,\:x=-3\)\(=\frac{5+\sqrt{\left(-5\right)^2+4\cdot \:1\cdot \:24}}{2\cdot \:1}\\5+\sqrt{\left(-5\right)^2+4\cdot \:1\cdot \:24}\\5+\sqrt{121}\\=\frac{5+\sqrt{121}}{2}\\=\frac{5+11}{2}\\=\frac{16}{2}\\=8\\\frac{-\left(-5\right)-\sqrt{\left(-5\right)^2-4\cdot \:1\cdot \left(-24\right)}}{2\cdot \:1}\\=\frac{5-\sqrt{\left(-5\right)^2+4\cdot \:1\cdot \:24}}{2\cdot \:1}\\5-\sqrt{\left(-5\right)^2+4\cdot \:1\cdot \:24}\\\left(-5\right)^2\\=25\\4\cdot \:1\cdot \:24\\=96\\=5+\sqrt{25+96}\\\)
\(\frac{5-\sqrt{121}}{2\cdot \:1}\\\frac{5-11}{2}\\=-\frac{6}{2}\\=-3\\\)
in the context of big data, ______ relates to changes in meaning.
Answers
Semantics is the branch of linguistics that explores how meaning is conveyed through language. In the context of big data, it refers to the changes in the interpretation of data and how it can be used to yield meaningful insights.
Semantics is a branch of linguistics that deals with the study of meaning in language. In the context of big data, semantics relates to how data is interpreted and how it can be used to gain meaningful insights. Semantic analysis looks at the context of data and how it changes in meaning over time. This analysis helps to understand how the data can be used to make decisions, solve problems, and improve processes. Semantic analysis also helps to identify trends, relationships, and patterns in data that can be used to formulate decisions, plans, and strategies. By understanding the changes in meaning, organizations can use the data to make more informed and accurate decisions.
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Two cyclists, 80 miles apart, start riding towards each other at the same time. One cycles three times as fast as the other. If they meet four hours later what is the speed of the faster cyclist?
Answers
Answer:
The speed of the faster cyclist is 15 miles per hour
Step-by-step explanation:
Let the speed of the slower cyclist be x miles per hour
The speed of the faster is 3 times this
Mathematically, we have this as 3 * x miles per hour = 3x miles per hour
Now;
distance = speed * time
In 4 hours, the distance covered by the slower will be;
x * 4 = 4x miles
The faster;
3x * 4 = 12x miles
Since they are riding opposite each other, they would have covered a total distance of 80 miles when they meet
Thus, we have that;
12x + 4x = 80
16x = 80
x = 80/16
x = 5
The speed of the faster is;
3x miles per hour
Substitute the value of x here
That will be;
3 * 5 = 15 miles per hour
I need help on these 4. Please help me. Don’t put a link. Please help me.
Answers
Incenter is angle bisectors
Centroid is medians
Circumcenter is perpendicular bisectors
Hopefully this helps!!
kip is using a recipe that calls for 1/4 cup of lemon juice. He has a 6-fluid ounce bottle of lemon juice. There are 8- fluid ounces of lemon juice in 1 cup. How many batches can he make?
Answers
Let v = (- 5,8) Calculate the magnitude of - v
Answers
The magnitude of -v is \(\sqrt{(89)}\)
Describe magnitude ?In physics and mathematics, magnitude refers to the size or quantity of a physical or mathematical property. It can be represented by a scalar value or a vector with a scalar magnitude.
In the case of scalar magnitude, it represents a property's absolute value, which is always positive. For example, the magnitude of a force, velocity, or acceleration represents its absolute value without any direction.
In contrast, vector magnitude represents the length or size of a vector, including both its magnitude and direction. It can be calculated using the Pythagorean theorem, where the magnitude of a vector V with components (Vx, Vy, Vz) is:
\(|V| = sqrt(Vx^2 + Vy^2 + Vz^2)\)
The magnitude of a vector is always positive and can be used to determine the distance between two points in space.
Overall, magnitude is an essential concept in many fields, including physics, mathematics, engineering, and computer science, and it plays a crucial role in understanding various physical and mathematical phenomena.
The magnitude of a vector is its length, which is calculated using the Pythagorean theorem. For a vector v = (a, b), the magnitude is given by:
\(|v| = sqrt(a^2 + b^2)\)
The negative of a vector simply reverses its direction, but not its magnitude. Therefore, the magnitude of -v is the same as the magnitude of v.
Using this information, we can calculate the magnitude of -v as follows:
\(|-v| = |-( -5, 8)| = |(5, -8)|\\\|-v|\ = \sqrt{(5^2 + (-8)^2)} = \sqrt{(25 + 64) }= \sqrt{(89)}Therefore, the magnitude of -v is \sqrt{(89)}\)
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Please help !!! for 20 points
Answers
Answer:
4/12 is equal to 3/9
Step-by-step explanation:
least common denominator for 12 and 9
36
4/12=12/36
3/9=12/36
Jimmy rolls a number cube multiple times and records the data in the table above. At the end of the experiment, he counts that he has rolled 185 fours. Find the experimental probability of not rolling a four, based on Jimmy’s experiment. Round the answer to the nearest thousandth.
Answers
In this case, the experimental probability is D. 0.860
Why is this so?First, note that Experimental probability, also known as Empirical probability, is founded on real experiments and adequate documentation of events.
In the table we can see that he rolled the cube 1000 times, and he recorded that 140 of those times he rolled a 5.
Then, the probability of rolling a 5 will be equal to:
P1 = 140/1000 = 0.14
Now, the probabilty of NOT rolling a 5, is equal to the rest of the probabilities, this is:
P2 = 1 - 0.14 = 0.86
then the correct option is D
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Full Question:
Although part of your question is missing, you might be referring to this full question:
Jimmy rolls a number cube multiple times and records the data in the table above. At the end of the experiment, he counts that he had rolled 140 fives. Find the experimental probability of not rolling a five, based in Jimmy’s experiment. Round the answer to the nearest thousandth.
A. 0.140
B. 0.167
C. 0.667
D. 0.860
