Lokota wants to build a sandbox for his little brother. Determine the amount of sand he needs by finding the area of the sandbox. Use the drop-down menus to complete the statements.



First, write the
.



Next, use parentheses when you substitute


for b and


for h.



Now, simplify by


1


2


, 2. 4, and 3. 5.



The area of the sandbox is


m²

Answer:

Step-by-step explanation:

1. Not

2. Yes

3. not

Answer:

No

Step-by-step explanation:

x=(b-5)/c≠(5-b)/c

supposedly

b=6

c=1

x=6-5/1=1

x=5-6/1= -1

1≠ -1

Answer:

No

Step-by-step explanation:

x = b - 5 / L equal to - (5 - b) / L

Answer:

g(x) = 12*x^2 + 8

Step-by-step explanation:

For a function f(x), a vertical stretch of scale factor k is defined as:

g(x) = k*f(x)

In this case, we know that f(x) = 3*x^2 + 2

And the function g(x) is the function f(x) vertically stretched by a factor of 4, then we have k = 4

and:

g(x) = 4*f(x)

Replacing by the actual function, we get

g(x) = 4*(3*x^2 + 2)

g(x) = 4*3*x^2 + 4*2

g(x) = 12*x^2 + 8

An equation of the plane through the point (-5, -5, -2) that is parallel to the plane 4x - 5y + 3z - 6 = 0 and has a coefficient of x as 4 is 4x - 5y + 3z + 1 = 0.

To find an equation of a plane through the point (-5, -5, -2) that is parallel to the plane 4x - 5y + 3z - 6 = 0 and has a coefficient of x as 4, we can use the concept that parallel planes have the same normal vectors.

The given plane has a normal vector (4, -5, 3) since the coefficients of x, y, and z represent the components of the normal vector. To find an equation of a parallel plane, we can use the same normal vector.

Using the point-normal form of the equation of a plane, the equation can be written as:

4(x - x₁) - 5(y - y₁) + 3(z - z₁) = 0

Substituting the coordinates of the given point (-5, -5, -2) as (x₁, y₁, z₁):

4(x + 5) - 5(y + 5) + 3(z + 2) = 0

Expanding and simplifying the equation:

4x + 20 - 5y - 25 + 3z + 6 = 0

4x - 5y + 3z + 1 = 0

Therefore, an equation of the plane through the point (-5, -5, -2) that is parallel to the plane 4x - 5y + 3z - 6 = 0 and has a coefficient of x as 4 is 4x - 5y + 3z + 1 = 0.

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Sharon's desired percentile rank of 0.78.

To determine the goal Sharon set for herself, we need to understand the relationship between standardized scores and percentile ranks.

In a standardized test, such as Sharon's Statistics final, the standardized score represents how well a student performed relative to the average score of the test-takers.

The percentile rank, on the other hand, indicates the percentage of test-takers that scored below a particular student.

In Sharon's case, she wants her standardized score to be equal to her percentile rank.

Therefore, her goal is to achieve a standardized score of 0.78 (written as a decimal) on her Statistics final.

This means she aims to score better than approximately 78% of her classmates, as indicated by her desired percentile rank of 0.78.

Hence her desired percentile rank of 0.78.

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Hi there!

h(x) = 5x + 11

To find h(7) - 3, we can substitute 7 for x and subtract 3:

h(7) = 5(7) + 11 - 3

Simplify:

h(7) = 35 + 11 - 3

h(7) = 43

h(x) = 5x + 11

h(7) = 5 · 7 + 11 = 35 + 11 = 46

h(7) - 3 = 46 - 3 = 43 ← the end answer

Therefore , the solution of the given problem of graphs comes out to be  graph of y  = 2ˣ .

Graphs are used by theoretical physicists to visually or analytically vertices chart assertions rather than values. Typically, a graph point shows the relationship between several different objects. A graph is a particular kind of  train assembly consisting of groups and lines. The networks, also known as the borders, should be joined with glue. The edges of this network had the digits 1, 2, 3, and 4, along with the numerals (2.5), (3.5),

Here,

y =  logₐ(x); logarithmic function (x)

The matching points that must appear on the graph x = bx can be found using the procedure below.

Step 1: In the equation  

=> x = bˣ

=> 2= b¹

=> b =2

replace (2,1) with the value of x and y.

Step 2: Now change the number of b in the equation to make

=> y = 2ˣ

Step 3: The above equation becomes y=2 at (x = 1).

Step 4 - The equation (2) becomes: at (x = 2)

Step 5 - The equation (2) becomes: y = 16 at (x = 4)

The graph of y  = 2ˣ

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In summary, the relative ease in identifying a representative strength value arises from the concentration of observations in specific regions, where certain values occur more frequently.

The reason it is relatively easy to identify a representative strength value in this scenario is due to the distribution of observations and their concentration in certain regions. Let's analyze the provided information:

The observations are distributed over the range 122.2 and 147.7 in a fairly uniform fashion, suggesting the middle of the range as a representative value of strength. This implies that the observations are evenly spread out across the entire range, and thus, the middle value can be considered representative.

The observations are highly concentrated at around 123 or 124, suggesting that the typical value falls in this range. When the observations cluster around a particular value, it indicates a high frequency of occurrence, making it a likely representative value.

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Answer:

(0,-5)

2(0) - 5

y = -5 when x = 0

Answer:

y + 1 = \(\frac{1}{2}\) (x + 2)

Step-by-step explanation:

The equation of a line in point- slope form is

y - y₁ = m(x - x₁)

where m is the slope and (x₁, y₁ ) a point on the line

Calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) =(- 2, - 1) and (x₂, y₂ ) = (2, 1) ← 2 points on the line

m = \(\frac{1+1}{2+2}\) = \(\frac{2}{4}\) = \(\frac{1}{2}\)

with point on line (x₁, y₁ ) = (- 2, - 1 ), then

y - (- 1) = \(\frac{1}{2}\) (x - (- 2) ), that is

y + 1 = \(\frac{1}{2}\)(x + 2) ← equation of line

Answer: m=-1

Step-by-step explanation:

According to gift economy A registered person has received a gift that's valued at $150 from the finra member firm through which her firm clears trades. this gift is considered Excessive.

According to the statement

we have given that the person has received a gift that's valued at $150 from the FINRA member firm through the traders. And we have to find about the type gift.

So, For this purpose, we know that the

A gift economy is one in which services or goods are given without an agreement as to a suitable payment or trade to be made in return.

And

The gift economy recognizes that in the real world, this is only a partial understanding of what motivates individuals and communities. The gift economy places greater value on qualitative relationships between dependent people. The commodity economy places greater value on quantitative trade of goods.

That's why, A registered person has received a gift that's valued at $150 from the finra member firm through which her firm clears trades. this gift is considered Excessive.

So, According to gift economy. A registered person has received a gift that's valued at $150 from the finra member firm through which her firm clears trades. this gift is considered Excessive.

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At the upper triple point, solid graphite, liquid carbon, and gaseous carbon dioxide coexist in equilibrium.

In a phase diagram for carbon, the upper triple point represents a specific combination of temperature and pressure where all three phases of carbon—solid (graphite), liquid (carbon), and gas (carbon dioxide)—coexist in equilibrium.

At this point, there is a delicate balance between the three phases, and any deviation from the exact temperature and pressure values would cause one or more phases to dominate.

The upper triple point is a unique set of conditions where solid graphite, liquid carbon, and gaseous carbon dioxide can exist simultaneously.

It's important to note that the precise values of temperature and pressure at the upper triple point may vary depending on the specific phase diagram being referenced.

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The algebraic expression that can be represented by the statement is -5x/2 = 10

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

The negation of the product of five times a number divided by two is ten

Represent the variable with y

So, we have the following representation

The negation of the product of five times x divided by two is ten

Express the product as an actual product

So, we have the following representation

The negation of 5x divided by two is ten

Express the quotient as an actual quotient

So, we have the following representation

The negation of the 5x/2 is ten

Lastly, we have

-5x/2 = 10

Hence, the expression is -5x/2 = 10

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The probabilities for this problem are given as follows:

a) P(X <= 2) = 0.9772.

b) P(X = 1.16) = 0.

c) P(X = -2.32) = 0.

d) P(X = 1.88) = 0.

We first must use the z-score formula, as follows:

\(Z = \frac{X - \mu}{\sigma}\)

In which:

The z-score represents how many standard deviations the measure X is above or below the mean of the distribution, and can be positive(above the mean) or negative(below the mean).

The z-score table is used to obtain the p-value of the z-score, and it represents the percentile of the measure represented by X in the distribution.

The mean and the standard deviation for this problem are given as follows:

\(\mu = 0, \sigma = 1\)

The probability of an exact value is of zero, as the normal distribution is continuous, hence:

b) P(X = 1.16) = 0.

c) P(X = -2.32) = 0.

d) P(X = 1.88) = 0.

The probability of a value less than 2 is the p-value of Z when X = 2, hence:

Z = (2 - 0)/1

Z = 2

Z = 2 has a p-value of 0.9772.

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The surface area of the square pyramid is 115 square meters

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

The square based pyramid

The formula for the surface area of a square pyramid is:

S = a² + 2al

where a is the length of one side of the square base and l is the slant height.

Area of 4 triangles

This is calculated as

A = 1/2 * 5 * 9 * 4 = 90

Area of the square

This is calculated as

A = 5 * 5 = 25

So, we have

Area = 90 + 25

Area = 115

Hence, the surface area of the square pyramid is 115 square meters.

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Answer:

360 in.

Step-by-step explanation:

1 yd = 36 in.

10 yd = 10 * 1 yd = 10 * 36 in. = 360 in.

a model can help you solve surface area and volume problems. a diagram shows faces and helps you find; a diagram helps you choose a base and height when finding Surface area.

A model can help you solve surface area and volume problems by providing visual representations and aiding in the determination of relevant measurements. Specifically, a "diagram" shows faces and helps you find the different sides or surfaces involved in the problem. It visually presents the shape and its various components, allowing you to identify and analyze the relevant areas or volumes.

A model can be in the form of a physical object or a digital representation. It shows faces and helps you find the different surfaces or sides of the object that contribute to its surface area. By visually observing the model, you can count the number of faces and determine their shapes and sizes, enabling you to calculate the total surface area accurately.

Furthermore, a model helps you choose a base and height when finding the volume of a three-dimensional object. It allows you to visualize the dimensions that define the object's shape and select appropriate measurements for the base and height. By manipulating the model or observing its features, you can determine the appropriate dimensions needed to calculate the volume correctly.

In summary, a model serves as a visual aid, providing a tangible representation of the object or shape. It shows faces, helping you identify the surfaces for surface area calculations, and assists in choosing a base and height when finding the volume of three-dimensional objects.

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Answer:

y=20

Step-by-step explanation:

Let's solve your equation step-by-step.

3y+21=81

Step 1: Subtract 21 from both sides.

3y+21−21=81−21

3y=60

Step 2: Divide both sides by 3.

3y/3  60/3

Answer:20

Answer:

y = 20

Step-by-step explanation:

3y + 21 = 81

    -21      -21         (21 cancels)

3y       =    60

/3               /3              (3 cancels)

         y = 20

is it 2x - 45 or is it 2x - 4 5 can you write the question again in comment

Answer:

Step-by-step explanation:

3 6 9 12 15

5 10 15 20 25

Answer:

6.2

Step-by-step explanation:

I don't think you need my explanation anymore.

Answer:

1/2 or 0.5

Step-by-step explanation:

so to find the slope of two points you use the slope formula which is rise over run, y2-y1/x2-x1. so that would be -1-0/7-9. leading to -1/-2. so the slope is 1/2 or 0.5.

The fraction which should go into the boxes marked A and B in their simplest form is 3/4 and 1/4 respectively.

Total number of fruits Amy has = 10

Number of Apples = 7

Number of Oranges = 3

First random pieces of fruits chosen:

Probability of choosing Apples = 6/9

Probability of choosing Oranges = 3/9

Second random pieces of fruits chosen:

Probability of choosing Apples = 6/8

= 3/4

Probability of choosing Oranges = 2/8

= 1/4

Therefore, the probability of choosing Apples or oranges as the second piece is 3/4 or 1/4 respectively.

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Answer:

Ok thank you also If you dont mind but please click on my pfp and answer my questions please?

Answer:

$72.15

Step-by-step explanation:

x= pounds of steak

$\(9.62x\) = money spent on steaks

If Neil buys 7.5 pounds of steak then x =7.5

$9.62(7.5) = $72.15

Answer:

$72.15

Step-by-step explanation:

1 pound = $9.62

7.5 pounds = $9.62 × 7.5

= $72.15

The eigenvalues of matrix a are λ1 = 17 + 3i and λ2 = 17 - 3i, and the corresponding eigenspaces are spanned by the bases {(13/14-3i), 1} and {(13/14+3i), 1}, respectively.

What are complex numbers?

Complex numbers are numbers that consist of a real part and an imaginary part. They are represented in the form a+bi, where a and b are real numbers, and i is the imaginary unit, defined as the square root of -1.

To find the eigenvalues of matrix a, we need to solve the characteristic equation det(a-λI) = 0, where I is the identity matrix and det is the determinant.

a = 31 -13

-1 3

The characteristic equation is:

det(a-λI) =

|31-λ -13|

|-1 3-λ| = 0

Expanding the determinant, we get:

(31-λ)(3-λ) - (-13)(-1) = 0

(31-λ)(3-λ) + 13 = 0

λ^2 - 34λ + 190 = 0

Using the quadratic formula, we get:

λ1 = 17 + 3i

λ2 = 17 - 3i

To find the eigenvectors corresponding to each eigenvalue, we need to solve the system of equations (a-λI)x = 0, where x is the eigenvector.

For λ1 = 17 + 3i:

(a-λ1I)x =

|31-(17+3i) -13|

|-1 3-(17+3i)|x = 0

Simplifying, we get:

|14-3i -13| |x1| |0|

|-1 -14-3i| * |x2| = 0

From the first row, we get:

(14-3i)x1 - 13x2 = 0

x1 = (13/14-3i)x2

Substituting into the second row, we get:

-x2 - (14+3i)(13/14-3i)x2 = 0

x2 = -(14+3i)(13/14-3i)x2

Thus, a basis for the eigenspace corresponding to λ1 is:

{(13/14-3i), 1}

For λ2 = 17 - 3i:

(a-λ2I)x =

|31-(17-3i) -13|

|-1 3-(17-3i)|x = 0

Simplifying, we get:

|14+3i -13| |x1| |0|

|-1 -14+3i| * |x2| = 0

Following the same steps as for λ1, we obtain a basis for the eigenspace corresponding to λ2:

{(13/14+3i), 1}

Therefore, the eigenvalues of matrix a are λ1 = 17 + 3i and λ2 = 17 - 3i, and the corresponding eigenspaces are spanned by the bases {(13/14-3i), 1} and {(13/14+3i), 1}, respectively.

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Answer:

2.8 years

Step-by-step explanation:

The correct answer for part c is option d: (XA1 XOR XA2). This Boolean expression uses XOR (exclusive OR) which means that either XA1 = 1 and XA2 = 0, or XA1 = 0 and XA2 = 1,

Indicating class A is scheduled during exactly one of the two periods.
For part d, the correct answer is option a: (XA1 XOR XB1)(XA2 XOR XB2). This expression ensures that classes A and B are not scheduled during the same period.

If A is in period 1 and B is not, or vice versa (XA1 XOR XB1 = 1), and if A is in period 2 and B is not, or vice versa (XA2 XOR XB2 = 1), then the overall expression will be true.

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