Mateo has a piece of fabric that is 2 1/4 yards long. He cuts it into pieces that are each 3/8 yard long. How many pieces of fabric does Mateo cut?

Answer:

Step-by-step explanation:

There are 540 degrees in a pentagon so take 540-(everything there)= 67

Step-by-step explanation:

Answer:

35

Step-by-step explanation:

35 : 14 = 5 : 2

Answer:

you just copy and pasted from your canvas assignment or something. its a bunch of random code.Step-by-step explanation:

(-4,4) (4,-2)

m = (y2-y1)/(x2-x1)

m = ( -2-4)/(4-(-4))

m = -6/8

m = -3/4

Answer:

(4,3)

Step-by-step explanation:

Pick the 2 closest points that are perfectly on the line [(0,1) and (4,-2)]. Start at the first point (0,1) count to the right (From (0,1) to (4,1)) and that's our "x" number (4). Count down from that point (4,1) to the other predetermined point (4,-2) and you get your "y" number (3), thus (4,3)

Answer:

It should be 71

Step-by-step explanation:

every triangles equals to 180

so 180 - 38 - 71 = 71

Answer:0.03

Step-by-step explanation:

Answer:

0.03

Step-by-step explanation:

1 necklace uses 100 beads.

3 beads are 3/100 of the necklace = 0.03

Answer:

144cm2

Step-by-step explanation:

I just looked it up and it's 144

The length of each of the wires is 206.16 ft

The length talks about how long the wires are from the top of the phone tower.

The given parameters are

height of the phone tower = 200 feet

The distance from the base to where it is pinned = 50 feet

Recall, each of them forms a right angled triangle

To find the lengths we use the Pythagoras rule

a²=b²+c²

Where a, b, c are the sides of each of the right angled triangles

a²=200²+50²

a²= 40,000+ 2500

Add together to have

a²=42,500

Taking the squares of both sides we have

a=√42500

a=206.16 feet

In conclusion each of the wires is 206.16 feet long

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By understanding the properties of each shape, Omar can gain a better understanding of how they are related to one another and avoid making incorrect statements in the future.

(a) Omar made two incorrect statements about squares. Firstly, he claimed that rectangles are always squares, which is not true. Rectangles are quadrilaterals with four right angles, but they do not necessarily have equal sides like squares do. Secondly, he claimed that rhombuses are never squares, which is also not true. A square is a special case of a rhombus where all sides are equal, so all squares are rhombuses.

(b) To explain the relationships among rectangles, squares, rhombuses, and trapezoids, we need to understand their properties and how they are related to one another.

A rectangle is a quadrilateral with four right angles. It has opposite sides that are parallel and equal in length. All squares are rectangles, but not all rectangles are squares.

A square is a special type of rectangle where all sides are equal in length. It has four right angles, and opposite sides are parallel.

A rhombus is a quadrilateral with all sides equal in length. It does not necessarily have right angles, but opposite sides are parallel like a rectangle. All squares are rhombuses, but not all rhombuses are squares.

A trapezoid is a quadrilateral with one pair of opposite sides parallel. It can have two right angles, but it does not necessarily have any right angles. A trapezoid can be a square if its non-parallel sides are also equal in length.

We can illustrate the relationships among these shapes in a Venn diagram. All squares are rectangles and rhombuses, but not all rectangles and rhombuses are squares. Some trapezoids can also be squares, but not all trapezoids are squares.

To explain this to Omar, we could start by pointing out that squares are a special type of both rectangles and rhombuses, but not all rectangles or rhombuses are squares. We could use examples of each shape to illustrate their properties and how they differ from one another. We could also demonstrate how a trapezoid can be a square if its non-parallel sides are also equal in length.

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Step-by-step explanation:

x+50 = 180 because asim circle

x =180-130

x=150

C: Parametric tests are more likely to get significant results compared to nonparametric tests.

Parametric tests are statistical tests that assume certain characteristics about the data, such as normal distribution and homogeneity of variance.

Parametric tests are statistical tests that make certain assumptions about the data, such as the normal distribution of the population. These tests have more statistical power and are more likely to find significant results if these assumptions hold.

Nonparametric tests, on the other hand, do not make any assumptions about the data's distribution and are useful for non-normally distributed data. They have less statistical power and are less likely to find significant results.

However, if the assumptions of parametric tests are not met, they may lead to incorrect conclusions.

Therefore, it is important to choose the appropriate test based on the data and research question.

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Bearing is degrees from north, so we have a triangle ABC where AB=50m is 90-25=65 degrees to the horizontal, A being the starting point. BC=200m is horizontal. AC is the distance we need to find.

Angle ABC is 90+25=115 degrees so we can use the cosine rule to find AC.

AC^2=AB^2+BC^2-2AB.BCcos115=2500+40000+20000cos65=50952.365 approx.

AC=√50952.365=225.73m approx.

Answer:

Area of triangle1/2b*h Now you can do

The area of the triangle is 9000 square centimeters

Let the sides in order of length be represented as:

x, y and z.

So, we have:

z = 80 + y

z = 130 + x

P = 540

The perimeter is calculated as:

P = x + y + z

So, we have:

x + y + z =540

Substitute z = 130 + x

x + y + 130 + x =540

Evaluate the like terms

2x + y = 410

Substitute z = 130 + x in z = 80 + y

130 + x  = 80 + y

Evaluate the like terms

x - y = -50

So, we have:

2x + y = 410

x - y = -50

Add both equations

3x = 360

Divide by 3

x = 120

Substitute x = 120 in z = 130 + x

z = 130 + 120

z = 250

Substitute z = 250 in z = 80 + y

250 = 80 + y

y = 170

So, we have:

x = 120

y = 170

z = 250

The area is then calculated as:

\(Area = \sqrt{s * (s -x) *(s - y) * (s -z)\)

Where

s = P/2 = 540/2

s = 270

So, we have:

\(Area = \sqrt{270 * (270 -120) *(270 - 170) * (270 -250)\)

Evaluate

Area = 9000

Hence, the area of the triangle is 9000 square centimeters

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By handing the survey to every third person, Kyle used a: 1. nonrandom sampling.

Each student in his class had an unequal chance of being selected to receive the survey.

A statement that best explain why Kyle's survey may be biased is: 3. Two out of every three students entering Kyle's class didn't receive the survey.

In Mathematics and Statistics, there are different types of sampling used by researchers and these include the following;

Based on the information provided about the survey conducted by Kyle, we can reasonably infer and logically deduce that a systematic sampling method (nonrandom sampling) was adopted.

Consequently, the survey may be considered as being biased because each student in Kyle's class had an unequal chance of being selected to receive the survey.

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Answer:

This is known as null effect

Step-by-step explanation:

A null effect is the outcome of an experiment that does not give the effect or result expected. Although an experiment with a null effect has a result, however the result of the experiment does not support the hypothesis

An example of a null result that remains importantly useful is the Michelson-Morley experiment from that partly made possible the formulation of special relativity theory

Answer: .667 yard

Step-by-step explanation:

Hope this helps

Answer:

0.66666666667 Yards

Step-by-step explanation:

google is always right

The magnitude of the resultant vector is 96.77 and its direction is -78.95°.

To find the magnitude and direction of the resultant vector, we can use vector addition. We can break down each vector into its horizontal and vertical components using trigonometry:

For the first vector with magnitude 35 and direction 55°:

Horizontal component = 35 cos(55°) = 19.77

Vertical component = 35 sin(55°) = 28.25

For the second vector with magnitude 80 and direction 130°:

Horizontal component = 80 cos(130°) = -39.06

Vertical component = 80 sin(130°) = 66.68

To find the horizontal and vertical components of the resultant vector, we can add the corresponding components of the two vectors:

Horizontal component of the resultant vector = 19.77 - 39.06 = -19.29

Vertical component of the resultant vector = 28.25 + 66.68 = 94.93

The magnitude of the resultant vector is the square root of the sum of the squares of its horizontal and vertical components:

Magnitude of the resultant vector = sqrt((-19.29)^2 + (94.93)^2) = 96.77

The direction of the resultant vector can be found using trigonometry:

Direction of the resultant vector = arctan(94.93/-19.29) = -78.95° (measured counterclockwise from the positive x-axis)

Therefore, the magnitude of the resultant vector is 96.77 and its direction is -78.95°.

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The following are the zeros for the function h (x) = x2 + 3x - 8: - x= -4 and x=2.

Given a collection of inputs X (domain) and a set of potential outputs Y (codomain), a function is more technically defined as a set of ordered pairings (x,y) where xX and yY with the caveat that there can only be one ordered pair with the same value of x. The function notation f:XY can be used to express that f is a function from X to Y.

The function's zero is a value of x that makes it equal to zero. In other words, the equation f(x) = 0 leads to a zero.

By putting h(x) equal to zero and figuring out x, we may determine the zeroes for the function h(x) = x2 + 3x - 8.

h(x) = x² + 3x - 8 = 0

We may factor the left side of the equation to find x:

x² + 3x - 8 = (x-2)(x+4) = 0

We set each factor to zero and solve for x to discover the zeroes:

x-2 = 0 or x+4 = 0

x = 2 or x = -4

Consequently, the function's zeros are x = 2 and x = -4.

So, A is the right response. x = -4 and x = 2

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The complete question is

What are the zeros of the function h (x) = x² + 3x - 8?

A. x = -4 and x = -2

B. x= -8 and x = 2

C. x = -2 and x = 8

D. x = 2 and x = 8

Answer: 6 pounds is the mode

Step-by-step explanation: 6 is the most common number

The value of R(x) term is 36.

We are given that;

The equation x³ + 2x² - 72x - 28

Now,

We divide the first term, 8x, by the first term of d(x), which is x. This gives us 8, which is the third term of Q(x). We write 8 above the division bar and multiply it by d(x), which gives us 8x - 64. We subtract this from the new dividend, which gives us 36.

Since we cannot divide 36 by x-8 any further, we stop here and write 36 as the remainder R(x).

   x² + 10x + 8

  _______________

x-8 | x³ + 2x² - 72x - 28

    - (x³ - 8x²)

    -------------

        10x² - 72x

      - (10x² -80x)

      -------------

             8x -28

           - (8x -64)

           ----------

                36

Q(x) = x² + 10x + 8 and R(x) = 36.

Therefore, by the equation the answer will be R(x) = 36.

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Answer:

D makes sense. I think the answer is D.

Answer:

71.98

\(d=2\sqrt{ \frac{A}{\pi }} = 2 * \sqrt{\frac{4069.44}{\pi }}\) ≈ 71.98175 rounded to hundred-thousandths

A team with 10 returning players will have 6 new players.

Sophia's statement is correct.

60 x (1/6) = 10

36 x (1/6) = 6

Given,

A soccer league has,

Number of returning players = 60

Number of new players = 36

Given that,

Each team will have the same ratio of returning players to new players.

Then,

Ratio of returning players to new players = 60:36

60:36 = 10:6 = 5:3

A team contains 10 new players.

Now we have to find the number of returning players.

We have the common ratio 5:3

We know that,

Number of returning players = 5 × 2 = 10

Then, number of new players = 3 × 2 = 6

Sophia's statement is correct.

That is,

60 × (1/6) = 10

36 × (1/6) = 6

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Answer:

7/25

Step-by-step explanation:

0.56 move two times to get rid of the point that will give you 56/100 divide by an digit that can go equally in both of them to the lowest form start from 2

Using translation concepts, it is found that the location of the treasure could be given by these following points:

A. point (1, 4) or point (-2, 1)

A translation is represented by a change in the function graph, according to operations such as multiplication or sum/subtraction in it's definition.

We consider that he is at point (-2,4), hence:

Hence option A is correct.

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