Does someone know how to find the surface area and volume?

If A 15-foot pole is leaning against a tree and  bottom of the pole is 8 feet away from the bottom of the tree. then the top of the pole  reaches option (C) 12.7 feet

We can use the Pythagorean theorem to solve this problem. Let's call the height we're trying to find "x". Then, we have a right triangle where the pole is the hypotenuse, the distance from the bottom of the pole to the tree is one leg, and the height we're trying to find is the other leg. Using the Pythagorean theorem, we have:

15^2 = 8^2 + x^2

225 = 64 + x^2

Group the like terms

161 = x^2

x ≈ 12.7 feet

Therefore, the correct option is (c) 12.7 feet

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The monthly cost for 39 minutes of calls is $15.34.

We can use the two given data points to form two equations and then solve for the unknown coefficients of the linear function.

Let the monthly cost (in dollars) be denoted by C, and let the total calling time (in minutes) be denoted by T. Then we can write:

C = aT + b

where a is the slope of the line (representing the rate of change of cost per minute of calling time), and b is the y-intercept of the line (representing the fixed monthly cost).

Using the given data points (34, 14.69) and (57, 17.68), we can form the following two equations:

14.69 = 34a + b (equation 1)

17.68 = 57a + b (equation 2)

Subtracting equation 1 from equation 2, we get:

17.68 - 14.69 = 57a - 34a + b - b

2.99 = 23a

a = 2.99/23

a = 0.13 (rounded to two decimal places)

Substituting the value of a into equation 1 (or 2), we get:

14.69 = 34(0.13) + b

b = 14.69 - 4.42

b = 10.27

Therefore, the linear function that represents the monthly cost in terms of total calling time is:

C = 0.13T + 10.27

To find the monthly cost for 39 minutes of calls, we can substitute T = 39 into this function:

C = 0.13(39) + 10.27

C = 5.07 + 10.27

C = $15.34 (rounded to two decimal places)

Therefore, the monthly cost for 39 minutes of calls is $15.34.

The cost price (CP) is the original price paid to purchase a product or asset. It is the total cost incurred to acquire or produce the item, including all direct and indirect costs such as the cost of raw materials, labor, overhead expenses, transportation, taxes, etc.

The cost price is an important factor in determining the profitability of a business or investment, as it directly affects the profit margin. The profit margin is the difference between the selling price (SP) and the cost price (CP), expressed as a percentage of the cost price.

Profit Margin = (SP - CP) / CP * 100%

For example, if a product is sold for $100 and the cost price is $70, then the profit margin is:

Profit Margin = ($100 - $70) / $70 * 100%

Profit Margin = 30%

This means that for every $1 of cost, the business makes a profit of $0.30. The profit margin can be used to evaluate the efficiency and competitiveness of a business, and to compare the profitability of different products or investments.

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y = -3/2 x + 24. is the equation of the line in slope intercept form.

The formula for calculating the equation of a line in point slope form is expressed as:

y - y0 = m(x - x0)

where:

m is the slope

(x0, y0) is the point on the line

Using the coordinate points (2, 9) and (4, 6). The slope is calculated as:

Slope = 6-9/4-2
Slope = -3/2

The required equation will therefore be expressed as:

y - 9 = -3/2(x - 2)

2y - 18 = -3x + 6

2y = -3x + 24

y = -3/2 x + 24

Hence the slope-intercept form of the equation is y = -3/2 x + 24.

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Using Chebyshev's Theorem, considering a standard deviation of 40, we have that at least 75% of the students scored between 360 and 520.

When we have no information about the population distribution, Chebyshev's Theorem is used. It states that:

At least 75% of the measures are within 2 standard deviations of the mean.

At least 89% of the measures are within 3 standard deviations of the mean.

An in general terms, the percentage of measures within k standard deviations of the mean is given by.

here, we have,

In this problem, considering a standard deviation of 40, we have that:

440 - 2 x 40 = 360.

440 + 2 x 30 = 520.

Within 2 standard deviations of the mean, no information about the distribution, hence, at least 75% of the students scored between 360 and 520.

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The length of ML in the line segment is 35 units.

The figure below has the following length as follows:

LN = 79 units

Let's find ML in the line segment as follows:

LM + MN = LN

Hence,

LM = 5y - 5

MN = 4y + 12

Therefore,

LN = 5y - 5 + 4y + 12

79 = 5y - 5 + 4y + 12

79 = 9y + 7

79 - 7 = 9y

72 = 9y

divide both sides by 9

y = 72 / 9

y = 8

Therefore,

ML = 5(8) -5

ML = 40 - 5

ML = 35 units

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Answer:

x is (a) 125.

Step-by-step explanation:

We can solve this proportion by using the property that the ratios of two equal proportions are equal. In other words:

a : b :: c : d if and only if a/b = c/d

Using this property, we can set up the proportion:

26 : 48 :: 82 : x

where x is the unknown term we want to find.

To solve for x, we can cross-multiply the terms in the proportion:

26 * x = 48 * 82

Simplifying the right side of the equation:

26 * x = 3936

Dividing both sides of the equation by 26:

x = 3936/26

x = 152

Therefore, the value of x is 152. However, 152 is not one of the answer choices provided. To choose the closest answer choice, we can round 152 to the nearest value among the answer choices. Rounding 152 to the nearest value, we get:

125: 27 less than 152

122: 30 less than 152

115: 37 less than 152

120: 32 less than 152

The closest value to 152 is 150, which is between 122 and 125. Therefore, the answer closest to the value of x is (a) 125.

Answer:

57%

Step-by-step explanation:

Let's consider the total number of students as 100%.

60% of all students are senior, which means that the rest (40%) are juniors.

Out of all senior students, 45% have school meals.

To find the percentage of senior students who have school meals, we should do the following:

[tex]\ \frac{45\% \times60\%}{100\%} = 27\%[/tex]

This is the percentage of students who are senior and have school meals.

We need to repeat the same procedure with junior students.

To do that, we need to find the 75% of 40% out of total, which is 100%.

[tex] \frac{75\% \times 40\% }{100\%} = 30\%[/tex]

This is the percentage of junior students who have school meals.

Finally we need to add up the percentages to find the total percentage of students who have school meals.

[tex]27\% + 30\% = 57\%[/tex]

The area of the ENTIRE rectangle would be: Area = Base * Height

I think you can see that the triangle is 1/2 of the rectangle. so the

    The area of the right triangle would be: Area = 1/2 * base * height

if the area of the triangle is 18 square inches, then h = 2(18)/6 = 6 inches.

If the base, b, is 6 inches, and the area, A, is 18 square inches, then the height, h, of the triangle is 6 inches.

Triangle is a three-sided geometric shape that has three angles and three sides. The three sides of a triangle are typically referred to as the base, the height, and the hypotenuse. A triangle can be classified as either right, obtuse, or acute depending on the measure of its angles. Right triangles have one right angle, obtuse triangles have one obtuse angle, and acute triangles have three acute angles.

The area of a right triangle can be found by using the formula A=1/2bh, where b is the base of the triangle and h is the height. In this example, the base, b, is 6 inches. To find the height, h, we can solve the equation for h: h = 2A/b, where A is the area of the triangle.

Therefore, if we know the area of the triangle, A, we can find the height, h, of the triangle by plugging in the values and solving for h. For example, if the area of the triangle is 18 square inches, then h = 2(18)/6 = 6 inches.

The area of a right triangle can be found by using the formula A=1/2bh and plugging in the known values of b and h. In this example, if the base, b, is 6 inches, and the area, A, is 18 square inches, then the height, h, of the triangle is 6 inches.

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To find the distance from point P to the curved edge of the door mat, we can use the formula for an ellipse: (x/a)^2 + (y/b)^2 = 1, where a is the semi-major axis (half the length of the flat edge) and b is the semi-minor axis (half the length of the curved edge).

In this case, a = 148/2 = 74 cm and b = 58 cm. The point P is located 30 cm from the center, so x = 30 cm. We can plug these values into the formula and solve for y:

(30/74)^2 + (y/58)^2 = 1

0.1649 + (y/58)^2 = 1

(y/58)^2 = 0.8351

y^2 = 2805.72

y = sqrt(2805.72)

y = 52.97 cm

Therefore, the distance from point P to the curved edge of the door mat is approximately 52.97 cm.

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Refer to the attached image.

The input value is 7 for which h(x) = 3x-14 is equal to 0.

Graphs are visual representations of data that show how any two variables relate to one another. Without requiring a lot of words, they are frequently used to communicate complex and large amounts of data. A specific amount of data must be gathered through surveys or experiments before a graph may be created.

The graph's vertices

y is the coordinate

3, (−7,3), (5,3)

Otherwise put,

h(−7)=h(5)=x

The correct answer is x=5.

Essential Elements of a Graph.

choosing a graph that can accurately depict the kind of data generated

The horizontal axis (X-axis indicates the independent variable) and the vertical axis are the axes and scales (Y-axis represents the dependent variable).

Equally significant is the graph's caption, which explains the premise on which the graph was created without offering any interpretation or analysis of the data.

Pie charts are used to display data in groupings. The percentage of values is used to divide the full pie chart into segments. When there are only a few groups—say, six or fewer—pie charts are utilized.b

In a bar graph, both horizontal and vertical columns are used to plot the data. Higher values are represented by bars with longer lengths. As an illustration, consider the rising crop yield each year. When there are significant variances across categories, bar graphs are typically employed.

Line graph - A line graph is similar to a scatter plot, with the exception that it uses a continuous variable along the X-axis, such as time, temperature, height, and weight. For instance, a person's weight gain over a period of weeks.

The points on the graph

y -coordinate is  3, (−7,3), (5,3)  

In other words,  

h(−7)=h(5)=x  

We are asked for an input value other than  −7

so the answer is  x=5

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The complete question is:

15% of a price of 116 dollars would be a price decrease of $17.40. This means that the price when on sale would be $98.60 as you have to subtract 17.40 from 116.

Answer:

2h

Step-by-step explanation:

You can still divide 6h by 3 even if its not 3h

Imagine there are 6 h's:

H H H H H H

now divide them by 3:

     1                   2

  HHH            HHH

Now you have 2 groups of H so:

2H

a.  The probability that they are actually lying is 0.3214. b. The polygraph test must be 98.7% in order that this probability is at least 80%.

It is simpler to construct and see every possible scenario using the tree diagram. Its two main sites are the ends and the branches of the tree. The probability is written on each branch, and the ends hold the final findings. Use tree diagrams to identify when to multiply and when to add.

The probability of lie = 0.5

The probability of truth = 1 - 0.5 = 0.95

The liars that pass polygraph = 0.10

The liars that fail the polygraph is = 0.90

The truth that pass on polygraph = 0.90

The truth that fails on polygraph = 0.10

a. The probability that they are actually lying is:

P (Lying| fair) = P (fair| Lying) P (lying) / P (fair)

= (0.90)(0.05)/ (0.70)(0.05) + (0.10)(0.95)

= 0.3214

b. P (Lying| fair) > 0. 80

= (x)(0.05)/ (x)(0.05) + (1-x)(0.95) > 0.80

x > 0.987

Hence, the polygraph test must be 98.7% in order that this probability is at least 80%.

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The graph of the piecewise function is attached at the end.

A piecewise function is a function that is defined on a sequence of intervals. For example -

[tex]$|x| =\left \{ {{-x\;\;\;\;x < 0} \atop {x\;\;\;\;x > 0}} \right.[/tex]

Given is the piecewise function as -

[tex]$f(x) =\left \{ {{-x-1\;\;\;\;x < 3} \atop {-x+1\;\;\;\;x \geq 3}} \right.[/tex]

Refer to the graph of the piecewise function. The graph of the function is attached. The line one does not include the point {x = 3}. The second line includes the point {x = 3}

Therefore, the graph of the piecewise function is attached at the end.

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The meaning or impact of the regression data residual not being normally distributed is that the assumptions of the regression model are not met. This can result in biased or misleading estimates of the regression coefficients and the overall fit of the model.

When the residuals are not normally distributed, it can indicate that there are other factors influencing the relationship between the independent and dependent variables that are not accounted for in the model. This can lead to incorrect predictions and unreliable conclusions about the relationship between the variables.

To address this issue, it may be necessary to transform the data or use a different type of regression model that does not assume normality of the residuals. It is also important to check for outliers and influential points, as these can also affect the distribution of the residuals.

In conclusion, the normality of the residuals is an important assumption of the regression model, and if it is not met, it can have a significant impact on the reliability and validity of the results.

Answer: So whats the question then

Step-by-step explanation:

Answer:

Step-by-step explanation:

To solve the polynomial P(m) = -m + 5m² - 8m + 4m⁵ - 8m⁰, we can simplify the expression by combining like terms:

P(m) = 4m⁵ + 5m² - 9m - 8

Therefore, the simplified form of the polynomial is P(m) = 4m⁵ + 5m² - 9m - 8.

Answer:p=\frac{4m^5+5m^2-9m-8}{m};\quad \:m\ne \:0

Step-by-step explanation:

Answer: To find the percent increase in population, I used the following formula:

percent increase = (new value - old value) / old value * 100

In this case, the old value was the population from a decade ago (4360), and the new value was the current population (6590). So plugging these values into the formula, we get:

percent increase = (6590 - 4360) / 4360 * 100

percent increase = 51.38%

So the population of Placerville increased by approximately 51.38% over the past decade. The population of Placerville has increased by (6590 - 4360) = 2230 people over the past decade.

Step-by-step explanation:

Answer:

  10x -25

Step-by-step explanation:

You want to simplify the expression ...

  3x+6+x-2+8(x-3)+-4-4+x+1+-2(x+2)+6+7x+-8x

First, we use the distributive property to eliminate parentheses:

  3x+6+x-2+8x-24+-4-4+x+1+-2x-4+6+7x+-8x

Now, we group x-terms and constant terms:

  (3 +1 +8 +1 -2 +7 -8)x +(6 -2 -24 -4 -4 +1 -4 +6)

Finally, we perform the sums:

  10x -25

__

Additional comment

This sort of problem can be described as "tedious, but not difficult."

The fraction of these 36 chemical elements that are named for women or places is 27/36 or by simplifying it, 3/4.

A fraction is defined as a mathematical concept that can be used to express a portion of a whole or a number that can be written as the ratio of two integers.

Here,
To find the fraction of the 36 chemical elements that are named for women or places, we need to add the number of elements named for women (2) and the number of elements named for places (25), and then divide by the total number of elements (36),

Fraction = (2 + 25) / 36 = 27 / 36

Therefore, the fraction of these 36 chemical elements that are named for women or places is 27/36 or simplify it, 3/4.

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Answer: 6x = 6x. || x is equal to any number.

Step-by-step explanation:

Step 1. 3x + 3 / 9 = 2x + 2 / 6

Step 2. We multiply all terms by the same value to eliminate fraction denominators, then cancel multiplied terms that are in the denominator. After this, distribute. 6x + 6 = 6x + 6

Step 3. Subtract 6 from both sides. 6x (6 - 6) = 6x (6 - 6)

Step 4. Simplify the expression. 6x = 6x

Step 5. x = any number.

Part A: You can decompose Figure ABCDE into two triangles and two rectangles. The two triangles are triangle ABC and triangle AED. The two rectangles are rectangle BCD and rectangle AEB.

Part B: The length of Side AB is 4 units and the length of Side AE is 5 units.

Part C: To find the area of Figure ABCDE, we can simply add the areas of the two triangles and two rectangles. The area of triangle ABC is 3 units2, the area of triangle AED is 6 units2, the area of rectangle BCD is 10 units2, and the area of rectangle AEB is 3 units2. Thus, the area of Figure ABCDE is 3 + 6 + 10 + 3 = 22 units2.

Answer:

Let's start by figuring out how many blue beads Ann had initially.

If Ann had a total of 285 red and blue beads, and she used 45 red beads, then she had 240 blue beads remaining.

If Ann used 40% of the blue beads, then she used:

0.40 x 240 = 96 blue beads

After using 45 red beads and 96 blue beads, Ann had the following number of red and blue beads remaining:

Red beads = 285 - 45 = 240

Blue beads = 240 - 96 = 144

At this point, the ratio of red beads to blue beads is:

Red beads : Blue beads = 240 : 144 = 5 : 3

However, we want the ratio to be 1 : 3. To achieve this ratio, we need to divide both the red beads and blue beads by 5. This gives us:

Red beads = 240 / 5 = 48

Blue beads = 144 / 5 = 28.8

Since we can't have a fraction of a bead, we need to round up the number of blue beads to the nearest whole number. This gives us:

Red beads = 48

Blue beads = 29

Therefore, Ann initially had 285 - 48 - 29 = 208 beads, with 48 red beads and 29 blue beads.

Step-by-step explanation:

Answer: |ax-b| > c

c >= 0

Answer:

he probability of Violeta pulling out a green marble is 0.3 or 30%.

Step-by-step explanation:

he probability of pulling out a green marble is the number of green marbles divided by the total number of marbles in the bag:

P(green marble) = number of green marbles / total number of marbles

In this case, there are 6 green marbles and 14 pink marbles, so the total number of marbles is:

total number of marbles = 6 + 14 = 20

Therefore, the probability of pulling out a green marble is:

P(green marble) = 6 / 20 = 3/10 = 0.3

So the probability of Violeta pulling out a green marble is 0.3 or 30%.

Therefore, 11/2 + 3/4 expressed as a fraction is 25/4.

A fraction is a number that represents a part of a whole. It is represented as a ratio of two numbers, the numerator and the denominator, separated by a horizontal line. The numerator represents the number of parts, while the denominator represents the total number of parts that make up the whole. Fractions can be expressed in different forms, including proper fractions, improper fractions, and mixed numbers. A proper fraction is a fraction where the numerator is less than the denominator. An improper fraction is a fraction where the numerator is greater than or equal to the denominator. A mixed number is a combination of a whole number and a proper fraction.

Here,

5 1/2+3/4

5 1/2=5*2+1/2

=11/2

11/2+3/4

To add 11/2 and 3/4, we need to find a common denominator. The smallest common multiple of 2 and 4 is 4, so we can rewrite 11/2 as an equivalent fraction with a denominator of 4:

11/2 = (11/2) x (2/2) = 22/4

Now we can add the two fractions:

11/2 + 3/4 = 22/4 + 3/4

To add the two fractions, we add the numerators and keep the same denominator:

= (22 + 3)/4

= 25/4

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Answer:

6.21

Step-by-step explanation:

tha ratio 2.97/2.2 has to be the same as x/4.6.

so the new lenght, x, is 4.6×(2.97/2.2)

[tex]\stackrel{ \textit{ratio of (L)ength to (w)idth of old phone} }{\stackrel{L}{2.2}~~ : ~~\stackrel{w}{4.6}\qquad \implies \qquad \cfrac{L}{w}~~ = ~~\cfrac{2.2}{4.6}} \\\\\\ \stackrel{\textit{Length of new phone}}{2.97}\qquad \stackrel{\textit{keeping the same ratio}}{\cfrac{2.97}{w}~~ = ~~\cfrac{2.2}{4.6}} \\\\\\ (2.97)(4.6)=2.2w\implies \cfrac{(2.97)(4.6)}{2.2}=w\implies \stackrel{ new~width }{6.21=w}[/tex]

When a fraction is equivalent to a percentage greater than 100, it means that the numerator represents a value that is greater than the denominator.

A percentage is a way to express a number as a fraction of 100. For example, 50% is the same as 50/100, which simplifies to 1/2.

Suppose we have a fraction that is equivalent to a percentage greater than 100, such as 125%. This means that the fraction represents 125 parts out of 100, or 125/100.

To simplify this fraction, we can divide both the numerator and denominator by the greatest common factor(GCF), which is 25 in this case. This gives us:

125/100 = (125 ÷ 25)/(100 ÷ 25) = 5/4

As we can see, the numerator (5) is greater than the denominator (4). This is because the original percentage value (125%) is greater than 100%, which means the fraction must have a numerator that is greater than the denominator to reflect this increase.

In general, if a fraction is equivalent to a percentage greater than 100, its numerator will be greater than its denominator because the percentage value represents a quantity that is greater than the whole (100%).

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