I need to find the perimeter and area of this shape! HELP!!

The exact distance between the planes, using radicals as needed, is d = 6√62 / 62.

To find the distance d between the two planes 6x + 5y + z = 54 and 6x + 5y + z = 48, we can use the formula for the distance between parallel planes:

d = |C1 - C2| / √(A^2 + B^2 + C^2)

where A, B, and C are the coefficients of the x, y, and z terms respectively, and C1 and C2 are the constants in the two equations.

In this case, A = 6, B = 5, C = 1, C1 = 54, and C2 = 48. Plugging these values into the formula, we get:

d = |54 - 48| / √(6^2 + 5^2 + 1^2)
d = 6 / √(36 + 25 + 1)
d = 6 / √62

So the distance between the two planes is d = 6/√62. You can simplify this expression by rationalizing the denominator:

d = (6/√62) * (√62/√62)
d = 6√62 / 62

Thus, the exact distance between the planes, using radicals as needed, is d = 6√62 / 62.

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The missing number for box a transaction amount account balance are a = 10, b = 210, c = 210.

Using the information provided in the table, we can fill in the missing numbers as follows:

For transaction 3: The account balance after transaction 2 was $100, and transaction 3 had an amount of $90. Therefore, the account balance after transaction 3 is $190. Hence, the missing number in box a is 190.

For transaction 4: The account balance after transaction 3 was $190, and transaction 4 had an amount of -$200. Therefore, the account balance after transaction 4 is -$10. Hence, the missing number in box b is -10.

For transaction 5: The account balance after transaction 4 was -$10, and transaction 5 had an amount of $c. Therefore, the account balance after transaction 5 is 0. Hence, the missing number in box c is 10.

Therefore, the completed table is:

transaction amount account balance

1 150 150

2 50 100

3 90 190

4     -200-10

5 10 0

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Sam can give pencils and pens to 14 classmates, with each classmate receiving 3 pencils and 4 pens (since 42 divided by 14 is 3, and 56 divided by 14 is 4).

Sam has 42 pencils and 56 pens, and he wants to distribute them equally among his classmates. To find the greatest number of classmates, we need to find the greatest common divisor (GCD) of 42 and 56.

The GCD of 42 and 56 is 14. Therefore, the greatest number of classmates Sam can give pencils and pens to is 14.

Each classmate will receive:
- 42 pencils / 14 classmates = 3 pencils per classmate
- 56 pens / 14 classmates = 4 pens per classmate

So, each of the 14 classmates will receive 3 pencils and 4 pens.

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The calculated width of the scale drawing is 0.67 cm and the missing side length is undefined

We have the following statements from the question

The above statements means that the width of the scale is

Scale width = 335 cm  * 1/500

When the products are evaluated, we have the following

Scale width = 0.67 cm

This means that the width of the scale drawing is 0.67 cm

Also, the missing side length of the original plot of land in meters cannot be calculated

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Answer:3,15,18.

Step-by-step explanation:

6:1:5 total ratio =6+1+5=12 so you’ll take all the numbers at different times so 6 will be divided by 12 and multiplied by36 (6/12)36= 18so the first number is nine do the same thing for the next ratio (1/12)36=3 thirdly(5/12)36=15 now add the three numbers to check whether they sum up to36(18+3+15=36)

The utility maximizing units of consumption are approximately 1 or 15 units, depending on other factors such as budget constraints and the specific preferences of the individual.

To find the utility maximizing units of consumption, we need to calculate the first derivative of the utility function (U) with respect to q and set it equal to zero. Here's the utility function:

U = 18q + 7q^2 - (1/3)q^3

Now, we'll find the first derivative (dU/dq):

dU/dq = 18 + 14q - q^2

To find the utility maximizing units, set dU/dq to zero and solve for q:

0 = 18 + 14q - q^2

Rearrange the equation:

q^2 - 14q + 18 = 0

Now, we'll solve for q using the quadratic formula:

q = (-b ± √(b^2 - 4ac)) / 2a

In this case, a = 1, b = -14, and c = 18. Plug these values into the formula:

q = (14 ± √((-14)^2 - 4 * 18)) / 2

q = (14 ± √(196 - 72)) / 2

q = (14 ± √124) / 2

The two possible solutions for q are:

q1 ≈ 1.27
q2 ≈ 14.73

Since the individual consumes discrete units, the utility maximizing consumption will be the whole number closest to these values.

Therefore, the utility maximizing units of consumption are approximately 1 or 15 units, depending on other factors such as budget constraints and the specific preferences of the individual.

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The flooring company will need to buy 420 tiles, if the rectangle kitchen of dimension 7 ft by 15 ft is retiling using square tiles that measure 6 by 6 inches.

First, we need to convert all the measurements to the same unit. We can convert the dimensions of the kitchen from feet to inches by multiplying by 12:

   Length: 7 ft x 12 in/ft = 84 in

   Width: 15 ft x 12 in/ft = 180 in

Next, we need to find the area of the kitchen in square inches:

Area = length x width = 84 in x 180 in = 15,120 sq in

Now, we can find the area of one tile in square inches:

Area of one tile = 6 in x 6 in = 36 sq in

Finally, we can divide the area of the kitchen by the area of one tile to find the total number of tiles needed:

Number of tiles = Area of kitchen / Area of one tile

Number of tiles = 15,120 sq in / 36 sq in = 420

Therefore, the flooring company will need to buy 420 tiles.

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The value of the simplified expression is -15.

The simplification of the expression is determined by substituting the appropriate values of the variables into the equation.

The given expression; = 54/g - 8h

The value of g = 6 and the value of h = 3,

The value of the expression is calculated as follows;

= 54/g - 8h

= 54/6 - 8(3)

= 9 - 24

= - 15

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The complete question is below:

54/g - 8h, when g = 6 and h=3

Answer:

25%

Step-by-step explanation:

one 4th of 8,000 is 2,000 convert it to a percent and there you go!

Give brainliest please! Enjoy your night!

Answer:

let amount of games won and lost be x and y respectively

y+18=x

x+y=78

y+y+18=78

2y=78-18

2y=60

y=30

x=30+18

x=48

thus, games won is 48

The distance between the two scout patrols is approximately 11.66 kilometers.

We can see that the situation forms a right triangle with the hypotenuse representing the distance between the two scout patrols. Let's call this distance d.

Each patrol initially hikes 5 kilometers in opposite directions. This means that the distance between them at this point is 10 kilometers (5 km + 5 km).

Then, each patrol turns 90 degrees to their right and hikes 6 kilometers. This means that they travel along the legs of the right triangle, which have a length of 6 kilometers.

Using the Pythagorean theorem, we can solve for the hypotenuse:

d² = 10² + 6²

d² = 136

d ≈ 11.66 km

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The distance between the airplane and the tower is approximately 1864.5 meters.

To solve this problem, we can use trigonometry. Let's draw a diagram to help us visualize the situation:

```
   T
  /|
 / |
/  | 500m
/a  |
--------
  x
```

In this diagram, "T" represents the control tower, "a" represents the airplane, and "x" represents the distance between them. We know that the height of the airplane is 500m, and the angle of depression from the tower to the airplane is 15 degrees. This means that the angle between the horizontal ground and the line from the tower to the airplane is also 15 degrees.

Using trigonometry, we can set up the following equation:

```
tan 15 = 500 / x
```

We can solve for "x" by multiplying both sides by "x" and then dividing by tan 15:

```
x = 500 / tan 15
```

Using a calculator, we can find that tan 15 is approximately 0.2679. Therefore:

```
x = 500 / 0.2679
x ≈ 1864.5m
```

So the distance between the airplane and the tower is approximately 1864.5 meters.

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The slope of the line of best fit for data set B is -1.495, which is closest to the slope of the line of best fit for data set A (-1.5).

When k = 4:

Σ(x) = 39, Σ(y) = 61, Σ(xy) = 566, Σ(x²) = 316

n = 10

d = (Σ(xy) - (Σx)(Σy) / n) / (Σ(x²) - (Σx)² / n) = (566 - (39)(61) / 10) / (316 - (39)² / 10) = -1.495

When k = 5:

Σ(x) = 40, Σ(y) = 65, Σ(xy) = 610, Σ(x²) = 337

n = 10

d = (Σ(xy) - (Σx)(Σy) / n) / (Σ(x²) - (Σx)² / n) = (610 - (40)(65) / 10) / (337 - (40)² / 10) = -1.481

Based on these calculations, it appears that the value of k that makes d closest to b is k = 4.

At k = 4, the slope of the line of best fit for data set B is -1.495, which is closest to the slope of the line of best fit for data set A (-1.5).

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Answer:

BC= 47.424

I believe that’s correct, but if you really need an answer just get a triangle calculator

The length of side AB is 6.3 units.

The length of side AB is solved using the distance formula below

AB = √((x₂ - x₁)² + (y₂ - y₁)²

where

(x₁, y₁) = (-9, 0) and

(x₂, y₂) = (-3, 2).

AB = √((-3 - (-9))² + (2 - 0)²)

AB = √(6² + 2²)

AB = √(40)

AB = 2√(10)

AB = 6.3245

AB = 6.3 to the nearest tenth

Therefore, the length of side AB is 6.3 units.

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Answer:

b=18.7

Step-by-step explanation:

sin112°/37=sin28°/b

b=sin28°/(sin112°/37)

b=18.7

Since it's a scale, we can take the backsides of both buses. They read 2in and 10ft

12 inches are in one foot, so 120 inches are in 10ft

Next we'll divide [tex]120\div2[/tex] and we get 60.

That's means we can multiply [tex]7 \times 60[/tex], getting 420 inches

To get it back to feet, we divide by 12

[tex]420\div12[/tex] = 35 feet

Therefore, The actual length of the bus is 35 feet

Answer:

its 35

Step-by-step explanation:

Answer:

Trapezoid.

Step-by-step explanation:

The speed of Fred's snowmobile was 30 miles per hour.

This is calculated by dividing the distance traveled by the time taken for each journey, which gives a speed of 30 mph for both the outward and return journeys.

To find Fred's speed, we can use the formula speed = distance/time. We know that Fred traveled a distance of 360 miles in 12 hours on the outward journey, so his speed was 360/12 = 30 mph.

Similarly, on the return journey, he traveled the same distance of 360 miles, but it took him 15 hours, so his speed was again 360/15 = 24 mph.

However, we are asked to find his constant speed, so we take the average of the two speeds, which gives us (30 + 24)/2 = 27 mph. Therefore, Fred's snowmobile was traveling at a constant speed of 30 mph on both journeys.

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To find the scale factor that takes polygon N to polygon P, you need to divide the corresponding side lengths of the two polygons.

To find the scale factor that takes polygon N to polygon P, you need to divide the corresponding side lengths of the two polygons.

For example, if one of the sides of polygon N is 6 units long, and the corresponding side of polygon P is 9 units long, then the scale factor is 9/6 or 1.5. This means that polygon P is 1.5 times larger than polygon N in all dimensions.

To determine the scale factor for all the corresponding sides of the polygons, you can compare each pair of sides and divide the length of the corresponding side of polygon P by the length of the corresponding side of polygon N.

It's important to note that when finding the scale factor between two polygons, you must compare corresponding sides. That is, you can't just choose any two sides to compare; you must compare the sides that are in the same position in the two polygons.

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Answer: This means that if we were to take many samples and construct confidence intervals for each one, 95% of those intervals would contain the true population proportion.

Step-by-step explanation:

a) To calculate the margin of error for this sample, we can use the formula:

Margin of error = Z√(p(1-p)/n)

where:

Z = the z-score corresponding to the level of confidence (95% confidence interval corresponds to a z-score of 1.96)

p = the sample proportion (290/400 = 0.725)

n = the sample size (400)

Plugging in these values, we get:

Margin of error = 1.96√(0.725(1-0.725)/400) ≈ 0.049

So, the margin of error for this sample is approximately 0.049 or 4.9%.

b) To construct a 95% confidence interval for the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces, we can use the formula:

Confidence interval = p ± Z*(√(p*(1-p)/n))

where:

p = the sample proportion (0.725)

Z = the z-score corresponding to the level of confidence (1.96)

n = the sample size (400)

Plugging in these values, we get:

Confidence interval = 0.725 ± 1.96*(√(0.725*(1-0.725)/400)) ≈ (0.678, 0.772)

Therefore, we can say with 95% confidence that the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces is between 0.678 and 0.772.

c) The "95% level of confidence" means that if we were to repeat this sampling process many times and construct 95% confidence intervals for each sample,

we would expect that 95% of those intervals would contain the true population proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces.

d) The confidence interval we constructed in (b) tells us that we can be 95% confident that the true population proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces is between 0.678 and 0.772.

This means that if we were to take many samples and construct confidence intervals for each one, 95% of those intervals would contain the true population proportion.

Based on this interval, we can conclude that it is likely that at least 65% of employed adults that live in San Luis travel to Yuma or nearby to get to their workplaces, as the lower bound of the interval is above 65%.

e) Whether or not it is worth it to invest in the new highway depends on many factors beyond just the proportion of employed adults that live in San Luis and travel to Yuma or nearby to get to their workplaces.

The decision to invest in the highway should be based on a careful cost-benefit analysis that takes into account factors such as the expected traffic volume, the expected economic benefits, and the cost of the project.

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Answer:

This is true.

Step-by-step explanation:

To prove this as true what we can do is draw a graph. On one of the graphs, we will have a point at (-7,1). If we were going to reflect it over the y-axis by counting the distance it is from the y-axis and counting it in the other direction. When we do this we get a point of (7,1). We can infer that because it was flipped in the y-axis the y value stayed the same while the x-axis changed.

This is how we can prove this to be true.

The Rohe Theorem can be applied to on the dood inter - 2x-) -1.31 WS. No, because it is not continuous on the closed intervals.

To determine whether Rolle's Theorem can be applied to the given function (ignoring typos and irrelevant parts), we need to consider the requirements for Rolle's Theorem: the function must be continuous on a closed interval and differentiable on an open interval within that closed interval.
Your answer: B. No, because the function is not continuous on the closed intervals. This is due to the presence of irrelevant parts in the given function, which makes it impossible to determine its continuity and differentiability. Therefore, Rolle's Theorem cannot be applied in this case.

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The closest answer choice is  [tex]27.52 units^2.[/tex]

The area of the circle, we need to find the area of one sector and then multiply it by 16 since there are 16 congruent sectors.

To find the area of one sector, we use the formula:

[tex]Area of sector = (angle/360) * \pi*r^2[/tex]

Since we know the base and height of the highlighted sector, we can use the Pythagorean theorem to find the radius of the circle:

[tex]r^2 = (1.56/2)^2 + (3.92)^2[/tex]

r ≈ 3.969 units

Now we can find the angle of one sector using the formula:

angle = (base/radius) x 180/π

angle ≈ 22.5 degrees

Plugging in the values for angle and radius in the area of sector formula, we get:

[tex]Area of sector =(22.5/360) *\pi (3.969)^2[/tex]

Area of sector ≈ 0.491π

Multiplying this by 16, we get the approximate area of the circle:

Approximate area of circle ≈ 16 x 0.491π

Approximate area of circle ≈ 7.8π

Using a calculator to approximate π as 3.14, we get:

Approximate area of circle ≈ [tex]24.46 units^2[/tex]

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True because a system of equations is a set of two or more equations that describe a particular situation or problem.

In mathematics, a system's equations is a collection of two or more equations involving the same set of variables. These equations are usually used to model and solve real-world problems in fields such as physics, engineering, economics, and many others.

For example, consider the following system of two equations:

2x + y = 5

x - y = 3

This system of equations represents a situation where we have two unknowns, x and y, and two pieces of information that relate them. To solve the system of equations, we need to find the values of x and y that satisfy both equations simultaneously.

There are different methods to solve a system of equations, such as substitution, elimination, and matrices. The choice of method depends on the complexity of the system and personal preference. Once we find the solution to the system of equations, we can use it to answer questions about the original problem.

In summary, a system of equations is a useful tool in mathematics and other fields for modeling and solving real-world problems that require multiple pieces of information to describe accurately.

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The maps scale is 1 inch = 6 miles. This means that for every inch on the map, it represents 6 miles in real-life distance.

To determine the scale, we need to know the relationship between the distance on the map and the actual distance. In this case, the distance on the route map between Hugo's house and his work is 3 inches, and the actual distance he travels by bus is 18 miles.

To find the scale, we can set up a proportion using the given information:

(distance on the map in inches) / (actual distance in miles) = (1 inch) / (x miles)

Now, we can plug in the known values:

(3 inches) / (18 miles) = (1 inch) / (x miles)

To solve for x, we can cross-multiply:

3 inches * x miles = 18 miles * 1 inch

3x = 18

Now, divide both sides by 3:

x = 6

So, the scale of the map is 1 inch = 6 miles.

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Flo ate more of the sandwich than Arnie.

Option A is the correct answer.

We have,

We need to compare the values 3/4 and 2/3 to determine which fraction represents a larger amount of sandwiches eaten.

To make the fractions comparable, we need to find a common denominator.

The least common multiple of 4 and 3 is 12.

So we can rewrite 3/4 and 2/3 with 12 as the denominator:

3/4 = 9/12

2/3 = 8/12

Comparing these fractions, we see that 9/12 (or 3/4) is greater than 8/12

(or 2/3).

Therefore,

Flo ate more of the sandwich than Arnie.

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The general expression would be A_shaded = πr² - (1/2)r²θ(π/180).

To find an expression in terms of π that represents the area of the shaded part of circle R, we need to :
1. Identify the radius (r) of circle R.
2. Determine the area of the entire circle using the formula A_circle = πr².
3. Identify the angle measure (θ) in degrees of the sector corresponding to the shaded part.
4. Convert the angle measure to radians by multiplying by (π/180).

5. Calculate the area of the sector using the formula A_sector = (1/2)r²θ.
6. Subtract the area of the sector from the area of the entire circle to find the area of the shaded part: A_shaded = A_circle - A_sector.
By following these steps, you will obtain an expression in terms of π that represents the area of the shaded part of circle R. However, the general expression would be A_shaded = πr² - (1/2)r²θ(π/180).

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The volume of the oblique cylinder whose base and height is given would be = 9,646.08 m³. That is option B.

To calculate the volume of a cylinder, the formula that should be used is given as follows:

Volume of a cylinder = πr²h

π = 3.14

R = diameter/2 = 16/2 = 8m

Height = 8²+48² (using the Pythagorean formula)

= 64+2304

=√ 2368

= 48.66cm³

The volume of the cylinder = 3.14 × 8×8×48.66

= 9,646.08 m³

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