Solve the right triangle. Round decimal answers to the nearest tenth.
G
14
H
?
J
16

HJ~

m angle G ~

m angle J~

Answer:

A = 5026.548246 m²

Step-by-step explanation:

Equation for Area of a Circle: A = πr² where r is the radius.

The radius of a circle is always half the diameter. Since we know the diameter is 80m, we can divide by 2 to find our radius.

80/2 = 40m

Now that we have found our radius, we can plug the value into r and solve.

A = π(40)² = 5026.548246 m²

Answer:

radius is 50.95

area is 8158.55

Step-by-step explanation:

cirumference = 2pi×r

or,320.28=2×(22/7)×r

or, r=320.28/(2×(22/7))

r=50.95 cm

area=(22/7)r^2

=8158.55

68.2% confidence of the students drink between: 131 and 175 bottles of water per day.

We can use the empirical rule, also known as the 68-95-99.7 rule, to determine the range of values that contain 68.2% of the data in a normal distribution. According to the rule, approximately 68.2% of the data falls within one standard deviation of the mean.

We know that the mean amount of bottled water consumed is 153 bottles, with a standard deviation of 22 bottles. Therefore, one standard deviation below the mean is 153 - 22 = 131 bottles, and one standard deviation above the mean is 153 + 22 = 175 bottles.

Thus, we can say with 68.2% confidence that the number of bottled water consumed by students each day falls between 131 and 175 bottles.

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The general solution to the differential equation dy/dt - 5y = A is y = Ce^(5t) + A/5, where C is a constant of integration. The general solution is y = (A/5) + Ce^(5t). so, the correct answer is D).

The general solution to the differential equation dy/dt - 5y = A, where A is a constant, is

y = Ce^(5t) + A/5

where C is an arbitrary constant determined by any initial or boundary conditions given.

The general solution is a combination of the homogeneous solution y_h = Ce^(5t) (which satisfies the differential equation without the constant term A) and the particular solution y_p = A/5 (which satisfies the differential equation with A but without any initial or boundary conditions).

so, the correct option is D).

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--The given question is incomplete, the complete question is given

" Answer quickly please

Given that A is a constant, the general solution to the differential equation dy/dt -5y = A is Select one O a. 3t2 2 Ob. 3= Ae-56 Ос. y = Aest Od y = Ce^(5t) +A/5 The solution to the exact differential equation"--

The correct answer is (C) -8x12.

To simplify (4x^4)^-3, we use the power of a power rule which states that (a^m)^n = a^(mn), where a is a non-negative number and m and n are integers. Applying this rule, we get:

(4x^4)^-3 = 4^(-3) x^(4 x -3) = (1/64)x^(-12) = -8x^12 (using the negative exponent rule, which states that a^(-n) = 1/a^n)

Therefore, the simplified form of (4x^4)^-3 is -8x^12.

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The production level that will maximize profit is 80 units

To find the production level that will maximize profit given the cost function C(q) = 660 + 5q + 0.03q^2 and demand function p = 10 - q/400, follow these steps:

1. Write down the revenue function: Revenue (R) is the product of price (p) and quantity (q). So, R(q) = p * q.

2. Substitute the demand function into the revenue function: R(q) = (10 - q/400) * q

3. Simplify the revenue function: R(q) = 10q - q^2/400

4. Write down the profit function: Profit (P) is the difference between revenue and cost. So, P(q) = R(q) - C(q).

5. Substitute the revenue and cost functions into the profit function: P(q) = (10q - q^2/400) - (660 + 5q + 0.03q^2)

6. Simplify the profit function: P(q) = 10q - q^2/400 - 660 - 5q - 0.03q^2

7. Combine like terms: P(q) = 5q - q^2/400 - 0.03q^2 - 660

8. Differentiate the profit function with respect to q to find the first derivative: P'(q) = 5 - q/200 - 0.06q

9. Set the first derivative equal to 0 and solve for q: 5 - q/200 - 0.06q = 0

10. Solve for q: q ≈ 80

The production level that will maximize profit is approximately 80 units (rounded to the nearest whole number).

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If t is less than -1.699, we reject the null hypothesis.

To test the claim by the owner of the large dealership, we will use a one-sample t-test with the following hypotheses:

Null Hypothesis: H0: µ >= µ0 (The population mean time of ownership is greater than or equal to µ0)

Alternative Hypothesis: Ha: µ < µ0 (The population mean time of ownership is less than µ0)

where µ is the population mean time of ownership, µ0 is the claimed mean time of ownership by the owner of the dealership.

The significance level is α = 0.05.

We can calculate the t-value as:

t = ([tex]\bar{x}[/tex] - µ0) / (s / √n)

where [tex]\bar{x}[/tex] is the sample mean time of ownership, s is the sample standard deviation, n is the sample size.

Plugging in the values given in the problem, we get:

t = ([tex]\bar{x}[/tex] - µ0) / (s / √n) = (5.7 - µ0) / (1.8 / √n)

Since the alternative hypothesis is one-tailed (less than), we need to find the critical t-value from the t-distribution table with n-1 degrees of freedom and a significance level of 0.05. For a sample size of n = 30 (assuming it is large enough), the critical t-value is -1.699.

If the calculated t-value is less than the critical t-value, we reject the null hypothesis and conclude that there is evidence to support the claim that the mean time of ownership for all cars is less than the claimed mean time of ownership by the owner of the dealership.

If the calculated t-value is greater than the critical t-value, we fail to reject the null hypothesis and conclude that there is not enough evidence to support the claim that the mean time of ownership for all cars is less than the claimed mean time of ownership by the owner of the dealership.

So, if we assume that the sample is representative of the population and meets the assumptions of the t-test, we can calculate the t-value as:

t = (5.7 - µ0) / (1.8 / √30)

If t is less than -1.699, we reject the null hypothesis. Otherwise, we fail to reject the null hypothesis.

Note that we don't have any information about the claimed mean time of ownership by the owner of the dealership, so we cannot calculate the t-value or make any conclusions.

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Just-in-time (JIT) delivery is a supply chain management strategy that aims to improve efficiency and reduce inventory costs by having materials and goods delivered exactly when they are needed in the production process.

This approach requires suppliers to be able to respond to the customer's production schedule, ensuring timely deliveries to prevent disruptions. As a result, JIT delivery shifts greater responsibility for physical distribution activities from the supplier to the business customer, who needs to closely monitor inventory levels and maintain efficient communication with suppliers.

However, JIT delivery does not typically lead to larger, less frequent deliveries, nor does it inherently increase physical distribution costs. In fact, it may reduce costs by minimizing inventory storage expenses. Additionally, e-commerce order systems and computer networks are often utilized to facilitate the communication and coordination required for effective JIT delivery.

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Answer:

-17 and -5

Step-by-step explanation:

-5 x -17 = 85

-5 + -17 = -22

There are 26 zeros in this number when it is written in standard notation. The correct answer is option (A). The mass of the sun is estimated to be 1.9891 x 10³⁰kg. To determine the number of zeros in this number when written in standard notation, we need to first convert it to standard form.

In standard form, the number is expressed as a decimal between 1 and 10 multiplied by a power of 10. To convert the given number to standard form, we move the decimal point 30 places to the right because the exponent is positive 30. This gives us 1989100000000000000000000000000. As we can see, there are 27 digits in this number. Therefore, there are 27-1=26 zeros in this number when it is written in standard notation.

In conclusion, the answer is A, 26. This type of question is commonly asked in science and engineering, where large or small numbers are expressed in scientific notation for convenience. Understanding how to convert between scientific notation and standard form is important for anyone studying or working in these fields.

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Answer:

12 is the answer

Step-by-step explanation:

6 y = 6 × 36 in. ( y = yards, in = inches )

do the math:

6(36) ÷ 18 = 12 ( for 18 sections of course )

12 × 18 = 6 × 36

becuase;

12 × 18 = 216 \

                       ——- They are the same

6 × 36 = 216  /

= 216

Divide

216 ÷ 18 = 12

12 being the answer

Answer:

12 inches long

Step-by-step explanation:

One yard is equal to 36 inches, so 6 yards is equal to:

[tex]\sf:\implies 6 \times 36 = 216\: inches[/tex]

To find the length of each section, we need to divide the total length of the banner (216 inches) by the number of sections (18):

[tex]\sf:\implies 216 \div 18 = \boxed{\bold{\:\:12\:\:}}\:\:\:\green{\checkmark} [/tex]

Therefore, each section is 12 inches long.

Answer:

The answer to your problem is, F = 15N

Step-by-step explanation:

You have: F = ka

Where F is the force acting on the object, A is the object's acceleration and is the constant of proportionality.

Which will be our letters that we will NEED to use for today.

You can calculate the constant of proportionality by substituting F = 18 and a = 6 into the equation and solving for k: Then we can now figure out the “ formula of expression “

18 = k6

k = [tex]\frac{18}{6}[/tex]

K = 3

We would need to calculate the force when the acceleration of the object becomes 5 m/s², as following: F = 3 x 5 ( Basic math )

= F = 15

Thus the answer to your problem is, F = 15N

To find dy/dt, we need to use implicit differentiation.

First, we differentiate both sides of the equation with respect to t:

2x(dx/dt) + 2y(dy/dt) = 2(dx/dt) + 4(dy/dt)

Next, we plug in the given values for x, y, and dx/dt:

2(3)(7) + 2(1)(dy/dt) = 2(7) + 4(dy/dt)

Simplifying, we get:

42 + 2(dy/dt) = 14 + 4(dy/dt)

Subtracting 2(dy/dt) and 14 from both sides:

28 = 2(dy/dt)

Finally, we divide both sides by 2 to solve for dy/dt:

dy/dt = 14
To find dy/dt, first differentiate the given equation x^2+y^2=2x+4y with respect to time t. Use the chain rule:

2x(dx/dt) + 2y(dy/dt) = 2(dx/dt) + 4(dy/dt).

Now substitute the given values, x = 3, y = 1, and dx/dt = 7:

2(3)(7) + 2(1)(dy/dt) = 2(7) + 4(dy/dt).

Solve for dy/dt:

42 + 2(dy/dt) = 14 + 4(dy/dt).

Rearrange and solve:

2(dy/dt) - 4(dy/dt) = 14 - 42,

-2(dy/dt) = -28.

Finally, divide by -2:

dy/dt = 14.

So the value of dy/dt is 14 when x = 3, y = 1, and dx/dt = 7.

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6.6,your answer is correct.

As the theorem is a^2+b^2=c^2 you first must assign the proper components to each variable. Since 12 is the longest since it is the hypotenuse that means it is c so in this case 144. And since 10 is the leg it is a.

To solve you must take

10^2+b^2=12^2

100+b=144

144-100=44

Since b^2 is 44 you must find the square root [tex]\sqrt{44}[/tex]=6.6

We know that the diameter of the wheel is 1215 inches

Since CD is a perpendicular bisector of AB, it means that CD passes through the center of the circle. Let O be the center of the circle. Then OD is the radius of the circle.

Since chord CE passes through the center O, it is a diameter of the circle. Therefore, CE = 2OD.

Let's use the intersecting chords theorem to find OD.

According to the intersecting chords theorem,

AC * CB = EC * CD

We know that AC = CB (since they are radii of the same circle) and CD = 4 inches. We also know that AB = 12 inches. Let's call the length of segment AE x. Then the length of segment EB is 12 - x.

So we have:

x * (12 - x) = EC * 4

Simplifying:

12x - x^2 = 4EC

Rearranging:

EC = 3x - x^2/4

Now let's use the intersecting chords theorem again, but this time for chords AB and CD:

AC * CB = AD * DB

We know that AC = CB and AB = 12 inches. Let's call the length of segment AD y. Then the length of segment DB is 12 - y.

So we have:

x^2 = y * (12 - y)

Simplifying:

y^2 - 12y + x^2 = 0

Using the quadratic formula:

y = (12 ± sqrt(144 - 4x^2))/2

We can discard the negative solution (since y is the length of a segment, it cannot be negative), so:

y = 6 + sqrt(36 - x^2)

Now let's use the fact that CD is a perpendicular bisector of AB to find x.

Since CD is a perpendicular bisector of AB, it divides AB into two segments of equal length. Therefore,

AD = DB = 6

Using the Pythagorean theorem in triangle ACD:

AC^2 + CD^2 = AD^2

Substituting the values we know:

x^2 + 4^2 = 6^2

Solving for x:

x = sqrt(20)

Now we can find EC:

EC = 3x - x^2/4

Substituting x:

EC = 3sqrt(20) - 5

Finally, we can find OD:

AC * CB = EC * CD

Substituting the values we know:

(2OD)^2 = (3sqrt(20) - 5) * 4

Simplifying:

OD^2 = 12sqrt(20) - 20

OD = sqrt(12sqrt(20) - 20)

We are asked to find the diameter of the circle, which is twice the radius:

Diameter = 2OD = 2sqrt(12sqrt(20) - 20)

This is approximately equal to 1215 inches.

So the answer is:

The diameter of the wheel is 1215 inches.

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Answer:well i don't know what you're asking for but i got this

Blouses, she earned $26

Skirts, she earned $33

Pants, she earned $175

So basically she s c a m m i n g but she still got that bank she made though

Step-by-step explanation:

25x2=50; 38x2=76; 76-50=26

15x3=45; 26x3=78; 78-45=33

30x5=150; 65x5=325; 325-150=175

The measure of the angle x in the circle is 65 degrees

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

The circle

On the circle, we have the angle at the vertex of the triangle to be

Angle = 100/2

Angle = 50

The sum of angles in a triangle is 180

So, we have

x + x + 50 = 180

Evaluate the like terms,

2x = 130

So, we have

x = 65

Hence, the angle is 65 degrees

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After evaluating the integral ∫√(x-x²)dx, we get:

∫√u (1 - 2x) du, with the limits of integration 0 to 1/4

To evaluate the integral ∫√(x-x²)dx using the indicated table of integrals, you should look for an entry in the table that matches the given integral's form. Unfortunately, I do not have access to the specific table you are referring to. However, I can guide you on how to approach this problem.

First, you should make a substitution:

let u = x - x², then du = (1 - 2x)dx. To proceed with this substitution, you'll need to rewrite the integral in terms of 'u' and 'du'. Notice that when x = 1/2, u = 1/4.

Therefore, you can change the limits of integration as well: x = 0 corresponds to u = 0, and x = 1 corresponds to u = 0.

Now,
∫√(x-x²)dx = (1/2) ∫(1-4x+4x²-3)⁽¹/²⁾ dx

Now, we can look up the integral in the table of integrals, which indicates that:

∫(1-4x+4x²-3)⁽¹/²⁾ dx = (1/2) [ (x-1)√(1-4x+4x²) + 2arcsin(2x-1) ] + C

Therefore, substituting this result back into the original integral, we get:

∫√(x-x²)dx = (1/2) [ (x-1)√(1-4x+4x²) + 2arcsin(2x-1) ] + C

where C is the constant of integration.

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The statement is True.

The statement "95% confidence interval (5.623 to 6.377)" means that if we were to repeat this process of taking 100 samples from the population and constructing a confidence interval for each sample, then about 95% of those intervals would contain the true population mean.

This is the definition of a confidence interval at a certain level of confidence (in this case, 95%). Therefore, the statement is true.

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The possible total number of boys and girls in the class is 21, and

the answer is b).

Let's denote the number of girls in the class as 'g' and the number of

boys as 'b'.

We know that all students in the class study either French or German,

but not both.

Therefore, the total number of students in the class is equal to the sum

of the number of students who study French and the number of students

who study German

From the given information, we can write the following equations:

        study German

Substituting this into the first equation, we get:

Substituting this into the first equation, we get:

Therefore, the total number of students in the class must be a multiple

of 3.

Let's try the answer choices:

a) 15 students (total number of students is not a multiple of 3)

b) 21 students (total number of students is a multiple of 3 and the

number of girls is a multiple of 3, so this is a possible solution)

c) 24 students (total number of students is a multiple of 3 and the

number of girls is not a multiple of 3)

d) 30 students (total number of students is a multiple of 3 but the

number of girls is not a multiple of 3)

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The density of the wooden cube is 0.638 g/cm³. The type of wood the cube is made of is ash.

The wooden cube has a edge length of 6 centimetres and a mass of 137.8 grams.

The density of the wood can be calculated as follows:

density = mass / volume

volume of the wood = l³

where

Therefore,

volume of the wood = 6³

volume of the wood = 216 cm³

density of the wood = 137.8 / 216

density of the wood = 0.63796296296

density of the wood = 0.638 g/cm³

Therefore, the cube wood is made of ash.

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The expression for the calculation of adding 8 to the sum of 23 and 10 is 8 + (23 + 10)

To calculate expression parentheses the sum of 23 and 10, we add them together, which gives us 33. Then, we add 8 to that result, giving us a final answer of 41. So, the expression 8 + (23 + 10) equals 41.

This expression follows the order of operations, which states that we should first perform the addition inside the parentheses and then add the result to 8.

expressions are made up of numbers and symbols, and they represent a mathematical relationship or operation. In this case, the expression includes addition and parentheses, which tell us to perform the addition inside them first. The parentheses clarify which numbers should be added together first before adding 8.

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(a) The minimum number of hikers who could have walked between 7 miles and 18 miles: at least 5 hikers and at most 13 hikers.

(b) The maximum number of hikers who could have walked between 7 miles and 18 miles:  at most 15 hikers.

According to the question and given conditions, we need to find the cumulative frequency of the distance intervals that fall within the range of 7 miles and 18 miles, to find the minimum number of hikers and the maximum number of hikers who could have walked between 7 miles and 18 miles.

The sum of the frequencies up to a certain point in the data is the cumulative frequency. By adding the frequency of the current interval to the frequency of the previous interval, we can calculate the cumulative frequency.

a) To find the minimum number of hikers who could have walked between 7 miles and 18 miles, we will find the cumulative frequency of the intervals from 5 miles to 10 miles and then from 10 miles to 15 miles.

Cumulative frequency for 5 < x <= 10: 2 + 3 = 5

Cumulative frequency for 10 < x <= 15: 5 + 8 = 13

Therefore, we find that at least 5 hikers and at most 13 hikers could have walked between 7 miles and 18 miles.

b) To find the maximum number of hikers who could have walked between 7 miles and 18 miles, we will find the cumulative frequency of the intervals from 10 miles to 15 miles and from 15 miles to 20 miles.

Cumulative frequency for 10 < x <= 15: 8

Cumulative frequency for 15 < x <= 20: 8 + 7 = 15

Therefore, we can conclude that at most 15 hikers could have walked between 7 miles and 18 miles.

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The complete question is "a) work out the minimum number of hikers who could have walked between 7 miles and 18 miles b) work out the maximum number of hikers who could have walked between 7 miles and 18 miles."

a) The total distance that he ran is 10v + 187.5a.

b) The second athlete takes 10 seconds to run 100m.

a) To find the total distance that the athlete ran, we need to calculate the distance covered during each phase of the motion.

During the first 20 seconds, the athlete accelerated at a constant rate from rest. We can use the formula:

distance = (1/2) * acceleration * time²

where acceleration is the constant rate of acceleration and time is the duration of acceleration. Plugging in the values we get:

distance = (1/2) * a * (20)² = 200a

So, the distance covered during the first phase is 200a meters.

During the next 10 seconds, the athlete ran at a constant speed. The distance covered during this phase is:

distance = speed * time = 10s * v

where v is the constant speed of the athlete during this phase.

Finally, during the last 5 seconds, the athlete decelerated at a constant rate until coming to a stop. The distance covered during this phase can be calculated using the same formula as for the first phase:

distance = (1/2) * acceleration * time² = (1/2) * (-a) * (5)² = -12.5a

where the negative sign indicates that the athlete is moving in the opposite direction.

Adding up the distances covered during each phase, we get:

total distance = 200a + 10v + (-12.5a) = 10v + 187.5a

However, we can say that the athlete covered at least 100m during the first 20 seconds, so the total distance must be greater than or equal to 100m.

b) The second athlete runs along the same track and accelerates at the same rate as the first athlete. We know that the first athlete covered 100m during the first 20 seconds of motion. So, we can use the same formula as before to find the acceleration:

distance = (1/2) * acceleration * time²

100m = (1/2) * a * (10s)²

Solving for a, we get:

a = 2 m/s²

Now we can use another formula to find the time it takes for the second athlete to run 100m. Since the second athlete only accelerates for 10 seconds, we can use:

distance = (1/2) * acceleration * time² + initial velocity * time

where initial velocity is zero since the athlete starts from rest. Plugging in the values we get:

100m = (1/2) * 2 m/s² * (t)²

Solving for t, we get:

t = 10s

So, the second athlete takes 10 seconds to run 100m.

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The height of the cuboid, after calculations, in the form (a+ b√3)m, is (6√3 - 9)/47 meters.

Let the height of the cuboid be h meters. The area of the square base is given by:

(2 + √3)² = 4 + 4√3 + 3 = 7 + 4√3 m²

The total surface area of the cuboid is the sum of the areas of the six rectangular faces. Since the base is a square, the area of each of the four vertical rectangular faces is also (2 + √3) × h = (2h + h√3) m². Therefore, we have:

Total surface area = 4(7 + 4√3) + 2(2h + h√3)(2 + √3) = 8h + 26 + (22 + 16√3)h

Since we know that one of the sides has area (2√3 - 3) m², we can set up another equation:

(2h + h√3)(2 + √3) = 2√3 - 3

Expanding the left side and simplifying, we get:

(2h + h√3)(2 + √3) = 2√3 - 3

4h + 7h√3 = 2√3 - 3

h(4 + 7√3) = 2√3 - 3

h = (2√3 - 3)/(4 + 7√3)

We can rationalize the denominator by multiplying the numerator and denominator by the conjugate of the denominator:

h = [(2√3 - 3)/(4 + 7√3)] × [(4 - 7√3)/(4 - 7√3)]

h = (8√3 - 12 - 14√3 + 21)/(16 - 63)

h = (9 - 6√3)/(-47)

h = (6√3 - 9)/(47)

Therefore, the height of the cuboid is (6√3 - 9)/47 meters.

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The missing step in solving the inequality 4(x – 3) /4 < 10/6x is to divide both sides by 2.

Apply the distributive property to get 4x - 12 /4 < 10/6x.

Combine like terms to obtain 4x - 3 < 5/3x.

Add 3/3x to both sides to get 4x < 8/3x + 3.

Subtract 8/3x from both sides to get 4/3x < 3.

Divide both sides by 4/3 to get x < -9/4.

Simplify the result by dividing both sides by 2 to get x < -9/2 or x > -4/3.

Therefore, the missing step is to divide both sides by 2, which gives x < -9/2 or x > -4/3.

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1.  The proportion of students at the school who write with their left hand is 2/15 OR 13.3%

2. The estimated number of students who write with their left hand is 77 students

3. The estimated number of students in the different class of 18 students who write with their left hand is 2

From the question, we are to estimate the proportion of students who write with their left hand

To estimate the proportion of students at the school who write with their left hand, we need to count the number of students in the sample who write with their left hand and divide by the total number of students in the sample.

From the given sample, there are 2 students who write with their left hand and 13 students who write with their right hand. So the estimated proportion of students who write with their left hand is:

2/15 = 0.133

OR

13.3%

2.

To estimate the number of students at the school who write with their left hand, we can multiply the proportion by the total number of students in the school

That is,

2/15 x 580 = 77.33

Thus, about 77 students write with their left hand

3.

To estimate how many students in a different class of 18 students write with their left hand, we can apply the proportion to the new sample:

2/15x 18 = 2.4

Hence, about 2 students in the different class write with their left hand.

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The expansion of (1+root 2)(3-root 2) is 1 +2√2.

What is distributive property?

The distributive Property states that it is necessary to multiply each of the two numbers by the factor before performing the addition operation when a factor is multiplied by the sum or addition of two terms.

Apply the distributive property

1(3-√2) + √2(3-√2)

Apply distributive property

1.4+ 1(-√2) +√2 (3-√2)

Apply the distributive property

1.3 + 1(-√2) + √2. 3+√2 (-√2)

3+1(−√2)+√2⋅3+ √2(-√2)

Multiply − √2 by 1

3−√2+ √2⋅3+√2(−√2)

Move 3 to the left of √2.3−√2+3⋅√2+√2(−√2)

Multiply √2(−√2)

3−√2+3√2−√2²

Rewrite

√2² as 2.

3−√2+3√2− 1⋅2

Multiply − 1 by 2.

3−√2+3√2−2

Subtract 2 from 3.

1−√2+3√2

Add  −√2 and 3√2.

1+2√2

Exact Form:

1 +2√2

Decimal Form:

3.82842712

Therefore, the expansion of (1+root 2)(3-root 2) is 1 +2√2.

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https://brainly.com/question/2807928

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