is a rectangle a plane shape​

Answer:

A) Equation of the line of best fit: y = -5x + 62

B) y = -3

Explanation:

Given points: {(5, 38), (6, 34), (7, 27), (8, 21), (9, 17), (10, 14)}

Plot these points on the graph and draw a straight line between them.

A)

The points (7, 27), (9, 17)

Find slope:

[tex]\sf slope: \dfrac{17-27}{9-7} = -5[/tex]

Equation:

[tex]y - y_1 = m(x - x_1)[/tex]

[tex]\sf y - 27= -5(x - 7)[/tex]

[tex]\sf y = -5x + 35 + 27[/tex]

[tex]\sf y = -5x + 62[/tex]

B) If x = 13, then approximate value of y is

insert x = 13 in equation

y = -5x + 62

y = -5(13) + 62

y = -3

The answers are :

A) y = -5x + 64

B) -1

Part (A) :

Finding the slope : Take the points (6, 34) and (10, 14)

m = Δy/Δx

m = 14 - 34 / 10 - 6

m = -20/4

* m = -5 *

Using point slope formula to find equation :

y - y₁ = m (x - x₁)

y - 34 = -5 (x - 6)

y - 34 = -5x + 30

y = -5x + 64

Part (B) :

Substitute x = 13 in the line of best fit equation

y = -5(13) + 64

y = -65 + 64

y = -1

Answer:

127°

Step-by-step explanation:

180°-53°=127°

Angle on a straight line is equal to 180°

The greatest Common factor of monomials  [tex]33c[/tex]  and  [tex]27c^4[/tex] is  [tex]3c[/tex]

How we can find the GCF of monomials ?

Monomials are [tex]33c[/tex] and [tex]27c^4[/tex]

We can write the monomials in fraction form

[tex]33c=11*3*c[/tex]

[tex]27c^4=3*9*c*c*c*c[/tex]

----------------------------------

So we can see the common factor is [tex]3c[/tex]

The Greatest Common Factor of [tex]33c ,27c^4[/tex] is [tex]3c[/tex]

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Using the formula for the distance between two points to find the side lengths, the perimeter of the polygon is of 25 units.

The perimeter of a figure is given by the sum of the side lengths of it's outside dimensions.

Suppose that we have two points, [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex]. The distance between them is given by:

[tex]D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

For this problem, the distances are given as follows:

Hence the perimeter is given by:

P = 3 + 2 x 5 + 2 x 6 = 25 units.

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The p-value(0.0538) is greater than the given significance level of 0.01. So, there is no sufficient evidence to show that the manufacturer needs to recalibrate the machines.

The test statistics formula for finding the z-score is,

z = (X - μ)/(σ/√n)

Where,

X = sample mean

μ = population mean

σ = population standard deviation

n = sample size

With this z-score, the p-value is calculated. If p > α, then the null hypothesis is not rejected, and if p < α, then the null hypothesis is rejected.

It is given that,

The population mean μ = 4.00

The sample size n = 81

The sample mean X = 3.97

The standard deviation σ = 0.14

and the significance level α = 0.01

So, the hypothesis is:

The null hypothesis: H0: μ = 4

The alternative hypothesis: Ha: μ ≠ 4

Thus, the test statistic value is,

z = (X - μ)/(σ/√n)

  = (3.97 - 4)/(0.14/√81)

  = - 0.03/0.015

  = -1.928

So, for z = -1.928, the p-value is 0.053855

Since p > 0.01, there is no sufficient evidence to show that the manufacturer needs to recalibrate the machines.

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An action that would not interfere with the airflow patterns at the front opening of the biosafety cabinet is a researcher discarding waste within the biosafety cabinet to prevent the movement of their arms in and out of the front opening.

It should be noted that biosafety simply means the use of safety equipment as specifically designs tools to ensure that people are protected from hazards.

In this case, when a researcher discards waste within the biosafety cabinet to prevent the movement of their arms in and out of the front opening, it won't interfere with the airflow pattern.

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The value of sample size n in this statement according to a confidence interval is 350.

According to the statement

we have a given that the value of error and population proportion and we have to find the value of sample size.

So, we know that the

confidence interval is "a range of values that’s likely to include a population value with a certain degree of confidence. It is often expressed a % whereby a population means lies between an upper and lower interval".  

The margin of error is the range of values below and above the sample statistic in a confidence interval.  

Normal distribution, is a "probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean".

Here

p represent the real population proportion of interest

ρ represent the estimated proportion for the sample

n is the sample size required (variable of interest)

z represent the critical value for the margin of error

So, The population proportion have the following distribution  

P≈n ( p, ([p (1-p)]/n)^1/2)

Here In order to find the critical value we need to take in count that we are finding the interval for a proportion, so on this case we need to use the z distribution. Since our interval is at 95% of confidence, our significance level would be given by  α = 1 - 0.95 = 0.05

and α/2 = 0.025 And the critical value would be given by:  

z = 1.96

And on this case we have that ME = ±0.05 and we are interested in order to find the value of n, if we solve n from equation (a) we got the value

n = 0.35(1-0.35) / (0.05/1.96)^2

so, the value becomes

n = 350.

So, The value of sample size n in this statement is 350.

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Question:

In a survey, the planning value for the population proportion is p* = 0.35. How large a sample should be taken to provide a 95% confidence interval with a margin of error of 0.05?

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The area of the convex polygon is 43/2 square units

The vertices are given as:

(0,5), (-1,2), (4,4), (-3,-4) and (2,0)

The area is then calculated as:

[tex]A = \frac 12(\left[\begin{array}{cc}x_1&x_2\\y_1&y_2\end{array}\right] + \left[\begin{array}{cc}x_2&x_3\\y_2&y_3\end{array}\right] + ....+\left[\begin{array}{cc}x_n&x\\y_n&y\end{array}\right] )[/tex]

So, we have:

[tex]A = \frac12 * (|-1 * 5 - 2 * 0 + 0 * 4 - 5 * 4 + 4 * 0 - 4 * 2 + 2 * -4 - 0 * -3 -3 * 2 + 4 * 1|)[/tex]

Evaluate

[tex]A = \frac12 * (|-43|)[/tex]

Remove the absolute bracket

[tex]A = \frac12 * 43[/tex]

This gives

[tex]A = \frac{43}2[/tex]

Hence, the area of the convex polygon is 43/2 square units

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The cost per person if number of students is 100 given the inverse variation is $46.75

C = k / n

where,

k = constant of proportionality

If n = 55 and C = $85

C = k / n

85 = k / 55

85 × 55 = k

4,675 = k

Find C if n = 100

C = k / n

= 4,675 / 100

C = $46.75

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Answer:

C = $46.75

Step-by-step explanation:

85 × 55 = k

4,675 = k

4675/100=46.75

therefore the answer is 46.75

Answer:

784 cats      Yikes !

Step-by-step explanation:

d/c = 3/8  

              3/8 = 294/c

                        c = 294 * 8/3 = 784 cats

The relationship between the base of the cone and the angle of the plane that intersects the cone is that the plane must be at a 45 degree angle to the base of the cone. Thus, Option D is correct.

According to the statement

we have given that the to form a ellipse we use the base and angle of the cone, And we have to tell the relationship between them.

So, For this purpose, We know that the

An ellipse is a plane curve surrounding two focal points, such that for all points on the curve, the sum of the two distances to the focal points is a constant.

And to make a ellipse the relationship between the base of triangle and the angle of the cone is that the

The plane must be at a 45 degree angle to the base of the cone.

By this way we make a ellipse with the help of the cone.

So, The relationship between the base of the cone and the angle of the plane that intersects the cone is that the plane must be at a 45 degree angle to the base of the cone. Thus, Option D is correct.

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Question:

To form an ellipse, what is the relationship between the base of the cone and the angle of the plane that intersects the cone?

A. The plane is parallel to the base of the cone..

B. The plane may be perpendicular to the base of the cone..

C. The plane is at an angle that is neither parallel nor perpendicular to the base of the cone.

D. The plane must be at a  angle to the base of the cone.

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Answer:

The plane is at an angle that is neither parallel nor perpendicular to the base of the cone.

Step-by-step explanation:

The plane doesn't need to be at an exact angle of 45 degrees. The most important thing is that the angle isn't parallel or perpendicular to the base of the cone, but it has to be non-zero without intersecting the base itself. It also only intersects one of the cones when looking at a double-cone.

The length of side AC = 5 units

Missing sides of a right triangle can be solved using the Pythagoras theorem

From the given question

Length of side AB = 3 units

Length of side BC = 4 units

The length of side AC is calculated below

[tex]AC^2=AB^2+BC^2\\\\AC^2=3^2+4^2\\\\AC^2=9+16\\\\AC^2=25\\\\AC=\sqrt{25}\\\\AC=5[/tex]

Therefore, the length of side AC = 5 units

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Complete Question

The length of side ab is 3 units. the length of side bc is 4 units. the length of side ac is .......... units.

Answer:

444

Step-by-step explanation:

There are 9 surfaces to this shape.  You find the area of each shape:

Bottom rectangle (16)(5) =80

Front rectangle (16)(4) = 64

Back rectangle (16)(4) = 64

Right side rectangle (5)(4) = 20

Left side rectangle (5)(4) = 20

Top right rectangle (10)(5) = 50

Top left rectangle (10)(5) = 50

Front top triangle (1/2)(16)(6) = 48

Back top triangle (1/2)(16)(6) = 48

Answer:

[tex]\huge\boxed{\sf 8:32\ AM}[/tex]

Step-by-step explanation:

Woke up = 7:30 AM

Time to:

Altogether:

= 14 + 9 + 39 min

(As we know that, 1 hour = 60 minutes)

So,

Time he reached the school:

7 hr 30 min + 1 hr 2 min

Combine like terms

7 hr + 1 hr + 30 min + 2 min

OR

[tex]\rule[225]{225}{2}[/tex]

Paul woke up for school at 7:30 AM. He took 14 minutes to get ready, 9 minutes to finish his breakfast and 39 minutes to commute to school. At what time did he reach the school?

In this question we are asked to calculate the time paul reach the school.

Altogether time paul took to get ready, to finish his breakfast and to commute to school.

(14 + 9 + 39) minutes

→ (23 + 39) minutes

→ 62 minutes

Now we will convert minutes into hour.

62 ÷ 60

→ 1 hr 2 min

Now we will calculate the time he reached his school.

7 hr + 30 + 1 hr 2 min

[tex]\begin{array}{cc}7 \sf{hrs} \: & \: 30 \sf{min} \\ \underline{1 \: \sf{hr}} & \underline{2 \sf{min} } \\ \pmb{8 \sf{hrs}}& \pmb{32 \sf{min}}\end{array}[/tex]

He will reach the school at 8:32 AM.

The population would be set of all Christians of that particular church from where the random samples is collected.

According to the questions,

A study was performed with a random sample 3000 people from one church. In order to find appropriate population for generalizing conclusions

The population would be set of all Christians of that particular church from where the random samples is collected.

Hence, the population would be set of all Christians of that particular church from where the random samples is collected.

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Answer:

y =2

Step-by-step explanation:

Substitute -10 for x:

2(-10)-9y = -38

-20-9y = -38

-9y = -18

9y = 18

y = 2

Answer:

[tex]y=-\frac{3}{2}x + 6[/tex]

Step-by-step explanation:

For perpendicular lines, we use the same y-intercept. Though, to find the slope of perpendicular lines, we use opposite reciprocals. The opposite reciprocal of [tex]\frac{2}{3}[/tex] is [tex]-\frac{3}{2}[/tex].

Answer:

0.4 pages per minute

Step-by-step explanation:

40/100 = .4

Answer:

B. 4^15*5^10

Step-by-step explanation:

First you can take the out-out-outside exponent and "pass it out" to both the numerator and the denominator. When you have a power raised to a power, you MULTIPLY the exponents. See image.

Next you can "fix" a negative exponent by pushing it across the fraction bar. As it passes across the fraction bar, the exponent changes sign. So the -10 exponent on the bottom, becomes a positive 10 exponent on top. See image.

Part 1: Correct.

Part 2

[tex]\sqrt{(-52)^2 + 48^2} \approx 70.77[/tex]

Answer: yes by SSS

hit the like button if it is correct :D

What number would you multiply the second equation by in order to eliminate the x-terms when adding to the first equation?

It's 2 (to get - 4x & 4x + - 4x = 0)

What number would you multiply the second equation by in order to eliminate the y-terms when adding to the first equation?

It's 3 (to get 9y & - 9y + + 9y =0)

Hope this helps!

Answer: Width is 7 inches, length is 15 inches.

Step-by-step explanation:

Let the width be w. Then, the length is w+8.

[tex]2(w+w+8)=44\\\\w+w+8=22\\\\2w+8=22\\\\2w=14\\\\w=7\\\\\implies l=15[/tex]

The steps in Mia's method were smaller than in Jenna's, which was an advantage.

The same result will be obtained by adding the products of multiplying the sum of two or more addends by a number as opposed to multiplying each addend separately by the number.

The direct algorithm process suggested in this paper is known as the direct calculation method (DCM), and it can deal with using confinement loss as an incremental step to simulate the effect of moving tunnel face excavation, calculating the stresses and displacements in each step, and drawing the results.

Jenna's technique:

[tex]\begin{aligned}&5(30+4) \\&=(5)(30)+(5)(4) \\&=150+20 \\&=170\end{aligned}[/tex]

Mia's technique:

[tex]\begin{aligned}&5(30+4) \\&=(5)(34) \\&=170\end{aligned}[/tex]

Both used the right approach, albeit in different ways.

One uses the distributive property, whereas the other uses direct calculation.

Consequently, Jenna and Mia came to the same conclusion.

However, Mia's approach has one advantage over Jenna's: it requires fewer steps.

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Answer:The answer is A

Step-by-step explanation:

The number of teams she can make is 10.

Division is the process of putting a number into equal groups using another number. The sign used to denote division is ÷. Division is one of the basic mathematical operations. Other basic mathematical operations include addition, subtraction, multiplication.

The number of teams that can be made can be determined by dividing the total number of friends by the total number of players in each team. The whole number that is derived from the division process is the number of teams teams that can be made given the total number of friends and the number of people that have to be in each group.

Number of teams she can make = total number of friends / number of people in each group

31 / 3 = 10 remainder 1

So, only 10 teams can be made. one person would not be on any team.

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Pedro can sell enough by combining the sales of 40 plates of garlic shrimp and 80 dishes of spicy shrimp to reach his objective.

Near the shore, Pedro runs a shrimp delivery business.

He offers spicy shrimp for $6 a plate and garlic shrimp for $8 per plate.

Pedro wants to make at least $800 per day but only stocks enough shrimp to sell a maximum of 120 plates.

We need to ascertain,

Which dish combining hot shrimp and garlicky shrimp can Pedro sell to reach his objective?

In response to the query,

Let's sell the x dishes of garlic shrimp.

And plates of hot shrimp were sold.

Pedro has 120 dishes' worth of shrimp in stock each day.

Then,

Shrimp sold daily total is equal to the sum of plates of garlic shrimp and spicy shrimp.

                           X + Y = 120

Furthermore, He offers $6spicy and $8garlic shrimp, per plate.

To make at least $800 is what he wants to do.

Then,

the sum of the price of the spicy shrimp per plate and the price of the garlic shrimp per plate,

                             8X + 6Y = 800

When the two equations are solved,

                              X + Y = 120

                           8X + 6Y = 800

From equation 1,

                             Y = 120 - X

In equation 2, replace x with its value.

8X + 6Y = 800

8(120 - Y) + 6Y = 800

960 - 8Y + 6Y = 800

- 2Y = - 160

Y = 160/2

Y = 80

In equation 1, replace y with its value.

X + Y = 120

X + 80 = 120

X = 120 - 80

X = 40

In order to achieve his objective, Pedro sold a combination of 40 plates of garlic shrimp and 80 dishes of spicy shrimp.

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Answer:

Step-by-step explanation:

Make equations

8x+6y≥800

x+y≤120

Graph the system of equations and see which answer falls in the shaded area

Answer: 90 Garlic, 25 Spicy

Ava bought [tex]7.73[/tex] pounds of fruit for a class party , class ate [tex]3.59[/tex] pounds fruits then [tex]4.14[/tex] pounds fruit left after party.

How can we find how much fruit is left after party ?

Ava bought [tex]=7.73[/tex] pounds fruit

ate by class [tex]=3.59[/tex] pounds fruit

fruit left after party [tex]= total fruit -fruit ate by class[/tex]

                                [tex]= 7.73-3.59\\=4.14[/tex]

So [tex]4.14[/tex] pound fruit is left .

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