Find the area of the shaded parts.

The cost of putting sod on the​ yard is $1161.5

A trapezoid is a polygon that has just one pair of parallel sides.  The two extra sides of a trapezoid, known as the legs, are not parallel.

The price is calculated by multiplying the area in square feet by the price per square foot.

The formula for a trapezoid's area is

A = (1/2)([tex]b_{1}[/tex] + [tex]b_{2}[/tex])h.

where h represents height and [tex]b_{1}[/tex] and [tex]b_{2}[/tex] represent base lengths.

The area is

A = (1/2)(90 ft + 112 ft)(46 ft)

= 4646 [tex]ft^{2}[/tex]

when the supplied information is filled in.

Given that each square foot costs $0.25,

the price for this many square feet (4646[tex]ft^{2}[/tex] ) is $0.25/[tex]ft^{2}[/tex] × $989.23.

The cost of sodding the backyard will be $1161.5 according to the landscaper.

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The length of the rectangle is 63 cm and the Breadth of the rectangle is 12 cm, for this, we have to know something about rectangles.

Rectangle, It is a plane shape, as opposed to a square, with four(4) straight sides and four(4) right angles, particularly one(1) with uneven neighboring sides.

Square, A square is a regular quadrilateral in Euclidean geometry, which means that it has four(4) equal(same) sides and four(4) equal angles. It can alternatively be explained as a rectangle with two(2) neighboring sides that are of equal(same) length.

Given, Perimeter = 150 cm, Length, l = 5b+3 , Breadth = b

150 = 2(5b + 3 + b)

150 = 2(6b +3)

6b +3 = 75

6b = 72

b = 12 cm, So l = 63 cm (By putting the b value in the l equation

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There are 60,480 ways to seat 6 people in a row of 9 chairs using the multiplication principle of counting.

There are 9 choices for the first person, 8 choices for the second person (since one chair is already taken), 7 choices for the third person, and so on. Therefore, the total number of ways 6 people can be seated in a row of 9 chairs is:

[tex]9 * 8 * 7 * 6 * 5 * 4 = 60,480[/tex]

So there are 60,480 ways to seat 6 people in a row of 9 chairs.

To count the number of ways 6 people can be seated in a row of 9 chairs, we can use the multiplication principle of counting.

First, we consider the number of choices for the first person. Since there are 9 chairs and the order in which the people are seated matters, there are 9 choices for the first person. Once the first person is seated, there are 8 chairs remaining for the second person to choose from, since one chair is already taken. Therefore, there are 8 choices for the second person. Continuing in this way, there are 7 choices for the third person, 6 choices for the fourth person, 5 choices for the fifth person, and 4 choices for the sixth person.

To find the total number of ways to seat 6 people in a row of 9 chairs, we multiply the number of choices at each step together. Hence, the total number of ways is:

[tex]9 * 8 * 7 * 6 * 5 * 4 = 60,480[/tex]

So there are 60,480 ways to seat 6 people in a row of 9 chairs.

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The complete question is:

How many different arrangements are possible for 6 persons to sit in a row of 9 chairs?

a) 6720

b) 60480

c) 30

d) 346

Answer:

28.235

Step-by-step explanation:

10/34 = x/96

960= 34x

960/34= x

x= 28.235

Answer:

-5≤y≤17

Step-by-step explanation:

Answer: -5 to 17 degrees

Step-by-step explanation:

Therefore , the solution of the given problem of fraction comes out to be 81/56 is the result of adding the three decimals.

Any combination of like-sized pieces or portions can represent a whole. Standard English defines "quantity" as "a portion" of a particular measure. 8, 3/4. Wholes also include fractions. In mathematics, numerals are expressed by the ratio of quotient to ratio. Every one of these fractions of integers are simple fractions. The fraction contains a fraction, but the fraction's remainder is a challenging fraction. because the values, 4.91, and numerators of real fractions can vary.

Here,

We must identify a common denominator in order to combine these fractions. Finding the denominators' least common multiple (LCM), in this instance 56, is one way to accomplish this.

=> 4/7 + 3/4 + 1/8 = (4/7) * (8/8) + (3/4) * (14/14) + (1/8) * (7/7)

=> 32/56 + 42/56 + 7/56

=> (32 + 42 + 7)/56

=> 81/56

Therefore, 81/56 is the result of adding the three decimals. The ultimate solution is this fraction because it cannot be further condensed.

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a) Rate of change: 1.5

b) Rate of change: -3

c) Rate of change: -2

d) Rate of change: 2, other values are calculated below.

When two sides of a balance scale are equal, the equation will remain true.

a. y = 1.5x

Rate of change: 1.5 (which means that for every increase of 1 in x, y increases by 1.5)

Y-values increase as x increases

Y-intercept: 0 (the point where the line crosses the y-axis)

Two points: (0,0) and (2,3)

b. y = -3x + 10

Rate of change: -3 (which means that for every increase of 1 in x, y decreases by 3)

Y-values decrease as x increases

Y-intercept: 10

Two points: (0,10) and (3,1)

c. y = -2x + 6

Rate of change: -2 (which means that for every increase of 1 in x, y decreases by 2)

Y-values decrease as x increases

Y-intercept: 6

Two points: (0,6) and (3,0)

d. y = 2x + 5

Rate of change: 2 (which means that for every increase of 1 in x, y increases by 2)

Y-values increase as x increases

Y-intercept: 5

Two points: (0,5) and (3,11)

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The Gaussian Function in statistical method is defined as follows:

f(x) = (1 / σ√(2π)) e^(-0.5((x-μ)/σ)²)

In which the parameters are listed as follows:

The Gaussian function is a widely used probability density function in statistics, also known as the normal distribution or bell curve, and has the equation defined at the beginning of the answer.

The curve is symmetrical around the mean (μ) of the distribution. The standard deviation (σ) of the distribution determines the width of the curve, with smaller standard deviations resulting in narrower curves and larger standard deviations resulting in wider curves.

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After simplifying we get, the solution to the equation as -2x + 15 = 30 is x = -7.5.

To solve the equation -2x + 15 = 30, we need to isolate the variable x on one side of the equation. We can do this by performing the same operation on both sides of the equation to maintain its balance.

First, we will subtract 15 from both sides of the equation to get:

-2x + 15 - 15 = 30 - 15

Simplifying the left-hand side and the right-hand side of the equation, we obtain:

-2x = 15

Next, we will divide both sides of the equation by -2 to isolate x:

-2x/-2 = 15/-2

Simplifying, we get:

x = -7.5

Therefore, the solution to the equation -2x + 15 = 30 is x = -7.5.

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Therefore , the solution of the given problem of equation comes out to be the system of equations has an answer of x = 5 and y = -2.

Mathematical formulas frequently use the same variable letter to try to enforce harmony among two assertions. Many academic numbers are shown to be equal using mathematical expression, also known as assertions. In this case, instead of splitting 12 into two parts, the normalise adds b + 6 using the example of y + 6. It is possible to determine the link number between each sign portion and the line length.

Here,

One of the solutions for a single variable should be solved in terms of the other.

We can find x from the first solution by solving in terms of y:

=> 2x + 3y = 4

=>  2x = 4 - 3y

=>  x = (4 - 3y)/2

Solve for the other variable by substituting the formula for the variable from step 1 into the other equation.

Change x in the second expression to (4 - 3y)/2:

=>  2x = 7y + 24

=>  2((4 - 3y)/2) = 7y + 24

=>  4 - 3y = 7y + 24

=> -10y = 20

=> y = -2

Solve for the other variable by substituting the value of the variable from step 2 into one of the initial formulae.

When the first solution is used:

=> 2x + 3y = 4

=> 2x + 3(-2) = 4

=> 2x - 6 = 4

=> 2x = 10

=> x = 5

As a result, the system of equations has an answer of x = 5 and y = -2.

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For given functions f(x) and g(x), the value of  (f °g)(12) is 24.

What exactly is a function?

In mathematics, a function is a rule that assigns to each input value (also called the argument) exactly one output value. The input values are typically drawn from a specific set, called the domain of the function, and the output values are drawn from another set, called the range of the function.

Now,

To find (f °g)(12), we need to first evaluate g(12) and then use the result to evaluate f(g(12)).

g(x) = √(x+4), so g(12) = √(12+4) = √16 = 4.

f(x) = 4x+8, so f(g(12)) = f(4) = 4(4) + 8 = 16 + 8 = 24.

Therefore,

                  The value of (f ° g)(12) = f(g(12)) = 24.

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the temperature in Austria will be 10 degrees Celsius at half past 11.

We can start by calculating how much the temperature will increase from 8 am to 12 pm:

From 8 am to 9 am: temperature increases by 2 degrees Celsius

From 9 am to 10 am: temperature increases by 2 degrees Celsius

From 10 am to 11 am: temperature increases by 2 degrees Celsius

From 11 am to 12 pm: temperature increases by 2 degrees Celsius

Therefore, the temperature at 12 pm will be:

-5 + 2 + 2 + 2 + 2 = -5 + 8 = 3 degrees Celsius

Now, we need to calculate how much the temperature will increase from 12 pm to 11:30 am:

From 12 pm to 1 pm: temperature increases by 2 degrees Celsius

From 1 pm to 2 pm: temperature increases by 2 degrees Celsius

From 2 pm to 3 pm: temperature increases by 2 degrees Celsius

From 9 pm to 10 pm: temperature increases by 2 degrees Celsius

From 10 pm to 11 pm: temperature increases by 2 degrees Celsius

From 11 pm to 11:30 pm: temperature increases by 1 degree Celsius

Therefore, the temperature at half past 11 will be:

3 + 2 + 2 + 2 + 1 = 10 degrees Celsius

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the expression 15*3y with all perfect squares removed is 9 * 5y, or simply 45y if you prefer not to factor it further.

In mathematics, a factor is a number or expression that divides another number or expression exactly, leaving no remainder. For example, 2 and 3 are factors of 6, because 6 can be divided by 2 and by 3 without any remainder. Similarly, (x - 3) is a factor of the expression x^2 - 9, because if we divide [tex]x^{2}[/tex]- 9 by (x - 3), we get x + 3 with no remainder. Factoring is the process of breaking down a number or expression into its factors. Factoring is an important concept in many areas of mathematics, including algebra, number theory, and calculus.

by the question.

Remove all the perfect squares from 15*3y

The expression 15*3y can be simplified as follows:

15*3y = 45y

To remove all perfect squares from this expression, we need to find the perfect squares that divide into 45.

The prime factorization of 45 is:

45 = [tex]3^{2}[/tex] * 5

So, the perfect squares that divide into 45 are[tex]3^{2}[/tex] = 9.

To remove the perfect squares from 45y, we can factor out 9 from 45, and get:

45y = 9 * 5y

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He needed to save $15 over the remaining 2 weeks. This means she needed to save an average of $7.50 per week to reach her goal.

Both the arithmetic mean and the weighted mean may be used to determine the average of a group of integers. The sum of all the numbers in the group divided by the entire amount of numbers in the set yields the arithmetic mean. Regardless of significance or relevance, it gives each integer in the set the same amount of weight. On the other hand, the weighted mean gives the integers in the set distinct weights based on their significance or relevance. This indicates that certain numbers in the set provide a greater weighted mean contribution than others.

Given that, Bobbi's goal was to save an average of $7.00 per week.

Thus the amount saved is:

12 x $7 = $84.

He saved $5 for 11 weeks thus,

11 x $5 = $55.

Then in the 12th week the amount saved is:

$29 - $14 = $15.

Hence, she needed to save $15 over the remaining 2 weeks. This means she needed to save an average of $7.50 per week to reach her goal.

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Answer:

Linear positive association

Step-by-step explanation:

If these are the 4 answer choices then it would be linear positive, because it is single line and moving up  on the x-axis

Answer:

14 minutes

Step-by-step explanation:

We take

63 / 6 = 10.5 words per minute

So, Nachelle can text 10.5 words per minute.

At this rate, how many minutes would it take her to text 147 words?

We take

147 / 10.5 = 14 minutes

So, at this rate, it would take her 14 minutes to text 147 words.

Answer:

[tex]a_9= -134[/tex]

Step-by-step explanation:

Us the formula for arithmetic sequence
[tex]a_n = a_1 + d(n -1)[/tex]

where
[tex]\rm\:a_n=\:nth\:term\\\:d\:=\:common\:difference\\n\:=\:number\:of\:terms[/tex]

Given
[tex]a_1 = -38\\d = - 12\\n = 9[/tex]

[tex]a_9 = -38 -12(9 - 1) \\\\a_9 = -38 - 12(8)\\\\a_9= -38 - 96\\\\a_9= -134[/tex]

The maximum number οf apples she can purchase is 15.

Let's start by finding the cοst οf οne apple and οne οrange using the infοrmatiοn frοm twο Saturdays agο:

3a + 4ο = 3.47, where "a" is the cοst οf οne apple and "ο" is the cοst οf οne οrange.

We can simplify this equatiοn by dividing bοth sides by 3: a + 4/3 ο = 1.1567

Nοw, let's use the infοrmatiοn frοm last Saturday:

12ο = 6.36

ο = 0.53

We can substitute this value οf "ο" intο οur simplified equatiοn tο find the cοst οf οne apple:

a + 4/3(0.53) = 1.1567

a = 0.63

Sο, οne apple cοsts $0.63 and οne οrange cοsts $0.53.

If Shefali has οne $10 bill and she wants tο buy the maximum number οf apples, she can spend at mοst $10 οn apples. Let "n" be the number οf apples she can buy:

0.63n ≤ 10

n ≤ 15.87

Since Shefali can't buy a fractiοnal part οf an apple, the maximum number οf apples she can purchase is 15.

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a. The probability that the sample will have between 50% and 55% of the identifications correct is 0.2058.

b. The lower limit of the population percentage is 45% and the upper limit is 55%. There is a 90% probability that the sample percentage will be contained within 10% symmetrically around the population percentage.

c. The probability that the sample percentage of correct identifications is greater than 65% is 0.0432.

d. It is more likely to have more than 62% correct identifications in a sample of 190 than more than 56% correct identifications in a sample of 1,000. This is due to the larger sample size in the second case, which makes it less likely for the sample to deviate from the population percentage.

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When two distinct lines, l and m, are each perpendicular to the same line n, it means that the two lines have the same angle of rotation in relation to n.

An angle is a figure formed by two lines or rays diverging from a common point. It is measured in degrees, with a full circle representing 360 degrees. Angles are used to describe the direction and orientation of objects, as well as to measure the size of an area or the relationship between two lines. Angles are an important part of mathematics, used in problems such as geometry, trigonometry and calculus.

This angle is equal to 90 degrees, meaning that the two lines are parallel to one another.

Parallel lines are lines that never intersect and are always the same distance apart. This is the case for l and m because both lines are perpendicular to the same line n and, thus, have the same angle. Therefore, the two lines are parallel to one another, meaning that they will never cross and will always remain the same distance apart.

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The slope of the line in this situation tells us the rate of change of the balloon's altitude with respect to time.

The slope of a line represents the ratio of the change in the vertical coordinate (altitude) to the change in the horizontal coordinate (time). In this scenario, as the pilot increases the balloon's altitude to get a better view of the surroundings, the altitude changes with respect to time.

Thus, the slope of the line represents the rate of change of the balloon's altitude with respect to time. A steep slope indicates a rapid change in altitude over time, while a gentle slope indicates a slower change. By analyzing the slope, the pilot can adjust the altitude of the balloon as needed to achieve the desired view.

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Approximately 24.1% of Kelly's taxable income is her tax.

What is percent?

Percentage can be calculated by dividing the value by the total value, and then multiplying the result by 100.

To determine what percent of Kelly's taxable income is her tax, we need to calculate her tax liability first.

Assuming that Kelly files as a single taxpayer with no dependents and takes the standard deduction, her taxable income of $50,000 falls into the 22% tax bracket for the year 2021.

Using the IRS tax tables for 2021, Kelly's tax liability would be approximately:

$9950 + (0.22 * ($50,000 - $40,525)) = $9950 + $2095.50 = $12045.50

Therefore, Kelly's tax liability is approximately $12,045.50.

To calculate what percent of her taxable income is her tax, we can divide her tax liability by her taxable income and multiply by 100:

($12,045.50 / $50,000) * 100 = 24.09%)

Therefore, approximately 24.1% of Kelly's taxable income is her tax. Rounded to one tenth of a percent, this is 24.1%.

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Answer:

1/36 and 216

Step-by-step explanation:

The probability of rolling a 6 or a 2 on either piece of dice is 1/6. Therefore, 1/6x1/6= 1/36.

When rolling three dice, we also need to consider the fact that there is a 1/6 chance of rolling any number. 6x6x6= 216.

The cost of one glossy print is $7.84.

A quadratic equation is a polynomial equation of degree 2, where the largest exponent of the variable is 2.

An example of a quadratic equation is ax^2 + bx + c = 0, where a, b, and c are constants and x is the variable.

Let the cost of one regular print be "x" and the cost of one glossy print be "y".

From the first row, we can set up the equation:

45x + 30y = 465

From the second row, we can set up another equation:

15x + 10y = 155

We can solve for one variable in terms of the other in the second equation:

15x + 10y = 155

10y = 155 - 15x

y = (155 - 15x)/10

We can substitute this expression for y into the first equation:

45x + 30y = 465

45x + 30((155 - 15x)/10) = 465

Multiplying both sides by 10 to eliminate the fraction:

450x + 300(155 - 15x) = 4650

Simplifying:

450x + 46500 - 4500x = 4650

-4050x = -41850

x = 10.32 (rounded to the nearest hundredth)

Now we can substitute this value for x into the expression for y:

y = (155 - 15x)/10

y = (155 - 15(10.32))/10

y = 7.84 (rounded to the nearest hundredth)

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The number of cavities each person has had is an example of a survey involving quantitative data.

Quantitative data is any data that can be expressed in numerical terms and can be measured or counted. It includes variables such as counts, amounts, measurements, or ratings. In the given options, the number of cavities each person has had is a numerical variable that can be counted and analyzed statistically, making it an example of quantitative data. Other options, such as favorite food or color of the walls, are qualitative data, which is non-numerical and cannot be measured in numerical terms.

Quantitative data is commonly used in surveys, experiments, and statistical analyses to study patterns and relationships between variables. It allows for precise measurements, comparisons, and statistical modeling. Examples of quantitative data include age, height, weight, temperature, test scores, sales figures, and population counts. By contrast, qualitative data is often used to explore attitudes, beliefs, perceptions, or opinions, and is typically recorded as text or verbal data. Examples of qualitative data include interviews, open-ended survey questions, observations, and focus group discussions.

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The complete question is:

Which survey uses quantitative data, as an example?

each person individual's preferred food.

how many cavities each individual has had.

the color of each person's bedroom's walls.

the type of car each individual person owns.

Applying the power rules, it was found that the equivalent expressions are:  [tex]6^{(x+7)}*(2)^{5x}[/tex] and [tex](2)^{5x+1}*6^{(x+6)}*3[/tex].

The main power rules are presented below.

For solving this question, you should apply the power rules and check the options are equivalent to the given expression [tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}[/tex].

From the power rules, you can simplify the given expression, as shown below.

[tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}=6*(6^2)^{\frac{x}{2}+3}*(2)^{5x}\\ \\ 6*(36)^{\frac{x}{2}+3}*(2)^{5x}=6*(6)^{x+6}*(2)^{5x}\\ \\ 6*(36)^{\frac{x}{2}+3}*(2)^{5x}=6*6^x*6^6*(2)^{5x}\\ \\ 6*(36)^{\frac{x}{2}+3}*(2)^{5x}=6^{(x+7)}*(2)^{5x}[/tex]

Then, you should find an expression equivalent to [tex]6^{(x+7)}*(2)^{5x}[/tex].

This expression is exactly the result of the simplification done in the expression given [tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}[/tex].

It is equivalent to [tex]6^{(x+7)}*(2)^{5x}[/tex].

The expression [tex]6^{(2x+6)}*(2)^{5x}[/tex] is not equivalent to  [tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}[/tex].

[tex](2)^{5x+1}*6^{(x+6)}*3= 2^{5x}*2^1*6^x*6^6*3\\ \\ (2)^{5x+1}*6^{(x+6)}*3= 2^{5x}*6^x*6^6*6\\ \\ (2)^{5x+1}*6^{(x+6)}*3= 2^{5x}*6^x*6^7\\ \\ (2)^{5x+1}*6^{(x+6)}*3= 2^{5x}*6^{x+7}[/tex]

The expression [tex](2)^{5x+1}*6^{(x+6)}*3[/tex] is equivalent to  [tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}[/tex].

[tex]32^x*(216)^{\frac{x}{2}+3} =2^{5x}*(6^3)^{\frac{x}{2}+3}\\ \\ 32^x*(216)^{\frac{x}{2}+3} =2^{5x}*(6^\frac{3x}{2} )*6^9}\\ \\[/tex]

The expression [tex]32^x*(216)^{\frac{x}{2}+3}[/tex] is not equivalent to  [tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}[/tex].

[tex]32^x*(6)^{\frac{x}{2}+4}=2^{5x}*6^{\frac{x}{2} }*6^4[/tex]

The expression [tex]32^x*(6)^{\frac{x}{2}+4}[/tex] is not equivalent to  [tex]6*(36)^{\frac{x}{2}+3}*(2)^{5x}[/tex].

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Answer:

5.33333

Step-by-step explanation:

Given:
[tex]x + \frac{9}{2} - 5x - \frac{6}{3} = 4x - \frac{-3}{3}[/tex]
Make the denominators Equal

[tex]\frac{6x + 27-30x-12}{6} = \frac{24 + 6}{6}[/tex]
[tex]\frac{-24x + 15}{6} = \frac{24x+6}{6}[/tex]

Cross- Multiply :

[tex]6(-24x + 15) = 6(24x + 6)[/tex]
[tex]-144x + 90 = 144x + 36[/tex]
[tex]90 - 36 = 144x + 144x[/tex]
[tex]54 = 288x[/tex]
[tex]x = \frac{288}{54} = 5.3333[/tex]

Hope it helps.

The given sequence -1, -2, -6, -24 is not arithmetic.

An arithmetic sequence is a sequence where the difference between any pair of consecutive terms is a constant knowed as the common difference, and if d is that common difference, we can write the recursive formula as:

f(n) = f(n - 1) + d

Here we have the sequence:

-1, -2, -6, -24

Taking the differences we will get:

-2 - (-1) = -1

-6 - (-2) = -4

-24 - (-6) = -18

The differences are different, thus, this is not an arithmetic sequence.

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The length of y is given as follows:

y = 7.8 cm.

The three trigonometric ratios are the sine, the cosine and the tangent, and they are defined as follows:

In the context of this problem, we have that y is the hypotenuse, while 6.1 cm is the side length adjacent to the angle of 39º, hence:

cos(39º) = 6.1/y

y = 6.1/cosine of 39 degrees

y = 7.8 cm.

6.1 cm is adjacent to the angle of 39º, while y is the hypotenuse.

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