100 points! Will give brainliest! My grade depends on this!

A staircase has a 10 inch vertical rise per step to get to the second floor of the house. If the angle of elevation is 30.20 degrees and there are 12 feet of horizontal space total for each of the landings combined, answer the following questions showing each step of your work:

a) What is the landing space per step (in inches, rounded to the nearest inch)?

b) Find the vertical rise from the 1st floor to the 2nd floor (in feet, rounded to the nearest foot).


I tried very hard and got an f on this. I dont understand trigonometry, please help.

The function of the graph of a translation of the graph of f(x) = x shifted 5 units to the right is g(x) = x - 5, so option B is correct, the graph is also attached below.

When a function from one set to the other is utilized, every element of X receives precisely one element of Y. The function's domain and co-domain are collective terms used to refer to the sets X and Y, respectively.

Given:

f(x) = x, shifted 5 units to the right

A translation is a change in the graph's direction, either horizontally or vertically, parallel to the -axis.

Here, the translation is of 5 units,

Thus, the new function will be,

g(x) = x - 5

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Answer: 360

Step-by-step explanation:

Given

the side length of the cube [tex]a=\frac{1}{4}\ inch[/tex]

The dimension of the box is [tex]1\times3 \frac{3}{4}\times 1 \frac{1}{2}=1\times\frac{15}{4}\times\frac{3}{2}\ inch^3[/tex]

the volume of each cube [tex]=a^3=(\frac{1}{4})^3[/tex]

No. of cubes that can be fit into the box [tex]=\dfrac{\text{vol. of box}}{\text{vol. of each cube}}[/tex]

[tex]\Rightarrow \dfrac{1\times \frac{15}{4}\times\frac{3}{2}}{\frac{1}{4}\times\frac{1}{4}\times\frac{1}{4}}=360[/tex]

Therefore 360 cubes can be fit into the box

Answer:

19 batches of homemade muffins

Step-by-step explanation:

1 cup per 1 batch

You will get an amount of batches equal to the amount of cups of sugar, so if there are 19 cups there would be 1 batch of homemade muffins for each of the cups.

Answer:

19 batches of muffins

Step-by-step explanation:

She uses 1 cup for 1 batch which means

1 cup = 1 batches

So if you multiply 19 by 1 you should get 19 which means

19 cups = 19 batches

Given :

A graph of Total Meals Packed vs Time( in hours ).

To Find :

How many meals would be packed in 20 hours.

Solution :

First we will find the equation of line.

Now, the line passes through ( 0, 0 ) and ( 4, 500 ).

So, equation of line passing through ( 0, 0 ) and ( 4, 500 ) is :

[tex]y - 0 = \dfrac{500-0}{4-0}( x - 0 )\\\\y = 125x[/tex]

Now, putting the value of x = 20 hours in above equation, we get :

y = 125 × 20 meals

y = 2500 meals

Therefore, number of meals packed in 20 hours is 2500 meals.

Answer:

It would be option A.

Step-by-step explanation:

1/4h + 3

Answer:

x = 22°, y = 70°

Step-by-step explanation:

Isosceles Triangles

The base angles of an isosceles triangle are those formed by the base and one leg of the triangle.

On the other side, the base angles theorem converse states if two angles in a triangle are congruent, then the sides opposite those angles are also congruent.

We are given an isosceles triangle with base angles 3x-11 and 2x+11. Applying the theorem as explained above:

3x - 11 = 2x + 11

Subtracting 2x:

x - 11 = 11

Adding 11:

x = 22

The base angles have a measure of

3x - 11 = 3*22 - 11 = 55°

Thus, the remaining angle of the triangle is:

y = 180° - 2*55° = 180° - 110° = 70°

x = 22°, y = 70°

Answer:

$17 on food per person

Step-by-step explanation:

The cost of parking a car is $5

Assuming that the friends used one car, then the parking cost=$5

Admission cost is 19

For three people, Admission cost =19*3=57

TOTAl COSTS=Parking cost+Admission cost

TOTAl COSTS=57+5=62

Remaining amount can be used for food

FOOD= 113-62=51

Therefore each person can spend 51/3=$17 on food

I hope this was helpful and clear to follow

Answer:

$8

Step-by-step explanation:

19 x 4 + 5 + c =113

81 + c =113

-81         -81

c =32

32 divided by 4 ppl = 8

Answer:

4/103

Step-by-step explanation:

2/the average of 52 and 51

2/51.5 or 4/103

Answer:

y=37

Step-by-step explanation:

the addition of the 3 angles is 180°

then 40 + y +29 +2y  = 180

        69 + 3y =180

        3y  = 180 -69

        3y= 111

        y =111 ÷ 3

        y = 37

Answer:4<n<5

Step-by-step explanation: 13<5n-7<18

20<5n<25

4<n<5

Inequalities help us to compare two unequal expressions.The compound inequality that shows the range of numbers that Dewayne might be thinking of is 8<(5n-7)<13.

Inequalities help us to compare two unequal expressions. Also, it helps us to compare the non-equal expressions so that an equation can be formed. It is mostly denoted by the symbol <, >, ≤, and ≥.

The given clue by Dewayne can be written in the form of inequality as shown below. Therefore, we can write,

Hence, the compound inequality that shows the range of numbers that Dewayne might be thinking of is 8<(5n-7)<13.

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9514 1404 393

Answer:

  see below

Step-by-step explanation:

Janella could draw a square of side length 'c' attached to the figure on the side labeled 'c'.

Answer:

I need to see it first please

Answer:

Step-by-step explanation:

Answer:

4.1469 x 10^5

Step-by-step explanation:

multiply the coefficients and add the exponents

1.202 x 3.45 = 4.1469

10³ x 10² = 10^5

Answer: OB) 1cm: 7km

63/9=7

Step-by-step explanation:

Answer:

7KM

Step-by-step explanation:

Answer:

Step-by-step explanation:

HAHAHAHAHA! NOT IN THE MOOD!

Answer:

8 cups hope this helps have a nice day please give me brainliest:))

Step-by-step explanation:

Answer:

.125 cup

Step-by-step explanation:

when you divide 1 by 8 you get .125 (and in this case your answer).

Answer:

[tex]5^{-4}[/tex]

Step-by-step explanation:

All you do is subtract the exponents (5 - 9), so it would look like this:

[tex]\frac{5^{5}}{5^{9}} = 5^{(5-9)} = 5^{-4}[/tex]

Answer:

There will be 11 graduation programs in partially filled box.

Step-by-step explanation:

It is given that:

Number of graduation programs need to be shipped = 419

Number of programs in each box = 24

Number of boxes = [tex]\frac{419}{24}[/tex]

Number of boxes = [tex]17\frac{11}{24}[/tex]

Here,

17 is the number of full boxes and 11 is the remainder.

Therefore,

There will be 11 graduation programs in partially filled box.

Answer:

11

Step-by-step explanation:

hope this helps plz mark brainliest

Answer:

We need to use the mapping [tex]U'(x,y) = (x+4,y-5)[/tex] to find the new coordinates of X and Y.

Step-by-step explanation:

Vectorially speaking, we must look for the defintion of the translation operation such that vertex Y becomes vertex Y', which is represented by:

[tex]T(x,y) = Y'(x,y) - Y(x,y)[/tex] (1)

Where [tex]T(x,y)[/tex] is the translation vector.

If we know that [tex]Y(x,y) = (-4,2)[/tex] and [tex]Y'(x,y) = (0,-3)[/tex], then the translation vector is:

[tex]T(x,y) = (0,-3)-(-4,2)[/tex]

[tex]T(x,y) = (4, -5)[/tex]

If [tex]U(x,y) = (x,y)[/tex], [tex]T(x,y) = (4, -5)[/tex] and [tex]U'(x,y)[/tex] is the translated vector, then we obtain the following definition:

[tex]U'(x,y) = U(x,y) +T(x,y)[/tex] (2)

[tex]U'(x,y) = (x,y) + (4,-5)[/tex]

[tex]U'(x,y) = (x+4,y-5)[/tex]

The correct answer is B.

Answer:

B is the answer

Step-by-step explanation:

Answer:

Step-by-step explanation:

STEP

1

:

           10

Simplify   ——

           x

Equation at the end of step

1

:

                       10

 ((((x4)-(5•(x2)))-6x)-——)-3

                       x

STEP

2

:

Equation at the end of step

2

:

                           10    

 ((((x4) -  5x2) -  6x) -  ——) -  3

                           x      

STEP

3

:

Rewriting the whole as an Equivalent Fraction

3.1   Subtracting a fraction from a whole

Rewrite the whole as a fraction using  x  as the denominator :

                     x4 - 5x2 - 6x     (x4 - 5x2 - 6x) • x

    x4 - 5x2 - 6x =  —————————————  =  ———————————————————

                           1                    x        

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

STEP

4

:

Pulling out like terms

4.1     Pull out like factors :

  x4 - 5x2 - 6x  =   x • (x3 - 5x - 6)

Polynomial Roots Calculator :

4.2    Find roots (zeroes) of :       F(x) = x3 - 5x - 6

Polynomial Roots Calculator is a set of methods aimed at finding values of  x  for which   F(x)=0  

Rational Roots Test is one of the above mentioned tools. It would only find Rational Roots that is numbers  x  which can be expressed as the quotient of two integers

The Rational Root Theorem states that if a polynomial zeroes for a rational number  P/Q   then  P  is a factor of the Trailing Constant and  Q  is a factor of the Leading Coefficient

In this case, the Leading Coefficient is  1  and the Trailing Constant is  -6.

The factor(s) are:

of the Leading Coefficient :  1

of the Trailing Constant :  1 ,2 ,3 ,6

Let us test ....

  P    Q    P/Q    F(P/Q)     Divisor

     -1       1        -1.00        -2.00    

     -2       1        -2.00        -4.00    

     -3       1        -3.00        -18.00    

     -6       1        -6.00        -192.00    

     1       1        1.00        -10.00    

     2       1        2.00        -8.00    

     3       1        3.00        6.00    

     6       1        6.00        180.00    

Polynomial Roots Calculator found no rational roots

Adding fractions that have a common denominator :

4.3       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

x • (x3-5x-6) • x - (10)     x5 - 5x3 - 6x2 - 10

————————————————————————  =  ———————————————————

           x                          x        

Equation at the end of step

4

:

 (x5 - 5x3 - 6x2 - 10)    

 ————————————————————— -  3

           x              

STEP

5

:

Rewriting the whole as an Equivalent Fraction

5.1   Subtracting a whole from a fraction

Rewrite the whole as a fraction using  x  as the denominator :

        3     3 • x

   3 =  —  =  —————

        1       x  

Checking for a perfect cube :

5.2    x5 - 5x3 - 6x2 - 10  is not a perfect cube

Trying to factor by pulling out :

5.3      Factoring:  x5 - 5x3 - 6x2 - 10

Thoughtfully split the expression at hand into groups, each group having two terms :

Group 1:  -6x2 - 10

Group 2:  x5 - 5x3

Pull out from each group separately :

Group 1:   (3x2 + 5) • (-2)

Group 2:   (x2 - 5) • (x3)

Bad news !! Factoring by pulling out fails :

The groups have no common factor and can not be added up to form a multiplication.

Polynomial Roots Calculator :

5.4    Find roots (zeroes) of :       F(x) = x5 - 5x3 - 6x2 - 10

    See theory in step 4.2

In this case, the Leading Coefficient is  1  and the Trailing Constant is  -10.

The factor(s) are:

of the Leading Coefficient :  1

of the Trailing Constant :  1 ,2 ,5 ,10

Let us test ....

  P    Q    P/Q    F(P/Q)     Divisor

     -1       1        -1.00        -12.00    

     -2       1        -2.00        -26.00    

     -5       1        -5.00       -2660.00    

     -10       1       -10.00       -95610.00    

     1       1        1.00        -20.00    

     2       1        2.00        -42.00    

     5       1        5.00        2340.00    

     10       1        10.00       94390.00    

Polynomial Roots Calculator found no rational roots

Adding fractions that have a common denominator :

5.5       Adding up the two equivalent fractions

(x5-5x3-6x2-10) - (3 • x)      x5 - 5x3 - 6x2 - 3x - 10

—————————————————————————  =  ————————————————————————

            x                            x            

Polynomial Roots Calculator :

5.6    Find roots (zeroes) of :       F(x) = x5 - 5x3 - 6x2 - 3x - 10

    See theory in step 4.2

In this case, the Leading Coefficient is  1  and the Trailing Constant is  -10.

The factor(s) are:

of the Leading Coefficient :  1

of the Trailing Constant :  1 ,2 ,5 ,10

Let us test ....

  P    Q    P/Q    F(P/Q)     Divisor

     -1       1        -1.00        -9.00    

     -2       1        -2.00        -20.00    

     -5       1        -5.00       -2645.00    

     -10       1       -10.00       -95580.00    

     1       1        1.00        -23.00    

     2       1        2.00        -48.00    

     5       1        5.00        2325.00    

     10       1        10.00       94360.00    

Polynomial Roots Calculator found no rational roots

Final result :

 x5 - 5x3 - 6x2 - 3x - 10

 ————————————————————————

            x            

Answer:

a. $629.10

b. $635.80

c. $6.70

Step-by-step explanation:

The first thing we need to do is turn these percentages into decimal values by dividing them by 100, this would make 10% into 0.10 and 15% into 0.15. Now we can make the following equations to calculate the total by multiplying the 100 pens by the individual pricer per pen, and then multiplying that product by the 1 minus the discount percentage.

A)    (100 * 6.99) * (1 - 0.10) = x

          699 * 0.90 = x

              $629.10 = x

B)    (100 * 7.48) * (1 - 0.15) = x

          748 * 0.85 = x

              $635.80 = x

C)   635.80 - 629.10 = $6.70

The difference is $6.70 more for the 100 pens in the second store.

Answer:

The jacket increase by 25% in price.

Step-by-step explanation:

Given that:

Sale price of jacket = $210

New cost of jacket = $262.50

Change = New cost - Sale price

Change = 262.50 - 210 = $52.50

Percent increase = [tex]\frac{Change}{Sale\ price}*100[/tex]

Percent increase = [tex]\frac{52.50}{210}*100[/tex]

Percent increase = 0.25 * 100

Percent increase = 25%

Hence,

The jacket increase by 25% in price.

Answer:

Step-by-step explanation:

A: 2/3 divided by 3

B: 6/7 divided by 3

C: 2/5 divided by 4

D: 5/6 divided by 5

E: 10/8 divided by 5

F: 4/7 divided by 4

G: 5/8 divided by 10

H: 20/6 divided by 2

(-2, -4.5)

Second answer down

Answer:

a. The next three terms for if it is an arithmetic sequence are 14, 20, and 26.

b. The next three terms for if it is a geometric sequence are 32, 128, and 512.

Step-by-step explanation:

The difference between the numbers using arithmetic functions is adding 6.

The difference between the numbers using geometric functions is  multiplying by four.

Then apply those functions to find the following numbers in the sequence.

Answer:

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

[tex]x^{3} =8\\x=\sqrt[3]{8} \\x=2[/tex]

use your calculator

Answer:

0.0823 = 8.23% probability that fewer than 10% of the rolls are a five

Step-by-step explanation:

To solve this question, we need to understand the normal probability distribution and the central limit theorem.

Normal probability distribution

When the distribution is normal, we use the z-score formula.

In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the zscore of a measure X is given by:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

Central Limit Theorem

For a proportion p in a sample of size n, the sampling distribution of the sample proportion will be approximately normal with mean [tex]\mu = p[/tex] and standard deviation [tex]s = \sqrt{\frac{p(1-p)}{n}}[/tex].

A fair six-sided number cube is rolled 60 times.

This means that [tex]n = 60[/tex]

Rolls that are a five:

For each roll, there are 6 possible outcomes: 1, 2, 3, 4, 5 or 6. So the probability of rolling a five is:

[tex]p = \frac{1}{6} = 0.1667[/tex]

The distribution has mean and standard deviation:

[tex]\mu = p = 0.1667[/tex]

[tex]s = \sqrt{\frac{p(1-p)}{n}} = \sqrt{\frac{0.1667*(1-0.1667)}{60}} = 0.0481[/tex]

What is the probability that fewer than 10% of the rolls are a five?

This is the pvalue of Z when X = 0.1. So

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

By the Central Limit Theorem

[tex]Z = \frac{X - \mu}{s}[/tex]

[tex]Z = \frac{0.1 - 0.1667}{0.0471}[/tex]

[tex]Z = -1.39[/tex]

[tex]Z = -1.39[/tex] has a pvalue of 0.0823

0.0823 = 8.23% probability that fewer than 10% of the rolls are a five

Answer: 0.082

Step-by-step explanation: