The mean electrix bill for family C is approximately: $33., $21., $28., and $25. greater than the mean electric bill for family A. This difference is about 2 1/2 times, 3 1/2 times, 2 times, or 1 1/2 times. (part A: choices r $33, $21, $28, & $25. Part B: choices r 2 1/2, 3 1/2, twice, or 1 1/2 times. I still need the answer as well. mean of family C electric bill is $1,339.60 and family A: $943.00. )​

Answer:

105

Step-by-step explanation:

The sum of a quadrilateral's angles is always equal to 360

360 - 60 - 115 - 80 = 105

Hope this helps :)

Answer:

23.04

Step-by-step explanation:

length×width

4.8×4.8

correct me if im wrong:)

Answer:

Step-by-step explanation:

I was using 6×8 rectangle as a base of the triangular prism (as shows on the picture.

Let use the definition of a triangular prism and LSA = (5 + 5 + 6) × 8 = 128 cm²

The lateral surface area of the triangular prism is 128 square cm.

A triangular Prism is a pentahedron. It is a 3-D shape with two identical faces in the shape of a triangle connected by three rectangular faces. The edges and vertices of the bases are joined with each other via three rectangular sides.

For the given situation,

The sides of the triangle are 5 cm, 6 cm, 5 cm.

The length of the prism = 8 cm

The formula for lateral surface area of triangular prism is

[tex]LSA=(perimeter)(length)[/tex]

On substituting the above values,

⇒ [tex]LSA=(5+6+5)(8)[/tex]

⇒ [tex]LSA=(16)(8)\\[/tex]

⇒ [tex]LSA=128[/tex]

Hence we can conclude that the lateral surface area of the triangular prism is 128 square cm.

Learn more about triangular prism here

https://brainly.com/question/15070306

#SPJ2

9514 1404 393

Answer:

  B  acute

Step-by-step explanation:

We can define a "form factor" for a triangle as ...

  f = a² +b² -c²

where c is the longest side length. It will be interpreted as follows:

For this triangle, our "form factor" is ...

  f = 15² +16² -21² = 225 +256 -441 = 40 . . . . a positive number

The triangle is Acute.

Answer:

A.  y = |x + 4| - 2.

Step-by-step explanation:

The graph of y = |x| is V shaped and passes through the origin and the slope  is 1 (like the given graph).

y = |x + 4) moves the V shaped graph 4 units to the left so the tip of the V is at x = -4.

Now subtracting 2 from this graph will bring the graph to the point where x = -4 and y = -2.

So the given function is y = |x + 4| - 2.

Answer:

The 95% confidence interval for the true difference in the proportion of tomato plants like these that would experience damage after receiving the kelp treatment and no kelp treatment is -0.2690 < [tex]\hat{p}_1-\hat{p}_2[/tex] < 0.02901

Step-by-step explanation:

The given data are;

The number of the group 1 plants that exhibited damage = 12

The number of plants in group 1, n₁ = 50

The number of the group 2 plants that exhibited damage = 18

The number of plants in group 2, n₂ = 50

The proportion of group 1 plants that exhibited damage, [tex]\hat p_1[/tex] = 12/50 = 0.24

The proportion of group 2 plants that exhibited damage, [tex]\hat p_2[/tex] = 18/50 = 0.36

The z-value at 95% = 1.64

The confidence interval is given by the following formula;

[tex]C.I. = \hat{p}_1-\hat{p}_2\pm z^{*}\sqrt{\dfrac{\hat{p}_1\left (1-\hat{p}_1 \right )}{n_{1}}+\dfrac{\hat{p}_2\left (1-\hat{p}_2 \right )}{n_{2}}}[/tex]

Plugging in the values, we get;

[tex]C.I. = 0.24-0.36\pm 1.64 \times \sqrt{\dfrac{0.24\left (1-0.24 \right )}{50}+\dfrac{0.36\left (1-0.36 \right )}{50}}[/tex]

Therefore, C.I. = -0.2690 < [tex]\hat{p}_1-\hat{p}_2[/tex] < 0.02901

Answer:

C.I

Step-by-step explanation:

Answer:

two on the top

one to the left

two to the right

two on the bottom

Step-by-step explanation:

The scientific notation for this is :-6x10⁷

Answer:

[tex]Girls = 319[/tex]

Step-by-step explanation:

Given

[tex]Boys: Girls = 15:11[/tex]

Required

Find Girls, when Boys = 435

Substitute 435 for Boys

[tex]435: Girls = 15:11[/tex]

Express as fraction

[tex]\frac{Girls}{435} = \frac{11}{15}[/tex]

Multiply through by 435

[tex]435 * \frac{Girls}{435} = \frac{11}{15}* 435[/tex]

[tex]Girls = \frac{11}{15}* 435[/tex]

[tex]Girls = \frac{11* 435}{15}[/tex]

[tex]Girls = \frac{4785}{15}[/tex]

[tex]Girls = 319[/tex]

Answer:

The answer is -3 - 2/3

Step-by-step explanation:

Just subtract

Answer:

It takes 10 fewer minutes for Noah than for Charlotte to home from school each day.

Step-by-step explanation:

We use the following relation to solve this question:

[tex]v = \frac{d}{t}[/tex]

In which v is the velocity, d is the distance, and t is the time.

Finding the distance:

Charlotte walks home from school every day at a rate of 4 miles per hour. It takes her 30-minutes to reach home.

This means that [tex]t = 0.5, v = 4[/tex]. Time is 0.5 because as the velocity is in miles per hour, the time has to be in hours. We use this to find d.

[tex]v = \frac{d}{t}[/tex]

[tex]4 = \frac{d}{0.5}[/tex]

[tex]d = 4*0.5 = 2[/tex]

The distance is of 2 miles.

Her brother, Noah, runs home from the same school every day at a rate of 6 miles per hour.

We have to find t, in hours, for which [tex]v = 6, d = 2[/tex]. So

[tex]v = \frac{d}{t}[/tex]

[tex]6 = \frac{2}{t}[/tex]

[tex]6t = 2[/tex]

[tex]t = \frac{1}{3}[/tex]

A third of an hour. In minutes, this is a third of 60, that is 60/3 = 20 minutes.

How many fewer minutes does it take Noah than Charlotte to reach home from school each day?

Noah: 20 minutes

Charlotte: 30 minutes

30 - 20 = 10

It takes 10 fewer minutes for Noah than for Charlotte to home from school each day.

Answer:

c.vertical angle is the answer

Answer:

c

Step-by-step explanation:

vertical

correct answer is c

italian society entered a new era of artistic and academic achievement

they are supplemen angles

Answer:

84

Step-by-step explanation:

To divide two fractions we turn the second fraction upside down and multiply two fractions

21/1 ÷ 1/4 ➡ 21/1 × 4/1 = 84/1

This can be written as 84

Answer:

14 square units

Answer:

Kindly check explanation

Step-by-step explanation:

Given the data:

Education : 11 11 8 13 17 11 11 11 19 13 15 9 15 15 11

Internet use 10 5 0 14 24 0 15 12 20 10 5 8 12 15 0

Labeled scatter plot of Education and Internet Use is attached in the picture below.

Yes there appears to be a linear relationship between the two variables (Education and Internet Use) as the data points appears to have an upward trend depicted by the linear trend line in the graph.

The correlation Coefficient value which is measures the degree of linear relationship between education and internet use is 0.7048

I'll do problem 3 to get you started.

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

Part 1) Finding the mean:

The mean is found by adding up all the numbers and dividing by n, where n is the number of items in the set.

We sum the numbers to:

5+8+5+9+6+15+9+3+8+7+10+12 = 97

Then we divide over n = 12

mean = sum/n = 97/12 = 8.083333 approximately

This rounds to 8.08

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

Part 2) Finding the standard deviation:

I'm assuming your teacher is talking about the population standard deviation, as opposed to the sample standard deviation.

First subtract each value from the mean. It helps to make a table as shown in the attachment below.

Column A is the original data set. Column B is when we subtract each data item x from the mean M.

Column C is where we square each item in column B.

Adding up everything in column C leads to 118.916666666667 which is approximate. This value is highlighted in the table diagram. Divide this over n = 12 to get 9.90972222222222 which is also approximate

The last step is to apply the square root to that and we get 3.1479711279

This rounds to 3.15

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

Part 3) Finding the min:

From here on out, we have fairly simple calculations and don't need to involve a spreadsheet or any complicated formulas.

The min value is the smallest value of the set. So that would be 3

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

Part 4) Finding the value of Q1, first quartile:

Sort the items in ascending order, ie from smallest to largest.

You should get this set: {3, 5, 5, 6, 7, 8, 8, 9, 9, 10, 12, 15}

There are n = 12 items here, so the median is between slot 12/2 = 6 and slot 7. The values in slot 6 and 7 are the two copies of '8'. That must mean the median is (8+8)/2 = 8.

Now break up the set into two equal halves

L = {3, 5, 5, 6, 7, 8} = lower half of six items

U = {8, 9, 9, 10, 12, 15} = upper half of six items

The median of set L is exactly the value of Q1, so that would be (5+6)/2 = 11/2 = 5.5; note how this is exactly between the two middle most values of 5 and 6.

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

Part 5) Finding the median:

We found that earlier in part 4. The median is 8.

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

Part 6) Finding the value of Q3, third quartile:

Focus on set U = {8, 9, 9, 10, 12, 15}, which was the upper set of values, ie values larger or equal to the median.

The middle two values here are the '9' and '10'. The median is at the midpoint of these values: (9+10)/2 = 19/2 = 9.5

We have Q3 = 9.5

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

Part 7) Finding the max:

The max is the largest item in the original set

Refer to the sorted set {3, 5, 5, 6, 7, 8, 8, 9, 9, 10, 12, 15} and we see that 15 is the max.

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

Part 8) Finding the IQR (interquartile range):

Subtract the values of Q3 and Q1 to get the IQR

IQR = Q3 - Q1

IQR = 9.5 - 5.5

IQR = 4

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

Part 9) Finding the range:

The range is a similar idea as the IQR; however, we'll subtract the max and min this time.

Range = max - min = 15 - 3 = 12

The range is 12.

The range, IQR and standard deviation all help us determine the spread of the data. The larger the value gets, the more spread out the data is.

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

Summary:

Side note: The phrase "five number summary" refers to the five values of: min, Q1, median, Q3, max. All of which are needed to form a box-and-whisker plot.

Answer:

-17 < c < 5

Step-by-step explanation:

I think that's the answer

I can't confirm anything

Answer:

a

c

b

i think those are right hope im not wrong good luck

Answer:

24

Step-by-step explanation:

It take 4 to make one yard and you need six yards soo..

6 x 4 = 24

Answer:

24 ornaments

Step-by-step explanation:

[tex]\frac{1}{4} = 25%[/tex]%

6 yards x 0.25 = 1.5 yards

[tex]\frac{6}{0.25} = 24[/tex] ornaments

to check:

24 ornaments x 0.25 yards each = 6 yards in total

Answer:

Simplified: 9 2/3

Step-by-step explanation:

Convert the mixed numbers into improper fractions

To do this, multiply the denominator by the whole number and add the numerator: (denominator × whole number + numerator)/denoninator

First fraction:

5 11/12

(12 × 5 + 11)/12

(60 + 11)/12

71/12

Next fraction:

3 9/12

(12 × 3 + 9)/12

(36 + 9)/12

45/12

Substitute these fractions in the original problem now:

71/12 + 45/12

Add the numerators only. The denominators stay the same.

(71 + 45)/12

116/12

Now that the calculations are done, convert this back into a whole number

How many times does 12 fit into 116 equally? If you answered 9 times, then you are correct. This 9 will sit as the whole number in the fraction

12 × 9 = 108

This doesn't equal 116 perfectly so we must find the left over

116 - 108 = 8 left over (which is used as the numerator)

9 8/12

If your class or problem asks that you simplify your answer, then look at both the numerator and denominator to determine any common factors within them

8 and 12 both have common factors of 2 and 4

Since 4 is the bigger number, divide both 8 and 12 by 4 to simplify your answer

9 2/3

Answer:

sin(a−28)=cos(4)

sin(a−28)=−0.653644

Step-by-step explanation:

Answer:

hhhhhh

Step-by-step explanation:

i think it is 40

Answer:

Step-by-step explanation:

y=-2x²+16x-35

=-2(x²-8x+16-16)-35

=-2(x²-8x+16)+32-35

=-2(x-4)²-3

axis of symmetry is x-4=0

or x=4

Answer:

y=2x^2+16x-35

a=2, b=16

x= -[tex]\frac{16}{2x2}[/tex]

x=-4

Answer:

x=4, x=-4

Step-by-step explanation:

x^2-16=0

Add 16 to both sides;

x^2-16+16=0+16

Simplify;

x^2=16

x=[tex]\sqrt{16}[/tex], x[tex]-\sqrt{16}[/tex]

[tex]\sqrt{16}[/tex]

=4

factor the number;16

[tex]\sqrt{4^2}[/tex]

=[tex]\sqrt{4}[/tex]

-[tex]\sqrt{16}[/tex]

Factor the number 16;

[tex]\sqrt{4^2}[/tex]

=-4

Answer:

D. Point G is the center of a circle that can be inscribe in ΔABC

Step-by-step explanation:

To inscribe implies constructing a required shape or figure within a given shape, thus touching the boundaries or sides of the given shape internally.

In the given figure if point G is used as the center of a circle, it would not form an inscribed circle in the given triangle. So that the appropriate answer is Point G is the center of a circle that can be inscribe in ΔABC. Thus, option D is not true.

Answer:

this was correct

Step-by-step explanation:

thank u

Answer:

1.898 ×10^27 kg for Jupiter

and for Neptune 1.024×10^26 kg

Answer:

Hola

Step-by-step explanation:

Answer:

I think the option B is the answer -9/4 divided by (-2/3)

I hope this might help u

Answer:

i think the first one maybe... not so sure

Answer:

Should be B and D

Step-by-step explanation:

You plug in the first number before the comma, and if it equals the second number after the comma then the point 'satisfies the equation'.