Solve the inequality and graph the solution.
8>
–
3a+2
To draw a ray, plot an endpoint and select an arrow. Select an endpoint to change it from closed to open. Select the middle of the ray to delete it.

The p-value for testing if the proportion who are unemployed differs between the two groups is 0.

To calculate the p-value for testing if the proportion who are unemployed differs between the two groups, we can use a two-sample test of proportions

Let's define

Group 1: High School or Some College

Group 2: Bachelor's or Higher

We want to test if the proportion of unemployed individuals differs between Group 1 and Group 2.

First, we need to calculate the proportion of unemployed individuals in each group

Group 1: 41/601 = 0.06822

Group 2: 14/875 = 0.016

Next, we need to calculate the pooled proportion

Pooled proportion = (41 + 14) / (601 + 875) = 0.043

Now we can calculate the test statistic

Test statistic = (0.06822 - 0.016) / sqrt(0.043 × (1 - 0.043) × (1/601 + 1/875)) = 7.57

Using a two-tailed test with a significance level of 0.05, we can find the critical value from a normal distribution table or calculator. For a two-tailed test with a significance level of 0.05, the critical value is approximately 1.96.

Since the test statistic (7.57) is greater than the critical value (1.96), we reject the null hypothesis that the proportion of unemployed individuals is the same in both groups.

Finally, we can calculate the p-value as the probability of getting a test statistic as extreme or more extreme than the one we observed, assuming the null hypothesis is true. Since this is a two-tailed test, we need to double the area to the right of the test statistic (7.57) under the standard normal curve

p-value = 2 × P(Z > 7.57) = 0

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The given question is incomplete, the complete question is:

The following table is based off a survey of employment from 2018. What is the p- value for testing if the proportion who are unemployed differs between the two groups? Give your answer to three decimal places. Total Unemployed 41 Employed 834 875 High School or Some College Bachelor's or Higher Total 14 587 601 55 1421 1476

226 integers are present between 100 and 999, inclusive, and have the property that some permutation of its digits is a multiple of 11 between 100 and 999. Hence, option A is the correct option.

The problem statement is to find the number of multiples of 11 between 100 and 999 inclusive, where some multiples may have digits repeated twice and some may not.

To solve this problem, we can first count the number of multiples of 11 between 100 and 999 inclusive, which is 81. Some of these multiples may have digits repeated twice, and each of these can be arranged in 3 permutations. Other multiples of 11 have no repeated digits, and each of these can be arranged in 6 permutations. However, we must account for the fact that switching the hundreds and units digits of these multiples also yields a multiple of 11, so we must divide by 2, giving us 3 permutations for each of these multiples.

Thus, we have a total of 81 × 3 = 243 permutations. However, we have overcounted because some multiples of 11 have 0 as a digit. Since 0 cannot be the digit of the hundreds place, we must subtract a permutation for each of these multiples. There are 9 such multiples (110, 220, 330, ..., 990), yielding 9 extra permutations. Additionally, there are 8 multiples (209, 308, 407, ..., 902) that also have 0 as a digit, yielding 8 more permutations.

Therefore, we must subtract these 17 extra permutations from the total of 243, giving us 226 permutations in total. Hence, option A is the correct option.

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The answer of the given question based on the graph is the amplitude of the given sin equation is 2.

Amplitude refers to the maximum displacement of a wave from its equilibrium or rest position. It is a characteristic of a wave that measures the magnitude or strength of its oscillations or vibrations.  The amplitude refers to the distance from the midline (or average value) of the function to its maximum or minimum value. The amplitude is a positive value, and it is half the distance between the maximum and minimum values of the function.

In this case, we can see from the graph that the midline of the function is y = -3, which is the value of the function when sin(Θ) = 0 (since 2sin(Θ) - 3 = 2(0) - 3 = -3).

The maximum value of the function occurs when sin(Θ) = 1 (since the maximum value of sin(Θ) is 1), so the maximum value of 2sin(Θ) is 2. Therefore, the maximum value of 2sin(Θ) - 3 is 2 - 3 = -1.

The distance from the midline (-3) to the maximum value (-1) is 2 units, so the amplitude of the sine function y = 2sin(Θ) - 3 is 2.

Therefore, the amplitude of the given sin equation is 2.

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According to the Side-Angle-Side Theorem, the triangles JKL and XYZ are congruent because KL XV, JK VZ, and K V.

Congruent triangles are two triangles that have the same size and shape. They have exactly the same angles and sides. Congruent triangles can be used to prove theorems in geometry, such as the side-angle-side (SAS) theorem and the angle-side-angle (ASA) theorem. Congruence can also be used to find the unknown side length of a triangle when two sides and an angle are known.

How to demonstrate the congruence of two triangles
This is a congruency issue in which we must demonstrate the congruence of two triangles. If two triangles have the same sides in the same order, they are said to be congruent. According to the figure, we discover the following presumptions:

KL XV, JK XV, and K XV

According to the Side-Angle-Side Theorem, which is satisfied by these presumptions, the triangles JKL and XYZ.

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yes both triangles BDC and PNO are congruent by AAS congruency.

Congruent triangles are two triangles that have the same size and shape. They have exactly the same angles and sides. Congruent triangles can be used to prove theorems in geometry, such as the side-angle-side (SAS) theorem and the angle-side-angle (ASA) theorem and the angle-angle-side Congruence can also be used to find the unknown side length of a triangle when two sides and an angle are known.

to demonstrate the AAS congruency of two triangles

for two angles and a non-included side in one triangle are congruent to two angles and the corresponding non-included side in another triangle, then the triangles are congruent.

in triangles BDC and PNO

given that

BD=PN

∠CBD=∠OPN

∠BCD=∠PON

According to the Angle -side -Angle  Theorem, which is satisfied by these presumptions, the triangles BDC and PNO

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Answer: The bedroom is 8 gridlines by 10 gridlines.

Step-by-step explanation:

The area of the bedroom is 8 x 10 gridlines, or 80 square gridlines.

Multiply this by 4 to get the number of square feet needed to cover the entire floor of Bedroom 1:

80 x 4 = 320 square feet

The extent to which an instrument is consistent within itself is called reliability.

Reliability refers to the consistency or stability of the measurements obtained using a specific instrument or test. In other words, it is the degree to which a tool or instrument measures the same way each time it is used under the same conditions. If an instrument is reliable, it produces consistent results across repeated trials or measurements.

Reliability is an important aspect of measurement because it determines the accuracy of the results obtained using the instrument. An unreliable instrument can produce inconsistent or inaccurate results, which can lead to erroneous conclusions or decisions.

Therefore, it is crucial to establish the reliability of an instrument before using it to make important decisions or draw conclusions based on the measurements obtained. There are several methods for measuring reliability, including test-retest reliability, inter-rater reliability, and internal consistency reliability.

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The possible coordinates of the point a is (-4, 11.06) and (-4, -9.06).

Given that point, b has coordinates (5,1) and the distance between point a and point b is 15 units, we can use the distance formula to find the possible coordinates of point a.

The distance formula is given by:

distance = [tex]\sqrt({x_{2}-x_{1 })^{2} } +\sqrt({y_{2}-y_{1 })^{2}[/tex]

If we replace with the point b's coordinates, we obtain:

15 = [tex]\sqrt({5}-(-4)})^{2} } +\sqrt({1-y_{1 })^{2}[/tex]

Simplifying the equation, we get:

225 = [tex](9 + y_{1} ^{2} - 2y_{1} )[/tex]

Rearranging and solving for y1, we get:

y₁² - 2y₁ - 216 = 0

Using the quadratic formula, we get:

y₁ = 11.06

y₁ = -9.06

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The hypotheses being tested are: H0: p = 0.33 versus Ha: p > 0.33.

The test statistic is 1.51.

The p-value is 0.131.

So we have no statistically significant evidence that the population proportion of American women in 2014 who say people can be trusted is different from the proportion of men who feel the same. The p-value of 0.131 is greater than the commonly used alpha level of 0.05, which means that we fail to reject the null hypothesis. However, we cannot conclude that the proportions are equal, only that we do not have enough evidence to say that they are different.

The General Social Survey asked 929 American women in 2014 whether they thought people can be trusted or whether they cannot be too careful in dealing with people. Out of the 929 women sampled, 259 said that most people can be trusted. The hypotheses being tested are whether the proportion of American women who say people can be trusted is different from the proportion of men who feel the same (33%). The null hypothesis (H0) is that the proportion of American women who say people can be trusted is 0.33, while the alternative hypothesis (Ha) is that it is greater than 0.33.

The test statistic for this hypothesis test is 1.51, which is calculated using the sample proportion of women who say people can be trusted (0.28), the hypothesized proportion of men who feel the same (0.33), and the standard error of the sampling distribution. The p-value of the test is 0.131, which is the probability of getting a sample proportion as extreme or more extreme than the observed proportion of 0.28, assuming that the null hypothesis is true.

Since the p-value of 0.131 is greater than the commonly used alpha level of 0.05, we fail to reject the null hypothesis. Therefore, we do not have enough statistical evidence to conclude that the proportion of American women who say people can be trusted is different from the proportion of men who feel the same. However, we cannot conclude that the proportions are equal, only that we do not have enough evidence to say that they are different.

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--The question is incomplete, answering to the question below--

"About a third (33%) of American men feel that, in general, people can be trusted. Is it different for American women? In 2014, the General Social Survey asked its participants: Generally speaking, would you say that most people can be trusted or that you can't be too careful in dealing with people? Out of 929 women sampled, 259 said most people can be trusted.

The hypotheses being tested are: H0: p = 0.33 versus Ha: p [ Select ] ["not =", ">", "<"] 0.33

The test statistic is [ Select ] ["-3.31", "0.279", "-1.51"]

The p-value is [ Select ] ["0.9995", "0.0005", "0.002", "0.001"]

So we have [ Select ] ["very strong", "strong", "some", "no"] statistically significant evidence that the [ Select ] ["population proportion", "sample proportion"] of American women in 2014 who say people can be trusted is different from the proportion of men who feel the same."

Families with one or two females make up the same percentage of households as those with three or more girls. These two categories are identical to one another.

Assuming that the probability of having a boy or a girl is equal and independent for each child, there are four possible outcomes for the number of girls in a family: 0, 1, 2, or 3.

To determine the difference in the proportion of families with 1 or 2 girls compared to those with 0 or 3 girls, we need to calculate the probability of each scenario.

The probability of having 0 or 3 girls is the same because there are two ways to achieve this outcome: either all children are boys, or there is exactly one boy and two girls in the family. The probability of each of these outcomes is:

P(0 girls or 3 girls) = P(all boys) + P(1 boy, 2 girls)

[tex]= (1/2)^3 + 3(1/2)^3[/tex]

[tex]= 1/2[/tex]

The probability of having 1 or 2 girls is the complement of the probability of having 0 or 3 girls, which is:

P(1 girl or 2 girls) [tex]= 1 - P[/tex] (0 girls or 3 girls)

[tex]= 1 - 1/2[/tex]

[tex]= 1/2[/tex]

Therefore, the proportion of families with 1 or 2 girls is the same as the proportion of families with 0 or 3 girls. There is no difference between these two groups.

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Answer:

34.1%.

Step-by-step explanation:

Given: Weekly wages at a certain factory are normally distributed with a mean of $400 and a standard deviation of $50.

This problem tells us that the distribution of weekly wages at the factory is normally shaped.

68.2% of wages fall within the standard deviation of the mean.

Since the mean is $400, this means that 68.2% of wages fall between $400 +/- $50, or between $350-$450.

Instead, we are interested in the probability of a wage being between $350-$400.

Said differently, this is between the mean ($400) and one standard deviation below the mean ($350).
The fact that the wages are normally distributed also means that the shape of the distribution is symmetrical above and below the mean.

So the probability of wages being between $350-$400 is half of 68.2%, or 34.1%.

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Step-by-step explanation:

Yes they are congruent via the S-S-S  triangle theorem.

  triangles are congruent if they have three equal sides ( Side-Side-Side)

Answer:

y>6

Step-by-step explanation:

5y>30

y>6

therefore, y can be any number that is larger than 6 (e.g. 7, 10 etc)

Blake's recorded result of a probability model in a 12 times die roll:

Part A: 0 %

Part B: 25 %

Part C:  41.67 %

To complete the probability model

Part A:

To find the experimental probability of rolling a 3, count the number of times 3 appears in the table and divide by the total number of rolls:

Number of 3's rolled: 0

Total number of rolls: 12

Experimental probability of rolling a 3: 0/12 = 0/1 = 0

So the probability of rolling a 3 is 0, or 0/1 as a fraction, 0 as a decimal number, and 0% as a percentage.

Part B:

To find the experimental probability of rolling a 6, we need to count the number of times 6 appears in the table and divide by the total number of rolls:

Number of 6's rolled: 3

Total number of rolls: 12

Experimental probability of rolling a 6: 3/12 = 1/4 = 0.25

So the probability of rolling a 6 is 1/4 as a fraction, 0.25 as a decimal number, and 25% as a percentage.

Part C:

To find the experimental probability of rolling a number less than 4, add the experimental probabilities of rolling a 1, 2, or 3:

Experimental probability of rolling a 1: 2/12 = 1/6 = 16.67%

Experimental probability of rolling a 2: 3/12 = 1/4 = 25%

Experimental probability of rolling a 3: 0/12 = 0/1 = 0

Experimental probability of rolling a number less than 4: 16.67% + 25% + 0 = 41.67%

So the probability of rolling a number less than 4 is 5/12 as a fraction, 0.4167 as a decimal number, and 41.67% as a percentage.

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Image transcribed:

16. For the three-part question that follows, provide your answer to each question in the given workspace. Identify each part with a coordinating response. Be sure to clearly label each part of your response as Part A, Part B, and Part C.

Blake rolled a die 12 times. He recorded the results in the table below.

Results

6 | 2 | 1 | 4

4 | 3 | 1 | 5

2 | 2 | 6 | 6

Then, Blake created the probability model shown below from the data in the chart. Blake was only able to complete part of the model.

Probability Model

1 | 2 | 3 | 4 | 5 | 6

P(1) 17% | P(2)-25% | ? | P(4) 17% | P(5) 8% | ?

Part A: Help Blake complete the probability model by finding the experimental probability of rolling a 3. Provide your answer as a fraction, a decimal number, and a percent.

Part B: Help Blake complete the probability model by finding the experimental probability of rolling a 6. Provide your answer as a fraction, a decimal number, and a percent.

Part C: Use your probability model to find the experimental probability of rolling a number less than 4. Provide your answer as a fraction, a decimal number, and a percent.

Answer:

Ella and her mother bought 8 bananas.

Step-by-step explanation:

There are 16 ounces in 1 pound, so 3 pounds is equal to 3 x 16 = 48 ounces.

If each banana weighs 6 ounces, then they bought 48/6 = 8 bananas.

Answer:

8 Bananas

Step-by-step explanation:

Well for starters we know that 1 pound = 16 ounces, and Ella's mother bought 3 pounds of bananas which is equal to 48 ounces. If each Banana is 6 ounces we simply use the equation of 48/6 = x, and with simple maths we can find that x = 8

the time required for an investment of $5000 to grow to $[tex]7200[/tex] at an interest rate of  [tex]7.5[/tex] percent per year, compounded quarterly, is approximately  [tex]3.79[/tex] years.

o find the time required for an investment of $5000 to grow to $7200 at an interest rate of 7.5 percent per year, compounded quarterly, we can use the formula for compound interest:

[tex]A = P(1 + r/n)^(nt)[/tex]

where:

A = the final amount (in this case, $7200)

P = the principal amount (in this case, $5000)

r = the annual interest rate (in decimal form, so 7.5% = 0.075)

n = the number of times the interest is compounded per year (in this case, quarterly, so n = 4)

t = the number of years (which we need to find)

Plugging in the values, we get:

[tex]7200 = 5000(1 + 0.075/4)^(4t)[/tex]

Now we can solve for t by isolating it on one side of the equation.

Dividing both sides by 5000:

Taking the natural logarithm of both sides:

[tex]ln(7200/5000) = ln((1 + 0.075/4)^(4t))[/tex]

Using the property of logarithms that ln(a^b) = b * ln(a):

[tex]ln(7200/5000) = 4t\times ln(1 + 0.075/4)[/tex]

Dividing both sides by [tex]4 \times ln(1 + 0.075/4):[/tex]

[tex]t = ln(7200/5000) / (4 * ln(1 + 0.075/4))[/tex]

Using a calculator, we can find the value of t to be approximately 3.79 years (rounded to two decimal places).

Therefore, the time required for an investment of $5000 to grow to $7200 at an interest rate of 7.5 percent per year, compounded quarterly, is approximately 3.79 years.

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To compare the ratios 17:23 and 5:9, you can do it by either finding their decimal equivalents or by cross-multiplying.

Finding decimal equivalents:

Divide each part of the ratio by the sum of its parts.

For 17:23:

17 ÷ (17+23) = 17 ÷ 40 = 0.425

For 5:9:

5 ÷ (5+9) = 5 ÷ 14 = 0.3571

Now compare the decimals:

0.425 > 0.3571

So, the ratio 17:23 is greater than 5:9.

Cross-multiplying:

Cross-multiply the two ratios and compare the products.

For 17:23 and 5:9, multiply 17 by 9 and 23 by 5:

17 * 9 = 153

23 * 5 = 115

Now compare the products:

153 > 115

So, the ratio 17:23 is greater than 5:9.

In both methods, the result is the same: 17:23 is greater than 5:9.

the ratio of the number of minutes he lifted weights to the total number of minutes of his entire workout is 1:2 option B is correct.

Ratios can be written in three forms:

A to B

A:B

A/B

Ratios are also simplified by reducing to lowest terms like fractions are.

This problem's ratio is:

minutes lifted weights to total minutes workout

The number of minutes lifting weights is in the question: 25.

To find the total minutes of his workout, add the number of minutes he spent for all of the activities:

Total minutes = warm-up + lifting weights + treadmill

Total minutes = 10 + 25 + 15

Total minutes = 50

The ratio before simplifying is 25÷50.

This ratio can be reduced to lowest terms. Both sides are divisible by 25.

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

[tex]\frac{50}{25} = 2[/tex]

The ratio in the lowest terms is 1/2.

It can also be written as 1 to 2 or 1:2.

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the correct answers are:=4, 11, 8, 12, 1, 6, 14 and 14, 10, 6, 9, 11, 8, 1 for the given data

How to solve the data

The box plot represents the distribution of a dataset using quartiles, median, and outliers. In order to create a box plot, we need to have a dataset with numerical values. Based on the options given, the data sets that can be used to create the box plot are:

4, 11, 8, 12, 1, 6, 14: This data set has all the required numerical values to create a box plot. It contains 7 values which are within the range of values shown on the x-axis of the box plot.

14, 10, 6, 9, 11, 8, 1: This data set also contains all the required numerical values to create a box plot. It has 7 values which are within the range of values shown on the x-axis of the box plot.

The remaining data sets listed are either non-numerical or do not contain values within the range shown on the x-axis. Therefore, they cannot be used to create the box plot.

In summary, the correct answers are:

4, 11, 8, 12, 1, 6, 14

14, 10, 6, 9, 11, 8, 1

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(i) The graph is attached below. (ii) the minimum value of the function is h = 30, when x = 5. (iii) the horizontal distance traveled by the rider between the two splashes is 2 × 9 m = 18 m.

Acceleration is a physical quantity that measures the rate at which the velocity of an object changes over time. It is a vector quantity, meaning that it has both magnitude and direction.

Acceleration is defined as the change in velocity of an object divided by the time interval over which the change occurred. It is typically measured in meters per second squared (m/s²) in the metric system, or in feet per second squared (ft/s²) in the imperial system.

If the velocity of an object is increasing, its acceleration is said to be positive. If the velocity is decreasing, the acceleration is said to be negative or deceleration. If the velocity is constant, there is no acceleration.

(i) Using the given scale, we can plot the graph of h = 1.2x² - 12x + 30 for 0 ≤ x ≤ 10 as follows:

Parabolic graph is attached below.

(ii) The constant term 30 in the equation represents the minimum height of the pirate ship ride above ground level. This is because the equation is in the form of a quadratic function in standard form, y = ax² + bx + c, where the vertex of the parabola is at the point (-b/2a, c - b²/4a). In this case, the vertex is at (5, 0), which means that the minimum value of the function is h = 30, when x = 5.

(iii) We are given that a rider is 19.2 m above ground level, which means that h = 19.2. We can substitute this value into the equation and solve for x:

19.2 = 1.2x² - 12x + 30

1.2x² - 12x + 10.8 = 0

x² - 10x + 9 = 0

(x - 1)(x - 9) = 0

Therefore, the rider is at a height of 19.2 m when he is either 1 m or 9 m away from the starting point. Since the rider swings back and forth, the distance between the two splashes is twice the distance from the starting point to either splash. Therefore, the horizontal distance traveled by the rider between the two splashes is:

2 × 9 m = 18 m

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The required measures of the acute angles in the given right triangle with side lengths 9, 12, and 15 is equal to 36.87 degrees and 53.13 degrees approximately.

Right triangle with side lengths of 9, 12 and 15.

Check whether Pythagorean theorem holds true,

which states that the sum of the squares of the two shorter sides equals the square of the hypotenuse.

9^2 + 12^2 = 15^2

Simplifying this equation, we get,

⇒81 + 144 = 225

⇒225 = 225

This implies,

Pythagorean theorem holds for this triangle,

And by the converse of the Pythagorean theorem,

Triangle is a right triangle with the right angle opposite the side with length 15.

The acute angles of a right triangle are complementary.

Which means that their sum is 90 degrees.

Calculate the measures of the acute angles in this triangle,

Use trigonometric functions.

Use the sine function to find one of the acute angles,

sin(θ) = opposite/hypotenuse

         = 9/15

         = 0.6

Taking the inverse sine function of both sides, we get,

θ = sin^(-1)(0.6)

⇒ θ ≈ 36.87 degrees.

Sum of the acute angles is 90 degrees, the other acute angle is equals to,

90 - 36.87 = 53.13 degrees.

Therefore, the measures of the acute angles of the triangle are approximately 36.87 degrees and 53.13 degrees.

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The inequality representing the maximum depth permitted for a scuba diver is:
d < 11 meters

To find the inequality representing the maximum depth permitted for a scuba diver, we need to set up an inequality with underwater pressure (consisting of atmospheric pressure and hydrostatic pressure).
Underwater pressure is given by the equation:
Underwater Pressure = Atmospheric Pressure + Hydrostatic Pressure
where:
Atmospheric Pressure = 101 kPa
Hydrostatic Pressure = 101 kPa for every 10 meters of depth (101 kPa/10 m = 10.1 kPa/m)
Depth = d meters
Now, we know the maximum underwater pressure for the scuba diver is 220 kPa.

So, we set up the inequality:
220 kPa > 101 kPa + 10.1 kPa/m * d
Now, we need to solve for d:
220 kPa - 101 kPa > 10.1 kPa/m * d
119 kPa > 10.1 kPa/m * d
Now, divide both sides by 10.1 kPa/m:
119 kPa / 10.1 kPa/m > d
11.7821782... > d
Since we are finding the depth, we can round down to the nearest whole number:
11 > d
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Question: Underwater pressure consists of atmospheric pressure, which is 101 kilopascals (kPa), plus 101 kPa of hydrostatic pressure for every 10 meters (m) of depth under water. Which inequality best represents the depth, d, in meters, that is permitted for a scuba diver who is advised not to exceed 220 kPa of underwater pressure?

101+ 101d≤ 220

101+10.1d ≤ 220

101+10.1d> 220

4

101+101d> 220

Answer:

25% off

Step-by-step explanation:

Answer It’s Save 20$, cause if u buy Something More then 88$ U could 20% off which the new price will be 68$ (to make sure Take 88 from 20 Which will prob be 68) but 68$ would be the new price if Lacey Picked the “Save $20 one purchased Of $75 or more”

Step-by-step explanation hope this helps

Answer:

64°

Step-by-step explanation:

Given:

A complete angle is 360 degrees

A complete angle is 360 degreesOne right angle (90 degrees)

A complete angle is 360 degreesOne right angle (90 degrees)An angle of 154 degrees

A complete angle is 360 degreesOne right angle (90 degrees)An angle of 154 degreesTwo cross angles that are equal

Find: ∠b - ?

.

First, let's find the size of the smaller cross angles:

180° - 154° = 26°

Since there's two of them, we have to multiply this number by 2:

26° × 2 = 52°

Now, we can find ∠b:

∠b = 360° - 90° - 154° - 52° = 64°

Answer:

18.84 miles

Step-by-step explanation:

Circumference = 2πr

= 2 × 3.14 × 3

= 18.84 miles

The exact circumference of the circle with radius 3 miles is 6π or 18.84 miles (approx).

The radius of a circle is 3 miles. What is the circumference?The formula to calculate the circumference of a circle is given as:

Circumference = 2πr, where r is the radius of the circle and π is a constant value, approximately equal to 3.14. Substituting the given value of r in the formula, we have:

Circumference = 2π(3)

Circumference = 6π

Therefore, the exact circumference of the circle is 6π miles. To simplify this answer in its simplest form, we can use the value of π as 3.14 (approximately).Circumference = 6π = 6(3.14) = 18.84Therefore, the exact circumference of the circle is 18.84 miles (approx).

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The equation of the given circle is expressed as: x² + y² - 24x + 14y + 112 = 0

The standard form of expression for the equation of a circle is expressed as:

(x - h)² + (y - k)² = r²

where:

(h, k) are coordinates of the center of the circle

r is radius

We are given the parameters:

Coordinates of center = (12, -7)

Diameter = 18

Radius = 18/2 = 9

Thus, equation of circle is:

(x - 12)² + (y - (-7))² = 9²

x² - 24x + 144 + y² + 14y + 49 = 81

x² + y² - 24x + 14y + 112 = 0

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The height divides the shape into 2 parts : a trapezoid and a right-angled triangle.

A(trapezoid) = [(a+b)h]/2, where a;b;h are the length, width and height respectively.

-> A(trapezoid) = [(15.3+17.4) x 6]/2 = 98.1 (yd2)

A(triangle) = lh/2, where l is the base.

-> A(triangle) = 2.1 x 6 : 2 = 6.3 (yd2)

So, the area of the figure is 98.1 + 6.3 = 104.4 (yd2)

The scale is 1 : 30. A rectangle is shown. The length of the rectangle is labeled 3 inches. The width of the rectangle is labeled 4 inches. Show your work to determine the area of the room in square feet.First, we need to convert the measurements of the rectangle from inches to feet, since the question asks for the area in square feet. 3 inches = 3/12 feet = 0.25 feet 4 inches = 4/12 feet = 0.33 feet Now, we can use the scale to determine the actual dimensions of the room. If 1 inch on the drawing represents 30 inches in real life, then: 1 foot on the drawing represents 30 feet in real life So, the length of the room is: 1 foot on the drawing = 30 feet in real life 3 inches on the drawing = 3/12 feet = 0.25 feet in real life 0.25 feet x 30 = 7.5 feet And the width of the room is: 1 foot on the drawing =

The car did not travel at a constant speed during the entire trip. Option d is the correct choice.

Option d is the correct answer. The graph shows that the car's velocity is not constant during the trip, indicating that the car did not travel at a constant speed. The car changes its velocity multiple times, which means it either speeds up, slows down or changes direction. Therefore, the car did not travel at a constant speed during the entire trip.

Option a is incorrect because the graph doesn't provide any information about the total time of the trip. Option b is incorrect because the graph clearly shows that the car slows down multiple times during the trip. Option c is also incorrect because the graph doesn't indicate that the car returned to its starting point.

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--The complete question is, The driver of a car completes a trip. the graph displays data about the car's motion during the trip. which of the following statements about the car's motion is true?

a. the total time for the car trip was 50 minutes.

b. the car did not slow down during the trip.

c. the car returned to where it had started the trip at the end of the trip.

d. the car did not travel at a constant speed during the entire trip.--

The calculated solution for the ratio given as a : b : c is 1/3 : 1/4 : 1/5

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

1/a : 1/b : 1/c = 3 : 4 : 5

Take the inverse of both sides

So, we have

a : b : c = 1/3 : 1/4 : 1/5

The above means that the solution for a : b : c is 1/3 : 1/4 : 1/5

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9t + 4t can be simplified by combining the like terms (terms with the same variable and exponent). The coefficients of the two terms (9 and 4) are added to get the coefficient of the simplified term:

9t + 4t = (9 + 4)t = 13t

Therefore, the expression that is equivalent to 9t + 4t is 13t.