Janelys has a bag of candy full of 15 strawberry chews and 5 cherry chews that
she eats one at a time. Which word or phrase describes the probability that
she reaches in without looking and pulls out a strawberry chew?

Answer:

Step-by-step explanation:

ok, so for the -1 1/2 your going to find the -1 point on the left of 0. Then from there you will count to the second small point (or small line intersecting through the number line) to the right of -1. It will be this one right here

Now for the second number 2 3/4 you will find the 2 point, to the right from 0. Now count three small points to the left to get the 3/4 part. It will be right here.

Hope this helps!!

the probability that Juan will catch at least 10 passes out of 15 is approximately 0.9951, or about 99.51%.

We may utilise the binomial distribution formula to resolve this issue:

P(X ≥ 10) = 1 - P(X < 10)

where P(X 10) is the likelihood that Juan catches fewer than 10 passes and X is the total number of passes he catches.

By applying the binomial distribution formula, we may determine P(X 10):

P(X < 10) = Σ(k=0 to 9) [(15 select k)×(0.8)k×(0.2)×(15-k)]

where (15 select k) is the binomial coefficient and (0.8)k×(0.2)(15-k) is the probability of catching k passes and missing (15-k) passes, and (15 choose k) is the number of possibilities to choose k items out of 15.

P(X 10) can be calculated using a calculator or a spreadsheet and is roughly equal to 0.0049.

P(X 10) is therefore equal to 1 - P(X 10) 1 - 0.0049 0.9951.

So the probability that Juan will catch at least 10 passes out of 15 is approximately 0.9951, or about 99.51%.

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The biggest standard deviation belongs to B. 1,6,3,15,4,12,8. This is due to the fact that this data set's range of values is substantially wider than that of the other sets, which raises the standard deviation.

what does standard deviation mean?

In statistics, standard deviation is a measure of the amount of variability or dispersion in a set of data. It measures how spread out the data is from the mean or average value.

The standard deviation serves as a gauge for how widely dispersed from the mean a set of data is. It is calculated by averaging the squared deviations from the mean, or variance, which is the variance expressed as a square root. In statistics and probability theory, the standard deviation is frequently used to quantify the variability of a data collection. It is crucial to understand that standard deviation differs from a data set's range, which is only the difference between greatest and lowest values.

Because standard deviation accounts for all of the data points in the set, it is a more accurate statistic.

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Complete Question:

Which data set has the largest standard deviation

A.3,4,3,4,3,4,3

B.1,6,3,15,4,12,8

C. 20, 21,23,19,19,20,20

D.12,14,13,14,12,13,12

The axis of symmetry of the parabola is 8.

The vertex of the parabola is (8, -1).

The vertex of a parabola in standard form, y = ax² + bx + c, is given by:

Vertex, (h, k) = (-b/2a, c - b²/4a)

For y = -x² + 16x − 65:

a = -1, b = 16 and c = -65

-b/2a = -16/2(-1)

-b/2a = 8

c - b²/4a = -65 -  (16)²/4(-1)

c - b²/4a = -65 + 64

c - b²/4a = -1

Vertex, (h, k) = (8, -1)

For a parabola in standard form, y = ax² + bx + c, the axis of symmetry of the parabola is given by:

x = -b/2a

For y = -x² + 16x − 65:

a = -1 and b = 16

Thus, the axis of symmetry of the parabola is:

x =  -16/2(-1)

x = 8

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Since the rational expression is incorrectly constructed, I am unable to determine what it actually means.

I'll attempt to respond to this in a general approach so that you may try to apply it to the specific issue.

Let's say that this is our expression of reason:

              [tex]\frac{-6a-10}{-5a-8}[/tex]

There is no undefined value because the numerator is -12d and this component is unaffected by any value of d.

-5a-8 is the denominator.

Any rational expression that has a denominator equal to zero is now undefined. (we can not divide by zero)

Thus, a value that is undefined will be when

-5a-8 = 0

d = 8/5

This means that the number d = 8/5 is invalid because it would cause the denominator to be equal to 0.

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The solution for r is:

r = ln(539)/ln(13) - 9

And an estimation is:

r = -6.5478

Remember the rule for logarithms of powers:

ln(x^n) = n*ln(x)

Now let's look at our equation, here we have:

539 = 13^(r + 9)

We want to solve this equation for r, to do so, we can apply the natural logarithm in both sides:

ln(539) = ln( 13^(r + 9))

Using the rule we can rewrite this as:

ln(539)= (r + 9)*ln(13)

Now just solve the equation for r:

r = ln(539)/ln(13) - 9

And an approximate solution is:

r = -6.5478

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The calculated value of the measure of the arc HI is 55 degrees

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

The circle

The sum of angles at a point is 360

So, we have

∠HAI + 60 + 100 + 145 = 360

When the like terms are evaluated, we have

∠HAI = 55

The angle subtended by the arc equals the angle at the center

This means that

mHI = ∠HAI

By substitution, we have

mHI = 55 degrees

Hence, the arc HI is 55 degrees

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The length of the arc, x, subtended by an angle of 74° in a circle with a radius of 8 inches is approximately 13.1 inches.

A central angle is an angle with endpoints located on a circle's circumference and a vertex located at the circle's center (Rhoad et al. 1984, p. 420). A central angle in a circle determines an arc.

The length of an arc, x, subtended by an angle of 74° in a circle with a radius of 8 inches can be found using the formula:

x = (θ/360) × 2πr

where θ is the central angle in degrees, r is the radius of the circle, and π is the mathematical constant pi.

x = (74/360) × 2π(8)

x ≈ 4.17π

To get the value to the nearest tenth of an inch, we can use the approximation π ≈ 3.14:

x ≈ 4.17 × 3.14

x ≈ 13.1

Therefore, the length of the arc, x, subtended by an angle of 74° in a circle with a radius of 8 inches is approximately 13.1 inches.

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Answer:

3hours 237 minutes 5700 seconds

Answer:

[tex]x=2\frac{5}{12}[/tex]

Step-by-step explanation:

Given equation:

[tex]-3\frac{3}{4}-x=-6\frac{1}{6}[/tex]

Begin by adding x to both sides of the equation:

[tex]-3\frac{3}{4}-x+x=-6\frac{1}{6}+x[/tex]

[tex]-3\frac{3}{4}=-6\frac{1}{6}+x[/tex]

Add -6¹/₆ to both sides of the equation:

[tex]-3\frac{3}{4}+6\frac{1}{6}=-6\frac{1}{6}+x+6\frac{1}{6}[/tex]

[tex]-3\frac{3}{4}+6\frac{1}{6}=x[/tex]

Swap sides:

[tex]x=6\frac{1}{6}-3\frac{3}{4}[/tex]

Rewrite the mixed numbers as improper fractions by multiplying the whole number by the denominator of the fraction, adding this to the numerator of the fraction, and placing the answer over the denominator:

[tex]x=\dfrac{6 \times6+1}{6}-\dfrac{3 \times 4+3}{4}[/tex]

[tex]x=\dfrac{36+1}{6}-\dfrac{12+3}{4}[/tex]

[tex]x=\dfrac{37}{6}-\dfrac{15}{4}[/tex]

When subtracting fractions, we must ensure that they have the same denominator.  To do this, find the least common multiple (LCM) of the two denominators.

As 6 and 4 are factors of 12, then 12 is the LCM.

Rewrite the fractions as their equivalent fractions (with a denominator of 12) by multiplying the numerator and denominator by the same number.

[tex]x=\dfrac{37\times 2}{6\times 2}-\dfrac{15\times3}{4\times3}[/tex]

[tex]x=\dfrac{74}{12}-\dfrac{45}{12}[/tex]

Now the fractions all have the same denominator, we can simply subtract the numerators:

[tex]x=\dfrac{74-45}{12}[/tex]

[tex]x=\dfrac{29}{12}[/tex]

Finally, convert the improper fraction into a mixed number:

[tex]x=\dfrac{24+5}{12}[/tex]

[tex]x=\dfrac{24}{12}+\dfrac{5}{12}[/tex]

[tex]x=2+\dfrac{5}{12}[/tex]

[tex]x=2\frac{5}{12}[/tex]

This statement describes the relationship between symmetries and rotations

In this context, "axis i" and "axis j" refer to two different coordinate axes, and "n" is the total number of axes. The notation "s_i" represents a reflection transformation across axis i, and "r_k" represents a rotation transformation that rotates the entire coordinate system by an angle of 2πk/n, where k is an integer between 0 and n-1.

The statement "Since the angle from axis j to axis i is π(i-j)/n, it follows that s_i ∘ s_j = r_{i-j}" means that if we reflect the coordinate system across axis i, and then reflect it again across axis j, the resulting transformation is equivalent to rotating the entire coordinate system by an angle of 2π(i-j)/n. In other words, the composition of the two reflections is equivalent to a single rotation.

This relationship is important in the study of group theory and symmetry, where it is used to understand the properties of groups of transformations that preserve the symmetry of an object or system.

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a. There are 4 red pens in the box.

b i. Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The fifth term is 4y - 2x + 1.

The chance of an event occurring is called the probability of the event happening. It tells us how likely it is for an event to happen; it does not tell us what is going to happen. There is an even chance of an event happening (happen/not happen).

a. Let the number of non-red pens be n, then we have m + n = 20. Also, after adding 5 more pens, we have m + 3 red pens and n + 2 non-red pens. The probability of selecting two red pens at random without replacement from these 25 pens is given by:

(m + 3)/(20 + 5) * (m + 2)/(20 + 4) = 7/20

Simplifying this equation, we get:

(m + 3)(m + 2) = 14 * 5

Expanding the left side and simplifying, we get:

m² + 5m - 36 = 0

Factoring this equation, we get:

(m + 9)(m - 4) = 0

Since m cannot be negative, we have:

m = 4

Therefore, there are 4 red pens in the box.

b. i. The sum of the first n terms of an arithmetic sequence can be given by:

Sₙ = n/2[2a + (n - 1)d]

where a is the first term, d is the common difference, and n is the number of terms. Using this formula, we can find S₄ as follows:

S₄ = 4/2[x + y + (2x + 1) + (2y - 3)]

= 2(3x + 3y - 1)

= 6(x + y) - 6 - 2

Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The common difference of the sequence is given by:

d = y - x

Therefore, the fifth term can be expressed as:

U₅ = (2x + 1) + 4d

= (2x + 1) + 4(y - x)

= 4y - 2x + 1

Therefore, the fifth term is 4y - 2x + 1.

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a. There are 4 red pens in the box.

b i. Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The fifth term is 4y - 2x + 1.

The chance of an event occurring is called the probability of the event happening. It tells us how likely it is for an event to happen; it does not tell us what is going to happen. There is an even chance of an event happening (happen/not happen).

a. Let the number of non-red pens be n, then we have m + n = 20. Also, after adding 5 more pens, we have m + 3 red pens and n + 2 non-red pens. The probability of selecting two red pens at random without replacement from these 25 pens is given by:

(m + 3)/(20 + 5) * (m + 2)/(20 + 4) = 7/20

Simplifying this equation, we get:

(m + 3)(m + 2) = 14 * 5

Expanding the left side and simplifying, we get:

m² + 5m - 36 = 0

Factoring this equation, we get:

(m + 9)(m - 4) = 0

Since m cannot be negative, we have:

m = 4

Therefore, there are 4 red pens in the box.

b. i. The sum of the first n terms of an arithmetic sequence can be given by:

Sₙ = n/2[2a + (n - 1)d]

where a is the first term, d is the common difference, and n is the number of terms. Using this formula, we can find S₄ as follows:

S₄ = 4/2[x + y + (2x + 1) + (2y - 3)]

= 2(3x + 3y - 1)

= 6(x + y) - 6 - 2

Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The common difference of the sequence is given by:

d = y - x

Therefore, the fifth term can be expressed as:

U₅ = (2x + 1) + 4d

= (2x + 1) + 4(y - x)

= 4y - 2x + 1

Therefore, the fifth term is 4y - 2x + 1.

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The z-scores of the two subjects are 1.18, and 1.25 respectively

Given data ,

The z-score is a measure of how many standard deviations a data point is away from the mean of a data set.

z = (X - μ) / σ

where X is the data point, μ is the mean, and σ is the standard deviation.

For the French exam:

X = 92 (score obtained by the student)

μ = 72 (mean of the French exam)

σ = 17 (standard deviation of the French exam)

On simplifying , we get

z_french = (92 - 72) / 17 = 1.18

For the math exam:

X = 80 (score obtained by the student)

μ = 70 (mean of the math exam)

σ = 8 (standard deviation of the math exam)

z_math = (80 - 70) / 8 = 1.25

Hence , the z-scores are calculated

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Answer:

Step-by-step explanation:

To add these fractions, we need a common denominator. The smallest common multiple of 3 and 5 is 15.

Converting 2/3 to fifteenths:

2/3 = 10/15

Converting 1/5 to fifteenths:

1/5 = 3/15

Now, we can add:

5 10/15 + 3 3/15 = 8 13/15

Therefore, the amount of snowfall in the two months combined was 8 13/15 feet.

The y-intercept is (0, 10) and the values of x that make sense are x > 0

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

y = 10(2)^x

The graph is added as an attachment

This is the point of intersection with the y-axis

From the graph, it is (0, 10)

These are the values whose corresponding y values are not negative

In other words, the values are x > 0

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Answer:

D

Step-by-step explanation:

i think its D because next to x the y coordinate is 112.8

The concepts of plane of contact, pole, and polar plane are related to the study of conic sections in geometry.

Plane of Contact:

The plane of contact is a plane that passes through the points of intersection of a cone and a plane. In other words, when a plane intersects a cone, the points where the plane and cone touch determine a plane of contact. This plane is important in determining the properties of the conic section that is formed by the intersection.

Pole:

The pole is a point that is used to define a polar plane. It is a point that is not on the plane and is located on the axis of the cone. When a plane passes through the pole, it intersects the cone in a conic section. The pole is a useful concept in determining the properties of the conic section.

Polar Plane:

The polar plane is a plane that passes through the pole and is perpendicular to the plane of contact. It is the plane that contains the polar axis, which is the axis of the cone passing through the pole. The polar plane is important in determining the properties of the conic section that is formed by the intersection of the cone and the plane of contact.

In summary, the plane of contact, pole, and polar plane are all concepts that are used in the study of conic sections. The plane of contact is a plane that passes through the points of intersection of a cone and a plane. The pole is a point on the axis of the cone that is used to define a polar plane. The polar plane is a plane that passes through the pole and is perpendicular to the plane of contact. These concepts are important in determining the properties of conic sections and are used in various applications, including optics, astronomy, and engineering.

Answer:

Step-by-step explanation:

Sure! Let's start with the plane of contact.

Plane of Contact:

The plane of contact is a term commonly used in geometry and physics. When two objects come into contact with each other, their surfaces touch at a particular area. This area of contact is known as the plane of contact. It is a two-dimensional surface that represents the point of contact between the two objects.

Imagine two books placed on a table. The area where the bottom surface of each book touches the table is the plane of contact. It is like a flat sheet that separates the objects and defines the region where they interact with each other.

Pole and Polar Plane:

The concepts of pole and polar plane are closely related to the plane of contact. Let's explore them:

Pole:

In geometry, the pole is a point that represents the point of contact between a line and a plane. When a line is in contact with a plane, the point of contact is called the pole. It is the specific point where the line intersects the plane.

For example, if you have a line placed on a tabletop, the point where the line touches the surface is its pole.

Polar Plane:

The polar plane is the plane that contains all the lines passing through a specific point called the pole. In other words, the polar plane is a plane that is perpendicular to the line at its pole.

Continuing with the previous example, if you have a line touching the tabletop at a certain point, the polar plane would be a plane that is perpendicular to the line at that point. It includes all the lines passing through that point.

The pole and polar plane are connected in such a way that every line passing through the pole lies on the polar plane, and the polar plane contains the pole.

In summary, the plane of contact represents the area where two objects touch each other, while the pole represents the point of contact between a line and a plane. The polar plane is a plane that contains all the lines passing through the pole.

Hope it helps!!

Answer:

c

=

5

9

⋅

(

f

−

32

)

Rewrite the equation as

5

9

⋅

(

f

−

32

)

=

c

.

5

9

⋅

(

f

−

32

)

=

c

Multiply both sides of the equation by

9

5

.

9

5

(

5

9

⋅

(

f

−

32

)

)

=

9

5

c

Simplify both sides of the equation.

Tap for more steps...

f

−

32

=

9

c

5

Add

32

to both sides of the equation.

f

=

9

c

5

+

32

Answer:

  A.  12

Step-by-step explanation:

You want to know the length of tangent PQ, given that secant QS has segments QR = 8 and RS = 10. Points P, R, and S are on the circle. Point Q is external to the circle.

The relevant relation is ...

  PQ² = QR·QS

  x² = (8)(8+10) = 144

  x = √144 = 12

The value of x is 12.

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Step-by-step explanation:

[tex]2 \times \frac{5}{6} = \frac{17}{6} [/tex]

[tex]1 \times \frac{3}{5} = \frac{8}{5} [/tex]

[tex] \frac{17}{6} - \frac{8}{5} [/tex]

[tex] \frac{17}{6} \times 5 = \frac{85}{30} [/tex]

[tex] \frac{8}{5} \times 6 = \frac{48}{30} [/tex]

[tex] \frac{85}{30} - \frac{48}{30} = \frac{37}{30} [/tex]

[tex]37 \div 30 = 7 \times \frac{1}{30} [/tex]

so 7 1/30

a) The number of possible area code numbers is: 69,299. b) the number of possible social security numbers is: 68,665,031,401

a. The first three digits can be any number from 001 to 999, except for 666. Since X can be any number from 1 to 7, there are 7 choices for X. For Y and Z, there are 10 choices each (0-9). Therefore, the number of possible area code numbers is:

(7 choices for X) x (10 choices for Y) x (10 choices for Z) - 1 (for 666) = 69,299

b. The middle two digits can be any number from 01 to 99, which gives 99 choices. The last 4 digits can be any number from 0001 to 9999, which gives 9999 - 1 (for 0000) = 9998 choices. Therefore, the number of possible social security numbers is:

(69,299 choices for the area number) x (99 choices for the group number) x (9998 choices for the serial number) - 1 (for 123-45-6789) = 68,665,031,401

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The odds of the next match from the probability of 11/23 is 11 : 12

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

Probability = 11/23

For a probability represented as a/b, the odds is

Odds = a : b - a

In this case

a = 11 and b = 23

Using the above as a guide, we have the following:

Odds = 11 : 23 - 11

Evaluate the difference

So, we have

Odds = 11 : 12

Hence, the value of the odds is 11 : 12

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Answer:

We can use vectors to solve this problem. Let's assume that the position vector of point A is a, and the position vectors of points B and C are b and c respectively.

Since D is the midpoint of BC, we can find its position vector as:

d = (b + c)/2

Now, let's find the position vectors of M, N, and I using the given conditions:

MA + MB = 0

This means that the vector MA is equal in magnitude and opposite in direction to the vector MB. Since M is a point on the line segment AB, we can write:

MA = M - a

MB = M - b

So, MA + MB = 0 gives us:

M - a + M - b = 0

2M = a + b

M = (a + b)/2

Therefore, the position vector of M is:

m = (a + b)/2

Similarly, we can find the position vectors of N and I:

3NA + NC = 0

This means that the vector NA is three times the magnitude of the vector NC, and they are in opposite directions. Since N is a point on the line segment AC, we can write:

NA = N - a

NC = N - c

So, 3NA + NC = 0 gives us:

3(N - a) + (N - c) = 0

4N = 3a + c

N = (3a + c)/4

Therefore, the position vector of N is:

n = (3a + c)/4

IM + 2IN = 0

This means that the vector IM is twice the magnitude of the vector IN, and they are in opposite directions. Since I is a point on the line segment DM, we can write:

IM = I - m

IN = I - n

So, IM + 2IN = 0 gives us:

I - m + 2(I - n) = 0

3I = 2m + 2n

I = (2m + 2n)/3

Therefore, the position vector of I is:

i = (2m + 2n)/3

So, the points M, N, and I are located at:

M = (a + b)/2

N = (3a + c)/4

I = (2m + 2n)/3

where:

m = (a + b)/2

n = (3a + c)/4

Answer:

Option (B) 86.7 is the correct answer.

Step-by-step explanation :

Dividing the given diagram in 5 parts :

Firstly finding the area of one right angle triangle :

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{1}{2} \times b \times h}[/tex]

substituting all the given values in the formula :

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{1}{2} \times 5.1 \times 5.95}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{1 \times 5.1 \times 5.95}{2}}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{5.1 \times 5.95}{2}}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{30.345}{2}}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = 15.1725\: {cm}^{2}}[/tex]

Hence, the area of right angle triangle is 15.1725 cm².

[tex]\begin{gathered} \end{gathered}[/tex]

Here we have 4 right angle triangle with equal base and height and we have already find the area of one right angle triangle. So, the area of 4 triangle will be :

[tex]\dashrightarrow\sf{Area_{(\triangle)} = 15.1725 \: {cm}^{2}}[/tex]

[tex]\dashrightarrow\sf{Area \: of \: 4{(\triangle)} = 15.1725 \times 4}[/tex]

[tex]\dashrightarrow\sf{Area \: of \: 4{(\triangle)} = 60.69 \: {cm}^{2}}[/tex]

Hence, the area of 4 right angle triangles is 60.69 cm².

[tex]\begin{gathered} \end{gathered}[/tex]

Now, we have to find the area of square

[tex]\longrightarrow\sf{Area_{(Square)} = {a}^{2}}[/tex]

Substituting the given value in the formula :

[tex]\longrightarrow\sf{Area_{(Square)} = {(5.1)}^{2}}[/tex]

[tex]\longrightarrow\sf{Area_{(Square)} = {(5.1 \times 5.1)}}[/tex]

[tex]\longrightarrow\sf{Area_{(Square)} = 26.01 \: {cm}^{2}}[/tex]

Hence, the area of square is 26.01 cm².

[tex]\begin{gathered} \end{gathered}[/tex]

Now, calculating the total area :

[tex]{\sf{\implies{Total \: Area = Area_{(\triangle)} + Area_{(Square)}}}}[/tex]

[tex]{\sf{\implies{Total \: Area = 60.69 + 26.01}}}[/tex]

[tex]{\sf{\implies{Total \: Area = 86.7 \: {cm}^{2}}}}[/tex]

Hence, the total area of given diagram is 86.7 cm².

Answer:

Option (B) 86.7 is the correct answer.

Step-by-step explanation :

Dividing the given diagram in 5 parts :

Firstly finding the area of one right angle triangle :

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{1}{2} \times b \times h}[/tex]

substituting all the given values in the formula :

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{1}{2} \times 5.1 \times 5.95}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{1 \times 5.1 \times 5.95}{2}}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{5.1 \times 5.95}{2}}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = \dfrac{30.345}{2}}[/tex]

[tex]\dashrightarrow\sf{Area_{(\triangle)} = 15.1725\: {cm}^{2}}[/tex]

Hence, the area of right angle triangle is 15.1725 cm².

[tex]\begin{gathered} \end{gathered}[/tex]

Here we have 4 right angle triangle with equal base and height and we have already find the area of one right angle triangle. So, the area of 4 triangle will be :

[tex]\dashrightarrow\sf{Area_{(\triangle)} = 15.1725 \: {cm}^{2}}[/tex]

[tex]\dashrightarrow\sf{Area \: of \: 4{(\triangle)} = 15.1725 \times 4}[/tex]

[tex]\dashrightarrow\sf{Area \: of \: 4{(\triangle)} = 60.69 \: {cm}^{2}}[/tex]

Hence, the area of 4 right angle triangles is 60.69 cm².

[tex]\begin{gathered} \end{gathered}[/tex]

Now, we have to find the area of square

[tex]\longrightarrow\sf{Area_{(Square)} = {a}^{2}}[/tex]

Substituting the given value in the formula :

[tex]\longrightarrow\sf{Area_{(Square)} = {(5.1)}^{2}}[/tex]

[tex]\longrightarrow\sf{Area_{(Square)} = {(5.1 \times 5.1)}}[/tex]

[tex]\longrightarrow\sf{Area_{(Square)} = 26.01 \: {cm}^{2}}[/tex]

Hence, the area of square is 26.01 cm².

[tex]\begin{gathered} \end{gathered}[/tex]

Now, calculating the total area :

[tex]{\sf{\implies{Total \: Area = Area_{(\triangle)} + Area_{(Square)}}}}[/tex]

[tex]{\sf{\implies{Total \: Area = 60.69 + 26.01}}}[/tex]

[tex]{\sf{\implies{Total \: Area = 86.7 \: {cm}^{2}}}}[/tex]

Hence, the total area of given diagram is 86.7 cm².

The chef makes 11 batches of dumpling wrappers.

What is dumpling wrapper?

Dumpling wrappers are thin pieces of dough that are used to wrap around fillings to make dumplings. They are a staple in many Asian cuisines, including Chinese, Japanese, Korean, and Thai. The dough is typically made with flour, water, and salt, and is rolled out into thin circles or squares. The size and thickness of the wrappers can vary depending on the type of dumpling being made and the regional cuisine. Dumpling wrappers can be used to make a variety of dumplings, such as pork and cabbage dumplings, shrimp dumplings, potstickers, and gyoza.

Let's assume that the chef makes "n" batches of dumpling wrappers.

For each batch of dumpling wrappers, the chef uses 2 cups of flour.

So, the total amount of flour used for making "n" batches of dumpling wrappers is 2n cups of flour.

In addition to the 2 cups of flour for each batch, the chef also uses an additional § cup of flour to keep the dough from sticking. So, the total amount of flour used for "n" batches is 2n + § cups of flour.

According to the problem statement, the chef uses a total of 21 cups of flour to make "n" batches of dumpling wrappers. So, we can set up the following equation 2n + § = 21

To solve for "n," we need to first convert the § cup of flour to a decimal. § is equivalent to 0.25 cups of flour.

So, the equation becomes 2n + 0.25 = 21

Subtracting 0.25 from both sides,

2n = 20.75

Dividing both sides by 2,

n = 10.375

Since we can't have a fraction of a batch, we can round up to the nearest whole number. Therefore, the chef makes 11 batches of dumpling wrappers.

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The chef makes 11 batches of dumpling wrappers.

What is dumpling wrapper?

Dumpling wrappers are thin pieces of dough that are used to wrap around fillings to make dumplings. They are a staple in many Asian cuisines, including Chinese, Japanese, Korean, and Thai. The dough is typically made with flour, water, and salt, and is rolled out into thin circles or squares. The size and thickness of the wrappers can vary depending on the type of dumpling being made and the regional cuisine. Dumpling wrappers can be used to make a variety of dumplings, such as pork and cabbage dumplings, shrimp dumplings, potstickers, and gyoza.

Let's assume that the chef makes "n" batches of dumpling wrappers.

For each batch of dumpling wrappers, the chef uses 2 cups of flour.

So, the total amount of flour used for making "n" batches of dumpling wrappers is 2n cups of flour.

In addition to the 2 cups of flour for each batch, the chef also uses an additional § cup of flour to keep the dough from sticking. So, the total amount of flour used for "n" batches is 2n + § cups of flour.

According to the problem statement, the chef uses a total of 21 cups of flour to make "n" batches of dumpling wrappers. So, we can set up the following equation 2n + § = 21

To solve for "n," we need to first convert the § cup of flour to a decimal. § is equivalent to 0.25 cups of flour.

So, the equation becomes 2n + 0.25 = 21

Subtracting 0.25 from both sides,

2n = 20.75

Dividing both sides by 2,

n = 10.375

Since we can't have a fraction of a batch, we can round up to the nearest whole number. Therefore, the chef makes 11 batches of dumpling wrappers.

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Answer:B

Step-by-step explanation:the triangle has 3 sides

The percentage of men who meet the height requirement is 19.09%. This result suggests that a relatively small proportion of men meet the height requirements for the characters at the amusement park.

To find the percentage of men who meet the height requirement, we need to calculate the probability that a randomly selected man has a height between 56 and 64 inches.

Using the z-score formula, we can standardize the height range as follows:

z = (64 - 67.3) / 3.8 = -0.87

z = (56 - 67.3) / 3.8 = -3.00

Using a standard normal distribution table, we can find that the area to the left of z = -0.87 is 0.1922 and the area to the left of z = -3.00 is 0.0013.

Therefore, the percentage of men meeting the height requirement is:

P(-0.87 < Z < -3.00) = P(Z < -0.87) - P(Z < -3.00) = 0.1922 - 0.0013 = 0.1909 or 19.09%.

It suggests that the park may be employing more women than men as characters, as the mean height for women is below the maximum height requirement.

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