What is greater 1.036 1.306

Answer:

-3,-2,-1,0,1,2,3

Step-by-step explanation:

Answer:

∠F ≈ 53°

General Formulas and Concepts:

Trigonometry

Step-by-step explanation:

Step 1: Define

Looking at ∠F

opposite leg of ∠F = ED = 8

hypotenuse = FE = 10

Step 2: Find m∠F

9514 1404 393

Answer:

Step-by-step explanation:

The area of the rectangle is given by ...

  A = LW

  A = (20 m)(14 m) = 280 m²

__

The area of the semicircle is ...

  A = (1/2)πr²

  A = (1/2)π(7 m)² = 24.5π m² ≈ 77 m²

__

Then the total area is ...

  280 m² +77 m² = 357 m²

_____

The width of the rectangle is the diameter of the circle, which is twice its radius. The area of a semicircle is 1/2 the area of a circle.

Answer:

The simplified term for the given expression is 169.

Step-by-step explanation:

Solving within the parenthesis, given the expression:

13{6^2/(5^2-4^2)+9}

13{36/(25-16)+9}

13{36/9+9}

13(9+4)

13(13)

Therefore, the simplified term in terms of the expression, 13(6^2/5^2-4^2)+9), is 169.

Answer:

169 aidan talk to meee

Step-by-step explanation:

1.1     4 = 22

(4)2 = (22)2 = 24

        (62)      

 13 • (————————— +  9)

       (52 - 24)    

3.1     6 = 2•3

(6)2 = (2•3)2 = 22 • 3    (22•32)    

 13 • (——————— +  9)

          9                 (22•32)

Simplify   ———————

              9    

  4.1      Canceling out  32 as it appears on both sides of the fraction line

13 • (4 +  9) gives you 169

Answer:

The answer is "0.45385".

Step-by-step explanation:

The time is taken to reach the coast [tex]= \frac{\sqrt{(2^2 + x^2)}}{4}[/tex]

The  time is taken to reach Q after reaching the coast [tex]= \frac{\sqrt{(1 + (3-x)^2)}}{4}[/tex]

Total time, [tex]T= \frac{\sqrt{(1 + (3-x)^2)}}{4}+ \frac{\sqrt{(1 + (3-x)^2)}}{4}[/tex]

This has to be minimum,

[tex]\to \frac{dt}{dx} = 0[/tex]

[tex]\to \frac{\sqrt{(2^2 + x^2)}}{2} + \frac{\sqrt{1 + (3-x)^2}}{3}\\\\ \frac{x}{4}\sqrt{(4+x^2)} + \frac{(x-3)}{(4\sqrt{(x^2-6x+10)}} = 0\\\\\frac{x^2}{16} \times (4+x^2) = \frac{(x-3)^2}{16 \times (x^2-6x+10)}\\\\x^2(4+x^2) = \frac{(x-3)^2}{(x^2-6x+10)}\\\\4x^2+x^4 = \frac{ x^2+9-6x}{(x^2-6x+10)}\\\\ 4x^2+x^4(x^2-6x+10) = x^2+9-6x\\\\4x^4-24x^3+40x^2+x^6-6x^5+10x^4= x^2+9-6x\\\\x^6-6x^5+ 14x^4-24x^3+39x^2+6x-9=0\\\\[/tex]

x=0.45385

Answer:

40 is the answer

friend me

Answer:

Step-by-step explanation:

Our preference for a specific color can be related to how we feel in any situation, how we want to feel, and even how we remember certain experiences (to name a few). This section, which is closely associated with the previous section color Associations, presents the survey participants preferences and how they vary between age groups and gender. This first section examines the question of favorite color for all participants regardless or gender or age. Figure 6.1 below presents this information in graphical form.Blue, for this group of people, is the most favored choice of the 8 colors available. Blue is an interesting color in that people tend to choose it as a favorite, but it is usually associated with sadness and depression. Birren notes that blue is commonly associated with adjectives like cold, subduing, sober, gloom and fearfulness (Color Psychology and Color Therapy, 143). Although some studies have suggested that blue can represent feelings that are sad or not happy, people tend to like the hue of blue (and like colors) because they have a calming and relaxing

When this data is examined further and filters of gender and age are applied, some interesting results surface. The two pie charts below represent favorite colors of each

A review of color studies by Eysenck in the early 1940’s notes that St. George (1938) maintained that blue for men stands our far more than for women. Related to different colors, Eysenck’s study also found that the most significant gender difference is yellow being preferred to orange by women and orange to yellow by men. Natalia Khouw states, “this finding was reinforced later by Birren in 1952 who found men preferred orange to yellow; while women placed orange at the bottom” (The Meaning of Color for Gender, 1). Both these published results correlate to the survey results collected in this

color preferences differ by the age of the participant. Birren states in his book that blue and red maintain a high preference throughout life, but colors seem to drop down the list while other colors become more preferred. Yellow, for example, is well liked by children, but begins to drop away by people as they become adults. Birren states, “With maturity comes a greater liking for hues of shorter wave length (blue, green, purple) than for hues of longer wave length (red, orange, and yellow)” (Color Psychology and Color Therapy, 176). Below is a graphical representation of the survey results for a favorite color by age group.

As you can see, blue, green, and purple make up the majority of responses. What’s interesting is the preference of green in the younger age groups and the preference of purple in the older age groups. One could say, by looking at this graph alone, that as people become older their preference for purple increases, while their preference for green decreases. Previous academic or research publications regarding this specific anomaly were not found during this project so the ability to compare and contrast these results with other results isn’t possible at this time. M. M. Terwogy and J. B. Hoeksma did a research study on colors and emotions with regards to preferences and combinations and they noted that as people get older, their preferences are likely to change as a result of social and cultural influences. They state, “As children grow up they learn that the expression of anger is often punished. They also learn that the color black (within Western culture) is associated with mourning.” (Color and Emotions, 7) They also state that the effects of color preferences are still present at later stages of life, but these preferences are outweighed by other (as yet unidentified) factors (Color and Emotions, 16).

The least favorite color graph (shown below) was mentioned on the “color Associations” page along with what people tend to associate cheap and inexpensive. Below is a graphical representation of the survey results for least favorite color for all ages and both .

As you can see orange, brown, and yellow comprise the majority of responses. As you’ve already read, yellow (according to Birren) tends to drop from preferred to disliked as a person grows older. Also, Birren stated in 1951 that women tend to put orange at the bottom of their preference list. Brown, being a darker hue of orange may share some similarities with orange. An interesting detail about orange is the love / hate relationship people have with it as a color. According to the survey results, orange took 28% of the votes when associated with “Fun.” Also, according to Birren the adjectives that his participants gave to orange are: bright, luminous, glowing, warm, metallic, autumnal, jovial, lively, energetic, hilarity and exuberance. All of these adjectives, to me, seem positive. One hypothesis could be that the dislike of the color orange is of stylistic consequence. That is, orange may be going through a period of being out of style, at least in comparison

Answer:

45/60 or 3/4

Step-by-step explanation:

You have to convert any mixed number into a fraction

1 4/5 = 9/5

5/12 = 5/12

Then you multiply across

9 x 5 = 45

5 x 12 =60

Then you would simplify the answer

Answer:

Power

Step-by-step explanation:

An hypothesis is usually formulated at the beginning of research, it is usually in line with the problem statement and gives the possible outcome.

An hypothesis is either accepted or rejected.

Power in hypothesis is the probability of rejecting null hypothesis when it is false. It helps in making a correct decision by rejecting the null hypothesis when it is not true.

power ranges between 0 to 1 when it is close to 1 it is said to be very strong and has the probability of rejecting a null hypothesis when it is not true.

Power helps to avoid a type II error in statistics.

Answer:

162 minutes

Step-by-step explanation:

first divide 63 by 7 to find out how much minutes it takes him to run one mile. Then multiply your answer by 18 to get how much minutes it will take him to run 18 miles :)

Answer:

She will not have enough money

Step-by-step explanation:

0.79x85=67.15

67.15+35=105.15

Answer:

-1/2

Step-by-step explanation:

slope = m = (y2 - y1)/(x2 - x1) = (-2 - (-5))/(11 - 17) = 3/(-6) = -1/2

Answer:

Slope= [tex]-\frac{1}{2}[/tex]

Step-by-step explanation:

When you are looking for slope you should use this [tex]slope=m=\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex] then just plug in what you already know.

[tex]y_{1}=-5\\y_{2}=-2\\x_{1}=17\\x_{2}=11[/tex]

Now we insert it in the formula and solve to get the slope...

[tex]\frac{-2-(-5)}{11-17}=\frac{3}{-6}=-\frac{1}{2}[/tex]

Answer:

315 newspapers in 6 hours

Step-by-step explanation:

The answer is 315 because 420 divided by 8 is 52.5 and 52.5 times 6 is 315.

Answer:

1.25r+8=28

Step-by-step explanation:

Answer:

1.25r + 8 = 28

Step-by-step explanation:

you pay $8 just to get in so you need to pay that just once right?

And it costs 1.25 dollars per ride so it makes sense fro that equation to be the answer

Hope this helps :)

Answer:

10 2/3 or 10.66

Step-by-step explanation

30/8 = 40/x

cross multiply:

30x/30 = 320/30

30 and 30 cancel out so you're just left with "x"

divide 320/30 = 10.66

x= 10.66 or 10 2/3

Hope this helps. and my bad if I get it wrong. Have a great day!

Answer:

[tex]x=5[/tex] is the required digit that can be used to correctly complete the equation.

Step-by-step explanation:

Given the equation

_____ × 1/10 = 1/2

Let 'x' be the required digit

If we put x=5 the L.H.S will be equal to R.H.S.

i.e.

5 × 1/10 = 5/10 = 1/2

so the equation becomes

Therefore, [tex]x=5[/tex] is the required digit that can be used to correctly complete the equation.

Answer:

5 cups

Step-by-step explanation:

1 kilogram is 1000 grams

1/2 of a kilogram is 500 grams

Answer:

5 cups

Step-by-step explanation:

Half a kilogram is 500 grams.

500 grams is 5 times bigger than 100 grams.

Which means it takes 5 times more cups to hold 500 grams.

100 grams = 1 cup

500 grams = 5 cups

Answer:

-24

Step-by-step explanation:

-3*8=-24

Answer:

Part--1:

We know that a equation in point-slope form is represented by:

y-y1=m

where m is the slope of the line and  is a point through which the line passes.  

 Consider a equation in a point-slope form as:

This means that the slope of the line is: 5

and the line  passes through the point (1,5).

Part--2:

Now as we know that if a line has a slope as m then the perpendicular line has a slope: -1/m

Since,

Let this perpendicular line passes through (2,6)

Hence, the equation of a line in point slope form is given by:

Step-by-step explanation:

Answer:

41

Step-by-step explanation:

76 + 63 = 139

180 - 139 = 41

Answer:

Step-by-step explanation:

76° + x° + 63° = 180°

x + 139 = 180

x° = 41°

3/4 x n=1......n equals 4/3.

In order for n to equal 1 you have to find a number that will make 3/4 a whole number after you multiply it. Usually in problems like these the answer is usually the fraction but flipped around. So 3/4 and 4/3....when you multiply the    numerators you get 12 and when you multiply the denominator you get 12 so 12/12, which equals 1. hope that makes sense.

Answer:

X=7

Step-by-step explanation:

108=10x+2+4x+8

108=14x+10

108-10=14x

98=14x

Divide by 14

X=7

Answer:

.16 is the diffrence

Step-by-step explanation:

pls mark me

Answer:

option 3, c.

Step-by-step explanation:

Answer:

Its C on ed

Step-by-step explanation:

Answer:

56 %

Step-by-step explanation:

Total no of customers = 500

Used coupon = 220

Not used coupon = 500 - 220 = 280

We need to find the percentage of the customers do not use a coupon. It can be given by :

[tex]\%=\dfrac{280}{500}\times 100\\\\=56\%[/tex]

So, there are 56% of the customers that do not use a coupon.

Answer: [tex]y=\frac{5}{6}x+3[/tex]

Step-by-step explanation:

To find the equation of the line with the given points, we want to first find the slope then the y-intercept. We use the formula [tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex].

[tex]m=\frac{8-(-2)}{6-(-6)} =\frac{10}{12}=\frac{5}{6}[/tex]

Now that we know the slope, we can use one of the points to find the y-intercept.

[tex]8=\frac{5}{6}(6)+b[/tex]            [multiply]

[tex]8=5+b[/tex]                 [subtract both sides by 5]

[tex]b=3[/tex]

Now, we know the equation is [tex]y=\frac{5}{6}x+3[/tex].

Answer:

x = 30

y = 2

Step-by-step explanation:

Please note: the value for x is correct only if this triangle is a right triangle.

This can be solved because 2(5y) = 20 and because if a triangle has all congruent angles then its side lengths are also congruent.