What is the measurement at plot a?

The probability that the next chew Penelope removes from the bag will be apple or lime as a percent is 60.6%.

Here, Number of apple and lime is 9 + 11 =20

Total bag contains = 13 + 9 + 11 = 33

Probability = Number of apple or line / Total

                   = 20 / 33

                   = 60.6 %

Thus, The probability that the next chew Penelope removes from the bag will be apple or lime as a percent is 60.6%.

Learn more about Probability from:

https://brainly.com/question/11234923

#SPJ1

Step-by-step explanation:

Town B = 47000 square miles

Town A = 57000 square miles

Answer:

A^d

Step-by-step explanation:

Answer:

x=55

Step-by-step explanation:

since it’s a right angle do 90*-35*=55*
Hope this helps! ;-)

Answer:

650

Step-by-step explanation:

195

_. of 30

100

and these 30 zero cut and 100 zero also cut and 3 * 195= 65 and 65 x 10 =650

B. This is the graph of a function, but it is not one-to-one

A function is a type of graph that has a specific relationship between the x and y values.

Vocabulary

First, let's define the words that were used in the answer choices.

Finding a Function

There are different ways to find if a relationship is a function, but with a graph, the easiest way is the vertical line test. The vertical line test is when you draw vertical lines over your graph. If you are able to draw a vertical line everywhere without that line crossing the graph more than once, then the graph is a function.

In this graph, there is no spot in which a vertical line would intersect with the graph more than once. Since it passed the vertical line test, this must mean that x-values never repeat. Thus, this is a function.

Finding a One-To-One Function

Now that we know this is a function, we need to find if this is a one-to-one function. Once again, this can be done multiple ways, but one way is the horizontal line test. This test is similar to the method above; however, horizontal lines are used. In this test, you draw horizontal lines are drawn on the graph. If you can draw a horizontal line at every value without the line intersecting more than once, then it is a one-to-one function.

On this graph, if you were to draw a horizontal line at any of the y-values between 0 and 6, then the line would intersect multiple times. This means that y-values do repeat. Thus, this is not a one-to-one function.

Answer:

Area = 601.8760801 ft^2

Step-by-step explanation:

Area of Rectangle: Area = Length* Height

Area of a Semi-Circle = π*r^2 /2

Area of Rectangle: Area = 14 * 21 = 294 ft^2

Area of a Semi-Circle = π * 14^2 / 2 = π * 196/2 = π * 98 ft^2

Add the Two Area: 294 ft^2 + 98π ft^2 = 601.8760801 ft^2

Answer:

77.98 ft

Step-by-step explanation:

Perimeter :

The length of AD in triangle ABC in which ∠1 = ∠2 is 3.75.

The (interior) bisector of an angle, also called the internal angle bisector, is the line or line segment that divides the angle into two equal parts.

Here, Let the lenght of AD be x

         AB = 10 , AC = 6 and BC = 6

by Angle-Bisector theorem which states that

if a ray bisects an angle of a triangle, then it divides the opposite side into segments that are proportional to the other two sides.

So, CD/BD =AC/AB

      CD/(BC-CD) = 6/10

       10. CD = 6.BC - 6.CD

        16 CD = 6 X 6

         16 CD = 36

          CD = 36/16

         CD  = 2.25

Now, AD = AC - CD

         AD = 6 - 2.25

         AD = 3.75

Thus, the length of AD in triangle ABC in which ∠1 = ∠2 is 3.75.

Learn more about Angle Bisector from:

https://brainly.com/question/2478436

#SPJ1

Answer:

see below

Step-by-step explanation:

start with cos (x)

  amplitude 4

      4 cos x

      midline 2

          4 cos (x )    + 2

        period of 1   :      2 pi / 1 = 2 pi   

                multiply x   by 2pi

                        4 cos ( 2 pi x)  + 2

Answer:

Don't understand retype your question

Answer:

Just think about it.............. 77 + 33 = 100

Step-by-step explanation:

You add

Answer:

219.8 square cm

Step-by-step explanation:

[tex]s = 2\pi r^{2} +2\pi rh\\s=2(3.14)5^{2} +2(3.14)(5)(2)\\s = 6.28(25)+6.28(10)\\s = 157+62.8\\s=219.8 cm^{2}[/tex]

Answer:

I believe it should be the first one

Step-by-step explanation:

in the first one if you put a line straight it would cross it twice making it not function.

Answer:

The first one is not a function.

Step-by-step explanation:

When you perform the vertical line test on the graphs, the first graph is the only one that passes through a X value multiply times.

Answer:

x = 33.

x = 2.

Step-by-step explanation:

200(x-0.3)=600

200x - 60 = 600

200x - 60 + 60 = 600 + 60

200x = 660

x = 660/200

x = 3.3.

-10(x-1.7)=-3

-10x + 17 = -3

-10x + 17 - 17 = -3 - 17

-10x = -17 - 3 = -20

     x = 2.

Answer:

Step-by-step explanation:

A geometrical shape that has 6 vertices and 9 edges is a triangular prism. A triangular prism is a three-dimensional object with two congruent...

Answer:

Triangular Prism

Step-by-step explanation:

Edge2022 :)

Answer:

A

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

The median is 8, so it is less than 9.

Answer:

Option D is not true

Step-by-step explanation:

The mode is the highest occuring number.From the data.

The mode is 9 and is greater than 7.This mean option A is correct.

The range is the difference between the highest number and the lowest which is 15-4 =11.Hence option C is correct because the range is more than 10.

The median when the data is arranged in either ascending or descending order i.e (15,12,11,9,9,7,5,4).Hence,the middle numbers are 9 and 9.To get the median,we get the average of the numbers which will be 9+9=18 ÷2= 9. The median is 9 which means option D is not correct.

The mean will be the addition of the numbers divided by the number of items

[tex] \frac{9 + 15 + 5 + 7 + 9 + 12 + 11 + 4}{8} [/tex]

[tex] = \frac{72}{8} [/tex]

[tex] = 9[/tex]

The mean is equal to 9 which means Option B is correct.

This implies that the only option which is incorrect is option D

The fact that the healthy school lunch has a higher price than the current lunch means that it has a higher economic cost.

An economic cost in this scenario, is the increased cost that comes with a commodity having greater perceived value.

A healthy school lunch will help a person stay healthy which is why it has more value than the current lunch. This is the reason for its higher price.

Find out more on economic cost at https://brainly.com/question/902188.

#SPJ1

Answer: cost

Step-by-step explanation:

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

[tex]\diamond\large\blue\textsf{\textbf{\underline{Given question:-}}}[/tex]

         [refer to attachment for question]

[tex]\diamond\large\blue\textsf{\textbf{\underline{\underline{Answer and how to solve:-}}}}[/tex]

Remember, the radius is exactly one-half of the diameter, so if we need to find the diameter, we multiply the radius times 2:-

r=6.5m

d=13m

r=9.1 ft

d=18.2 ft

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

Answer:

3 cups of butter ivy will have left over

Answer:

-6.4 degrees.

Step-by-step explanation:

The average temperature

= (-12 -8 -3  + 6 - 15) / 5

= -32/5

= -6.4 degrees.

Step-by-step explanation:

1) 16

2) 96

3) 40

4) 178.48

5) 17.2

6) 95

7) 50%

8) 25%

9) 72.8%

10) 87.5%

11) 20%

12) 21.4%

16

96

40

178.48

17.2

95

50%

25%

72.8%

87.5%

20%

12.5%

$0.28

10

Jeff’s tip is $1.35, Ellen’s tip is $1.36. Ellen’s tip is 1 cent greater

8 acres

Answer: 2,670 meters

Step-by-step explanation:

2 kilometers = 2000 meters

2,670 > 2000

The greater value between  2,670 meters or 2 kilometers is 2,670 meters.

It is defined as the conversion from one quantity unit to another quantity unit followed by the process of division, and multiplication by a conversion factor.

We are given that;

Two measurements  2,670 meters or 2 kilometers

Now,

To compare 2,670 meters and 2 kilometers, we need to convert them to the same unit of measurement.

There are 1,000 meters in a kilometer. So 2 kilometers is equal to:

2 km * 1,000 m/km = 2,000 meters

Now we can compare 2,670 meters and 2,000 meters. We can see that 2,670 meters is greater than 2,000 meters, because 2,670 is a larger number than 2,000.

Therefore, by conversion the answer will be 2,670 meters is greater than 2 kilometers.

Learn more about the unit conversion here:

brainly.com/question/11543684

#SPJ2

Discriminant means that delta=b^2-4ac

(4)^2-4(4)(1)=0

If the discriminant is equal to 0, the quadratic equation has 1 real solution.

Answer:

There isnt a whole number to awser this

Step-by-step explanation:

Answer:

  x = -3, 0, or 7

Step-by-step explanation:

After removing common factors, the remaining quadratic can be factored by comparison to the factored form of a quadratic.

__

Write the equation in standard form.

  4x³ -16x² -84x = 0

Factor out the common factor from all terms.

  = 4x(x² -4x -21) = 0

Compare to the factored form of a quadratic:

  (x +a)(x +b) = x² +(a+b)x +ab

This tells you the constants 'a' and 'b' in the factors can be found by considering ...

  (a+b) = -4 . . . . the coefficient of the x term of the quadratic

  ab = -21 . . . . . the constant term of the quadratic

It is often helpful to list factor pairs of the constant:

  -21 = (-21)(1) = (-7)(3) . . . . integer pairs that have a negative sum

The sums of these pairs are -20 and -4. We are interested in the latter. We can choose ...

  a = -7, b = 3

Put it all together.

  4x³ -16x² -84 = (4x)(x -7)(x +3) = 0 . . . . . factored form of the equation

Apply the zero product rule. This rule tells you the product of factors will be zero when one or more of the factors is zero:

  4x = 0   ⇒   x = 0

  x -7 = 0   ⇒   x = 7

  x +3 = 0   ⇒   x = -3

Solutions to the equation are x ∈ {-3, 0, 7}.

_____

Additional comment

What we did in Step 3 is sometimes referred to as the X-method of factoring a quadratic. The constant (ab product) is put at the top of the X, and the sum (a+b) is put at the bottom. The sides of the X are filled in with values that match the product and sum: -7 and 3. The method is modified slightly if the coefficient of x² is not 1.

A graphing calculator often provides a quick and easy method of finding the real zeros of a polynomial.