Starting with the graph of f(t) = 34, write the equation of the graph that results from a. reflecting f() about the y-axis. y = b. shifting f(x) 9 units right. y= C. shifting f(x) 8 units upward. y =

The required elevation after filling the bush by 34 feet is 134 feet.

Given that,
Parin digs a hole at a rate of 56 feet every 15 minutes. After digging for 45 minutes, Parin places a bush in the hole that fills exactly 34 feet of the hole. Relative to ground level, what is the elevation of the hole after placing the bush in the hole is to be determined.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
The total depth of the digging = 56 × 45 / 15
                                                  = 168 feet
Now, 34 feet dig is filled by bush, so the remaining elevation of the depth, = 168 - 34 = 134

Thus, the required elevation after filling the bush by 34 feet is 134 feet.

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Dividing in math is the process of finding the quotient of two numbers.

The formula for dividing two numbers is a/b = c, where a and b are the two numbers being divided and c is the quotient.

Division is a mathematical operation that is used to split a whole number into parts. It is the opposite of multiplication, which combines numbers together. The formula for division is A / B = C, where A is the dividend (the number being divided), B is the divisor (the number dividing the dividend), and C is the quotient (the result of the division). To calculate, you divide the dividend by the divisor and the quotient is the resultTo calculate the quotient, you must divide a by b. For example, if we wanted to divide 8 by 4, we would divide 8 by 4 to get 2. The calculation would look like this: 8/4 = 2. As a result, 8 divided by 4 is equal to 2.

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The total weight supported by the rafters at 12", 16", and 24" spacing are 3568 lb, 3360 lb, and 3120 lb, respectively.

Step 1: Go to the website of the American Wood Council.

Step 2: Click on the Span Calculator from the left side menu or from the Quick Links.

Step 3: Choose the member type as 'Joists and Rafters' and input the other required data such as species of wood, grade, size, and on-center spacing, etc. according to the given data. Here is a snapshot of the required data for the calculation.

Step 4: After inputting the data, click on the Calculate Maximum Load button. It will give you the total weight supported by the rafter. Here is the calculation of the total weight supported by the rafter at different spacings:

At 12" spacing, Maximum Load = 223 lb/ft x 16 ft = 3568 lb

At 16" spacing, Maximum Load = 210 lb/ft x 16 ft = 3360 lb

At 24" spacing, Maximum Load = 195 lb/ft x 16 ft = 3120 lb

Hence, the total weight supported by the rafters at 12", 16", and 24" spacing are 3568 lb, 3360 lb, and 3120 lb, respectively.

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a² + b² = c²

50² + 51² = c²

2500 + 2601 = c²

5101 = c²

√5101 ≈ 71.42 cm.

Answer: Area of the rectangle = 102.5 cm²  Round to 103 cm²

Step-by-step explanation:

The diagonal is the hypotenuse, c So subtract the square on the base (length) to find the altitude (height).

a² + b² = c²

a² + 50² = 51²

a² = 51² - 50²

a² = 2601 -2500

a² = 101  take the square root of both sides

a = √101

a = 10.04987562  Round to 10.05

Area = LW

Area = 50 × 10.05

Area = 102.5 cm²  Round to 103 cm²

Answer:

1: A

2: C

3: D

4: C

5: D

6: D

Answer:

i think that it's

b

d

c

a

a

but iam not sure

Answer:

The answer is 30

I can't explain because the explanation is long

No, this is not likely. The main reason is that the average height of a class of eighth-graders is typically reported in terms of feet or centimeters, not inches.

Without additional context or a comparison to known data about the heights of eighth-graders, it is not possible to determine whether the given average height and standard deviation are likely.

The given data "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't seem likely, and it is difficult to come to any meaningful conclusions based on it.

The provided information, "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't make sense. It is highly improbable that the height of eighth-graders can be less than one inch. This looks like a mistake in recording or reporting the data.

Although it is feasible that there can be a lot of variety in the height of eighth-graders, we cannot accept that the average height is fewer than 48 inches or 4 feet. Also, the standard deviation seems too low.

In the US, the average height of eighth-graders is usually about 63 inches (5 ft 3 in), with boys being somewhat taller and girls somewhat shorter.

Therefore, the given data "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't seem likely, and it is difficult to come to any meaningful conclusions based on it.

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Answer:

m = ± \(\sqrt{n}\)

Step-by-step explanation:

m² = n ( take square root of both sides )

m = ± \(\sqrt{n}\)

The average number of viewers over the two weeks written in scientific notation is 3.85 × 10^8. option C

Average number of viewers over the two weeks = (First week + Second week) / 2

= {(3.6 x 10⁴) + (4.1 x 10⁴)} / 2

= {3.6 + 4.1 × 10^(4×4) } / 2

= (7.7 × 10^16) / 2

= 3.85 × 10^8

Therefore, the average number of viewers over the two weeks written in scientific notation is 3.85 × 10^8.

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Answer:

OC = 15cm

AB = 16cm

Ask me if you want step by step solution

The equation of line where the y intercept is -3 and slope is 4/5 is

y = ( 4/5 )x - 3

What is an Equation of a line?

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the equation of line be represented as A

Now , the equation A is y = mx + b

The y intercept of the line b = -3

The value of b = -3

The slope of the line m = 4/5

The value of m = 4/5

Now , substituting the values in the equation of line , we get

y = mx + b

y = ( 4/5 )x + ( -3 )

y = ( 4/5 )x - 3

The graph of the equation y = ( 4/5 )x - 3 is given below

Therefore, the value of the equation of line A is y = ( 4/5 )x - 3

Hence , The equation of line where the y intercept is -3 and slope is 4/5 is

y = ( 4/5 )x - 3

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Answer:

Step-by-step explanation:

hello :

2x²+x-1=2  means : 2x²+x-3=0

a=2  b= 1  c= -3

the solutios are :   x1 and x2 when the product is : x1×x2 = c/a  

let x1 = -3/2  you have : (-3/2)×x2 = -3/2   so x2 = (-3/2)/(-3/2) = 1  

The solutions to the equation 2x²+x-1=2 are x=-3/2 or x= 1

Answer:

The percent discount is 17.3%.

If the surface of a table is smooth to one part in 100,000, then the largest bumps on the table would be no larger than 0.00001 meters in height.

The ratio is defined as a relationship between two quantities, it is expressed as one divided by the other.

To compare this level of uniformity to that of the surface of a table, we can consider the ratio of the height of the largest bumps on the table to the total size of the table.

In this case, the ratio would be 0.00001 meter / 1 meter = 0.00001. This is a very small value, indicating that the surface of the table would be very smooth.

Thus, the largest bumps on the table would be no larger than 0.00001 meters in height.

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The volume of the sphere is 2308.4 mm³

From the question, we are to determine the volume of the sphere

The volume of a sphere is given by the formula

\(V=\frac{4}{3}\pi r^{3}\)

Where V is the volume

and r is the radius

From the given information,

Diameter, d, of the sphere = 16.4 mm

r = 16.4/2

r = 8.2 mm

∴ \(V=\frac{4}{3}\times 3.14 \times 8.2^{3}\)

V = 2308.394

V ≅ 2308.4 mm³

Hence, the volume of the sphere is 2308.4 mm³

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Answer:

9 mph = the speed in still water

Step-by-step explanation:

Let r = the speed in still water

Then the speed going down stream is r + 3

and the speed going upstream is r - 3

d = rt   or t = d/r

time going downstream is 16/(r + 3) and time going upstream is 16/(r - 3)

The total time was 4 hours, so

\(\frac{16}{r + 3} + \frac{16}{r - 3} = 4\)   Multiply thru the equation by (r + 3)(r - 3)

Then 16(r - 3) + 16(r + 3) = 4(r + 3)(r - 3)

         16r - 48 + 16r + 48 = \(4r^{2}\) - 36

         \(4r^{2}\) - 36 = 32r

         \(4r^{2}\) - 32r - 36 = 0

         \(4(r^{2} - 8r - 9) = 0\)

         4(r - 9)(r + 1) = 0

             r = 9  or -1

But a rate of speed cannot be negative, so x ≠ -1

So, r = 9 mph = the speed in still water

The measure of the segment xy of the given right angle triangle is; 36 units

This question can be best understood if the trigonometric ratios are briefly highlighted since it has been used in the question. Cos f is given as 4/9. We know that the cos of an angle is derived as the adjacent divided by the hypotenuse. In other words, the cosine of angle f is given as;

Cos f = Adjacent / Hypotenuse

Thus;

Cos f = 4/9

From the triangle shown in the attachment, the adjacent is XW while the hypotenuse is XY. Hence, the adjacent is 16 units and the hypotenuse is unknown. Since the measurements given in the question are a ratio of the original dimensions, the relationship can be expressed as follows;

4/9 = 16/XY

Where XY is the unknown side

By cross multiplication, you now arrive at,

4XY = 9 * 16

XY = 144/4

XY = 36

Therefore, XY measures 36 units

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Answer: b

Step-by-step explanation:

To estimate the conditional probabilities for Pr(A = 1|+), Pr(B = 1|+), and Pr(C = 1|+), we need to calculate the probabilities of each event occurring given that the class is positive (+).

Let's analyze the given data and calculate the conditional probabilities:

Out of the 8 instances provided, there are 4 instances where the class is positive (+). Let's denote these instances as +1, +2, +5, and +6.

For Pr(A = 1|+), we calculate the proportion of instances among the positive class where A = 1. Out of the four positive instances, +2 and +5 have A = 1. Therefore, Pr(A = 1|+) = 2/4 = 0.5.

For Pr(B = 1|+), we calculate the proportion of instances among the positive class where B = 1. Out of the four positive instances, +5 has B = 1. Therefore, Pr(B = 1|+) = 1/4 = 0.25.

For Pr(C = 1|+), we calculate the proportion of instances among the positive class where C = 1. Out of the four positive instances, +5 and +6 have C = 1. Therefore, Pr(C = 1|+) = 2/4 = 0.5.

To summarize:

- Pr(A = 1|+) = 0.5

- Pr(B = 1|+) = 0.25

- Pr(C = 1|+) = 0.5

It's important to note that these probabilities are estimated based on the given data. Depending on the context and the underlying distribution of the data, these probabilities might not be accurate representations in other scenarios.

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Given:

A polynomial equation with rational coefficients has the roots   \(5, \sqrt{6}, 3, -\sqrt{7}\).

To find:

The two additional roots.

Solution:

According to the irrational root theorem, if \(a+\sqrt{b}\) is a root of a polynomial, then \(a-\sqrt{b}\) is also the root of that polynomial.

It is given that, \(\sqrt{6}\text{ and }-\sqrt{7}\) are roots of a polynomial.

By using irrational root theorem, \(-\sqrt{6}\text{ and }\sqrt{7}\) are also the roots of that polynomial.

Therefore, the two additional roots are \(-\sqrt{6}\text{ and }\sqrt{7}\).

Answer:

A

Step-by-step explanation:

Apply quotient power rule

\(a {}^{ \frac{1}{3} } - \frac{1}{4} \)

\( {a}^{ \frac{1}{12} } \)

c that what I think

Step-by-step explanation:

-12÷2=y

Answer:

B.

Step-by-step explanation:

Answer:

C. 6

Step-by-step explanation:

The rest are in da thousands and 6 is jus six in da ones place.

Brainliest Plezzzzzzzz

If the population density for the area is 18.8 residents per square mile, to the nearest hundred, approximately 34,000 residents would be infected.

When a virus is accidentally released from a CDC lab, and it infects everyone within a 24-mile radius from the CDC lab, then if the population density for the area is 18.8 residents per square mile, to the nearest hundred, how many people were infected.

The number of people infected within the 24-mile radius from the CDC lab is calculated as follows:

The area of a circle with a radius of 24 miles is A = πr²,

which is A = π(24²) = 1,809.56 square miles, and the population density for the area is 18.8 residents per square mile.

Therefore, the number of people infected is calculated by multiplying the area by the population density:

Residents infected = area x population density

= 1,809.56 x 18.8 ≈ 34,037.

Approximating to the nearest hundred yields 34,000.

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Answer: 5 coconuts

Step-by-step explanation:

There are 60 minutes in 1 hour

300/60=5

Answer:

5

Step-by-step explanation:

300/60= 5 per min

Answer:

quit

Step-by-step explanation:

what do u think?

Answer:

Slope = 0

Step-by-step explanation:

Slope = \(\frac{y_{2} -y_{1}}{x_{2}-x_{1}}\)

Slope = \(\frac{-10 -(-10)}{-19-(-7)}\) = 0

Also, just by looking at these points you can determine that the slope is zero because the y value does not change between these points.

Based on the information in the graph, we can infer that the area of the figure is 57 square feet (option C).

To calculate the area of the figure we must calculate the area of two segments of the figure and then add them. First we can calculate the area of the area on the left that is 3 * 4.

Then we must find the area of the area on the right which is 7.5 ft * 6ft.

Finally we must add both areas to find the total area:

Note: This question is incomplete. Here is the complete information:

Image attached.

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