the perimeter of the rectangle below is 104 units. Find the length of side RS. write your answer without variables

Answer:

If she ate 2 out of 6 pieces that is 1/3 because six can be broken up into 3 equal parts of 2 slices each.

Step-by-step explanation:

2/6 divide the top (numerator) and the bottom (denominator) by 2.

2 goes into 2 one time so the number at the top of the fraction becomes 1.

2 goes into 6 three times so the number at the bottom becomes 3.

That is how you get 1/3rd. She ate 1/3rd of the pizza.

1. How many fractions did she eat? What does that mean? She didn't eat fractions. She ate pizza. Check the question again.

2. He is wrong. She ate 1/3rd of the pizza.

3. It never tells you how many slices the pizza was cut into. If the pizza was cut into 8 slices then they ate 8/8 pieces which is 1/1 which is 1.

True. A pie chart is a segmented circle that represents different categories and their relative sizes based on a numerical variable.

A pie chart is a circular statistical graphic divided into sectors, or "slices," which correspond to different categories or groups. The size of each sector is proportional to the value it represents within the given numerical variable. The chart is named after its resemblance to a sliced pie, with each slice representing a portion or percentage of the whole. Pie charts are commonly used to display data with discrete categories, such as survey results, market shares, or budget allocations. The length of each sector's arc is determined by the magnitude of the data it represents, allowing for easy visual comparison between categories. The whole pie represents 100% or the total of the variable being measured. By examining the relative sizes of the sectors, one can quickly understand the distribution and proportions of the categories being represented. Therefore, it is accurate to say that a pie chart is a segmented circle that portrays the categories and their relative sizes based on a numerical variable.

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Answer:

-1/2 or -0.5

Step-by-step explanation:

using y2-y1/x2-x1 on any two points: 2.5-5/1--4 = -1/2 or -0.5

When comparing groups two at a time using the t-test for independent groups, a type I error can occur if the null hypothesis is rejected when it is actually true. This means that a researcher may conclude that there is a significant difference between the two groups when there really isn't.

This can happen when the sample size is too small, the variance within each group is too large, or when the alpha level (the level of significance chosen) is set too high.

When comparing multiple groups using the t-test, there is an increased chance of making a type I error due to the increased number of comparisons being made. This is known as the multiple comparisons problem, which increases the likelihood of obtaining a false positive result.

To avoid making type I errors when comparing groups two at a time using the t-test for independent groups, it is important to carefully choose the alpha level, increase the sample size, and reduce the variance within each group. Additionally, conducting post-hoc tests and adjusting for multiple comparisons can also help to minimize the risk of making a type I error.

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True. the interpretation of the slope is different in a multiple linear regression model as compared to a simple linear regression model.

The slope and intercept of a line reveal the steepness of the line and the location in which it intersects an axis. The slope and intercept of the logistic relationship of the two variables can be utilized to get the average change rate. The ratio of a change in the variable y to the rise in the x component is known as the the line's slope.

Y = a + bX, where X seems to be the mediating variable and Y is the response variable, is the equation of a linear regression line. A is the intersection (the result of y for x = 0), and b is the line's slope.

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Answer:

A

Step-by-step explanation:

We can solve for y for both of the lines' equations to get the point-slope form.

L1: \(y=\frac{-2}{3} x+\frac{8}{3}\)

L2:\(y=\frac{-3}{2}x+\frac{7}{2}\)

So, the slopes of the two lines are \(\frac{-2}{3}\) and \(\frac{-3}{2}\).

Remember that parallel lines have the same slope, and perpendicular lines have opposite and reciprocal slopes. These slopes are reciprocal but not opposite.

Hope this helps!

Answer:

m = 36

Step-by-step explanation:

A^2 + B^2 =  C^2

81 +  144 = 225

square root of 225 =  15

n = 15

m = ?

39 = 39

225  + m ^2 = 1521

m^2 = 1296

m = 36.

CHECK :

225 + 1296 =  1521

CORRECT!

Answer: Step 1

Stan made his mistake in step 1, he forgot to multiply 8 and 20. He was supposed to multiply everything in the bracket with the number outside it. If he had done it he would have gotten n + 8n + 160 = 110. Due to his mistakes the answer is wrong.

hope it helps.

Answer:

2

Step-by-step explanation:

add

Answer:

Just look at the other answer

Step-by-step explanation:

Answer: 15°C

Step-by-step explanation:

To solve this, it is easiest to create a list of what we know and what we are trying to find and assign useful variables that might make the problem more efficient.

At 7 pm, we know that the temperature was 16°C. The problem states that at 2 pm, the temperature was 9°C warmer than this. So at 2 pm, the temperature is equal to 16°C+9°C = 25°C. To find the temperature at 8 am, we must subtract 10 from the temperature at 2 pm, since the problem states that 2 pm was 10°C hotter than 8 am. 25°C - 10°C = 15°C. Therefore, the temperature at 8 am is 15°C. You can work backward if necessary to check this information.

15°C + 10°C = 25°C - 9°C = 16°C

Hope this helps!

a) The probability that both Ekene and Amina will be alive in 5 years time is 3/10.

b) The probability that only Ekene will be alive in 5 years time is 9/20.

a) Probability that both Ekene and Amina will be alive:

To find the probability that both Ekene and Amina will be alive in 5 years time, we use the principle of multiplication. Since Ekene's probability of being alive is 3/4 and Amina's probability is 2/5, we multiply these probabilities together to get the joint probability.

The probability of Ekene being alive is 3/4, which means there is a 3 out of 4 chance that he will be alive. Similarly, the probability of Amina being alive is 2/5, indicating a 2 out of 5 chance of her being alive. When we multiply these probabilities, we get:

P(Both alive) = (3/4) * (2/5) = 6/20 = 3/10

Therefore, the probability that both Ekene and Amina will be alive in 5 years time is 3/10.

b) Probability that only Ekene will be alive:

To find the probability that only Ekene will be alive in 5 years time, we need to subtract the probability of both Ekene and Amina being alive from the probability of Amina being alive. This gives us the probability that only Ekene will be alive.

P(Only Ekene alive) = P(Ekene alive) - P(Both alive)

We already know that the probability of Ekene being alive is 3/4. And from part (a), we found that the probability of both Ekene and Amina being alive is 3/10. By subtracting these two probabilities, we get:

P(Only Ekene alive) = (3/4) - (3/10) = 30/40 - 12/40 = 18/40 = 9/20

Therefore, the probability that only Ekene will be alive in 5 years time is 9/20.

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it displays the computed sum and product of the diagonal elements.

Here's a MATLAB code to find the sum and product of the diagonal elements of a given matrix `A`, as well as an example execution for `A = ones(5)`:

```matlab

% Define the matrix A

A = ones(5);

% Get the size of the matrix

[n, ~] = size(A);

% Initialize variables for sum and product

diagonal_sum = 0;

diagonal_product = 1;

% Calculate the sum and product of diagonal elements

for i = 1:n

   diagonal_sum = diagonal_sum + A(i, i);

   diagonal_product = diagonal_product * A(i, i);

end

% Display the results

disp("Sum of diagonal elements: " + diagonal_sum);

disp("Product of diagonal elements: " + diagonal_product);

```

Example execution for `A = ones(5)`:

```

Sum of diagonal elements: 5

Product of diagonal elements: 1

```

In this example, `A = ones(5)` creates a 5x5 matrix filled with ones. The code then iterates over the diagonal elements (i.e., elements where the row index equals the column index) and accumulates the sum and product. Finally, it displays the computed sum and product of the diagonal elements.

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Answer:

25

Step-by-step explanation:

25%

delta math

The 15 foot ramp must make an angle 19.45° with the ground to reach the same window.

Since the height of the window above ground remains constant in both cases, it follows that by means of trigonometric identity sine; we have;

10sin30° = 15sinx

sinx = 5/15 = 0.333

x = sin-¹(0.333)

x = 19.45°.

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Answer:

x^2 -12x+36

Step-by-step explanation:

(x - 6)^2

(x-6)(x-6)

FOIL

x^2 - 6x-6x+36

Combine like terms

x^2 -12x+36

Answer:

Yes

Step-by-step explanation:

2x³-0x²+1x is similar to 2x³+1x

because if we simplify both equations we get...

2x³-0x²+1x simplified= 2x³+x

and...

2x³+1x simplified = 2x³+x

therefore we get the same answer for both

thus they're similar

Hope this helped you- have a good day bro cya)

First, let's find the total cost of all the apples:

Now, we divide this by the total amount of apples bought. In our case, we know that there were 10 Granny Smith apples and 15 Golden Delicious, for a total of 25 apples.

Therfore, we can conclude that the average cost per apple was $0.68

Answer:

6.35

Step-by-step explanation:

Answer:

x=5

y=6

Step-by-step explanation:

3x-2y=3

-3x+3y=3

Answer:

B im absolutely sure

Step-by-step explanation:

hope this helps:0

The scale of measurement used for the type of college, i.e., community colleges, 4-year colleges, and universities, is a nominal scale.

A nominal scale is used for variables that can be classified into distinct categories, but there is no inherent order or numerical value associated with them. In this case, the three types of colleges are discrete categories, and there is no inherent order or numerical value assigned to them.

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The errors mentioned in the question can affect the calculated values of the molar mass from the boiling-point elevation method in the following ways:

a. If a small amount of unknown adheres to the inside of the test tube and did not get dissolved in the cyclohexane, it would result in a lower calculated value of the molar mass. This is because the amount of unknown dissolved in the cyclohexane would be less than the actual amount, leading to a lower boiling-point elevation and therefore a lower calculated value of the molar mass.

b. If some solvent is lost by volatilization, it would result in a higher calculated value of the molar mass. This is because the loss of solvent would lead to a higher concentration of the unknown in the cyclohexane, leading to a higher boiling-point elevation and therefore a higher calculated value of the molar mass.

c. If the thermometer used in the experiment was miscalibrated to read 0.5°C lower than the actual temperature over its entire scale, it would result in a lower calculated value of the molar mass. This is because the boiling-point elevation would be underestimated due to the lower temperature reading, leading to a lower calculated value of the molar mass.

In conclusion, the errors mentioned in the question can affect the calculated values of the molar mass from the boiling-point elevation method, leading to either higher or lower values depending on the specific error. It is important to be aware of these errors and take steps to minimize them in order to obtain accurate results in the experiment.

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get x = 128 is not a step

Answer:

d. It is the same distance from zero as the number she tells you.

Step-by-step explanation:

Case 1: Let Shanika thought a positive rational

number

Let the number that Shanika thought be c.

Then, the distance of it from zero = lc - Ol = c.

But, the number she told = -c

The distance of -c from zero = 10--(-c)| = c

Case 2: Let Shanika thought a negative rational number

Let the number that Shanika thought be -c (c>0).

Then, the distance of it from zero = 10--(-c)| = c.

But, the number she told = c

The distance of -c from zero = Ic-01 = c

In both cases, the number she thought is the same distance from zero as the number she tells us.

The best statement about what Equation 8.9 means is capacity utilization (u) is the average fraction of the server pool that is busy processing customers (option d).

Equation 8.9, u = Ip/с, represents the relationship between the capacity utilization (u), the arrival rate (I), the average processing time (p), and the number of servers (c) in a queuing system. It states that the capacity utilization is equal to the product of the arrival rate and the average processing time divided by the number of servers. This equation provides a measure of how effectively the servers are being utilized in processing customer arrivals. The correct option is d.

The complete question is:

Equation 8.9 on p. 196 of the text is

u = Ip/с

The best statement about what this equation means is:

a) I have to read page 196 in the text

b) Little's Law does not apply to all activities

c) The number of servers multipled by the number of customers in service equals the utlization

d) Capacity utilization (u) is the average fraction of the server pool that is busy processing customers

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a. The price of the consol is approximately $133.33.

b. The new price of the consol would be $100. The price of the consol falls by 24.99% and the interest rate rises by 1%.

c. Your holding period return is approximately -49.99%.

a. The price of the consol can be calculated using the formula for the present value of a perpetuity:

Price = Annual Payment / Interest Rate

In this case, the annual payment is $4 and the interest rate is 3%. Substituting these values into the formula:

Price = $4 / 0.03 ≈ $133.33

Therefore, the price of the consol is approximately $133.33.

b. To calculate the new price of the consol if the interest rate rises to 4%, we use the same formula:

New Price = Annual Payment / New Interest Rate

Substituting the values, we get:

New Price = $4 / 0.04 = $100

The percentage change in the price of the consol can be calculated using the formula:

Percentage Change = (New Price - Old Price) / Old Price * 100

Substituting the values, we have:

Percentage Change in Price = ($100 - $133.33) / $133.33 * 100 ≈ -24.99%

The percentage change in the interest rate is simply the difference between the old and new interest rates:

Percentage Change in Interest Rate = (4% - 3%) = 1%

Comparing the two percentages, we can see that the price of the consol falls by approximately 24.99%, while the interest rate rises by 1%.

c. The holding period return can be calculated using the formula:

Holding Period Return = (Ending Value - Initial Value) / Initial Value * 100

The initial value is the purchase price of the consol, which is $133.33, and the ending value is the price of the consol after one year with an interest rate of 6%. Using the formula for the present value of a perpetuity, we can calculate the ending value:

Ending Value = Annual Payment / Interest Rate = $4 / 0.06 = $66.67

Substituting the values into the holding period return formula:

Holding Period Return = ($66.67 - $133.33) / $133.33 * 100 ≈ -49.99%

Therefore, the holding period return is approximately -49.99%.

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Answer:

X=8

Step-by-step explanation:

Given that the Area is 36ft^2, and the formula for calculating the area of a triange is:

\(a_{t} =h_{b}b/2\)

we have:

\(36 = \frac{(x+1)*x}{2}\)

we can start solving for x through the quadratic formula, but that will take long.

Instead, we can try replacing x by some numbers.

\(36*2=(x+1)*x\)

\(72=(x+1)*x\)

After a while,

\(72=(8+1)8\\\\72=9*8\\\\72=72.\)

We find that x=8.

IMPORTANT: X can also be -9 in this case. But a negative measurement doesn't make sense in this context, I would say that x=8 in this problem.

Answer is :

fx inverse is 2/3x+11