Hello!
2^1/4 * 1^7/8
= 0.5 * 0.125
= 0.0625
A teacher standing on the stage is looking at his/her pupil who is standing on the ground. The height of the teacher and the pupil are 1.65 m and 1.5 m respectively. The angle of depression of the pupil from the teacher is 25° and the height of the stage is the same as the height of the pupil. Find the distance between the teacher and the pupil.
Sure, I can help you with that. The angle of depression is an angle formed between the horizontal line and the line of sight when an observer looks downwards at an object. It is used to measure the distance of the object from the ground or the observer.
In this problem, we can draw a right triangle ABC where A is the teacher, B is the pupil and C is the point on the ground below the teacher. The height of the stage is 1.5 m, so AC = 1.5 m + 1.5 m = 3 m. The angle of depression of the pupil from the teacher is 25°, so ∠BAC = 25°. We need to find BC, which is the distance between the teacher and the pupil.
Using trigonometry, we can write:
tan(25°) = AC/BC
BC = AC/tan(25°)
BC = 3/tan(25°)
BC ≈ 6.4 m
Therefore, the distance between the teacher and the pupil is about 6.4 m.
Ms. Carroll’s scholars measured the lengths of the paper chains they made in Art and recorded the data below. Make a line plot representing their data below.
Answer:The data collected using length measurements can be represented using a graph called line plots which we can make interpretations.
Step-by-step explanation:
Answer:
he data collected using length measurements can be represented using a graph called line plots which we can make interpretations.
Step-by-step explanation:
You have 27 pieces of candy and you want to split it among your 6 friends. How many pieces of candy will be left over?
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I need an answer ASAP
You had 20 cherries. You gave 3 to each of your friends. You still have 2 left over. How many friends do you have?
Answer:
You have 15 friends.
Step-by-step explanation
Simplify 20 down to where it cannot go any further (meaning no decimals) 20/2= 10 10/2=5, then multiply 5 by 3, and you get 15.
The stem-and-leaf plot displays data collected on the size of 15 classes at two different schools.
Mountain View School Seaside School
0 5, 8
9, 8, 2, 0 1 0, 1, 2, 5, 6, 8
8, 7, 6, 5, 5, 4, 4, 3, 1, 0 2 5, 5, 7, 7, 8
0 3 0, 6
Key: 2 | 1 | 0 means 12 for Mountain View and 10 for Seaside
Part A: Calculate the measures of center. Show all work. (2 points)
Part B: Calculate the measures of variability. Show all work. (1 point)
Part C: If you are interested in a smaller class size, which school is a better choice for you? Explain your reasoning. (1 point)
A baseball team averages one win to every one loss. Use a simulation to find each experimental probability for three games.
P(1 win and 2 losses) and P(three losses)
The more simulations you run, the closer the experimental probabilities will be to the theoretical probabilities.
To calculate the experimental probability, we can use a simulation where we simulate multiple sets of three games and count the number of times the desired outcomes occur.
Here's how we can calculate the experimental probability for each case:
P(1 win and 2 losses):
Simulate a large number of sets of three games (e.g., 10,000).
For each set, randomly assign a win or a loss for each game based on the average of one win to every one loss.
Count the number of sets where there is exactly one win and two losses.
Divide the count by the total number of sets (10,000) to get the experimental probability.
P(three losses):
Simulate a large number of sets of three games (e.g., 10,000).
For each set, randomly assign a win or a loss for each game based on the average of one win to every one loss.
Count the number of sets where there are three losses.
Divide the count by the total number of sets (10,000) to get the experimental probability.
Note: The above method assumes that the probability of winning or losing each game is equal (i.e., 0.5 for each).
Here's an example of how the calculations can be performed using a simulation:
P(1 win and 2 losses):
Simulate 10,000 sets of three games.
Count the number of sets with exactly one win and two losses.
Let's say the count is 4,100.
Experimental probability = 4,100 / 10,000 = 0.41
P(three losses):
Simulate 10,000 sets of three games.
Count the number of sets with three losses.
Let's say the count is 5,200.
Experimental probability = 5,200 / 10,000 = 0.52
Remember, the experimental probabilities obtained through simulations may vary slightly due to the random nature of the simulation.
The more simulations you run, the closer the experimental probabilities will be to the theoretical probabilities.
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What is the perimeter of the triangle below
Answer:
P = 36 inches
Step-by-step explanation:
To find the perimeter of the triangle, add up all the sides.
P = s1 + s2+ s3
P = 13+13+10
P = 36 inches
Answer: The perimeter of the triangle is 36 inches. The correct option is d
Step-by-step explanation:
The perimeter of a triangle is calculated by adding the length of all sides of the triangle. This is an isosceles triangle. This means that the length of two sides out of three of the shape have the same length.
In such a triangle, the two equal sides are called the arms. The other side, represented usually as the lowermost, is called the base. The formula to find the perimeter of any isosceles triangle is-
Perimeter=(arm length)*2+base length
Therefore-
Perimeter=(13 inches)*2+10inches=36
To learn more about isosceles triangle,
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Identify the number that is a multiple of 9.
3
63
33
78
Answer:
63
Step-by-step explanation:
63 - > 3+6 = 9 as 6+3 = 9 then 63 is a multiple of 9
33 - > 3+3 = 6
78 - > 7+8 = 15 -> 1+5 = 6
The number is :
↬ 63Solution:
Let's quickly check what numbers are divisible by 9.
3 can't be evenly divisible by 9.
63 is divisible (according to the multiplication table)
33 isn't divisible by 9 either
78 is no different.
Hence, a multiple of 9 is 63.Quick way to identify multiples of 9 :
If the digits of the number add up to 9, then the number itself is a multiple of 9.
Anja is reading a 150-page book. She reads 15 pages each day, decreasing the total number of pages left to read. How many days could have passed if Anja has at least 30 more pages left to read? a) Create an inequality to model the situation.
Answer: 25
Step-by-step explanation: I did this question before
Answer:
To create an inequality to model the situation, we need to use a variable to represent the unknown quantity and an inequality symbol to compare it with a value. In this case, the unknown quantity is the number of days that Anja has been reading the book, and we can use the letter d to represent it. The value that we want to compare it with is the minimum number of pages left to read, which is 30. We also need to use an expression to show how the number of pages left to read changes as Anja reads more pages. Since she reads 15 pages each day, we can subtract 15d from the total number of pages in the book, which is 150. The expression for the number of pages left to read is 150 - 15d.
Now we can write an inequality that shows the relationship between the number of pages left to read and the minimum number of pages required. We want to find out when the number of pages left to read is at least 30, which means it is greater than or equal to 30. So we can use the symbol ≥ to compare the expression 150 - 15d with the value 30. The inequality is:
150 - 15d ≥ 30
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Use the distributive property to write an expression that is equivalent to 3(-4 - 5x) in expanded form.
Answer:-12 - 15x
Step-by-step explanation: multiply both numbers in the parentheses by 3 so 3(-4) and 3(-5) then the X stays with the 5
