A family wants to make an addition to a deck that extends off the back of their home. The current deck is 200 ft2. The addition will be 20.25 ft in length and 18 ft wide. What will be the total area of the deck once the addition is complete?

161.75 ft2
238.25 ft2
364.5 ft2
564.5 ft2

Note that the PQ table are attached according. Note that Heather's mom's statement is written in symbolic form as: ~p -> ~q.

Note that in situation 1:
according to the P Q table, the statement ~p -> ~q is false because the row where p is false and q is true (which corresponds to Heather not putting money into the savings account each month but still being able to take a vacation) evaluates to false.

While in Situation 2:

From the P Q table, the statement ~p -> ~q is false because the row where p is false and q is true (which corresponds to Heather not putting money into the savings account each month but still being able to take a vacation) evaluates to false.

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The given expression 5 subtracted from three times any number is written as 3x - 5

Algebra is the system of computation using letters or other symbols to represent numbers.

5 subtracted from three times any number.

Let

the unknown number= x

(3 × x) - 5

= 3x - 5

Therefore, 3x - 5 is the algebraic representation of the expression.

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If the dimension of brick is  1×1×6 and that of box is 8×8×8 , then yes , it is  possible to pack 85 bricks in the box .

We first calculate the Volume of the box and Volume of the brick ;

The volume of one brick is calculated as 1×1×6 = 6 cubic inches,

so 85 bricks would have a total volume of = 6×85 = 510 cubic inches.

The Volume of the box is 8×8×8 = 512 cubic inches,

we get that the volume of the box is greater than volume of cube , then it is possible to fit 85 bricks of volume 510 cubic inches into a box of volume 512 cubic inches.

Therefore, it is possible to pack 85 bricks of dimension 1×1×6 into a box of dimension 8×8×8 .

The given question is incomplete , the complete question is

Can you pack 85 bricks of dimension 1×1×6 into a box of dimension 8×8×8 ? Explain how you got your answer.

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The value of x that makes ABC~ ADEF is 4

From the question, we have the following parameters that can be used in our computation:

AABC~ ADEF.

So, we have the following equivalent ratio

6 : 2x = 24 : 32

So, we have

2x/6 = 32/24

Make x the subject

So, we have the following representation

x = 6 * 32/(24 * 2)

Evaluate the expression

x = 4

Hence, the value is 4

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The standard deviation represents the variability or spread of the data when graphing the class average for the serial dilution experiment.

It shows how much the individual data points deviate from the mean, or average, of the class data. The standard deviation can be used to determine how much variation there is in the data and how much the data is spread out from the mean.

If the standard deviation is small, it means that the data points are very close to the mean, and if the standard deviation is large, it means that the data points are spread out over a larger range.

The standard deviation is important to consider when analyzing data in the serial dilution experiment, as it gives insight into the variability of the data and helps to determine if the data is accurately representing the experiment.

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The value of x is equal to 16

Pythagorean theorem, the well-known geometric theorem that the sum of the squares on the legs of a right triangle is equal to the square on the hypotenuse (the side opposite the right angle)—or, in familiar algebraic notation, a² + b² = c².

Given here: A right angle triangle

let the triangle be ABC with AC as the hypotenuse and AB is the perpendicular and BC is the base of the triangle. And D be a point on AC with AD=32 and DC=8 .Clearly the perpendicular using the pythagoras theorem

AB=[tex]\sqrt{x^2+32^2}[/tex]

Now in triangle BDC we have BC= [tex]\sqrt{x^2+64}[/tex]

Again a triangle ABC we have

AC²=BC²+AB²

[tex]40^2=x^2+64+x^2+32^2\\2x^2=40^2-32^2-64\\2x^2=512\\x^2=256\\x=16[/tex]

Thus x is equal to 16

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Answer:

Hi Elm!

Step-by-step explanation:

In a polygon, the sum of the measures of the interior angles and the sum of the measures of the exterior angles of adjacent angles are related. Specifically, the sum of the measures of the interior angles of a polygon is equal to (n - 2) times 180 degrees, where n is the number of sides in the polygon. For a given interior angle and its adjacent exterior angle, the measure of the exterior angle is equal to the sum of the interior angle and 180 degrees.

Step-by-step explanation:

I hope this helps a bunch! Make sure to rephrase!

The standard normal distribution is a normal distribution of standardized values called z-scores.

A z-score is measured in units of the standard deviation. If a random variable is normally distributed and follows the parameters mean (mu) and standard deviation (sigma), the z-score is calculated as the difference between the value of the random variable and the mean divided by the standard deviation . The cumulative distribution function (CDF) of a standard normal variable is used to find the fraction of scores that lies between two given values. To determine the fraction of scores, one can use the CDF to find the area under the standard normal distribution curve between the given values.

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So y = 2x + 2 is the equation of a line parallel to line ef and includes point (0, 2).

In its most basic form, an equation is a mathematical statement that indicates that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign.

Here,

Since line ef has a slope of 2, any line parallel to it will also have a slope of 2. The equation of a line in slope-intercept form is y = mx + b, where m is the slope and b is the y-intercept. To find an equation of a line parallel to line ef that contains point (0, 2), we need to find its y-intercept.

We can use the point-slope form of a line to find the equation of the line: y - y1 = m(x - x1)

Plugging in the point (0, 2) and the slope of 2, we get:

y - 2 = 2(x - 0)

y - 2 = 2x

y = 2x + 2

So, the equation of a line parallel to line ef and containing point (0, 2) is y = 2x + 2.

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If the area to the right of z, given that it is a standard normal random variable, is 0.1112, then the value of z is 1.22. The answer is C.

A standard normal random variable has a mean of 0 and a standard deviation of 1. The area to the right of a value for a standard normal random variable can be found using a standard normal table or a calculator with a normal cumulative distribution function (CDF).

Given that the area to the right of z is 0.1112, we can use a standard normal table or normal CDF calculator to find the value of z such that the area to its right is 0.1112. This value will be approximately equal to 1.22.

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The value of {x} is equivalent to {x} = 4β - (y + z).

In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.

Given is that triangle and the square have equal perimeters.

Assume the lengths of the triangle are {x}, {y} and {z} respectively.

Let the side length of a square be β. We can write -

P{T} = P{S}

(x + y + z) = 4β

{x} = 4β - (y + z)

Therefore, the value of {x} is equivalent to {x} = 4β - (y + z).

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Let A1,A2,A3,A4 be the 4 A.M.s between 4 and 19.

Then,

4,A1, A2,A3, A4,19 are in A.P. of 6 terms.

An=a+(n−1)d

a6=19=4+(6−1)d

Or d = 3 ...... (i)

Now,

A1=a+d=+3=7

A2=A1+d=7+3=10

A3=A2+d=10+3=13

A4=A3+d=13+3=16

The 4 A.M.s between 4 and 19 are 7, 10, 13, 16.

Arithmetic is a fundamental branch of mathematics that studies the characteristics of classical operations on numbers such as addition, subtraction, multiplication, division, exponentiation, and root extraction. The term "arithmetic" derives from the Greek arithmtik (tekhn), which means "(art) of counting," and from the Greek arithmos, which means "number.".

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6. The costs are given as follows:

7. The linear function is defined as follows:

y = 20 + 2x.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

From the table, when x = 0, y = 20, hence the intercept b is given as follows:

b = 20.

When x increases by one, y increases by two, hence the slope m is given as follows:

m = 2.

Then the function giving the cost y of x kites is defined as follows:

y = 2x + 20.

The costs are given obtaining the numeric values, replacing the lone instance of x in the equation by the number of kites, thus:

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Zeke's average speed in mph for the first 20 minutes was 3 mph.

To find Zeke's average speed in mph for the first 20 minutes, divide the distance traveled by the time it took him to travel that distance:

1.0 mile / 20 minutes = 0.05 miles per minute

Since there are 60 minutes in an hour, to convert minutes per mile to miles per hour, multiply by 60:

0.05 miles per minute * 60 minutes per hour = 3 mph

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Let x represent the number of chickens and y represent the number of sheep.There is no proper system equation so such farms does not exist as this equations contradict.

A system of equations is a set of multiple equations with multiple variables that are related to each other. It is a mathematical problem that requires a solution for each equation in the system.

The total number of legs on the farm is given as "4x + 2y". What's more, we are told that the total number of animals is "x + y".

4x + 2y means the total legs

x + y = the number of total of animals

We'll now use the Elimination method to identify x and y.

One method is to multiply the first equation by 2 and subtract it from the second:

(2) * legs = (4x + 2y)

2x + 2y = the total number of animals

Legs = (2x + 2y)

0 = number of legs - 2 * the amount of animals

When we solve for the number of animals we get:

animal count = legs / 2

So, if we connect this back into either equation, we can find x and y.

Let's look at the first equation:

4x + 2y means the total legs

legs / 2 = x + y

When we substitute legs / 2 in the second equation for "number of animals," we get:

legs / 2 = x + y

Now we'll use substitution to find x. In the first equation, we'll substitute x = legs / 2 - y:

4x + 2y means the total legs

legs = 4(legs / 2 - y) + 2y

legs = 2 * legs - 4y + 2y

2 times legs = legs

There are no solutions due to this contradiction, and no such farm exists under the given conditions.

As a result, the answer to the system of equations is that no such farm occurs under the given conditions.

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Answer:

Yes. Both ratios can be reduced down to 1/2.

Step-by-step explanation:

Hope it helps!

For two numbers to be proportional, they need to be directly increasing or decreasing in a constant ratio.

To simplify these ratios, we can use division.

So, 7: 14 simplified is 1: 2.

So, 4: 8 simplified is 1: 2.

If these ratios are both simplified to equal 1 :2, they are proportional.

The population size after 5 hours is 28.2 million.

Exponential functions are functions where the independent variable, x is in the exponent.

Given that,

Constant relative growth rate, r = 0.4419

Initial population, A = 3.1 million

Time = 5 hours

P = A e^(rt)

P = 3.1 e^(0.4419 × 5)

  = 3.1 × 9.111

  = 28.245 million ≈ 28.2 million

Hence the population after 5 hours will be 28.2 million.

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Yes, it is widely known that 100-200 high-frequency words account for about 50% of the words used in school texts. This highlights the importance of explicitly teaching these words to students in order to improve their reading fluency and comprehension.

Among these high-frequency words, almost 25% are permanently irregular, meaning that they do not follow standard spelling and pronunciation rules. This makes it even more important for students to learn these words through direct and systematic instruction, as they can greatly impact their reading and writing abilities. By focusing on these high-frequency words, educators can help students build a strong foundation of vocabulary knowledge, which can lead to improved reading outcomes and success in school.

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The angle of elevation of the observer to the kite is around 30 degrees

The hypotenuse in the given question is 405 feet, while the height of the kite from the ground is 210 feet.

It is also stated that the kite's height from the ground does not change.

The tangent function may be used to calculate the angle of elevation.

tan(angle of elevation) = height of the kite / horizontal distance to the kite

Since the height of the kite is 210 feet and the horizontal distance (the length of the kite string) is 405 feet, we can calculate the angle of elevation:

Let Ф be the angle of elevation

tan(angle of elevation) = 210/405

Ф = tan-1(210/405)

Ф = tan-1(0.516)

Ф = roughly 30 degrees

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Let the random variable p represent a randomly selected prize amount the expected value of p is $3.90  by using probability.

Prize                $1          $5            $10            $20              $50

Probability     0.60      0.30         0.05           0.04              0.01

It is based on the possible chances of something to happen. The theoretical probability is mainly based on the reasoning behind probability. For example, if a coin is tossed, the theoretical probability of getting a head will be ½.

The expected value is defined as the the sum of each outcome is multiplied by its probability.

p=x1p1+x2p2+x3p3+x4p4

p=1.0.60+5.0.30+10.0.05+20.0.04

p=3.90

Therefore, the correct option is A, i.e. $ 3.90 is the expected value of P.

Three Types of Probability

Classical: (equally probable outcomes) Let S=sample space (set of all possible distinct outcomes).

Relative Frequency Definition.

Subjective Probability.

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The youngest child is Jade.

The expression that represents Jane's age is 2n.

The oldest child is Jem.

Jade is 12 years old

The equation that represents the sum of ages is 5n - 5 = 55.

Jade's age = n

Jane's age = 2 x n = 2n

Jem's age = 2n - 5

Sum of the ages:

n + 2n + 2n - 5 = 55

5n - 5 = 55

Jade's age can be determined using the above equation:

5n = 55 + 5

5n = 60

n = 60 / 5

n = 12

To determine Jane and Jem's age, substitute for n in the equation that represents their ages.

Jane's age = 2 x 12 = 24

Jem's age = 2(12) - 5

= 24 - 5

= 19

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Answer:

Below

Step-by-step explanation:

Volume of a cylinder :    Find the area of the end....then multiply by height

Volume = pi r^2     *   h

                 3.14 (6)^2  mm)   *  6 mm = 678.24 mm^3

Answer:

98

Step-by-step explanation:

180 means supplementary so we subtract that by 82 which gives us 98

Answer:

Below

Step-by-step explanation:

The two supplementary angles sum to 180 °

180 - 82 = other angle = 98°

a) 60 selection excluded Connie. b) 24 selections in which neither Ben nor Francisco is an officer. c) 24 selection in which both Ben and Francisco are officers. d) 36 selections in which Dolph is an officer or Francisco is not an officer. e) 20 and 60 in which Dolph either selected or not.  

A chairperson, secretary, and treasurer are to be chosen by a six-person committee made up of Alice, Ben, Connie, Dolph, Egbert, and Francisco. Their Calculations are a) 5 × 4 × 3 = 60. (b) 4 × 3 × 2 = 24 (c) 3 × 2 × 4 = 24 (Ben can choose from 3 slots, Francisco has 2 spots remaining to choose from, and there are 4 people available for the final position.)  (d) 3 × 4 × 3 = 36 (Dolph is eligible for three seats, after which there are four more members to pick from.) Part e will be the sum of 2 cases: Case 1 : Dolph is a chairperson. Number of ways = 1 × 5 × 4 = 20. Case 2: Dolph isn't elected. Number of ways for this = 5 × 4 × 3 = 60. Hence a total of 80 selection for part e.

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The simplified form of the expression is (x - 2) / (x - 3).

Expressions are mathematical statements which consist of two or more terms and terms are connected to each other using mathematical operators like addition, multiplication, subtraction and so on.

Given expression is (1 - [tex]\frac{2}{x}[/tex] ) / (1 - [tex]\frac{3}{x}[/tex] ).

Cross multiplying both the denominator and numerator of the expression,

1 - [tex]\frac{2}{x}[/tex] = (x - 2) / x and 1 - [tex]\frac{3}{x}[/tex] = (x - 3) / x

(1 - [tex]\frac{2}{x}[/tex] ) / (1 - [tex]\frac{3}{x}[/tex] ) = [(x - 2) / x] / [(x - 3) / x]

                      = (x - 2) / (x - 3)

Hence the expression can be simplified as (x - 2) / (x - 3).

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Answer:

So, the solution is x = -3 and y = 4. This means that the two lines intersect at the point (-3, 4)

Step-by-step explanation:

The given equations represent two lines in a two-dimensional plane. To find the solution for the values of x and y that satisfy both equations, we can use the method of substitution or elimination.

Using substitution, we can solve for x or y in one of the equations and substitute the result into the other equation. Let's solve for y in the second equation:

x + y = 1

y = -x + 1

Now, substitute this expression for y into the first equation:

-x + (-x + 1) = 7

-2x + 1 = 7

-2x = 6

x = -3

Finally, we can use the expression for y that we derived earlier to find y:

y = -x + 1 = -(-3) + 1 = 4

Answer:

75% decrease

Step-by-step explanation:

88 - 66 = 22

66 is 75% of 88

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{Percentage\ change \ formula\ is: \bf \dfrac{(v_2 - v_1)}{|v_2|}\times 100 = \boxed{\mathsf{\bf percentage \ change}}}[/tex]

[tex]\textsf{Your equation:} \mathbf{\dfrac{(22 - 88)}{|88|}\times 100}[/tex]

[tex]\mathbf{\dfrac{(22 - 88)}{|88|}\times 100}[/tex]

[tex]\mathsf{= \mathbf{\dfrac{(22 - 88)}{|88|}\times \dfrac{100}{1}}}[/tex]

[tex]\mathbf{= \dfrac{-66}{88}\times\dfrac{100}{1}}[/tex]

[tex]\mathbf{= \dfrac{-66\div 11}{88\div11}\times\dfrac{100}{1}}[/tex]

[tex]\mathbf{= \dfrac{-6}{8}\times \dfrac{100}{1}}[/tex]

[tex]\mathbf{= \dfrac{-6\div2}{8\div2}\times \dfrac{100}{1}}[/tex]

[tex]\mathbf{= \dfrac{-3}{4} \times \dfrac{100}{1}}[/tex]

[tex]\mathbf{= \dfrac{-3\times100}{4\times1}}[/tex]

[tex]\mathbf{= \dfrac{-300}{4}}[/tex]

[tex]\mathbf{= -300\div4}[/tex]

[tex]\mathbf{= -75}[/tex]

[tex]\mathbf{\rightarrow -75\%\ will\ be\ your\ change}[/tex]

[tex]\mathbf{\rightarrow 75\%\ will \ be\ your\ percentage\ change\ that\ decreased}[/tex]

[tex]\huge\text{Therefore your answer should probably be:}[/tex]

[tex]\huge\boxed{\mathsf{75\% \ decrease}}\huge\checkmark[/tex]

[tex]\huge\text{So, your I guess the answer with the choices}\\\\\huge\text{you have provided we will be: }\\\\\huge\boxed{\textsf {77.3\% (Option C.)}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

When firing a handgun , you should hold the handgun (d) at arm's length , from the body .

When firing a handgun, it is recommended to hold it at arm's length, from your body. This allows for proper control and aim of the firearm, as well as providing a buffer between you and the potential dangers of the discharge.

Holding the handgun too close to your body can also interfere with accuracy and control, as your arms may obstruct the movement of the gun. It's important to follow manufacturer guidelines and seek proper training and follow all safety procedures when handling handgun to ensure responsible and safe use.

The given question is incomplete , the complete question is

When firing a handgun, how far should you hold it from your body?

(a) 9 inches

(b) one foot

(c) eighteen inches  

(d) at arm's length

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Answer:

9

Step-by-step explanation:

Think about u coming 3 + 3 then subtract it to 10 then u will get 1 more then yea u get 9