A rectangle is 19 inches long and 6 inches wide find it’s area

Answer:

1/3

Step-by-stepi

Step-by-step explanation:

Kym teaches sixth grade students in an urban school where most of the families in the community live below the poverty line. Each year the majority of the students in her school fail the statewide tests. Kym follows school district teaching guides and typically uses direct instruction in her Language Arts and Social Studies classes. The classroom assessments are designed to mirror those on the statewide tests so the students become familiar with the assessment format.

Answer:

was assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

1. In the game of baseball, which is rather boring, the batter stands on home base (Hughes 1).

2. Baseball is rather surprisingly known as "America's Favorite Pastime."

3. Baseball is "a rather boring sport played between two teams of nine players" (Hughes 1).

4. All of these are plagiarism.

The answer tells that only the third choice is NOT a plagiarism. My question is, why is the first choice a plagiarismwas assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

1. In the game of baseball, which is rather boring, the batter stands on home base (Hughes 1).

2. Baseball is rather surprisingly known as "America's Favorite Pastime."

3. Baseball is "a rather boring sport played between two teams of nine players" (Hughes 1).

4. All of these are plagiarism.

The answer tells that only the third choice is NOT a plagiarism. My question is, why is the first choice a plagiarismwas assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

1. In the game of baseball, which is rather boring, the batter stands on home base (Hughes 1).

2. Baseball is rather surprisingly known as "America's Favorite Pastime."

3. Baseball is "a rather boring sport played between two teams of nine players" (Hughes 1).

4. All of these are plagiarism.

The answer tells that only the third choice is NOT a plagiarism. My question is, why is the first choice a plagiarismwas assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

1. In the game of baseball, which is rather boring, the batter stands on home base (Hughes 1).

2. Baseball is rather surprisingly known as "America's Favorite Pastime."

3. Baseball is "a rather boring sport played between two teams of nine players" (Hughes 1).

4. All of these are plagiarism.

The answer tells that only the third choice is NOT a plagiarism. My question is, why is the first choice a plagiarismwas assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

1. In the game of baseball, which is rather boring, the batter stands on home base (Hughes 1).

2. Baseball is rather surprisingly known as "America's Favorite Pastime."

3. Baseball is "a rather boring sport played between two teams of nine players" (Hughes 1).

4. All of these are plagiarism.

The answer tells that only the third choice is NOT a plagiarism. My question is, why is the first choice a plagiarismwas assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

1. In the game of baseball, which is rather boring, the batter stands on home base (Hughes 1).

2. Baseball is rather surprisingly known as "America's Favorite Pastime."

3. Baseball is "a rather boring sport played between two teams of nine players" (Hughes 1).

4. All of these are plagiarism.

The answer tells that only the third choice is NOT a plagiarism. My question is, why is the first choice a plagiarismwas assigned with this problem (the reference text is attached):

Which of the following, if included in a student's paper, would NOT be an example of plagiarism?

Answer:

3 cups of sugar per 2 cups of flour

Step-by-step explanation:

just flip and simplify the fraction

4/6 = 6/4 = 3/2

bxf-mgii-whr

Step-by-step explanation:

come I will teach

Answer:

Answer:f(2)=-3(2)^2+2*2+11

Answer:f(2)=-3(2)^2+2*2+11 =-3*4+4+11

Answer:f(2)=-3(2)^2+2*2+11 =-3*4+4+11 =-12+4+11

Answer:f(2)=-3(2)^2+2*2+11 =-3*4+4+11 =-12+4+11 =3

hence, f(2)=3

Answer:C

Step-by-step explanation:

A correlation of -0.97 is a strong negative correlation while a correlation of 0.10 would be a weak positive correlation

Answer:

C) strong negative.

Step-by-step explanation:

Answer:

+200 J

Step-by-step explanation:

The equally positive charges plates are placed at point x. Exponential lines are 100 V interval and therefore the charges on the potential line is positive. The potential for line c is +200 V which indicates that work required to move the third line is +200 J.

Answer:

-1

Step-by-step explanation:

Slope formula:

[tex]\frac{y2-y1}{x2-x1}[/tex]

x1 = 1

y1 = 8

x2 = -3

y2 = 12

[tex]\frac{12-8}{-3-1}[/tex]

[tex]\frac{4}{-4}[/tex] = -1

y=x²-10x-7

a>0 so we will be looking for minimum

x=-b/2a=10/2=5

y=25-50-7=-32

Answer: (5;32)

y=-4x²-8x+1

а<0 so we will be looking for maximum

х=-b/2a=8/-8=-1

у=4+8+1=13

Maximum point (-1;13)

Answer:

31/32

Step-by-step explanation:

There are 2^5, or 32 combinations.

There is only 1 combination which is all 5 children are boys.

So the probability that will have at least 1 girl is: 1 - 1/32 = 31/32

Your answer is in the attachment.

Step-by-step explanation:

AAS means angle angle side. so, we need 2 angles and 1 side.

the diagram shows us 1 angle in each triangle to be equal or congruent (C and G).

it also shows us implicitly, that the side AB is shared and is therefore truly the same for each triangle.

that means we need one more angle. either the one at A or the one at B. you pick.

Answer:

D

Step-by-step explanation:

cos(theta) = B/H

cos(51)= AC/58

AC=36.5

Answer:

36.5 = AC

Step-by-step explanation:

Since this is a right triangle, we can use trig functions

cos theta = adj side/ hypotenuse

cos A = AC / AB

cos 51 = AC /58

58 cos 51 = AC

36.50058 = AC

Rounding to the nearest tenth

36.5 = AC

Answer:

TRUE

Step-by-step explanation:

I SEEN SOME ONE ELSE WIT 5 STARS SAY SO(:

The given segment can form triangle. Therefore, the given statement is true.

A polygon has three edges as well as three vertices is called a triangle. It's one of the fundamental geometric shapes. In Euclidean geometry, each and every three points that are not collinear produce a distinct triangle and a distinct plane. In other words, every triangle was contained in a plane, and there is only single plane that encompasses that triangle.

All triangles are enclosed in a single plane if all of geometry is the Euclidean plane, however this is no longer true in higher-dimensional Euclidean spaces. Unless when otherwise specified, this article discusses triangles within Euclidean geometry, namely the Euclidean plane. The given segment can form triangle.

Therefore, the given statement is true.

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Answer:

(230.21 ; 233.13)

Step-by-step explanation:

Given the data :

230.66, 233.05, 232.58, 229.48, 232.58

To calculate the 90% CI

WE obtain the mean and standard deviation of the sample data :

Mean of sample, ΣX /n = 1158.35/5 = 231.67

The standard deviation of the sample, s = 1.531 (Using calculator).

(The 90% Tcritical value, 2 sided, df = 4) = 2.132

The confidence interval, CI :

Mean ± Tcritical * s/√n

C.I = 231.67 ± (2.132 * (1.531/√5)

C. I = 231.67 ± 1.4597

(231.67 - 1.4597) ; (231.67 + 1.4597)

(230.21 ; 233.13)

Answer:

L1=78

W1=46

L2=78+4=82

W2=46+4=50

Area=L2×W2-L1×W1

82×50-78×46

Ans- 512ft^2

9514 1404 393

Answer:

  4a. ∠V≅∠Y

  4b. TU ≅ WX

  5. No; no applicable postulate

  6. see below

Step-by-step explanation:

a. When you use the ASA postulate, you are claiming you have shown two angles and the side between them to be congruent. Here, you're given side TV and angle T are congruent to their counterparts, sides WY and angle W. The angle at the other end of segment TV is angle V. Its counterpart is the other end of segment WY from angle W. In order to use ASA, we must show ...

  ∠V≅∠Y

__

b. When you use the SAS postulate, you are claiming you have shown two sides and the angle between them are congruent. The angle T is between sides TV and TU. The angle congruent to that, ∠W, is between sides WY and WX. Then the missing congruence that must be shown is ...

  TU ≅ WX

__

The marked congruences are for two sides and a non-included angle. There is no SSA postulate for proving congruence. (In fact, there are two different possible triangles that have the given dimensions. This can be seen in the fact that the given angle is opposite the shortest of the given sides.)

  "No, we cannot prove they are congruent because none of the five postulates or theorems can be used."

__

The first statement/reason is always the list of "given" statements.

1. ∠A≅∠D, AC≅DC . . . . given

2. . . . . vertical angles are congruent

3. . . . . ASA postulate

4. . . . . CPCTC

Answer:

247

Step-by-step explanation:

7 + 8(32-2)

Parentheses first

7 + 8(30)

Then multiply

7+240

Then add

247

Answer:

247

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Step-by-step explanation:

Step 1: Define

Identify

7 + 8(32 - 2)

Step 2: Evaluate

Answer:

See explanation

Step-by-step explanation:

We are given f(x)=ln(1+x)-x+(1/2)x^2.

We are first ask to differentiate this.

We will need chain rule for first term and power rule for all three terms.

f'(x)=(1+x)'/(1+x)-(1)+(1/2)×2x

f'(x)=(0+1)/(1+x)-(1)+x

f'(x)=1/(1+x)-(1)+x

We are then ask to prove if x is positive then f is positive.

I'm thinking they want us to use the derivative part in our answer.

Let's look at the critical numbers.

f' is undefined at x=-1 and it also makes f undefined.

Let's see if we can find when expression is 0.

1/(1+x)-(1)+x=0

Find common denominator:

1/(1+x)-(1+x)/(1+x)+x(1+x)/(1+x)=0

(1-1-x+x+x^2)/(1+x)=0

A fraction can only be zero when it's numerator is.

Simplify numerator equal 0:

x^2=0

This happens at x=0.

This means the expression,f, is increasing or decreasing after x=0. Let's found out what's happening there. f'(1)=1/(1+1)-(1)+1=1/2 which means after x=0, f is increasing since f'>0 after x=0.

So we should see increasing values of f when we up the value for x after 0.

Plugging in 0 gives: f(0)=ln(1+0)-0+(1/2)0^2=0.

So any value f, after this x=0, should be higher than 0 since f(0)=0 and f' told us f in increasing after x equals 0.

Answer:

Step-by-step explanation:

In this question, the sample space contains 8 elements and has been given as;

          HHT HHH THH HTH HTT TTT TTH THT

1. For event A:

Outcomes of alternating tail and head = THH HTH HTT THT

                                          = 4 outcomes

Pr(alternating tail and head (with either coming first)) = [tex]\frac{4}{8}[/tex]

                                               = [tex]\frac{1}{2}[/tex]

2. For event B:

Outcomes of no tails on the first two tosses = HHT HHH

                                                   = 2 outcomes

Pr (No tails on the first two tosses) = [tex]\frac{2}{8}[/tex]

                                            = [tex]\frac{1}{4}[/tex]

For event C:

Outcomes of a tail on both the first and the last tosses = THT TTT

                                                       = 2 outcomes

Pr(A tail on both the first and last tosses) = [tex]\frac{2}{8}[/tex]

                                                = [tex]\frac{1}{4}[/tex]

Split up the integral:

[tex]\displaystyle\int\frac{x+2019}{x^2+9}\,\mathrm dx = \int\frac{x}{x^2+9}\,\mathrm dx + \int\frac{2019}{x^2+9}\,\mathrm dx[/tex]

For the first integral, substitute y = x ² + 9 and dy = 2x dx. For the second integral, take x = 3 tan(z) and dx = 3 sec²(z) dz. Then you get

[tex]\displaystyle \int\frac x{x^2+9}\,\mathrm dx = \frac12\int{2x}{x^2+9}\,\mathrm dx \\\\ = \frac12\int\frac{\mathrm du}u \\\\ = \frac12\ln|u| + C \\\\ =\frac12\ln\left(x^2+9\right)[/tex]

and

[tex]\displaystyle \int\frac{2019}{x^2+9}\,\mathrm dx = 2019\int\frac{3\sec^2(z)}{(3\tan(z))^2+9}\,\mathrm dz \\\\ = 2019\int\frac{3\sec^2(z)}{9\tan^2(z)+9}\,\mathrm dz \\\\ = 673\int\frac{\sec^2(z)}{\tan^2(z)+1}\,\mathrm dz \\\\ = 673\int\frac{\sec^2(z)}{\sec^2(z)}\,\mathrm dz \\\\ = 673\int\mathrm dz \\\\ = 673z+C \\\\ = 673\arctan\left(\frac x3\right)+C[/tex]

Then

[tex]\displaystyle\int\frac{x+2019}{x^2+9}\,\mathrm dx = \boxed{\frac12\ln\left(x^2+9\right) + 673\arctan\left(\frac x3\right) + C}[/tex]

The probability will be the same for both clocks.

Probability is defined as the ratio of the number of favourable outcomes to the total number of outcomes in other words the probability is the number that shows the happening of the event.

With one alarm clock, we have a 0.875 probability of being awakened.

The probability for the two clocks will be the same because both the clocks will ring at the same time.

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Answer:

Step-by-step explanation:

The reasons for each statement are inside the parentheses

1. <1 and <2 are complementary (given)

2. m<1 + m<2 = 90° (definition of complementary angles)

3. m<2 = 74° (given)

4. m<1 + 74° = 90° (Substitution)

5. m<1 = 16° (Subtraction property of equality)

This is gotten by subtracting 74° from both sides as follows:

m<1 + 74° - 74° = 90° - 74°

m<1 = 16°

Answer:

Angle 2 = 180 - 76 = 104 (linear pair)

angle 3 = 76 (vertically opposite angles)

angle 4 = 104(vertically opposite angles)

Answer:

Step-by-step explanation:

Concept:

Here, we need to know the idea of supplementary angles and linear pairs.

Supplementary angles are two angles or arcs whose sum is 180 degrees.

A linear pair of angles are formed when two lines intersect. Two angles are said to be linear if they are adjacent angles formed by two intersecting lines. The measure of a straight angle is 180 degrees.

Linear pair and supplementary angles are conveying the same meaning. However, linear pair is describing the "appearance" of the two angles as they form a line which is 180 degrees. On the other hand, supplementary angles are the properties stating two angles adds up to 180 degrees, but are not required to be together.

If you are still confused, you can refer to the attachment below for a graphical explanation.

Solve:

∠1 and ∠2 are linear pairs and supplementary to each other forming 180°

∠2 and ∠3 are linear pairs and supplementary to each other forming 180°

∠3 and ∠4 are linear pairs and supplementary to each other forming 180°

Hope this helps!! :)

Please let me know if you have any questions

9514 1404 393

Answer:

  3/2

Step-by-step explanation:

Multiplying numerator and denominator by 10 will convert the ratio to a ratio of whole numbers. Then dividing by the common factor of 7 will reduce it to simplest form.

  [tex]\dfrac{2.1\text{ yd}}{1.4\text{ yd}}=\dfrac{2.1\times10}{1.4\times10}=\dfrac{21}{14}=\dfrac{3\times7}{2\times7}=\boxed{\dfrac{3}{2}}[/tex]

Answer:

The unit price for 1 T-shirt is about $2.74.

Step-by-step explanation:

Set up an equation:

Variable x = unit price for 1 T-shirt

169x = 463.45

Divide both sides by 169:

x = 2.742307...

Round to the nearest cent:

x = 2.74

Answer:

H0 : The variables are independent

H1 : The variables are not independent

Step-by-step explanation:

In a Chisquare test ; The null hypothesis is used to lay claim that the variables are independent, that is no relationship exists between the categorical variables in the population while the alternative hypothesis negates the null thus claiming that the variables aren't independent.

The null hypothesis, H0 : The variables are independent, A = B = C

The alternative hypothesis ; H1 : The variables are not independent, A ≠ B ≠ C