Find arc DC please help me

Answer:

To determine at what depth the rescue sub will meet the injured diver, we need to first calculate how long it will take the diver to reach the surface. Because the diver is rising at a rate of 10 feet per minute, and she has a 7 minute supply of air, it will take her 7 minutes to reach the surface.

Next, we need to calculate how long it will take the rescue sub to reach the diver. Because the diver is 250 feet below the surface, and the sub is descending at a rate of 30 feet per minute, it will take the sub 250 feet / 30 feet/minute = <<250/30=8.33>>8.33 minutes to reach the diver.

Finally, to determine at what depth the two will meet, we need to subtract the time it takes the diver to reach the surface (7 minutes) from the time it takes the sub to reach the diver (8.33 minutes). This gives us a total time of 8.33 minutes - 7 minutes = 1.33 minutes.

Since the diver is rising at a rate of 10 feet per minute, and the total time is 1.33 minutes, the depth at which the two will meet is 1.33 minutes * 10 feet/minute = 13.3 feet. Rounding to the nearest foot, we get a depth of 13 feet. Therefore, the rescue sub and the diver will meet at a depth of approximately 13 feet.

The inequality that represents the number of minutes Cynthia would need to walk to reach her goal before she gets to school is;

50m + 236 ≥ 950

We are told that;

Cynthia has a watch that counts the number of steps she takes every

day.

She can get 50 steps every minute for a casual walk.

Number of steps she has walked today = 236 steps

Number of steps she wants to get to before going to school = 950 steps

Now, if m represents the number of minutes Cynthia would need to walk to reach her goal before she gets to school, then the inequality equation her is;

50m + 236 ≥ 950

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a. [tex]6x+11=55[/tex]

Subtract 11 from both sides:

[tex]6x+11-11=55-11[/tex]

[tex]6x=44[/tex]

Divide both sides by 6:

[tex]\dfrac{6x}{6} =\dfrac{44}{6}[/tex]

[tex]x=7.333333[/tex]

___________________________

b. [tex]-3x-18=39[/tex]

Add 18 to both sides:

[tex]-3x-18+18=39+18[/tex]

[tex]-3x=57[/tex]

Divide both sides by -3:

[tex]\dfrac{-3x}{-3} =\dfrac{57}{-3}[/tex]

[tex]x=-19[/tex]

___________________________

c. [tex]2x-14=-28[/tex]

Add 14 to both sides:

[tex]2x-14+14=-28+14[/tex]

[tex]2x=-14[/tex]

Divide both sides by 2:

[tex]\dfrac{2x}{2} =\dfrac{-14}{2}[/tex]

[tex]x=-7[/tex]

___________________________

d. [tex]7x+9=58[/tex]

Subtract 9 from both sides:

[tex]7x+9-9=58-9[/tex]

[tex]7x=49[/tex]

Divide both sides by 7:

[tex]\dfrac{7x}{7} =\dfrac{49}{7}[/tex]

[tex]x=7[/tex]

___________________________

Only option d had a solution of x = 7.

The number of badges that can be cut from a piece of card, which is 20 centimeters by 30 centimeters, is 21.

A region's size on a plane or curved surface is expressed by a measurement known as an area. Unlike the area of a plane region or plane area, which refers to the area of a shape or planar lamina, surface area describes the area of an open surface or the boundary of a three-dimensional object.

Given:

A sheet of the card is 20 centimeters by 30 centimeters,

The diameter of a badge, d = 60 mm or 6 cm,

Calculate the area of the sheet as shown below,

[tex]Area = length \times width[/tex]

Area = 20 × 30 = 600 cm²

Calculate the area of the badge as shown below,

[tex]Area = \pi d^2 / 4[/tex]

Area = 3.14 × 6² / 4

Area = 28.26 cm²

To calculate the number of badges[tex]No\ of\ badges = Area\ of \ sheet / Area \ of badge[/tex], use the formula given below,

Number of badges = 600 cm² / 28.26 cm²

Number of badges = 21.23 or 21

Therefore, the number of badges that can be cut from a piece of card, which is 20 centimeters by 30 centimeters, is 21.

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As Silas says Frotastic is a better deal. Because at Frotastic we get 1 ounce at $0.48

The ounce is derived from the Ancient Roman uncia, which was equal to one-twelfth (1/12) of a Roman pound and weighed around 27.35 grams, or 0.967 of an Avoirdupois ounce (libra). This originally meant "unit" because it originates from the Latin uno ('one'). The word "uncia" was borrowed twice: once into Old English as "ynsan" or "yndsan" from an unrecorded Vulgar Latin version that palatalized the "c" before the I to become the present English word "inch."

Here at Fromazing, 1 ounce of Frozen Yougurt costs $0.50 per ounce

whereas at Frotastic  5oz = $2.40

1oz = 2.40/5

= 0.48$

8oz = $3.84

1oz = 3.84/8

= $0.48

11 oz = $5.28

10z = 5.28/11

=$0.48

similar case for 14 oz = $6.72

1oz = 6.72/11

=$0.48

Therefore Frotastic is a better deal as Silas said

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The percentage of information that is remembered by a particular person after one year (52 weeks) is 20%

The function f(x)=80e-0.5x+20 describes the percentage of information that a particular person remembers after x weeks.

To find the percentage of information that is remembered by a particular person after one year (52 weeks), we need to substitute x=52 in the given f(x).

f(x)=80[tex]e^{-0.5x}[/tex]+20

x=52, f(52)= 80[tex]e^{(-o.5\times 52)}[/tex]+20

       =80[tex]e^{-26}[/tex]+20

       =80(5.109 [tex]E^{-12[/tex])+20

       = 4.087[tex]E^{-20}[/tex]+20

f(52)= 20

The percentage of information that is remembered by a particular person after one year (52 weeks) is 20%

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On solving the provided question we can say that - probability distribution, E(X)= 47.5, V(X)= 128.75, [tex]E(X^{2})[/tex] = 2605

A probability distribution is a mathematical function used in probability theory and statistics that estimates the likelihood that different possible experiment results will occur. The sample space and event probabilities are used to build a mathematical description of random occurrences.

E(X)= (20 * 0.05) + (30 *0.05)+ (40 * 0.35) + (50 * 0.20) + (60 *0.35)

      = 1+ 1.5 + 14 + 10 + 21

      = 47.5

V(X)= ((20-38)2 * 0.05) + ((30-38)2 *0.05)+ ((40-38)2 * 0.35) + (50-38)2 * 0.20) + ((60-38)2 *0.35)

      = 16.2 + 3.2 + 1.4 + 28.8 +169.4

      = 128.75

[tex]E(X^{2})[/tex]=

              =(202 * 0.05) + (302 *0.05)+ (402 * 0.35) + (502 * 0.20) + (602 *0.35)

             = 20 + 45 + 560 + 500 +1260

            =2605

[tex]V(X^2)[/tex]   =  2605 - ( 47.5)2

               = 2385 - 2256.25

          =128.75

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To graph the triangle AABC, we can plot the coordinates of the three vertices and then connect them to form the triangle. The coordinates of the vertices are (0, 2), (3, 2), and (2, 1), so we can plot these points on a coordinate grid and connect them with line segments to form the triangle:

 |

 |

 |    (2,1)

 |   /

 |  /

 | /

 |/

(0,2) __________ (3,2)

To reflect the triangle in the x-axis, we can multiply the y-coordinate of each vertex by -1. This will cause the triangle to be flipped over the x-axis. The coordinates of the reflected triangle are (0, -2), (3, -2), and (2, -1), so we can plot these points on the same coordinate grid and connect them with line segments to form the reflected triangle:

 |

 |

 |

 |   /\

 |  /  \

 | /    \

 |/      \

(0,2) __________ (3,2)

|

|

| (2,-1)

|

The resulting graph shows the original triangle AABC and its image after reflection in the x-axis.

Answer:

A' = (0, -2)

B' = (3, -2)

C' = (2, -1)

Step-by-step explanation:

Given vertices of triangle ABC:

The mapping rule for a reflection in the x-axis is:

Therefore, the vertices of ΔA'B'C' are:

Answer:

7 hours

Step-by-step explanation-35/-5=7

The p-value for the hypothesis test about factor b is greater than 0.05.

What is Hypothesis?

In effect, a theory is a hypothesis or group of hypotheses that refers to a particular issue or problem.

Thus, a hypothesis is a set of possible explanations or resolutions applicable to a situation. In other words, the hypotheses pose different scenarios in which the aim is to explain the origin and eventual resolution of the problem.

The p-value for the hypothesis test about factor b is greater than 0.05.

The p-value is a measure of statistical significance used in hypothesis testing. It represents the probability of obtaining a result at least as extreme as the one observed in the sample, given that the null hypothesis is true.

In general, a p-value less than 0.05 is considered statistically significant and indicates that the observed result is unlikely to have occurred by chance. A p-value between 0.01 and 0.025 is considered moderately significant, while a p-value between 0.025 and 0.05 is considered borderline significant. A p-value greater than 0.05 is not considered statistically significant and indicates that the observed result is likely due to chance.

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Describe hypothesis.

A theory is, in essence, a hypothesis or set of hypotheses pertaining to a certain subject or issue(s).

Consequently, a hypothesis is a group of potential explanations or solutions that could be applied to a situation. In other words, the hypotheses present many possibilities with the intent of illuminating the problem's origin and potential solutions.

The p-value for the factor b hypothesis test is higher than 0.05.

A statistical significance indicator used in hypothesis testing is the p-value. Given that the null hypothesis is true, it represents the likelihood of obtaining a result that is at least as extreme as the one seen in the sample.

A p-value of less than 0.05 is typically regarded as statistically significant and denotes the likelihood that the observed result did not arise by chance. While a p-value between 0.025 and 0.05 is regarded as borderline significant, one between 0.01 and 0.025 is regarded as moderately significant. The observed result is most likely the result of chance if the p-value is greater than 0.05, which is the threshold for statistical significance.

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1/6 because $160 as a fraction is 1/6

Answer:

-6°

Step-by-step explanation:

26.4 - 32.4 = -6

Subtract the absolute values of the both number and give the sign of the larger absolute value.

32.4 - 26.4 = 6

The sign will be negative because -32.4 has a larger absolute value (farther from zero) than 26.4

Answer:

- 6°F.

Step-by-step explanation:

  26.4

-  32.4

= -6.0

The temperature at midnight:

-6°F.

The linear inequalities that represent the graph are y ≤ (1/2)x - 1 and y > 2x - 4. Then the correct option is C

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

x/a + y/b = 1

Where 'a' is the x-intercept of the line and ‘b’ is the y-intercept of the line.

The intercepts are 2 and -1. Then the equation of the line is given as,

x / 2 + y / (-1) ≤ 1

y ≤ (1/2)x - 1

The intercepts are 2 and -4. Then the equation of the line is given as,

x / 2 + y / (-4) > 1

y > 2x - 4

The straight disparities that address the diagram are y ≤ (1/2)x - 1 and y > 2x - 4. Then, at that point, the right choice is C

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Answer:

angle A is obtuse

angle B is acute

angle C obtuse

angle D is right

Answer:

Step-by-step explanation:

A is Obtuse Angle

B is Acute Angle

C is Obtuse Angle

D is Right Angle

The 99% confidence interval for the mean wage of all judges is given as follows:

($61.5, $68.5).

We have the standard deviation only for the sample, hence the t-distribution is used to obtain the confidence interval.

The equation that defines the bounds of the confidence interval is given as follows:

[tex]\overline{x} \pm t\frac{s}{\sqrt{n}}[/tex]

In which the variables of the equation are presented as follows:

The critical value, using a t-distribution calculator, for a two-tailed 99% confidence interval, with 25 - 1 = 24 df, is t = 2.797

The remaining parameters are given as follows:

[tex]\overline{x} = 65, s = 6.25, n = 25[/tex]

Hence the lower bound of the interval is calculated as follows:

65 - 2.797 x 6.25/5 = $61.5.

The upper bound of the interval is of:

65 - 2.797 x 6.25/5 = $68.5.

The problem asks for the 99% confidence interval for the mean wage of all judges.

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Charles evaluates f(-2) and determines its value to be 30  Charles concludes that is not factor of f(x).

What is Factor theorem?

The factor theorem in algebra establishes a connection between a polynomial's factors and zeros. The polynomial remainder theorem has this particular special instance. A polynomial f(x) has a factor if and only if f=0, according to the factor theorem.

Given : f(x)=2x^4 -3x^3 +5x -16

By Factor theorem, If x+2 is a factor of f(x), then f(-2) should be equal to 0.

So, Charles can use factor theorem to determine whether x + 2 is a factor of f(x) by putting x=-2 in f(x),

f(x) = 2x^4 -3x^3 +5x -16

     = 2×(-2)^4 - 3×(-2)^3 + 5(-2) - 16

     = 2×16 + 3×8 - 10 - 16

     = 32 + 24 -10 -16

     = 56 -26

     = 30.

Since, f(-2) ≠ 0, (x +2) is not a factor of f(x).

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The radius of the full-sized pool is 2 times larger than the radius of the kiddie pool.

By using the expression to approximate the radius of a circle, we want to compare the radius of the two pools.

The expression for the radius of a circle is:

R = √(A/3)

Where A is the area of said circle.

The circular kiddie swimming pool has an area of 28ft^2, we just replace that in the above expression to get:

R =  √(28 ft^2/3) = 3 ft

The full-sized pool has an area of 113 ft^2, then its radius is:

R' = √(113 ft^2/3) = 6 ft

To see how much greater is the radius of the full-sized pool than the radius of the kiddie pool, we just take the quotient:

R'/R = 6ft/3ft

= 2

Hence, the radius of the full-sized pool is 2 times larger than the radius of the kiddie pool.

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The equations represent circles that have a diameter of 12 units and a center that lies on the y-axis  is x2 + (y – 3)2 = 36,x2 + (y – 3)2 = 36

How to Find diameter of the circle?

The standard form for finding the equation of a circle is expressed as;

(x-a)^2 + (y-b)^2 = b=r^2

where;

(a, b) is the center of the circle

r is the radius of the circle

Given the following:

diameter = 12 units

radius = 12/2 = 6 units

By substituting the values we these two equations.

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The flour and sugar coral that will be use to make the cookies is 2 1/4 cups.

A fraction is simply a piece of a whole. The number is represented mathematically as a quotient where the numerator and denominator are split. In a simple fraction, the numerator as well as the denominator are both integers.

In this situation, Tucker is making cookies the recipe called for 1/3/4 cups of flour and 1/2cup of sugar.

The flour and sugar coral that will be use to make the cookies will be:

= 1 3/4 + 1/2

= 2 1/4

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The number of cans Tara collected is 35.

Mrs. Kenney's class is holding a canned food drive for Thanksgiving. Tara collected 10 more cans than Phil. Laurie collected twice as many cans as Tara.  They collected 130 cans altogether.

Therefore, let's find the number of cans Tara collected.

Hence, using equation,

let

x = number of cans Phil collected

Number of cans Tara collected = x + 10

Number of cans Laurie collected = 2(x + 10) = 2x + 20

Therefore,

x + x + 10 + 2x + 20 = 130

4x + 30 = 130

4x = 130 - 30

4x = 100

x = 100 / 4

x = 25

Hence, Tara collected 25 + 10 = 35 cans.

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Answer:

1/2

Step-by-step explanation:

Let's say the number is 1.5

1.5 = 1 + 0.5

(1.5 = 1 + 0.5)*10 ==> multiply by 10 to remove decimals

15 = 10 + 5

5 is half of 10

Hence, 0.5 is half of 1 ==> 0.5 = 1/2

The area of the triangle is 11.1 square cm

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

Legs = 3cm and h cm

Hypotenuse = 8 cm

The area of the triangle is calculated using

Area = 0.5 * b * h

Where

h = √(8² - 3²) --- this is gotten from the Pythagorean theorem

So, we have

h = 7.4

The area is then calculated as

Area = 0.5 * b * h

So, we have

Area = 0.5 * 3 * 7.4

Evaluate

Area = 11.1

Hence, the area is 11.1 square cm

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Answer:

the eqn given by the function is y=9---(1)

given point is(-3,9)=(X,y)

we know,

y=mx

mx=9 [from 1]

or,m(-3)=9 [from point]

or,m=9/-3

:.m=-3

hence, slope=-3

Answer:

0-2 sec

Step-by-step explanation:

From the graph you can see the height is going UP from 0-2 sec...from then on it is going downward....

The value of the integral [tex]\int\limits^2_0 {f(x)} \, dx[/tex] is 5. The value of the integral [tex]\int\limits^5_2 {f(x)} \, dx[/tex] is 0. The value of the integral [tex]\int\limits^8_0 {f(x)} \, dx[/tex] is 25.

The definite integral of a function over a limit represents the area under the curve bounded by the limit as given in integration.

The integral represents the area under the curve.

(a) [tex]\int\limits^2_0 {f(x)} \, dx[/tex] = area of the triangle with base 2 and height 5.

Area = (1/2)2 x 5 = 5 units square

(b) [tex]\int\limits^5_2 {f(x)} \, dx[/tex] = area under the triangle with base 1 and height 5 - area above the triangle with base 1 and height 5 = 0

(c) [tex]\int\limits^8_0 {f(x)} \, dx=\int\limits^2_0 {f(x)} \, dx+\int\limits^4_2 {f(x)} \, dx+\int\limits^8_4 {f(x)} \, dx[/tex]

⇒ 5 + 0 + 4 x 5 = 25 units sqaure.

Hence "integral [tex]\int\limits^2_0 {f(x)} \, dx[/tex] is 5. Integral [tex]\int\limits^5_2 {f(x)} \, dx[/tex] is 0. The value of the integral [tex]\int\limits^8_0 {f(x)} \, dx[/tex] is 25".

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Both the methods can be used to solve a mixed fraction including a whole number and a fraction or solving the difference of a whole number and a fraction.

Mixed fractions are type of fractions which involve a whole number and a fraction. This is of the form a [tex]\frac{b}{c}[/tex]. This is actually a + [tex]\frac{b}{c}[/tex].

You can use either methods when solving a whole number and a fraction.

Let us take a whole number 3 and a fraction [tex]\frac{2}{10}[/tex] for instance.

First Method :

Solve it by cross multiplication.

Let the denominator of the whole number 3 be 1.

[tex]\frac{3}{1}[/tex] ± [tex]\frac{2}{10}[/tex] = [(3 × 10) ± (2 × 1)] / (1 × 10) = [30 ± 2] / 10

If the question is for adding, we get, [tex]\frac{3}{1}[/tex] + [tex]\frac{2}{10}[/tex] = (30 + 2) / 10 = 32/10

If the question is finding difference, we get, [tex]\frac{3}{1}[/tex] - [tex]\frac{2}{10}[/tex] = (30 - 2) / 10 = 28/10

Second Method :

Again let the denominator of the whole number be 1.

Find the LCD (Least Common Denominator) of 1 and 10.

This is 10.

So we have to make the denominator of [tex]\frac{3}{1}[/tex] to 10.

Multiply both numerator and denominator with 10, we get 30/10.

A normal multiplication of fractions, if the denominator is same add or subtract the numerators let the denominator be as such.

Now add or subtract [tex]\frac{30}{10}[/tex] ± [tex]\frac{2}{10}[/tex] = (30 ± 2) / 10.

Hence both the methods can be used.

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Answer:6 dollars

Step-by-step explanation:

Cuz u going to need to buy 3 mc flurries :D

Answer:

3/8

Step-by-step explanation:

Simplify the following:

18/48

The gcd of 18 and 48 is 6, so 18/48 = (6×3)/(6×8) = 6/6×3/8 = 3/8:

Answer: 3/8

The Law of Sines states that in any triangle, the ratio of the length of a side to the sine of the angle opposite that side is the same for all sides and angles. In other words, if a, b, and c are the lengths of the sides of a triangle, and A, B, and C are the angles opposite those sides, then we have:

a/sin(A) = b/sin(B) = c/sin(C)

In the given triangle, we are given the values of B and c, so we can use the Law of Sines to find the other side lengths and angles. We have:

a/sin(A) = c/sin(C)

Since c = 43 and C = 135°, we can plug these values into the equation to find a:

a/sin(A) = 43/sin(135°)

To find the value of a, we just need to solve for a by multiplying both sides of the equation by sin(A). We have:

a = 43 * sin(A) / sin(135°)

We know the value of B, so we can use the Law of Sines again to find the value of A:

sin(A) / a = sin(B) / b

Since B = 8° and b is unknown, we can plug these values into the equation to find a:

sin(A) / a = sin(8°) / b

To find the value of A, we just need to solve for A by dividing both sides of the equation by sin(A)/a. We have:

A = asin(8°) / b

Now that we know the values of A and c, we can use the Law of Sines one more time to find the value of b:

sin(A) / a = sin(B) / b

Since A and a are unknown, we can plug the known values into the equation to find b:

sin(A) / a = sin(B) / b

To find the value of b, we just need to solve for b by multiplying both sides of the equation by sin(B)/b. We have:

b = sin(B) / (sin(A) / a)

At this point, we have all the necessary values to compute the values of a, A, and b. We can plug the known values into the equations we derived above to find the unknown values.

First, let's find the value of a:

a = 43 * sin(A) / sin(135°)

We know the values of A and B, so we can plug these values into the equation to find a:

a = 43 * sin(A) / sin(135°)

  = 43 * sin(180° - C - B) / sin(135°)

  = 43 * sin(180° - 135° - 8°) / sin(135°)

  = 43 * sin(37°) / sin(135°)

To compute the value of sin(37°), we can use a calculator or look up the value in a table of sines.