Please help me! Determine the area
Answers
9514 1404 393
Answer:
31.41 ft²
Step-by-step explanation:
Heron's formula is useful when you have the three side lengths.
A = √(s(s -a)(s -b)(s -c)) . . . . sides are a, b, c and s = (a+b+c)/2
Using the given side lengths, we have ...
s = (8 +8.4 +13.5)/2 = 29.9/2 = 14.95
A = √(14.95(14.95 -8)(14.95 -8.4)(14.95 -13.5)) = √(14.95×6.95×6.55×1.45)
A = √986.81399375 ≈ 31.41 . . . . square feet
Related Questions
Suppose the correlation coefficient between a predictor variable (a person’s height, measured in centimeters) and a response variable (a person’s weight, measured in kilograms) is 0.72.Suppose that we change the units used to measure height from centimeters to inches and the units used to measure weight from kilograms to pounds, and then we recompute the correlation coefficient. Which of the following would be true?Select one:a. The new correlation coefficient should be the same: R = 0.72.b. The new correlation coefficient should be R = 0.72 × (2.54/2.2) ≈ 0.83.c. The new correlation coefficient should be R = 0.72 × (2.2/2.54) ≈ 0.62.d. The new correlation coefficient should be something other than the options given here.
Convert 5 feet 4 inches to centimeters. (2.54 cm = 1 inch) *PLEASE HELPPPP
Yukio says the scale from DEF to ABC is 3:1. Is Yukio Correct? Explain
Li enters a competition to guess how many jelly beans are in a jar.Li’s guess is 345 jelly beans.The actual number of jelly beans is 300.What is the percent error of Li’s guess?
Answers
Answer:
r = (ab)/(a+b)
Step-by-step explanation:
Consider the attached sketch. The diagram shows base b at the bottom and base a at the top. The height of the trapezoid must be twice the radius. The point where the slant side of the trapezoid is tangent to the inscribed circle divides that slant side into two parts: lengths (a-r) and (b-r). The sum of these lengths is the length of the slant side, which is the hypotenuse of a right triangle with one leg equal to 2r and the other leg equal to (b-a).
Using the Pythagorean theorem, we can write the relation ...
((a-r) +(b-r))^2 = (2r)^2 +(b -a)^2
a^2 +2ab +b^2 -4r(a+b) +4r^2 = 4r^2 +b^2 -2ab +a^2
-4r(a+b) = -4ab . . . . . . . . subtract common terms from both sides, also -2ab
r = ab/(a+b) . . . . . . . . . divide by the coefficient of r
The radius of the inscribed circle in a right trapezoid is r = ab/(a+b).
_____
The graph in the second attachment shows a trapezoid with the radius calculated as above.
Must be red or orange in color
Must be Coast Guard approved
Must be permanently mounted
Answers
Answer:
Must be Coast Guard approved
Step-by-step explanation:
--The use Coast Guard has a fire extinguisher requirement based on the boat size.
-The fire extinguisher on board has to be approved by the US Coast guard for protection of the engine compartment.
Answer:
Must be maintained in a fully charged usable condition.
Answers
Problem 1
The variable "favorite style of sweatshirt" is a qualitative variable instead of a quantitative one. This is because the categories "hoodie", "pullover" and "zip-up" are not quantitative in nature. They are simply labels or names. Yes we can assign a frequency tally for each one, which is likely what she's doing, but that's a slightly different story from what your teacher is asking.
An example of a quantitative variable is "height". This variable can take on any positive numeric value, within realistic reason of course. Theoretically there are infinitely many possible height values if we allow as much precision as we want. Even in a more finitely restricted space, we still have a lot of values to work with. We don't consider each number a different label or category or class. It's just a number. So that's what makes "height" a quantitative variable.
Keep in mind that just because you have a number, doesn't mean it's automatically quantitative. A phone number or a basketball player jersey number are two examples of numbers that are labels. We cannot add up a bunch of phone numbers to get something meaningful. Ask yourself "can I do math operations on these numbers?". If the answer is "yes", then you have quantitative data. Be careful to ask this question for any kind of data you have. Going back to Dyani's data, the category names cannot have math operations applied to them, so that's more evidence we're not dealing with quantitative data.
In short, Dyani has qualitative data instead of quantitative data. Specifically, she has nominal data because each label can be thought of as a name. There is no order to each choice, which means the data is not ordinal.
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Problem 2
The answer to this question is found at the top, in the very first sentence. She wants to know what the most common car is. The population is the set of all student drivers at that school. Let's say there are 400 students who drive to school. That would mean the population would be those 400 people.
Because it's likely too time consuming to survey every member of the population, a sample is used instead to make the best estimate of what the population is. So this is what she's doing when she asks every 10th student to take part of the survey. This is known as systematic sampling because there's a pattern or rule to her choices. This form of sampling can be fairly unbiased assuming that she does this on various different days to get a good snapshot. If she only did it on one day, then it could be likely that some students skipped school or some were out sick. The more she samples, the better look she'll have at the population.
Final answer:
Dyani's mistake was identifying a categorical variable as quantitative. The population in Hana's scenario is 1,560 students.
Explanation:
1. Dyani's error: Dyani mistakenly identified the type of variable she collected as quantitative, when it is actually categorical. A quantitative variable represents numerical values that can be measured, while a categorical variable represents non-numerical values or categories. In this case, the variable is the style of sweatshirt, which falls under the categorical variable as it can be classified into distinct categories - hoodie, pullover, or zip-up.
2. Population in Hana's scenario: In Hana's scenario, the population refers to the total number of students at her high school. Since there are 1,560 students in total, that would be considered the population.
Learn more about Categorical and Quantitative Variables here:
#SPJ2
10.0 Points
3
Find the interquartile range for a data set having the five-number
summary: 4.6, 14.3, 19.7, 26.1, 31.2
A. 26.6
B. 11.8
C. 11.5
D. 15.1
Answers
Answers
Answer:
The relation is a function.
Step-by-step explanation:
In order for the relation to be a function, every input must only have one output. Basically, you can't have 2 outputs for 1 input but you can have 2 inputs for 1 output. Looking at all of the points in the relation, we see that no input has multiple outputs, so the answer is yes, the relation is a function.
Answers
Answer:
(b), (c), (a)
Step-by-step explanation:
The Most area in the tails of the distribution can be ordered as :
- Student t-distribution with 5 degrees ( b )
- Student's t-distribution with 20 degrees ( c )
- Standard Normal Distribution ( a )
T-distribution is a continuous probability distribution that is applied when the population is small and when the population standard deviation is not given