The formula h - 15 = 3.2t gives the height h in inches of a plant t weeks after planting

An isosceles triangle is a triangle that has any two sides equal in length and angles opposite to equal sides are equal in measure.

The unequal side is the base of the triangle.

The length of the base of the isosceles triangle is

10 cm or 4 cm.

An isosceles triangle is a triangle that has any two sides equal in length and angles opposite to equal sides are equal in measure.

The unequal side is the base of the triangle.

We have,

Two sides of an isosceles triangle have lengths:

= 10 cm and 4 cm

The unequal side of the isosceles triangle is the base and the other two sides have to be equal.

We can have two cases-

Case 1.

If the equal two sides are 10 cm.

Base = 4 cm

Case 2.

If the equal two sides are 4 cm.

Base = 10 cm.

Thus the length of the base of the isosceles triangle is

10 cm or 4 cm.

Learn more about the isosceles triangle here:

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Logan's treasure is represented as 25 cm away on his map; using the scale of 1 cm to 5 meters, it can be calculated that he is 125 meters away from the treasure by multiplying the map distance by the scale factor.

Logan has created a treasure hunt map where the scale indicates that 1 cm on the map corresponds to an actual distance of 5 meters. To determine the actual distance Logan is from the treasure, we first note that the treasure is shown as 25 cm away from his location on the map. Since the scale factor is 1 cm to 5 meters, we can set up a simple multiplication to find the actual distance.

The calculation would be as follows:

Scale factor: 1 cm = 5 meters

Map distance: 25 cm

Actual distance: 25 cm x 5 meters/cm

By multiplying the map distance by the scale factor, we get:

Actual distance = 25 x 5 = 125 meters

Therefore, Logan is 125 meters away from the treasure.

Final answer:

The local hospital can treat a maximum of 480 patients if they follow the 1:4 nurse-to-patient ratio and have 120 nurses.

Explanation:

The local hospital can treat a maximum of 480 patients if they follow the 1:4 nurse-to-patient ratio and have 120 nurses.

To calculate the maximum number of patients the hospital can treat, we divide the number of nurses by the nurse-to-patient ratio. In this case, the ratio is 1:4, so for every 1 nurse, there are 4 patients. Therefore, each nurse can handle 4 patients.

To find the maximum number of patients, we multiply the number of nurses by the number of patients each nurse can handle. In this case, 120 nurses multiplied by 4 patients per nurse equals 480 patients.

Final answer:

To find the length of the rectangle, set up a proportion using the given information. Solve the equation to find the length of the rectangle is 10 feet.

Explanation:

To find the length of the rectangle, we can set up a proportion using the given information. Let the length of the rectangle be L and the width be W. From the problem, we know that the width is 2 feet shorter than the length, so we can write the equation W = L - 2. We also know that the area of the rectangle is 80 square feet, so we can write the equation L * W = 80.

Substituting W = L - 2 into the equation L * W = 80, we get L * (L - 2) = 80. Expanding and rearranging the equation gives us L2 - 2L - 80 = 0. Factoring the quadratic equation, we find (L - 10)(L + 8) = 0.

Since we are looking for the length of the rectangle, we discard the negative solution and find that L = 10. Therefore, the length of the rectangle is 10 feet.

Answer:14/5 is the correct answer, just took test

Step-by-step explanation:

Answer: D is the right answer. The solution set of the given equation={-2,10}.

Explanation:

Given equation: [tex]x^2-8x=20[/tex]

The standard perfect square trinomial equation is [tex]x^2+2ax+a^2=(x+a)^2[/tex]

On comparing this with the left side of the given equation ,we get 2a=-8

⇒a= -4 and [tex]a^2=16[/tex]

Now to make given equation perfect square add 16 on the both sides, we get [tex]x^2-8x+16=20+16\\\Rightarrow(x-4)^2=36[/tex]

Taking square root on both the sides we get,

[tex]x-4=-6\ or\ x-4=6[/tex]

add 4 on both sides, we get

⇒x= -6+4 or x=6+4

⇒x=-2 or x=10

Therefore, the solution set of the given equation={-2,10}.

Thus D is the right answer.

Final answer:

The effective rate on a $10,000 treasury bill with a nominal rate of 4% for 13 weeks is 4.06%.

Explanation:

The effective rate on a treasury bill is the annualized interest rate that takes into account the compounding of interest over the term of the bill. To calculate the effective rate, you can use the formula:

[tex]Effective Rate = (1 + (Nominal Rate / M))^M - 1[/tex]

Where:

Plugging in the values:

Effective Rate =  [tex](1 + (0.04 / 4))^4[/tex]- 1

= [tex](1 + 0.01)^4 - 1[/tex]

= [tex]1.01^4 - 1[/tex]

= 1.04060401 - 1

= 0.04060401 (or 4.06% rounded to two decimal places)

Therefore, the effective rate on a $10,000 treasury bill with a nominal rate of 4% for 13 weeks is 4.06%.

Answer:

70 kilometers per hour.

Step-by-step explanation:

Remember that unit rate is the direct correlation between two different units, but the numerator should be 1, this means that for example if you can cook 20 muffins in 4 ovens, you have to calculate how many muffins can you cook in one oven, to calculate this problem you have to divide the kilometers by the hours you have:

350 kilometers/ 5 hours= 70 km/hr.

So that would be the answer.

[tex]\left(\dfrac{g}{f}\right)(x)=\dfrac{g(x)}{f(x)}\\\\\text{We have}\ f(x)=x\ \text{and}\ g(x)=1.\ \text{Substitute}\\\\\left(\dfrac{g}{f}\right)(x)=\dfrac{1}{x}\\\\\text{The domain}:\ x\neq0\\\\Answer:\ \boxed{\text{All real numbers except 0}\to x\in\mathbb{R}-\{0\}}[/tex]

The domain of the function is a real number except 0 because the function is not defined at x = 0.

The domain means all the possible values of x and the range means all the possible values of y.

The functions are given below.

f(x) = x

g(x) = 1

Then the domain of the function (g/f)(x) will be

(g/f)(x) = 1 / x

Then the graph of the function is given below.

The domain of the function is a real number except 0 because the function is not defined at x = 0.

More about the domain and range link is given below.

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Answer:

16%; 2.5%; 34%; 81.5%

Step-by-step explanation:

Using the empirical rule, we know that 68% of data falls within one standard deviation of the mean; 95% of data falls within two standard deviations of the mean; and 99.7% of data falls within 3 standard deviations of the mean.

This means from the mean to 1 standard deviation (σ) above is 34% of data; from the mean to 1 σ below is 34% of data; from 1 σ to 2σ above is 13.5% of data; from 1σ to 2σ below is 13.5% of data; from 2σ to 3σ above is 2.35% of data; from 2σ to 3σ below is 2.35% of data; more than 3σ above is 0.15% of data; and more than 3σ below is 0.15% of data.

647 is 1 σ above the mean.  This means that we go from here above;

13.5+2.35+0.15 = 16%

747 is 2σ above the mean.  This means that we go from here above:

2.35+0.15 = 2.5%

447 is 1σ below the mean and 547 is the mean.  This means that we have 34%.

347 is 2σ below the mean and 647 is 1 above the mean.  This means we go from:

13.5+34+34 = 81.5%

To find the percentage of GMAT scores between 347 and 647, find the z-scores and use a z-table to calculate the cumulative area.

To find the percentage of GMAT scores between 347 and 647, we need to find the area under the bell curve between these two scores. First, we need to find the z-scores for both scores using the formula z = (x - μ) / σ. For 347, the z-score is (-200) / 100 = -2, and for 647, the z-score is 100 / 100 = 1.

Next, we need to find the percentage of data between these z-scores. We can use a z-table to find the cumulative area. The cumulative area for -2 is 0.0228 and for 1 is 0.8413.

To find the percentage between these two z-scores, we subtract the cumulative area for -2 from the cumulative area for 1: 0.8413 - 0.0228 = 0.8185.

Therefore, the percentage of GMAT scores between 347 and 647 is 81.85%.

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To write equations for four lines forming a parallelogram, we use the slope-intercept form ensuring two sets of parallel lines. Opposite lines have equal slopes and by manipulating the y-intercepts, we ensure they intersect appropriately to form a parallelogram.

Writing an equation for four lines that intersect to form the sides of a parallelogram involves ensuring that opposite sides are parallel and equal in length. One straightforward approach is to use the slope-intercept form of a line, y = mx + b, to define the lines.

Let's start by defining two lines with slopes 'm' and 'm' (since opposite sides of a parallelogram are parallel) and two lines with slopes '-1/m' to ensure they are also parallel to each other but perpendicular to the first set of lines. If we assume lines have y-intercepts at 'b' and '-b' respectively (to ensure symmetry and simplify calculations), our equations would be:

Here, m represents the slope of the first set of parallel lines, b represents the y-intercept of line 1, -b represents the y-intercept of line 2, and k and l are the y-intercepts of lines 3 and 4. By adjusting 'b', 'k', and 'l' we ensure the lines intersect to form a parallelogram.

These lines will form a parallelogram as long as 'k' and 'l' are chosen such that the distances between the y-intercepts of lines 1 and 2, and lines 3 and 4, are equal, satisfying the condition for parallel lines in a parallelogram. This way, we can visually imagine or draw a parallelogram with these four lines as its sides.

Answer:

The fraction of students in Zoe's class who have rodents is [tex]\frac{1}{10}[/tex].

Step-by-step explanation:

In Zoe's class, 4 /5 of the students have pets.

Of the students who have pets, 1/8 have rodents.

This means [tex]\frac{1}{8} of \frac{4}{5}[/tex] have rodents.

So,fraction of students who have rodents = [tex]\frac{1}{8}\times\frac{4}{5}[/tex]

= [tex]\frac{1}{10}[/tex]

The fraction of students in Zoe's class who have rodents is [tex]\frac{1}{10}[/tex].