Use the following information to fill out the entire two-way table.At PRHS, there are 450 students in the 9th and 10th grade taking geometry, and one third ofthem are 9th graders. The students were surveyed on which unit from quarter 4 they liked best.65 students said that unit 5 was their favorite, but only 25 of them were 9th graders. Unit 8 wasthe most popular for 9th graders, with 50 of them saying it was their favorite. Unit 7 was themost popular with 10th graders, with 100 of them saying it was their favorite. Unit 6 and Unit 8were equally popular for 10th grade students. A total of 125 students sald that Unit 6 was theirfavorite.Answer ALL 3 of the following questions.1. What is the probability that a randomly selected student will be a 9th grade student OR astudent that preferred unit 7? Show your work or explain how you know. Leave it insimplified fraction form.2. What is the probability that a randomly selected student will be a 10th grade student whoalso prefers unit 8? Show your work or explain how you know. Leave it in simplifiedfraction form.3. Given the student prefers Unit 5, what is the probability the student is in the 10th grade?Show your work and explain how you know. Leave it in simplified fraction form.
Answers
Here, we want to calculate probabilities;
We have this as follows;
1) We want to calculate the probability that a randomly selected student is a 9th grader or a student that preferred unit 7
From here, we need the number of students who are 9th graders and students that prefer unit 7
From the question, we have it that 1/3 of the total students are 9th graders
So, for a total of 450, the number of 9th graders will be 1/3 * 450 = 150 students
Secondly we need the number of students that prefers unit 7
Let us try and complete the table as follows;
From the completed table, the numbers that like unit 7 are 130
So the probability we want to calculate is the sum of the two divided by 450
We have this as;
[tex]\frac{130+150}{450}\text{ = }\frac{280}{450}\text{ = }\frac{28}{45}[/tex]2) Here, we want to calculate the probability that a randomly selected student is a 10th grader who also prefers unit 8
From the table, we can see that the number of students who are 10th graders and also prefer unit 8 is 80
So, we have the probability as;
[tex]\frac{80}{450}\text{ = }\frac{8}{45}[/tex]3) Here, we want to calculate the probability that given that a student prefers unit 5, what is the probability that he is a 10th grader
We use the conditional probability value here
Where event A is the probability that student is a 10th grader, while event B is the probability that a student prefers unit 5
We have the probability as;
[tex]\begin{gathered} P(A|B)\text{ = }\frac{P(AnB)}{P(B)} \\ \\ P(\text{AnB) = }\frac{40}{450};\text{ P(B) = }\frac{65}{450} \\ \\ P(A|B)\text{ = }\frac{40}{65} \end{gathered}[/tex]
Related Questions
Drag each label to the correct location. Not all labels will be used.The dimensions of a rectangular section of forest land are 5.5 x 105 meters and 4.2 x 104 meters. Complete the following sentences.2.31 x 1032.31 x 1042.31 x 10523.1 x 102.31 < 101023.1 x 1010square meterssquare kilometersThe area of the land issquare meters in scientific notation.We can represent this area assquare kilometers in scientific notation.Hint: 1 square kilometer is equal to 1 x 106 square meters.The unitis more appropriate to represent the area of the forest land in scientific notation.
Answers
The area of the land would be (4.2x10^4)(5.5x10^5)=23.1x10^9
and we can represent this area in scientific notation like: 2.31x10^10
the unit more appropriated for the area is: square kilometers
I need help with this 6-9 should be matched with either A-H
Answers
Explanation
To answer the question, we will make use of some of the properties of a parallelogram
These are
The opposite sides are parallel.
Opposite sides are congruent.
Opposite angles are congruent.
Same-Side interior angles (consecutive angles) are supplementary.
Each diagonal of a parallelogram separates it into two congruent triangles.
The diagonals of a parallelogram bisect each other.
Therefore
For question 6
[tex]\begin{gathered} mTherefore, the answer to question 6 is AQuestion 7
[tex]mThe answer to question 7 is EQuestion 8
[tex]\begin{gathered} DF=FB \\ Diagonals\text{ bisect each other} \\ DF=17 \end{gathered}[/tex]The answer to question 8 is C
Question 9
[tex]\begin{gathered} mThe answer to question 9 is Fwhat's the probability of randomly meeting a four child family with either exactly one or exactly two boy children
Answers
1) Let the Probability of randomly meeting a four child family with exactly one child: P(A)
Let the Probability of randomly meeting a four child family with exactly 2 boy children : P(B)
Since the question is about how do we get to the Probability of meeting A or B
We can write:
P(A ∪ B) = P(A) + P(B) - P(A * B)
2) Knowing the subspace. We subtract to not count twice the Probability of A , and B.
If the events are mutually exclusives, i.e. there are no common elements so so we can write that
P(A ∪ B)= P(A) +P(B)
Translate the sentence into an inequality.The sum of a number times 6 and 18 is at least -28.Use the variable b for the unknown number.
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Traslating the sentence into an inequality, we get:
[tex]6b+18\ge-28[/tex]This statement is false or true?Expression that contain one variable can be proven true or false by replacing the variable with a number.
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The statement is false.
An expression has no value of true since it is not an equation.
Can you help me with this and break it down if you can ?
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Given:
[tex]\begin{gathered} y=3x^2\text{ + 13x -50} \\ y\text{ = 13x }-\text{ 2} \end{gathered}[/tex]Subtracting equation 2 from 1:
[tex]\begin{gathered} y-y\text{ = }3x^2\text{ + 13x - 50 -(13x - 2)} \\ 0=3x^2\text{ + 13x - 50 - 13x + 2} \\ 3x^2\text{ -48 = 0} \end{gathered}[/tex]Solving for x:
[tex]\begin{gathered} 3x^2\text{ - 48 = 0} \\ 3x^2\text{ = 48} \\ \text{Divide both sides by 3} \\ x^2\text{ = }\frac{48}{3} \\ x^2\text{ = 16} \\ \text{Square root both sides} \\ x\text{ = }\sqrt[]{16} \\ x\text{ = }\pm\text{ 4} \end{gathered}[/tex]Substituting the value of x into equation 2:
[tex]\begin{gathered} y\text{ = 13x - 2} \\ y\text{ = 13(}\pm4)\text{ - 2} \\ y\text{ = 52 - 2 } \\ =\text{ 50} \\ or\text{ } \\ y\text{ = -52 - 2} \\ =\text{ -54} \end{gathered}[/tex]Hence, the solution to the system of equations is:
(4, 50) and (-4 , -54)
Determine the equation of the line that passes through the point (1/9,−3) and is parallel to the line −8y+4x=4.
Answers
Given:
The point lies on the line is (1/9, -3).
The parallel line is -8y+4x=4.
Required:
We need to find the equation of the line.
Explanation:
Consider the parallel line.
[tex]-8y+4x=4[/tex]Subtract 4x from both sides.
[tex]-8y+4x-4x=4-4x[/tex][tex]-8y=4-4x[/tex]Divide both sides by (-8).
[tex]-\frac{8y}{-8}=\frac{4}{-8}-\frac{4x}{-8}[/tex][tex]y=-\frac{1}{2}+\frac{1}{2}x[/tex][tex]y=\frac{1}{2}x-\frac{1}{2}[/tex]Which is of the form
[tex]y=mx+b[/tex]where slope,m=1/2.
We know that the slope of the parallel lines is the same.
The slope of the required line is m =1/2.
Consider the line equation.
[tex]y=mx+b[/tex]Substitute x =1/9, y=-3, and m=1/2 in the equation to find the value of b.
[tex]-3=\frac{1}{9}(\frac{1}{2})+b[/tex][tex]-3=\frac{1}{18}+b[/tex]Subtract 1/18 from both sides.
[tex]-3-\frac{1}{18}=\frac{1}{18}+b-\frac{1}{18}[/tex][tex]-3\times\frac{18}{18}-\frac{1}{18}=b[/tex][tex]\frac{-54-1}{18}=b[/tex][tex]b=-\frac{55}{18}[/tex]Substitute m=1/2 and b =-55/18 in the line equation.
[tex]y=\frac{1}{2}x-\frac{55}{18}[/tex]Multiply both sides by 18.
[tex]18y=18\times\frac{1}{2}x-18\times\frac{55}{18}[/tex][tex]18y=19x-55[/tex]Final answer:
[tex]18y=19x-55[/tex]I still can’t get a hold of questions like this.
Answers
We are given that a job pays 8% of the sales. Let's say that "x" is the amount sold per week. Then the payment for a week ales
if you could draw the graph, that would be great!!
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The functions we have are:
[tex]\begin{gathered} F(x)=x^2 \\ G(x)=3x+1 \end{gathered}[/tex]And we need to graph F-G
Step 1. Find the expression for F-G.
We subtract the expressions for F(x) and G(x):
[tex]F-G=x^2-(3x+1)[/tex]Simplifying this expression:
[tex]F-G=x^2-3x-1[/tex]Step 2. Graph the expression.
In the following image, we can thee the graph for F-G:
The famous mathematician Gauss is credited with deriving a formula for determining the the sum of the first n counting numbers. If the sum of the first 100 counting numbers is 5050, what is the difference between the sum of all of the even counting numbers and the odd counting numbers less than 101? Start by making the problem simpler and look for patterns. Describe how you came to your solution.
Answers
Given:
The sum of the first 100 counting numbers is 5050.
To find:
The difference between the sum of all of the even counting numbers and the odd counting numbers less than 101.
Explanation:
Let us find the sum of all of the even counting numbers from 1 to 101.
The series is,
[tex]S_1=2+4+6+....+100[/tex]It can be written as,
[tex]S_1=2(1+2+3+.....+50)[/tex]Using the formula,
[tex]\begin{gathered} 1+2+3+.....+n=\frac{n(n+1)}{2} \\ S_1=2(1+2+3+....+50)=2[\frac{50(50+1)}{2}] \\ S_1=50(51) \\ S_1=2550........(1) \end{gathered}[/tex]Next, let us find the sum of all of the odd counting numbers.
[tex]\begin{gathered} S_2=Total-Sum\text{ of all even numebrs} \\ S_2=5050-2550 \\ S_2=2500.......(2) \end{gathered}[/tex]So, the difference between the sum of all of the even counting numbers and the odd counting numbers less than 101 is
[tex]\begin{gathered} S_1-S_2=2550-2500 \\ =50 \end{gathered}[/tex]Final answer:
The difference between the sum of all of the even counting numbers and the odd counting numbers less than 101 is 50.
Hello. I think that I'm overthinking this. I'm pretty sure it's a monomial?
Answers
The expression 5x⁶ - x⁴ is a binomial because we have two terms.
Even if they have the same variable x, their exponents are not the same.
Average movie prices in the unites States are, in general, lower than in other countries. it would cost $77.94 to buy three tickets in Japan plus two tickets in Switzerland. Three tickets in Switzerland plus two tickets in Japan would cost $73.86. How much does an average movie ticket cost in each countires?Japan average:Switzerland average:
Answers
If "J" is the average price in Japan and "S" is the average price is "S", then since we are told that three tickets in Japan plus two tickets in Switzerland cost $77.94 we have the following relationship:
[tex]3J+2S=77.94,\text{ (1)}[/tex]We are also told that three tickets in Switzerland plus two tickets in Japan would cost $73.86. This gives us the following equation:
[tex]2J+3S=73.86,(2)[/tex]We get two equations with two variables. To solve this system we will multiply equation (1) by -2:
[tex]-6J-4S=-155.88,(3)[/tex]Now we multiply equation (2) by 3:
[tex]6J+9S=221.58,(4)[/tex]Now we will add equation (3) and equation (4):
[tex]-6J-4S+6J+9S=-155.88+221.58[/tex]Now we add like terms;
[tex]5S=65.7[/tex]Dividing both sides by 5:
[tex]S=\frac{65.7}{5}=13.14[/tex]Now we replace the value of S in equation (1):
[tex]3J+2(13.14)=77.94[/tex]Solving the operation:
[tex]3J+26.28=77.94[/tex]Subtracting 26.28 to both sides:
[tex]\begin{gathered} 3J=77.94-26.28 \\ 3J=51.66 \end{gathered}[/tex]Dividing both sides by 3:
[tex]J=\frac{51.66}{3}=17.22[/tex]Therefore, the average in Japan is $17.22 and the average in Switzerland is $13.14.
I’m having trouble with this calculus practice problem Below are the answer options A. -2B. 1C. 3D. The limit does NOT exist
Answers
Given
[tex]\lim _{x\to-3^+}h(x)[/tex]Solution
The limit is tending to -3 from the right, that is why it is written as
[tex]-3^+[/tex]From the graph, we will trace the graph from the right to -3
The final answer is -2
2/9 + 4/9 ..........
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We will do the operation:
[tex]\frac{2}{9}+\frac{4}{9}[/tex]As both fractions have the same denominator, we add the numerators, and we obtain:
[tex]\frac{2}{9}+\frac{4}{9}=\frac{6}{9}=\frac{2}{3}[/tex]Where we simplified 6/9 to 2/3 by dividing by 2.
This means that 2/9+4/9 is 2/3.
use the order of operations to find the value of the following expression
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What is the length of the side opposite the 30° angle? Explain your reasoning.
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Given the triangle ABC as shown below:
The length of the side opposite the 30° angle is evaluated as follows:
Step 1:
Given that the 30° angle is the focus angle, label the sides of the triangle.
Thus,
[tex]\begin{gathered} \text{where }\theta=30^{\circ} \\ AC\Rightarrow hypotenuse\text{ (the longest side of the triangle)} \\ AB\Rightarrow opposite\text{ (the side opposite the focus angle)} \\ BC\Rightarrow adjacent \\ \text{thus, } \\ AC\text{ = 44} \\ AB\text{ = x (unknown length)} \end{gathered}[/tex]Step 2:
Evaluate the unknown side using trignometric ratios.
By trigonometric ratios,
[tex]\begin{gathered} \sin \theta\text{ = }\frac{opposite}{hypotenuse}=\frac{AB}{AC} \\ \cos \text{ }\theta\text{ = }\frac{adjacent}{hyptenuse}=\frac{BC}{AC} \\ \tan \text{ }\theta\text{ = }\frac{opposite}{adjacent}=\frac{AB}{BC} \end{gathered}[/tex]From the above trigonometric ratios, sine θ is used to evaluate the value of the unknown side.
This because the sine θ gives the ralationship between the hypotenuse and the unknown side of the triangle.
Thus,
[tex]\begin{gathered} \sin \theta\text{ = }\frac{opposite}{hypotenuse}=\frac{AB}{AC} \\ AB\text{ = x} \\ AC\text{ = 44} \\ \theta\text{ = 30} \\ \Rightarrow\Rightarrow\sin 30\text{ = }\frac{x}{44} \\ 0.5\text{ = }\frac{x}{44} \\ \Rightarrow x\text{ = 0.5}\times44 \\ x\text{ = 22} \end{gathered}[/tex]Hence, the value of the unknown side is 22.
If y varies inversely as x and y = 41 when x = 28, find y if x = 27. (Round off your answer to the nearest hundredth.)Answer How to enter your answer (Opens in new window) 6 Pointsy = 0y
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When y varies inversely as x:
[tex]y=\frac{k}{x}[/tex]y= 41 when x=28; uses the given data to find k:
[tex]\begin{gathered} 41=\frac{k}{28} \\ \\ k=41*28 \\ \\ k=1148 \end{gathered}[/tex]Use the next formula to the given variation:
[tex]y=\frac{1148}{x}[/tex]Find y if x=27:
[tex]\begin{gathered} y=\frac{1148}{27} \\ \\ y=42.52 \end{gathered}[/tex]Answer: y=42.52Hi, I have no clue how to do proportions and can you explain how to do this? If you can't that's alright.
Answers
___________________
Please, give me some minutes to take over your question
______________________________________
Rate = miles / time
8/t = 7/ 35
Dividing by 7
8/t = 7/ 35
8/ 7t = 1/ 35
Multiplying by t
8/7 = t/35
_____________
Options
1) 8/t = 35/ 7 (False, t/8 = 35/ 7 )
2) t/8 = 7/ 35 (False, t/8 = 35/ 7 )
3) 8/7 = t/ 35 (TRUE)
4) 7/8 = t/35 (False, 8/7 = t/ 35 )
__________________
Answer
3) 8/7 = t/ 35 (TRUE)
a line that passes through points (2, 40) and (20, 4)
Answers
Answer
y - 40 = -2 (x - 2)
We can simplify this
y - 40 = -2x + 4
y = -2x + 4 + 40
y = -2x + 44
Explanation
The general form of the equation in point-slope form is
y - y₁ = m (x - x₁)
where
y = y-coordinate of a point on the line.
y₁ = This refers to the y-coordinate of a given point on the line
m = slope of the line.
x = x-coordinate of the point on the line whose y-coordinate is y.
x₁ = x-coordinate of the given point on the line
We need to calculate the slope and to use one of the points given as (x₁, y₁)
For a straight line, the slope of the line can be obtained when the coordinates of two points on the line are known. If the coordinates are (x₁, y₁) and (x₂, y₂), the slope is given as
[tex]Slope=m=\frac{Change\text{ in y}}{Change\text{ in x}}=\frac{y_2-y_1}{x_2-x_1}[/tex](x₁, y₁) and (x₂, y₂) are (2, 40) and (20, 4)
[tex]\text{Slope = }\frac{4-40}{20-2}=\frac{-36}{18}=-2[/tex]Slope = m = -2
(x₁, y₁) = (2, 40)
x₁ = 2, y₁ = 40
y - y₁ = m (x - x₁)
y - 40 = -2 (x - 2)
We can simplify this
y - 40 = -2x + 4
y = -2x + 4 + 40
y = -2x + 44
Hope this Helps!!!
Given the dot product w•w = 29, find the magnitude of w.
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Given the dot product expression as shown:
[tex]w\cdot w=29[/tex]Determine the value of 'w"
[tex]w^2=29[/tex]Take the square root of both sides to have:
[tex]\begin{gathered} \sqrt{w^2}=\pm\sqrt{29} \\ w=\pm\sqrt{29} \end{gathered}[/tex]Since we only need the magnitude of "w" and the magnitude is the positive value of the variable, hence;
[tex]|w|=\sqrt{29}[/tex]This gives the modulus of "w"
2 (4k + 3)- 13 = 2 (18 - k) 13
Answers
Given the expression:
[tex]2(4k+3)-13=2(18-k)-13[/tex]solve for k :
[tex]2\cdot4k+2\cdot3-13=2\cdot18-2k-13[/tex][tex]8k+6-13=36-2k-13[/tex]combine the like terms:
[tex]undefined[/tex]PLEASE just give me the answers and not a whole defintion of every single word. I just want quick answers so I can check my work. *don't worry, this is just a math practice
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7. m and n are parallel because both alternate interior angles are equal.
8.m and n are parallel because Alternate exterior angles are equal.
9.m and n are parallel Because corresponding angles are equal.
10. m and n are parallel because corresponding and consecutive angles are equal.
11. m and n are parallel because alternate exterior angles are equal.
12.m and n are parallel because vertical (opposite) angles are equal.
In the diagram below, AB is a diameter of the circle. If arc CB measures 98 °, find the measure of < ABC.
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In this problem
arc ACB=180 degrees -----> because AB is a diameter
arc ACB=arc AC+ arc CB ----> by addition angles postulate
substitute given values
180=arc AC+98
arc AC=82 degrees
Find out the measure of angle mm by inscribed angle
mm
The answer is option Aplease help me ASAP!!!
Answers
1)
The expression :
[tex]\begin{gathered} 2^3\cdot2^5=2^8 \\ \text{Tha base are same so, the exponents are add up} \end{gathered}[/tex]1-same Base Product
2)
The expression:
[tex]\begin{gathered} \frac{5^5}{5^2}=5^3 \\ \text{The base are same and they are divison from so the exponents will subtract} \\ \end{gathered}[/tex]2- Same base Quotient
3)
The expression:
[tex]\begin{gathered} (3^2)^3=3^6 \\ \text{The }power\text{ to pwer will multiply sor 2}\times3=6 \end{gathered}[/tex]3-Power to power
4)
The expression:
[tex]\begin{gathered} 8^0=1 \\ The\text{ zero power is always equal to 1} \end{gathered}[/tex]4- Zero power
Answer:
1) same Base Product
2) Same base Quotient
3) Power to power
4) Zero Power
the picture shows the graphing numbers here are the questions: b. how much does the investment grow every year?c. how much money did the investment start out as?d. what sequence equation would represent this graph?e. hat would the value of the investment be after another 10 years?f. what would the value of the investment be after a total of 20 years.
Answers
Part b) the trick consists of noting that the difference between the investment of any two consecutive years is the same: $1,750. (In general, this kind of table is called an arithmetic sequence). How much does the investment grow every year? Exactly $1,750.
Part c) The idea here is to find the "first term", which is the investment when everything began (first year): $20,000. (this could seem trivial, but it will be important).
Part d) Remember I told you that this kind of table is called arithmetic sequence (a_n). This means that they have the general (generic) form:
[tex]a_n=\text{ initial value}+(n-1)\cdot\text{ (growing rate)}[/tex]By part b and c, our initial value is $20,000 and our growing rate is $1,750. So we get
[tex]a_n=20000+(n-1)\cdot1750[/tex]Comment: You can think that those dates (initial term, and growing rate) are all you need to understand this kind of table.
Part e) This type of question reveals the "power" of the formula we obtained above (now we can make projections regarding the future; namely, beyond the table).
Now, there is a detail to keep in mind; the wording "another 10 years". It means we must find the value of the sequence in 15, not 10.
[tex]a_{15}=20000+(15-1)\cdot1750=44500[/tex]Part f) Here there is no trick; we just need to calculate the 20th term of the sequence:
[tex]a_{20}=20000+(20-1)\cdot1750=53250[/tex]
Help please look at the image and also use these terms recursive: f(1) = 2, f(n) = 2*f(n-1). explicit: we need to take 1st term/pattern.
Answers
The explicit formula for a geometric sequence is given by:
[tex]f(n)=f(1)r^{n-1}[/tex]where r is the common ratio of the sequence.
For this sequence the common ratio is 2 and the first term is 2, therefore its explicit formula is:
[tex]f(n)=2(2)^{n-1}[/tex]The recursive formula for a geometric sequence is given by:
[tex]\begin{gathered} f(1) \\ f(n)=rf(n-1) \end{gathered}[/tex]Therefore in this case we have:
[tex]\begin{gathered} f(1)=2 \\ f(n)=2f(n-1) \end{gathered}[/tex]nes ing Online book David's dad drove at a constant rate for 25 miles. It took him 20 minutes. At what rate was David's dad driving (in miles per hour)? 55 miles per hour 65 miles per hour 75 miles per hour ps 85 miles per hour #
Answers
In order to calculate the rate (that is, the speed) David's dad was driving in miles per hour, first let's convert the time from minutes to hours using a rule of three:
[tex]\begin{gathered} 1\text{ hour}\to60\text{ minutes} \\ x\text{ hours}\to20\text{ minutes} \\ \\ 60x=20\cdot1 \\ x=\frac{20}{60}=\frac{1}{3} \end{gathered}[/tex]Now, to find the speed, we just need to divide the distance by the time:
[tex]\text{speed}=\frac{25}{\frac{1}{3}}=25\cdot3=75\text{ mph}[/tex]So the speed is 75 mph, therefore the answer is the third option.
donuts at Krispy Kreme are always perfectly round. The diameter of the circular donut is 6 inches. Which of the following is closest to the circumference of the donut?
Answers
The circumference of a donut is computed as follows:
[tex]C=\pi\cdot D[/tex]where D is the diameter of the donut. Substituting with D = 6,
[tex]\begin{gathered} C=\pi\cdot6 \\ C=18.85\text{ in} \end{gathered}[/tex]Mike needs to calculate the angle a rafter makes a with a ceiling joist of a house. The roof has a rise of 5.5 for a run of 12’. What is the angle of the rafter ?
Answers
Let's illustrate the given information.
To determine the angle of this rafter, we can use the tangent function. The formula is:
[tex]\tan \theta=\frac{opposite\text{ side}}{\text{adjacent side}}[/tex]Our angle in the illustration is the one colored in red. The opposite side of the angle measures 5.5 inches while the adjacent side measures 12 inches. Let's plug in this data to the formula above.
[tex]\tan \theta=\frac{5.5}{12}[/tex]To be able to get the measure of angle, let's get the arc tan of the angle.
[tex]\theta=\tan ^{-1}\frac{5.5}{12}\approx24.62[/tex]Hence, the rafter must be angled 24.62 degrees away from the ceiling joist of the house.
[tex] \sqrt{16} [/tex]can you do a step by step explanation to find the square root.
Answers
Explanation
Step 1
a square root is given by:
[tex]\begin{gathered} \sqrt[]{a}=b \\ \text{where} \\ b^2=a \end{gathered}[/tex]look for values for b
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