Write the expanded form of the expression. − 2 5(y−x)

Answer: viedo yt

Step-by-step explanation:

if i was you go look at a yt viedo and it is easier becuase thats what helped me when i was in 6th grade we stared early so hope that helps

Answer:

choice C

Step-by-step explanation:

    0 +  3x⁴ + 5x³ - 4x⁸ - 0

-  (2x⁵ - 2x⁴ + 4x³ -  0   - 5)

=  2x⁵ +5x⁴ +  x³ - 4x² + 5

Subtract column by column of like terms, put 0's where there is no like term, change signs inside the parentheses of the second expression because you are subtracting.

Answer:

11 cm.

Step-by-step explanation:

The formula for the area of a triangle is given by:

A = (1/2)bh

where A is the area, b is the base, and h is the height (or altitude) of the triangle.

We are given that the area of the triangle is 110 cm and the base is 20 cm. Substituting these values in the formula, we get:

110 = (1/2) × 20 × h

Simplifying the equation, we get:

110 = 10h

h = 11 cm

Therefore, the height (or altitude) of the triangle is 11 cm.

Answer:

Step-by-step explanation:

An exponential function can be written in the form y = ab^x, where a is the initial value and b is the base. To find the specific exponential function that passes through the points (1, 12) and (5, 972), we need to solve for a and b.

Using the point (1, 12), we get:

12 = ab^1

12 = ab

Using the point (5, 972), we get:

972 = ab^5

We can use the equation ab from the first point to solve for a in terms of b:

a = 12/b

Substituting this expression for a into the second equation, we get:

972 = (12/b)b^5

Simplifying this equation, we get:

972 = 12b^4

Dividing both sides by 12, we get:

81 = b^4

Taking the fourth root of both sides, we get:

b = 3

Substituting this value of b into the equation a = 12/b, we get:

a = 4

Therefore, the exponential function that passes through the points (1, 12) and (5, 972) is:

y = 4(3^x)

From the given vectors the value of t - 2r is - 15i - 5j - 10k.

In mathematics, vectors are mathematical objects that have both magnitude (length) and direction. Vectors can be represented as arrows in space, where the length of the arrow corresponds to the magnitude of the vector and the direction of the arrow corresponds to the direction of the vector.

Here we have

A cube and the vectors are u = (5,0,0), v = (0,5,0), w = (0,0,5) and
t = (-5,5,0)

The cube has edges of length 5

Consider u = 5i, v = 5j, w = 5k, and t = -5i + 5j

From the figure,

r = u + v + w  

= 5i + 5j + 5k

Now the value of t - 2r can be calculated as follows

=> t - 2r = - 5i + 5j - 2(5i + 5j + 5k )

=  - 5i + 5j - 10i - 10j - 10k

=  - 15i - 5j - 10k

Therefore,

From the given vectors the value of t - 2r is - 15i - 5j - 10k.

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Yes.$19.60. you have enough money to pay the 15% tip for the bill of $130.56, and the amount of the tip should be $19.60.

a. Do you have enough to pay the tip?

To determine if you have enough to pay the tip, you need to calculate 15% of the bill and compare it to the amount of money you have.

15% of $130.56 = 0.15 x $130.56 = $19.58

Since you have $20, you do have enough to pay the tip.

Therefore, the answer is "Yes".

b. How much should the tip be?

The tip should be 15% of the bill, which is $19.60.

Therefore, the answer is "$19.58".

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Answer:

89.04

Step-by-step explanation:

To find 68% of 53, we can multiply 53 by 0.68:

68% of 53 = 0.68 x 53 = 36.04

So 53 increased by 68% is:

53 + 36.04 = 89.04

Therefore, 53 increased by 68% is 89.04.

Step-by-step explanation:

y = 3x + 10 the fixed charge is 10$ so our constant should be 10, there is a 3$ fee every day so x represents the days so we can multiply the amount of days with 3 to find the total amount paid in fees.

For example, if we hired a ladder for 3 days then

y = 3x + 10

= 3 x 3 +10

= 9 + 10

= 19$

So, we spent 19$ dollars in total cost

The expression that can be used to find the sum of polynomials is:

D [(-3x²)+(-8x²)] +4x+ [9+5].

Polynomials are sums containing terms that have the shape k⋅xⁿ, in which k is any number and n is a positive integer.

The given polynomials:

(9 − 3x²) + (−8x² + 4x + 5)

Addition will be done in such a way that signs of each term will remain same.

Opening the brackets.

= 9 − 3x² −8x² + 4x + 5

Rewriting the expression as:

= − 3x² −8x² + 4x + 5 + 9

Arranging them in brackets again.

= [(-3x²)+(-8x²)] +4x+ [9+5]

Thus, the expression that can be used to find the sum of polynomials is:

D [(-3x²)+(-8x²)] +4x+ [9+5].

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The power of the test against the specific alternative is given by 1 minus the probability of making a Type II error. Therefore, the power is 0.86= 86%

In statistical hypothesis testing, the power of a test is the probability that it correctly rejects a null hypothesis when a specific alternative hypothesis is true. In this case, we are given that the test has a significance level of α = 0.01, which means that the test rejects the null hypothesis if the probability of obtaining the observed result, or one more extreme, under the null hypothesis is less than 0.01.

However, we also know that when a specific alternative hypothesis is true, the test has a probability of making a Type II error of 0.14. This means that there is a 14% chance that the test fails to reject the null hypothesis, even though the alternative hypothesis is true.

Therefore, the power of the test against this specific alternative hypothesis is given by 1 minus the probability of making a Type II error, which is:

Power = 1 - P(Type II error) = 1 - 0.14 = 0.86

So, the power of the test against the specific alternative hypothesis is 0.86 or 86%. This means that when the alternative hypothesis is true, the test correctly rejects the null hypothesis 86% of the time.

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We have prοven that the Prοduct Rule fοr expοnents wοrks, and that 4a and 4b are equivalent.

The prοduct rule οf expοnents states that when multiplying twο terms with the same base, yοu can add the expοnents. Specifically, [tex]a^m * a^n = a^{(m+n)[/tex].

Tο expand the expressiοn [tex]2x^3[/tex]  •[tex]5x^2[/tex] using the fact that expοnents are repeated multiplicatiοn, we can write:

[tex]2x^3[/tex] • [tex]5x^2[/tex]= (2 • x • x • x) • (5 • x • x)

Using the cοmmutative prοperty οf multiplicatiοn, we can rearrange the factοrs tο grοup the x's and the numbers:

[tex]2x^3[/tex] • [tex]5x^2[/tex] = 2 • 5 • x • x • x • x

[tex]= 10x^5[/tex]

Nοw, let's prοve why the Prοduct Rule fοr expοnents wοrks. The Prοduct Rule states that when multiplying twο expοnential expressiοns with the same base, we can add their expοnents:

[tex]a^m[/tex] • [tex]a^n = a^{(m+n)[/tex]

Tο see why this is true, let's cοnsider the repeated multiplicatiοn οf a base a with expοnent m and a base a with expοnent n:

[tex]a^m[/tex]• [tex]a^n[/tex] = (a • a • ... • a) • (a • a • ... • a)

We can cοmbine the twο grοups οf factοrs by using the assοciative prοperty οf multiplicatiοn:

[tex]a^m[/tex] •[tex]a^n[/tex] = [tex]a^{(1+1+...+1)[/tex]• (a • a • ... • a) (m times)

[tex]= a^{(m+n)[/tex] • (a • a • ... • a) (m times)

Using the fact that a tο the pοwer οf 1 is just a, we can simplify the expressiοn tο:

[tex]a^m[/tex] • [tex]a^n[/tex] [tex]= a^{(m+n)[/tex]•[tex]a^m[/tex]• [tex]a^n[/tex]

Dividing bοth sides by [tex]a^m[/tex] • [tex]a^n[/tex], we get:

[tex]1 = a^{(m+n)[/tex] / ([tex]a^m[/tex] • [tex]a^n[/tex])

Using the rule fοr dividing expοnential expressiοns with the same base, we get:

[tex]1 = a^{(m+n)[/tex] • [tex]a^{(-m)[/tex] • [tex]a^{(-n)[/tex]

Using the rule fοr adding expοnents with the same base, we can simplify the expressiοn tο:

[tex]1 = a^{(m+n-m-n)[/tex]

Simplifying further, we get:

[tex]1 = a^0[/tex]

Therefοre, we have prοven that the Prοduct Rule fοr expοnents wοrks, and that 4a and 4b are equivalent.

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Answer:

2*3*3=2*3^2

Step-by-step explanation:

18÷2=9

9÷3=3

3÷3=1

Answer:

See below.

Step-by-step explanation:

[tex]\textsf{We are asked to identify the factors of 18.}[/tex]

[tex]\large \fbox{\textsf{The factors of 18 are: 1, 2, 3, 6, 9, 18.}}[/tex]

[tex]\huge\fbox{What are Factors?}[/tex]

[tex]\textsf{Factors are 2 whole numbers that \bf{multiply} to become a \bf{given number.}}[/tex]

[tex]\textsf{One simple way to identify factors is to divide the given number by positive integers.}[/tex]

[tex]\large\boxed{\textsf{For example;}}[/tex]

[tex]\textsf{Find the factors of 12.}[/tex]

[tex]\mathtt{12 \div 1 = 12 \ (Factor)}\\\mathtt{12 \div 2 = 6 \ (Factor)}\\\mathtt{12 \div 3 = 4 \ (Factor)}\\\mathtt{12 \div 4 = 3 \ (Factor)}\\\mathtt{12 \div 5 = 2.4 \ (Not \ A \ Factor)}\\\mathtt{12 \div 6 = 2 \ (Factor)}[/tex]

[tex]\mathtt{12 \div 7 = 1.714... \ (Not \ A \ Factor)}\\\mathtt{12 \div 8 = 1.5 \ (Not \ A \ Factor)}\\\mathtt{12 \div 9 = 1.\bar{3} \ (Not \ A \ Factor)}\\\mathtt{12 \div 10 = 1.2 \ (Not \ A \ Factor)}\\\mathtt{12 \div 11 = 1.\bar{09} \ (Not \ a \ Factor)}\\\mathtt{12 \div 12 = 1 \ (Factor)}[/tex]

[tex]\large \fbox{\textsf{The factors of 12 are: 1, 2, 3, 4, 6, 12.}}[/tex]

[tex]\textsf{Let's do the same thing, but with 18.}[/tex]

[tex]\textsf{Find the factors of 18.}[/tex]

[tex]\mathtt{18 \div 1 = 18 \ (Factor)}\\\mathtt{18 \div 2 = 9 \ (Factor)}\\\mathtt{18 \div 3 = 6\ (Factor)}\\\mathtt{18 \div 4 = 4.5 \ (Not \ A \ Factor)}\\\mathtt{18 \div 5 = 3.6 \ (Not \ A \ Factor)}\\\mathtt{18 \div 6 = 3 \ (Factor)}[/tex]

[tex]\mathtt{18 \div 7 = 2.574... \ (Not \ A \ Factor)}\\\mathtt{18 \div 8 = 2.25 \ (Not \ A \ Factor)}\\\mathtt{18 \div 9 = 2 \ (Factor)}\\\mathtt{18 \div 10 = 1.8 \ (Not \ A \ Factor)}\\\mathtt{18 \div 11 = 1.\bar{63} \ (Not \ A \ Factor)}\\\mathtt{18 \div 12 = 1.5 \ (Not \ A \ Factor)}[/tex]

[tex]\mathtt{18 \div 13 = 1.384.. \ (Not \ A \ Factor)}\\\mathtt{18 \div 14 = 1.285.. \ (Not \ A \ Factor)}\\\mathtt{18 \div 15 = 1.2 \ (Not \ A \ Factor)}\\\mathtt{18 \div 16 = 1.125 \ (Not \ A \ Factor)}\\\mathtt{18 \div 17 = 1.0588.. \ (Not \ A \ Factor)}\\\mathtt{18 \div 18 = 1 \ (Factor)}[/tex]

[tex]\large \fbox{\textsf{The factors of 18 are: 1, 2, 3, 6, 9, 18.}}[/tex]

To estimate whether Latisha buys more or less than 4 ounces of spices, we can round the given amounts to the nearest whole number.

Two-fifths ounce is about 0.4 ounce.

One and one-fifth ounces is about 1.2 ounces.

One and one-tenth ounces is about 1.1 ounces.

Adding these rounded amounts gives:

0.4 + 1.2 + 1.1 = 2.7 ounces

Since 2.7 ounces is less than 4 ounces, we can conclude that Latisha buys less than 4 ounces of spices to make one batch of Spice Parisienne.

Answer:

-4c-4

Step-by-step explanation:

The simplified expression for  6c + (-4) - 8c + (-2c) is -4 - 4c.

Mathematical expressions consist of at least two numbers or variables, at least one maths operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. An expression's structure is as follows:

Expression is (Number/variable, Math Operator, Number/variable)

We have the expression, 6c + (-4) - 8c + (-2c)

Now, simplifying the expression as

6c - 4 - 8c - 2c

= -4 + c(6 - 8 - 2)

= -4 + c(-4)

= -4 - 4c

Thus, the simplified expression is -4 -4c.

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Answer:

Sally's score on the 7th test needs to be 17.5 points points more than the average of her first 6 tests.

Step-by-step explanation:

Let T be the sum of the scores of Sally's first 6 tests.  Her average score would be:

Avg. Score (S) =T/6

Let S stand for Sally's average score.

We are told her average is k, so we can write:  S = k

Let N stand for the score of her New (7th) test.  Her total score would be:

T + N   [This is the sum of all 7 of her tests]

Her average would become (T+N)/7

The goal is to raise her average score by 2.5 points to (k+2.5) points.

That means (T+N)/7 = k+2.5   [Her new average is 2.5 points higher]

(T + N)/7 = k + 2.5

T+N = 7k+17.5

Note that T = 6k  [her total score for the first 6 tests is her average, k, times 6]

We'll use this definition of T in the equation:

T+N = 7k+17.5

(6k)+N = 7k+17.5    [Substitute 6k for T, since T=6k]

N = 7k+17.5-6k       [Rearrange]

N = 1k+17.5

This is telling Sally, and us, that her new test, N, must score 17.5 points higher than her average score, k.

The answer is 17.5 points.

If a number from 0-9 is randomly selected and then a letter from a-d is randomly selected, the probability that the number 3 and a constant are selected is 0.1 or 10%.

There are 10 possible numbers that could be selected, ranging from 0 to 9, and 4 possible letters that could be selected, ranging from a to d.

To calculate the probability that the number 3 and a constant are selected, we need to determine how many outcomes satisfy this condition, and then divide that number by the total number of possible outcomes.

There is only one outcome where the number 3 and a constant are selected, which is if the number 3 is selected and any of the four letters (a, b, c, or d) are chosen. Therefore, the number of outcomes that satisfy this condition is 4.

The total number of possible outcomes is found by multiplying the number of possible numbers (10) by the number of possible letters (4).

Total number of possible outcomes = 10 x 4 = 40

Thus, the probability that the number 3 and a constant are selected is,

Probability = number of favorable outcomes / total number of possible outcomes

Probability = 4 / 40

Probability = 0.1

This means that out of all possible outcomes, 10% will result in the selection of the number 3 and any of the four letters.

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Answer:

56.54862 in^2

Step-by-step explanation:

area = pi*radius^2

radius = 1/2 diameter

pi=3.14159.....

a=pi*3^2

a=3.14159*9

a=28.27431

two pies=56.54862

There are 31,465 different ways that an instructοr can chοοse 4 students frοm a class οf 31 students fοr a field trip.

Permutatiοns and cοmbinatiοns are twο cοncepts in mathematics that deal with cοunting the number οf pοssible οutcοmes in a given situatiοn.

Permutatiοns refer tο the number οf ways in which a set οf οbjects can be arranged οr οrdered. Fοr example, if we have three οbjects A, B, and C, there are six pοssible permutatiοns: ABC, ACB, BAC, BCA, CAB, and CBA. The fοrmula fοr calculating the number οf permutatiοns οf n οbjects taken r at a time is n! / (n-r)!, where n! represents the factοrial οf n.

The number οf ways that an instructοr can chοοse 4 students frοm a class οf 31 students is given by the cοmbinatiοn fοrmula:

C(31,4) = (31!)/(4!(31-4)!)

= (31 × 30 × 29 × 28)/(4 × 3 × 2 × 1)

= 31,465

Therefοre, there are 31,465 different ways that an instructοr can chοοse 4 students frοm a class οf 31 students fοr a field trip.

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The value of x for the given tangent on the circle is found to be :

x = 74.75.

According to the Tangent-Chord Theorem, the angle created by a chord and just a tangent line to a circle equals the inscribed angle on the chord's opposite side.

"The angle generated by a tangent to a circle or a chord is half of the angle measuring of the intercepted arc," is another way to state the Tangent-Chord theorem.

From the given data:

Line SUT is tangent on circle:

So,

Let the chord be UM.

∠TUM + 41° = 180° (linear pair)

∠TUM = 180°  - 41°

∠TUM = 139°

Now, as per tangent chord theorem:

∠TUM = 1/2 * arc length (4x -21)

139° * 2 = 4x - 21

278 + 21 = 4x

299 = 4x

x = 299/4

x = 74.75

Thus, the value of x for the given tangent on the circle is found to be :

x = 74.75.

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Answer:-60

Step-by-step explanation:

The expected value of the mean of the 36 randomly selected students, M, is 7.06 digits and the standard error of the mean is 0.268 digits.

The expected value of the mean of the 36 randomly selected students can be calculated using the formula:

E(M) = μ

where μ is the population mean, which is given as 7.06 digits.

Therefore, expected value of mean of 36 randomly selected students is:

E(M) = 7.06 digits

The standard error of the mean (SE) can be calculated using the formula:

SE = σ / √(n)

where σ is the population standard deviation, which is given as 1.610 digits, and n is the sample size, which is 36 in this case.

Therefore, the standard error of the mean is:

SE = 1.610 / √(36) = 0.268 digits

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Answer:

(a) 280

(b)  £26

Step-by-step explanation:

(a) 20 workers eat 2 biscuits a day.

20 × 2 = 40

Since there are 7 days a week, multiply the 40 x 7 to find how many biscuits are eaten each week.

40 × 7 = 280

280 biscuits are eaten every week.

(b) Now, divide 280 (the number of biscuits eaten each week) by 14 (the number of biscuits in a packet) to find how many packets are eaten weekly.

280 ÷ 14 = 20

Now you have the number of packets eaten each week, so you can determine the price spent on biscuits. Multiply 20 packets by the price per packet, which is £1.30.

20 × 1.30 = 26

The office spends £26 on biscuits each week.

Overall , an algebraic expression is a combination of constants, variables, and algebraic operations.

Algebraic operations are mathematical operations (addition, subtraction, multiplication, and division) used to manipulate algebraic expressions.

Algebraic expression: An algebraic expression is a combination of variables, constants, and algebraic operations, such as addition, subtraction, multiplication, and division.

Constant: A constant is a fixed value that does not change throughout an algebraic expression. For example, in the expression 2x + 5, the constant is 5.

Variable: A variable is a symbol or letter that represents a value that can vary or change within an algebraic expression. For example, in the expression 2x + 5, the variable is x.

Algebraic operations: Algebraic operations are mathematical operations used to manipulate algebraic expressions.

Term: A term is a part of an algebraic expression that includes a constant or a variable, or a product of a constant and a variable. For example, in the expression 2x + 5, the terms are 2x and 5.

Commutative property: The commutative property of addition and multiplication states that the order of the terms in an expression can be changed without affecting the value of the expression. For example, a + b = b + a and ab = ba.

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In response to the query, we can state that Hence, a reduction dilation is the kind of dilation that happens when the scale factor is 1/4.

Dilation is a transform that modifies an object's size. Dilation is a technique used to increase or decrease objects. An picture that is an exact duplicate of the original shape is produced as a result of this change. There is, however, a significant fluctuation in the shape. Dilation should result in a distortion of the initial form.

Dilations are transformations that alter an object's size without altering its shape. When an object dilates by a scale factor of 1/4, its size is decreased by a factor of 1/4, or 0.25.

This implies that each dimension of the object—its length, breadth, and height—will be multiplied by 1/4, or 0.25. For instance, if the original item was 8 units long, the dilated version would be 2 units long (8 x 1/4 = 2). The dilated item would have a width of 1.5 units if the initial object had a width of 6 units (6 x 1/4 = 1.5).

Hence, a reduction dilation is the kind of dilation that happens when the scale factor is 1/4.

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Answer:

21 sticks

Step-by-step explanation:

In order to solve an equation like this its best to count all the sticks each step and figure out the pattern

1st: 6 sticks

2nd: 11 sticks

3rd: 16 sticks

Now we notice that it adds 5 sticks each step so the 4th picture must have 21 sticks.

Hope this helps!

Brainliest and a like is much appreciated!

Answer:

gradient = - [tex]\frac{1}{5}[/tex]

Step-by-step explanation:

calculate the gradient ( slope ) m of the line using the slope formula.

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 4, 0 ) and (x₂, y₂ ) = (1, - 1 )

m = [tex]\frac{-1-0}{1-(-4)}[/tex] = [tex]\frac{-1}{1+4}[/tex] = - [tex]\frac{1}{5}[/tex]

Answer:

< because 1\2 is the same as .5 and .5 is less than 3

The length of side ED is x + 8.

The length of side ED is calculated by applying the formula for area of a rectangle as shown below.

Let the length of ED = L

Then the total length of the rectangle ACDF = L + (x - 2)

The formula for area of a rectangle = Length x Base

where;

Area = L + (x - 2)  · (x - 2)

(2x² + 2x - 12 ) = (x - 2 ) · (L + x - 2 )

2x² + 2x - 12 = xL + x² - 2x - 2L - 2x + 4

2x² + 2x - 12 = xL + x² - 4x - 2L + 4

x² + 6x - 16 = xL - 2L

x² + 6x - 16 = L (x - 2 )

L = (x² + 6x - 16) / ( x - 2)

divide using long division;

          x + 8

        ------------

x - 2 √ x² + 6x - 16

       - (x² - 2x)

         ----------

         8x - 16

        - (8x - 16)

            ---------

                 0

L = x + 8

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ED = 2x - 2 = 2[(13 + √65) / 7] - 2 = (26 + 2√65) / 7

Therefore, the length of ED is (26 + 2√65) / 7 cm.

The markup percentage for the fish dinner at the Golden Wharf restaurant is approximately 76.34%.

The markup percent is calculated by dividing the markup amount by the cost and then multiplying it by 100%. The markup is the difference between the selling price and the cost, so in this case:

markup = selling price - cost

markup = $11.55 - $6.55

markup = $5.00

So the markup is $5.00.

Now we can calculate the markup percent:

markup percent = (markup / cost) × 100%

markup percent = ($5.00 / $6.55) × 100%

markup percent = 76.34%

Therefore, the markup percentage for the fish dinner at the Golden Wharf restaurant is approximately 76.34%.

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The equation of the line in slope-intercept form is given as follows:

y = -5x - 8.

The slope-intercept representation of a linear function is given by the equation presented as follows:

y = mx + b

The coefficients of the function and their meaning are described as follows:

The graph of the line crosses the y-axis at y = -8, hence the intercept b is given as follows:

b = -8.

When x increases by 1, y decays by 5, hence the slope m is given as follows:

m = -5/1

m = -5.

Hence the function is defined as follows:

y = -5x - 8.

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Answer:

65.6

Step-by-step explanation:

1 meter = 3.28 feet

20 feet = 3.28 x 20

= 65.616798

= 65.6 (1 dp)

:)