obability and Sampling: End-of-Unit
Assessment (B)
Illustrative
iM
İM Mathema
Do not use a calculator. A standard number cube has the numbers 1 through 6 on its
faces.
1. Elena would like to know the average speed that people drive on her street. She
tracks the speed of 30 random cars that drive through with a speedometer. The
mean of Elena's sample is 30 miles per hour, and the MAD (mean absolute deviation)
is 3.
Select all the true statements.
A. Elena would be more likely to get an accurate estimate of the mean speed of
the population by sampling 60 cars instead of sampling 30 cars.
B. The median speed of the sample must be between 25 and 35 miles per hour.
C. Another random sample of 30 cars is likely to have a mean between 24 and 36
miles per hour.
D. The mean speed of these 30 cars is likely to be the same as the mean speed of a
second sample of 30 cars.
E. The mean speed of these random 30 cars is likely to be the same as the mean of
all cars that drive in a residential area.

The mass of the watermelons is 24 kg and the mass of the mangoes is 8 kg.

A physical quantity is mass. The unit of mass measurement is the body's weight. Normal mass units like grammes, kilogrammes, and pounds can be used to measure it.

We are informed of the following:

T + W = 27 (total mass of trolley and watermelons is 27 kg)

T + M = 11 (total mass of trolley and mangoes is 11 kg)

W = 3M (mass of watermelons is three times the mass of mangoes)

Elimination or substitution can be used to solve this set of equations. Substitutions made

We can enter W = 3M into the first equation in place of the third equation to obtain:

T + 3M = 27

From the second equation, we can substitute T = 11 - M into this equation to get:

(11 - M) + 3M = 27

Simplifying this equation, we get:

2M = 16

So, M = 8 kg. This means that the mass of the mangoes is 8 kg.

We can substitute this value of M back into the second equation to get:

T + 8 = 11

So, T = 3 kg. This means that the mass of the trolley is 3 kg.

Finally, we can substitute these values of T and M into the first equation to get:

3 + W = 27

So, W = 24 kg. This means that the mass of the watermelons is 24 kg.

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The Laplace transform of the given function f(t) = {0, 0 < t < 1, t², t ≥ 1} is 2s⁻³.

Given the function f(t) = {0, 0 < t < 1, t², t ≥ 1}, we need to find its Laplace transform. The Laplace transform of a function f(t) is denoted by F(s) and is defined as follows:

F(s) = L{f(t)} = ∫[0,∞) f(t)e⁻ᵃˣdt,

where s is a complex variable.

To find the Laplace transform of the given function, we need to split the function into two parts: one for 0 < t < 1 and another for t ≥ 1. For 0 < t < 1, f(t) = 0, so the integral becomes:

L{0} = ∫ 0e⁻ᵃˣdt = 0.

For t ≥ 1, f(t) = t², so the integral becomes:

L{t²} = ∫ t²e⁻ᵃˣdt.

To evaluate this integral, we can use integration by parts. Let u = t² and dv = e⁻ᵃˣdt, then du/dt = 2t and v = (-1/s) e⁻ᵃˣ. Using the integration by parts formula, we get:

L{t²} = ∫ t²e⁻ᵃˣdt = (-t²/s)e⁻ᵃˣ∣∣∣[0,∞) + (2/s)∫[0,∞) te⁻ᵃˣdt.

The first term in the above equation evaluates to zero because e⁻ᵃˣapproaches zero as t approaches infinity. Using integration by parts again for the second term, we get:

L{t²} = (-t²/s)e⁻ᵃˣ∣∣∣[0,∞) + (2/s)(-t/s)e⁻ᵃˣ∣∣∣[0,∞) + (2/s²)∫[0,∞) e⁻ᵃˣdt.

The first two terms in the above equation evaluate to zero for the same reason as before. The integral in the last term evaluates to (1/s²), so we get:

L{t²} = 2/s³.

Therefore, the Laplace transform of the given function f(t) is:

L{f(t)} = L{0} + L{t²} = 0 + 2/s³ = 2s⁻³.

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As a car dealer lowers a vehicle that was worth 18300 to 16000 by applying the formula of change in percentage we get that by 12.569 percentage (approximately) the price gets lowered .

The initial price of the car is set at P = 18300 (units)

The price after lowering drom P becomes A= 16000 (units)

Hence the change in price (or value) of the car, that is the price of the car is lowered by, C = (initial price - lowered price) = (P - A) = (18300 - 16000) units = 2300 units.

The formula for calculating percentage change is given as follows,

Change in percentage = [(Change in value)/ ( Initial value) ]*100

⇒Change in percentage = (C/ P)*100

⇒ Change in percentage =( 2300/ 18300)*100 = 12.569% (approximately)

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The geometric mean of the given number is √3.

Hence option C is correct.

Use the concept of geometric mean  defined as:

The Geometric Mean (GM) in mathematics is the average value or mean that, by calculating the product of the values of the set of numbers, denotes the central tendency of the numbers.

In essence, we multiply the numbers together and calculate their nth root, where n is the total number of data values.

The given numbers are,

1/4 and 12

Take a = 1/4 and b = 12

Now since we know the geometric mean of a and b = √ab

geometric mean  = [tex]\sqrt{\frac{1}{4}\times 12[/tex]

geometric mean  = √3

Hence,

The geometric mean for the given numbers is √3.

So option C is correct.

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Answer:

y = 2.50x + 5.25

FORMULA FOR SLOPE INTERCEPT

y = mx + b

IM SO SORRY IF THIS DOES NOT MAKE SENSE!

The probability that Ann picked a ball from the second box given that she selected an orange ball is 0.56 or 56% (rounded to two decimal places).

We can use Bayes' theorem to calculate the probability that Ann picked a ball from the second box given that she selected an orange ball.

Let A be the event that Ann selected an orange ball, and B be the event that Ann picked a ball from the second box. We want to find P(B|A), the probability that Ann picked a ball from the second box given that she selected an orange ball.

We know that there are two boxes, each with a probability of 1/2 of being selected. The probability of selecting an orange ball from the first box is 3/7, and the probability of selecting an orange ball from the second box is 7/11. Therefore, the probability of selecting an orange ball overall is:

P(A) = P(A|B)P(B) + P(A|B')P(B')

= (7/11)(1/2) + (3/7)(1/2)

= 25/42

Now we can use Bayes' theorem:

P(B|A) = P(A|B)P(B)/P(A)

= (7/11)(1/2)/(25/42)

= 14/25

Therefore, the probability that Ann picked a ball from the second box given that she selected an orange ball is 0.56 or 56% (rounded to two decimal places).

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The equations to represent each girl's shoppins spree is 3x + y = 38.0 and 4x + 3y = 71.50. Price of one shirt costs $8.50 and price of one pair of shorts costs $12.50.

Let x be the price of one shirt, and y be the price of one pair of shorts. Then, we can write the following system of equations

For Jazmin

3x + y = 38.0

For Justine

4x + 3y = 71.50

To solve for the price of one pair of shorts using elimination method, we need to eliminate one of the variables. We can do this by multiplying the first equation by 3 and the second equation by -1, and then adding them together

9x + 3y = 114.0

-4x - 3y = -71.50

5x = 42.50

x = 8.50

So, one shirt costs $8.50.

To find the price of one pair of shorts, we can substitute the value of x into either of the original equations and solve for y. Using the first equation

3(8.50) + y = 38.0

25.50 + y = 38.0

y = 12.50

Therefore, one pair of shorts costs $12.50.

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The independent variable in the study examining the difference in 40 yard dash times between collegiate soccer, football, and cross-country players is the type of sport played by the athletes.

The coach is interested in comparing the 40 yard dash times of athletes from three different sports: soccer, football, and cross-country.

In this study, the independent variable is manipulated by selecting participants from each of the three sports. The athletes' 40 yard dash times will be the dependent variable, which is expected to vary based on the independent variable (i.e., the type of sport played by the athletes).

By comparing the 40 yard dash times of athletes from different sports, the coach can gain insights into how different types of athletic training and conditioning may affect speed and agility.

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Non-parametric tests are statistical tests that do not require specific assumptions about the population distribution, such as normality or equal variances. They are useful in situations where the data does not meet the assumptions of parametric tests, or when the variables are ordinal or categorical.

There are some additional examples of non-parametric tests.

Hence, non-parametric tests offer a flexible alternative to traditional parametric tests and can be useful in a variety of situations.

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Answer:

The median is 11.

Step-by-step explanation:

To find the median, you need to put all of the numbers in order.

In this case it would go:

2, 5, 8, 10, 10, 12, 14, 17, 20, 22

Now you find the middle number. Since there is an even amount of numbers, the median will fall between two different numbers. These numbers are 10 and 12. The median will be the number in between these two, which is 11. Therefore, the median is 11.

IM SO SORRY IF THIS DID NOT MAKE SENSE!

To express 1/4 as an equivalent fraction with a different denominator, we need to find a common multiple of 4 and the desired denominator.

Let's say we want to express 1/4 as an equivalent fraction with a denominator of 12. To do this, we can multiply both the numerator and denominator of 1/4 by 3, which gives us:

1/4 x 3/3 = 3/12

So 1/4 is equivalent to 3/12 when the denominator is 12.

In general, to express a fraction a/b as an equivalent fraction with a different denominator c, we can multiply both the numerator and denominator by the same value that makes b equal to c.

This is because when we multiply both the numerator and denominator by the same value, we are essentially multiplying the fraction by 1, which does not change its value.

For example, to express 2/5 as an equivalent fraction with a denominator of 15, we can multiply both the numerator and denominator by 3, which gives us:

2/5 x 3/3 = 6/15

Therefore, 2/5 is equivalent to 6/15 when the denominator is 15.

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55/63 is already in its simplified form.

To simplify 55/63, we can divide both the numerator and denominator by their greatest common factor (GCF). To find the GCF of 55 and 63, we can use prime factorization:

55 = 5 × 11

63 = 3 × 3 × 7

The common factors of 55 and 63 are 1, so the GCF is 1. We can divide both the numerator and denominator by 1:

55/1/63/1

Therefore, 55/63 in simplest form is 55/63.

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We can simplify the expression by distributing the 2 and combining like terms:

-3.75 + 2(-4x + 6.1) - 3.25x

= -3.75 - 8x + 12.2 - 3.25x (distributing the 2)

= -11.75 - 11.25x (combining like terms)

Therefore, any expression that simplifies to -11.75 - 11.25x is equivalent.

Possible equivalent expressions are:

-3(-3.92x + 3.917)

-11.75 - 11.25(x+1)

-11.75 - 9x - 2.25x

-1.5(-15 + 9x)

11.25x - (11.75 + 2(-3.75))

Note that there are many other possible expressions that are equivalent to -3.75+ 2(-4x +6.1) - 3.25x, but the key is that they all simplify to the same value of -11.75 - 11.25x.

The required location on the gird is:

[tex](x + y + 3)(x + y - 4) = x^{2}+y^2 +2xy-x-y-12[/tex]

Consider the provided expression.

We need to place the indicated product in the proper location on the grid.

First open the parenthesis as shown:

(x + y + 3)(x + y - 4) = x(x + y - 4) + y(x + y - 4) + 3(x + y - 4)

[tex](x + y + 3)(x + y - 4) =[/tex] [tex]x^{2} +xy-4x+yx+y^2-4y+3x+3y-12[/tex]

Now add the like terms as shown:

[tex](x + y + 3)(x + y - 4) = x^{2}+y^2 +2xy-x-y-12[/tex]

Hence, the required location on the gird is:

[tex](x + y + 3)(x + y - 4) = x^{2}+y^2 +2xy-x-y-12[/tex]

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If 1/4 of this amount is blue paint, and the rest is white paint, Area used 5.4 pints of white paint to paint her bedroom walls.

Given that Area used a total of 7.2 pints of blue and white paint to paint her bedroom walls. And 1/4 of the amount is blue paint, then the remaining 3/4 of the amount must be white paint.

To find the amount of white paint used, we can use the following formula:

Amount of white paint = Total amount of paint - Amount of blue paint

Since we know that the total amount of paint used is 7.2 pints and 1/4 of that amount is blue paint, we can calculate the amount of blue paint as:

Amount of blue paint = (1/4) x 7.2 = 1.8 pints

Now we can substitute these values in the formula to find the amount of white paint used:

Amount of white paint = 7.2 - 1.8 = 5.4 pints

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The groups that describes 16% of the population of horse jockeys are option (c) jockeys who are shorter than 60 in. and (d) jockeys who are between 60 in. and 64 in.

To solve this problem, we need to use the standard normal distribution, where we can find the z-score associated with the given percentages using a z-table or calculator. The z-score tells us how many standard deviations a value is from the mean.

First, we can standardize the values using the formula

z = (x - μ) / σ

where z is the z-score, x is the value we want to standardize, μ is the mean, and σ is the standard deviation.

a) To find the jockeys who are shorter than 58 in., we can standardize the value as

z = (58 - 62) / 2 = -2

Using a z-table, we can find that the percentage of values below z = -2 is approximately 0.0228, which is less than 16%. Therefore, a) is not correct.

b) To find the jockeys who are taller than 64 in., we can standardize the value as

z = (64 - 62) / 2 = 1

Using a z-table, we can find that the percentage of values above z = 1 is approximately 0.1587, which is also less than 16%. Therefore, b) is not correct.

c) To find the jockeys who are shorter than 60 in., we can standardize the value as

z = (60 - 62) / 2 = -1

Using a z-table, we can find that the percentage of values below z = -1 is approximately 0.1587, which is less than 16%. Therefore, c) is correct.

d) To find the jockeys who are between 60 in. and 64 in., we can standardize the values as

z1 = (60 - 62) / 2 = -1

z2 = (64 - 62) / 2 = 1

Using a z-table, we can find the percentage between z1 and z2, which is approximately 0.6826. Therefore, d) is also correct.

Therefore, the correct answers are (c) jockeys who are shorter than 60 in. and (d) jockeys who are between 60 in. and 64 in.

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The given question is incomplete, the complete question is:

Suppose the heights of professional horse jockeys are normally distributed with a mean of 62 in. and a standard deviation of 2 in.

Which group describes 16% of the population of horse jockeys?

Select each correct answer.

a) jockeys who are shorter than 58 in.

b) jockeys who are taller than 64 in.

c) jockeys who are shorter than 60 in.

d) jockeys who are between 60 in. and 64 in.

Cash paid for insurance during 2014 was $15,100.The following formula can be used to determine the cash spent on insurance in 2014:

Insurance expense in 2014 minus an increase in prepaid insurance = Cash paid for insurance.

The difference between the prepaid insurance balance at December 31, 2014, and December 31, 2013, can be used to compute the rise in prepaid insurance:

Prepaid insurance at December 31, 2014 minus Prepaid insurance at December 31, 2013 equals $1,500 minus $2,400, or -$900.

The fact that the prepaid insurance balance fell between 2013 and 2014 indicates that the business used more insurance coverage than it had purchased for the year. As a result, the 2014 insurance premiums paid in cash are:

Insurance expense for 2014 minus the increase in prepaid insurance is $14,200 - (-$900) = $15,100 in cash paid for insurance.

The correct response is (C) $15,100.

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The triangular prism therefore has a  123.5 cubic unit volume as by dividing its base area by its height.

what is prism ?

A prism is indeed a three-dimensional solid object in geometry made up of two bases that are parallel and congruent and are joined by a collection of rectangular faces. The kind of prism depends on the form of the bases. The prism is referred to as an n-sided prism, for instance, if the basis are triangles with n sides.

Although parallelograms and squares are also possible, a prism's faces are typically rectangular. A prism's height is determined by the mean line between its bases, and its lateral edges are those that link the corresponding base vertices.

given

The volume of a triangular prism can be calculated by multiplying the base area by the height and dividing by 2, as it is essentially a triangular pyramid extruded in the height direction. The formula for calculating the volume of a triangular prism is:

Volume = (Base Area × Height) / 2

Given that the base area is 38 units^2 and the height is 6.5 units, we can substitute these values into the formula to calculate the volume:

Volume = (38 × 6.5) / 2

Volume = 247 / 2

Volume = 123.5 units^3

So, the volume of the triangular prism is 123.5 units^3.

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The concept that a message gives different meanings to different objects is called option (b) polymorphism.

Polymorphism is a fundamental concept in object-oriented programming (OOP) that allows different objects to respond to the same message or method invocation in different ways. In other words, it allows objects of different classes to be treated as if they were of the same class, as long as they implement the same method or message.

This can make code more flexible, reusable, and easier to maintain. Polymorphism is achieved through inheritance, interfaces, or overloading methods. For example, a "draw" method could be implemented differently for different shapes, such as circles, rectangles, or triangles.

Therefore, the correct option is (b) polymorphism

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System developers can initiate a formal project as early as the preliminary investigation stage, or later on, as analysis, design, and implementation activities occur. True.

System developers can initiate a formal project as early as the preliminary investigation stage or at any point in the analysis, design, and implementation activities.

The decision to initiate a formal project depends on various factors, including the scope of the project, the availability of resources, the complexity of the system, and the stakeholders' needs and requirements. A formal project may involve a team of developers, analysts, and other experts who work collaboratively to design and implement a system that meets the stakeholders' requirements and objectives.

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True. System developers can initiate a formal project as early as the preliminary investigation stage or later on as

analysis, design, and implementation activities occur.

The initiation stage is when the need for a new system is identified, and preliminary investigations are conducted to

determine the feasibility of the project.

If the project is deemed feasible, the formal project can be initiated at this stage.

However, if the project is initiated later on, the analysis, design, and implementation activities will have already begun.

System developers can initiate a formal project as early as the preliminary investigation stage or later on as

analysis, design, and implementation activities occur. therefore, the given statement is true.

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Answer: We can use the formula for exponential decay to find the mass of substance A in the dish after 12 hours:

A = A0 * e^(-kt)

where:

A0 = initial mass of substance A (500 grams)

A = mass of substance A after time t

k = decay constant

t = time (in hours)

Since the mass of substance A decreases at the rate of 20% every 6 hours, we can find the decay constant as follows:

20% = 0.2 = e^(-k*6)

Taking the natural logarithm of both sides, we get:

ln(0.2) = -k*6

k = -ln(0.2)/6

k ≈ 0.1155

Substituting the values of A0, k, and t into the formula for exponential decay, we get:

A = 500 * e^(-0.1155*12)

A ≈ 169.2 grams

Therefore, the mass of substance A in the dish at the end of 12 hours is approximately 169.2 grams.

Step-by-step explanation:

The mass of substance A in the dish at the end of 12 hours would be 320 grams.

The mass of substance A decreases at a rate of 20% every 6 hours. After 6 hours, the mass of substance A remaining in the dish would be:

500 - (20/100) * 500

500 - 100

400 grams

After another 6 hours (i.e. at 12 hours), the remaining mass of substance A would be:

400 - (20/100) * 400

400 - 80

320 grams

Therefore, the mass of substance A in the dish at the end of 12 hours would be 320 grams.

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Answer:

a) The scale factor from A to B is 3/5 since (3/5)(5) = 3.

b) r = (3/5)(11) = 33/5 = 6 3/5

Answer:

Step-by-step explanation:

Question 1 :

The statement that best describes the solutions of a two-variable equation is (1) The ordered pairs must lie on the graphed equation. This means that any ordered pair (x,y) that satisfies the equation will corresponds to a point on the graph of the equation. In other words, if we plot all the points (x,y) that make the equation true, we will obtain the graph of the equation. Any points that do not lie on the graph is not a solution to the equation. Therefore, when solving a two-variable equation, we need to find the values of x and y that make the equation true and plot those points on the graph to visualize the solutions.

Question 2 :

To use the arithmetic sequence formula, we need to know the first term (a1), the common difference (d), and the desired term (an). In this case, we are given the first term as 4 and the common difference as 3 (since each term is increasing by 3). To find the 10th term, we would replace the variable "n" with 10 in the formula. Therefore, to determine the 10th term of this sequence, we would use the formula:

a10 = a1 + (n-1)d

a10 = 4 + (10-1)*3

a10 = 4 + 27

a10 = 31

Thus, the 10th term of the given sequence is 31.

Question 3 :

The formula an = al + (n-1)d is used to determine the nth term in an arithmetic sequence, where "a" represents the first term in the sequence, "n" represents the term number being solved for, and "d" is the common difference between terms. The formula essentially states that to find any term in an arithmetic sequence, one must add the common difference between terms multiplied by the number of terms-1 to the value of the first term. This formula can be applied to various situations, such as determining the total cost of goods sold in a business with a constant markup percentage, or calculating the number of days it will take to save a given amount of money with a fixed monthly contribution. By understanding the principles behind the formula, individuals can successfully solve problems involving arithmetic sequences in a variety of contexts.

We can say with 82% confidence that the true difference in mean times for left-handed and right-handed people is between -0.978 s and -0.222 s and t-distribution is used.

To calculate the certainty interim for the contrast between left-handed and right-handed individuals, we are able to utilize the taking-after equation:

CI = (x1 - x2) ± t*SE 

where:

x1 = the meantime for left-handed people

x2 = the meantime for right-handed people

t = the critical value for the t-distribution with n1+n2-2 degrees of freedom and the desired confidence level (in this case, 82%)

SE = the standard error of the difference in means, which is calculated as:

[tex]SE = sqrt((s1^2/n1) + (s2^2/n2))[/tex]

where:

s1 = the standard deviation for left-handed people

s2 = the standard deviation for right-handed people

n1 = the sample size for left-handed people

n2 = the sample size for right-handed people

Plugging in the given values, we get:

x1 - x2 = 1.1 - 1.7 = -0.6

s1 = 0.4

s2 = 1.4

n1 = 47

n2 = 42

[tex]SE = sqrt((0.4^2/47) + (1.4^2/42)) = 0.261[/tex]

To find the critical value for the t-distribution, we can use a t-table or a calculator. With n1+n2-2 = 87 degrees of freedom and an 82% confidence level, the critical value is approximately 1.360.

Thus, the 82% confidence interval for the difference in left-handed or right-handed people is:

CI = (-0.6) ± (1.360*0.261) = (-0.978, -0.222)

hence, we can say with 82% confidence that the true difference in mean times for left-handed and right-handed people is between -0.978 s and -0.222 s.

Note that we used the t-distribution because the sample sizes for both groups are relatively small (n1 = 47, n2 = 42).

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The sum of the given polynomial  [tex](7x^{3} - 4x^{2} ) + (2x^{3} - 4x^{2} ).[/tex]is [tex]9x^{3} - 8x^{2}[/tex].

Polynomials can be added or subtracted when they contain like terms, which are the same alphabets with the same powers.

Whereas there are no such rules for multiplication, any phrase with any power can be multiplied. The powers of the terms are then modified in accordance with exponentiation principles.

The following polynomial equation is [tex](7x^{3} - 4x^{2} ) + (2x^{3} - 4x^{2} ).[/tex]

Polynomial addition is accomplished by combining 'like terms'.

As a result, sorting and adding

= [tex](7x^{3} - 4x^{2} ) + (2x^{3} - 4x^{2} ).[/tex]

= [tex]7x^{3} + 2x^{3} - 4x^{2} - 4x^{2}[/tex]

= [tex]9x^{3} - 8x^{2}[/tex]

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Complete question:

What is the sum of the polynomials? (7x3 - 4x2) + (2x3 - 4x2)

Answer: Vertical text sets are arranged in columns from top to bottom, while horizontal text sets are arranged in rows from left to right. The major differences between the two include:

Readability: Vertical text sets may be more difficult to read for individuals who are accustomed to reading horizontally, while horizontal text sets may be more natural for them to read.

Space utilization: Vertical text sets can utilize space more efficiently, especially in situations where vertical space is available, such as in tall and narrow posters or banners. Horizontal text sets, on the other hand, can utilize space more efficiently in situations where horizontal space is available, such as in wide-screen displays or landscape-oriented documents.

Cultural conventions: In some cultures, such as Japan and China, vertical text sets are traditionally used for writing, while in other cultures, such as the United States, horizontal text sets are the norm. Thus, the use of one or the other may depend on cultural context.

One situation where vertical text sets may be more beneficial is in designing a tall and narrow billboard. In this case, a horizontal text set may be difficult to read from afar, while a vertical text set can make use of the available space and be easily read from a distance. On the other hand, in designing a website, horizontal text sets may be more beneficial as they can utilize the full width of the screen and provide more space for additional content.

Step-by-step explanation:

Answer:

1) The image of the line has the same slope as the pre-image but a different y-intercept.

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Answer

6

Step-by-step explanation:

Answer:

Step-by-step explanation:

To find the area of a triangle, we can use the formula:

Area = (1/2) × base × height

In this case, we have three sides of the triangle given: 5, 3, and 4. To use these to find the area, we need to first determine which side is the base and what the corresponding height is.

We can see that the side with length 5 is opposite the biggest angle, so this is likely the hypotenuse. The other two sides, 3 and 4, must then be the other two legs of a right triangle, with one of them being the base and the other the height.

To determine which is which, we can use the Pythagorean theorem:

c^2 = a^2 + b^2

where c is the hypotenuse and a and b are the other two sides. In this case, we have:

5^2 = 3^2 + 4^2

25 = 9 + 16

So we have confirmed that 3 and 4 are indeed the legs of a right triangle, with 5 as the hypotenuse. We can use the Pythagorean theorem again to find the height:

a^2 + b^2 = c^2

b^2 = c^2 - a^2

b = sqrt(c^2 - a^2)    (taking the positive square root because b is a length)

b = sqrt(5^2 - 3^2)

b = sqrt(16)

b = 4

So the height of the triangle is 4. We can now use the formula to find the area:

Area = (1/2) × base × height

Area = (1/2) × 3 × 4

Area = 6

Therefore, the area of the triangle is 6 square units.