The volume of the rectangular prism given the length, width and height is 6 14/27 cubic feet.
The correct answer choice is option B
What is the volume of the rectangular prism?Volume of a rectangular prism= length × width × height
Length= 1 5/6 ft
Width = 1 1/3 ft
Height = 2 2/3 ft
Volume of a rectangular prism= length × width × height
= 1 5/6 × 1 1/3 × 2 2/3
= 11/6 × 4/3 × 8/3
= (11 × 4 × 8) / (6 × 3 × 3)
= 352 / 54
= 6 28/54
= 6 14/27 cubic feet
In conclusion, the volume of the rectangular prism is 6 14/27 cubic feet
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The equations represent the heights, y, of the flowers, in inches, after x days. What does the y-intercept of each equation represent? Will the flowers ever be the same height? Explain. y=0.7x+2 y=0.4x+2
The y-intercept of each equation represents the height of the flowers when x = 0, i.e., after 0 days.
How to interpret the y-intercepts of the functionFor equation (1), the y-intercept is 2:
y = 0.7x + 2
For equation (2), the y-intercept is also 2:
y = 0.4x + 2
The y-intercepts of both equations are the same, meaning that both flowers started at the same height.
However, the slopes of the equations are different, meaning that the rate of growth of the flowers is different.
Since the rate of growth is different, the flowers will not be the same height after any number of days.
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Find the surface area and volume of the prism.
The surface area of the prism is _________ cm2.
The volume of the prism is __________ cm3.
The surface area of the prism is 456cm² and the volume is 408cm³
What is a prism?A prism is a solid shape that is bound on all its sides by plane faces. There are two types of faces in a prism. The top and bottom faces are identical and are called bases. A prism is named after the shape of these bases. For example, if a prism has a triangular base it is called a triangular prism.
The formula for the surface area of a prism is SA=2B+ph, where B, again, stands for the area of the base, p represents the perimeter of the base, and h stands for the height of the prism.
Base area = 1/2× 8× 6
= 4×6 = 24 cm²
perimeter of the base = 6+8+10 = 24cm²
therefore SA = 2(24)+24×17
= 48+408
= 456cm²
Volume of the prism = base area × height
= 24 × 17
= 408cm³
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9k^2+8=-48
5a^2+10=-70
Topics:
Direct Solving
Factoring
Upon solving using direct factoring, the value of k = 56i / 3, a = 4i.
What is the straightforward approach to the quadratic equation?The algebraic square and simplify method is used to finish the square in a quadratic equation in order to obtain the required equation roots. The answer to the quadratic equation ax2 + bx + c = 0 is a 0. To obtain the roots, we simplify this equation to read as ax2 + bx + c = 0.
What strategy is direct?It is referred to as the direct technique since it allows us to solve the given system of linear equations in a finite number of specified steps.
Given the equation are -
9k² + 8 = - 48
9k² = -48 - 8
9k² = - 56
k = -√56 / √9
k = -√56 / 3
5a² + 10 = - 70
5a² = -80
a² = -16
a = 4i
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Please help me with this math problem
a) The experimental probability of both choosing a ball that is odd and drawing a car that is either a K or J is given as follows: 29/60.
b) The theoretical probability of both choosing a ball that is odd and drawing a car that is either a K or J is given as follows: 4/9.
c) With a small number of trials, it is not surprising when the experimental probability is much greater than the theoretical probability.
How to calculate a probability?A probability is calculated via the division of the number of desired outcomes by the number of total outcomes.
An experimental probability, as the name says, is calculated considering previous experiments.
Out of 60 outcomes, the desired outcomes and their absolute frequencies are given as follows:
1K -> odd and K -> 8.3K -> odd and K -> 4.1J -> odd and J -> 10.3J -> odd and J -> 7.Hence the experimental probability is obtained as follows:
(8 + 4 + 10 + 7)/60 = 29/60.
For the theoretical probability, we have that:
2 out of 3 letter are K and J.2 out of 3 numbers are odd.Hence it is given as follows:
p = 2/3 x 2/3
p = 4/9.
For a small number of trials, there usually are differences between the experimental and the theoretical probabilities, but these probabilities get closer as the number of trials increase.
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The lateral height of a cone is 8 inches and the area of the base of the cone is 49π in². It requires 2.5 minutes to paint the cone.
The area of the base is doubled.
How long will it take to paint this cone if it can be painted at the same rate? Use π≈3.14.
Enter your answer, rounded to the nearest tenth, in the box.
min
It will take the painter a total of 5 minutes to paint this cone
How long will it take to paint this cone ?Since the area of the base of the cone is doubled,
the new base area = 2 * 49π in² = 98π in².
The radius of the original cone can be found by using the formula for the area of a circle:
49π = πr^2
r = 7 in
The height of the new cone can be calculated using the same lateral height as the original cone:
h = 8 in
Using the formula for the volume of a cone, we can calculate the volume of the new cone:
V = (1/3)πr^2h = (1/3)π(7^2)(8) = (1/3)π(392)
The surface area of the original cone can be found using:
A = πr^2 + πrs
where s is the slant height of the cone.
s = √(r^2 + h^2) = √(7^2 + 8^2) = √(49 + 64) = √(113)
So, we have
A = πr^2 + πrs = π(7^2) + π(7)(√(113)) = 49π + 7π(√(113))
The surface area of the new cone can be found using the same formula:
A = πr^2 + πrs = π(7^2 * 2^2) + π(7 * 2)(√(113)) = 98π + 14π(√(113))
When the equations are compared, we have
2 * (49π + 7π(√(113))) = 98π + 14π(√(113))
i.e. the new cone has twice the surface area of the original cone
It will take 2.5 * 2 = 5 minutes to paint this cone.
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1. Given two systems of equations, determine if they have the same solution.
System A System B
−12x+9y=7 −12x+9y=7
9x−12y=6 −9x+5y=9
a.Yes, they have the same solution because the second equation in system B is obtained by multiplying the second equation in system A by 1/3
and subtracting from the first equation in system A.
b.Yes, they have the same solution because the second equation in system B is obtained by multiplying the second equation in system A by 1/3 and adding to the first equation in system A.
c.Yes, they have the same solution because the second equation in system B is obtained by multiplying the second equation in system A by 3
and adding to the first equation in system A.
d. No, they don't have the same solution.
2. What number must you multiply the second equation by so that the sum of the x-coefficients is zero?
7x−y=55
x+3y=33
A.-1/3
B. 1/3
C.-7
D.7
3. Which system of linear equations will yield the same solution as the system below?
x−y=3
2x−3y=−1
A. 2x−2y=−6
2x−3y=−1
B.2x−2y=6
2x−3y=−1
C.−2x+2y=3
2x−3y=−1
D.3x+3y=9
2x−3y=−1
4. A system of equations is shown below.
Equation A: 5x+9y=12
Equation B: 4x−3y=8
Which method eliminates one of the variables?
A. Multiply equation A by 4/5 and add the result to equation B.
B. Multiply equation B by 3 and add the result to equation A.
C. Multiply equation A by −1/3, and add the result to equation B.
D. Multiply equation B by 5/4, and add the result to equation A.
The solution to the equations are given below.
What is Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given:
1. System A System B
−12x+9y=7 −12x+9y=7
9x−12y=6 −9x+5y=9
Solving system A
x= -46/21 and y= -15/7
and, solving system B
x= -46/21 and y= -15/7
We can say that
Yes, they have the same solution because the second equation in system B is obtained by multiplying the second equation in system A by 1/3 and adding to the first equation in system A.
2. -7 should be multiply the second equation by so that the sum of the x-coefficients is zero.
3. x−y=3
2x−3y=−1
Solving the above equation gives
x= 10 and y= 7.
The equation yields the same solution as above is
2x−2y=6
2x−3y=−1
4. Equation A: 5x+9y=12
Equation B: 4x−3y=8
Now, solving both equations we can proceed as Multiply equation B by 3 and add the result to equation A.
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Answer:
To determine which system of equations would have the same solution, we evaluate each system of equations.
System 1 4x − 5y = 2, 3x − y = 8
x = 38/11
y = 26/11
System 2 4x − 5y = 2, 3x − 2y = 1
x = 1/7
y = -2/7
System 3 4x − 5y = 2, 3x − 8y = 4
x = -4/17
y = -10/17
System 4 4x − 5y = 2, 10x − 9y = 4
x = 1/7
y = -2/7
Therefore, the correct answer is option 3. System 2 and system 4 are equal, because the second equation in system 4 is obtained by adding the first equation in system 2 to two times the second equation in system 2.
4x− 5y = 2 2( 3x − 2y = 1)
----------------------- 10x - 9y = 4
Step-by-step explanation:
Give me a brainilest please...
suppose z = x iy, where x and y are real. write the following complex numbers in the cartesian form a ib, where a and b are real: (a1) z ¯z 1 ¯z ,
The points (x,y) lies in a straight line.
An unending, one-dimensional figure with no breadth is a straight line. It consists of an infinite number of points connected on either side of a point. There is no curvature in a straight line. It might be angled, vertical, or horizontal.
Any angle we draw between any two locations along a straight line will always be a 180-degree angle. A straight line is an infinite-length line that does not have any curves on it. A straight line can be formed between two points also but both ends extend to infinity.
Given that,
z=x+iy
i = √-1
For real, imaginary part =0
⇒x+y=1
Thus, The points (x,y) lies in a straight line.
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In a survey of youths, it was found that 85% like to do farming in their village, 60% like to go for foreign employment.If 5% of them did not like both of them then,
1)Show that above information in a Venn diagram.
2)What percent of use who like to do farming in their village only?
3) What percent of youths like foreign employment only?
4) What percent of you like both of the jobs?
On solving the provided question, we can say that by percentage the proportion of pupils who participate in either cricket or volleyball.
What is percentage?A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions.
In a study conducted at a school, 300 students preferred volleyball, 250 preferred cricket, and 110 preferred playing both sports. Calculate the following using a Venn diagram: a. the number of pupils who play cricket exclusively.
b. the proportion of pupils who participate in either cricket or volleyball.
After their SEE, a survey found that 120 students desired to be both an engineer and a doctor, while 190 students wanted to be both. Draw a Venn-diagram and count the number of students who said they wanted to be neither of them if 300 students were surveyed.
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fill in the table using the graph
a) The correct values is,
At x = - 1; y = 5
At x = 1; y = - 3
At x = 2; y = - 4
At x = 4; y = 0
b) The correct graph of equation y = x² - 4x is shown in graph by green curve.
What is an expression?
Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
a) Complete table is find as;
The equation is,
⇒ y = x² - 4x
Hence, We get;
At x = - 1;
⇒ y = x² - 4x
⇒ y = (-1)² - 4 × - 1
⇒ y = 1 + 4
⇒ y = 5
At x = 1;
⇒ y = x² - 4x
⇒ y = (1)² - 4 × 1
⇒ y = 1 - 4
⇒ y = - 3
At x = 2;
⇒ y = x² - 4x
⇒ y = (2)² - 4 × 2
⇒ y = 4 - 8
⇒ y = - 4
At x = 4;
⇒ y = x² - 4x
⇒ y = (4)² - 4 × 4
⇒ y = 16 - 16
⇒ y = 0
b) The equation is,
⇒ y = x² - 4x
At x = 0;
⇒ y = 0
Hence, The correct graph of equation y = x² - 4x is shown in graph by green curve.
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Question 4: Consider rolling a fair six-sided die once with the two possible events, (4 points) Event A: roll an even number Event B: roll a number less than or equal to 3 .
The Probabilities are as follows
P(A) = 3/6 = 1/2
P(B) = 3/6 = 1/2
P(A and B) = 1/6
P(A or B) = 5/6
How did we arrive at the values?
Sample Space (S) of the whole experiment: {1, 2, 3, 4, 5, 6}
Sample Space of Event A: {2, 4, 6}
Sample Space of Event B: {1, 2, 3}
A Venn diagram indicating two circles labeled A and B, and the overlap between the two circles labeled A and B]
Probabilities:
P(A) = |Event A| / |Sample Space| = 3/6 = 1/2
P(B) = |Event B| / |Sample Space| = 3/6 = 1/2
P(A and B) = |Event A and Event B| / |Sample Space| = 1/6
P(A or B) = 1 - P(Neither A nor B) = 1 - (6 - |Event A| - |Event B|) / |Sample Space| = 1 - (6 - 3 - 3) / 6 = 1 - (6 - 6) / 6 = 1/6 = 5/6
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The complete question goes thus:
Consider rolling a fair six-sided die once with the two possible events, Event A: roll an even number Event B: roll a number less than or equal to 3 • State the Sample Space of the whole experiment: State the Sample Space of the Event A: State the Sample Space of the Event B: Draw a Venn diagram: . Find the following probability: P(A)= P(B)= P (A and B) = P (A or B) =
l
in wage data the correlations between lwage and the three variables education, experience and job tenure (all measured in years) are respectively 0.4, 0.1 and 0.3. which regression will have the highest r squared?
In wage data the correlations between lwage and the three variables education, experience and job tenure (all measured in years) are respectively 0.4, 0.1 and 0.3. So, Regression of lwage on education will have the highest R squared.
R squared is the square of the correlation so the pair that have the highest correlation will also have the highest R squared in a regression involving the two variables.
Definition of RegressionRegression is a statistical method used to estimate the relationship between a dependent variable and one or more independent variables. This method can also be used to assess the strength of the relationship between variables with future predictions.
Regression analysis includes several variations, namely linear, multiple linear, and nonlinear. The most common models are linear and multiple linear. Meanwhile, nonlinearity is usually used for more complex data groups - because the relationships between variables are not consistent.
Regression analysis can be applied to a variety of disciplines, including finance, investing, and marketing.
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arc length and circular motion homework answers
Calculate the length of an arc with radius 15 cm and central angle of 30°.
answer choices
450 cm
5π/2 cm or ≈ 7.9 cm
225 cm
5π/4 cm or ≈ 3.9 cm
An arc having a central angle of 30° and a radius of 15 cm has a length of 225 cm.
Calculate the length of an arc:The theory used in this question is the formula for calculating the length of an arc, which is θ/360 × circumference. θ is the central angle in degrees and the circumference is the circumference of the circle.
Given:
Determine the circle's circumference.
Circumference of a circle = 2πr
Radius = 15 cm
Circumference of the circle = 2π × 15 cm
Circumference of the circle = 30π cm
Calculate the length of the arc.
Length of an arc = θ/360 × circumference
Central angle = 30°
Length of an arc = 30°/360 × 30π cm
Length of an arc = (30π/360) × 30π cm
Length of an arc = 225 cm
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there are two ducks in front of a duck, two ducks behind a duck and a duck in the middle. how many ducks are there?
Answer:
3 Ducks
Step-by-step explanation:
Two ducks are in front of the last duck; the first duck has two
ducks behind; one duck is between the other two
Hence , there are 3 ducks
Hope it is correct
Answer: I think 7
Step-by-step explanation: Sorry if its wrong.
A set of pens sells for $4. 55 and costs $1. 75 to make. Twenty-five percent of the profit (the difference between the purchase price and the amount it costs to make) from each set of pencils goes to a school. If 800 sets are sold, what is the amount of money that will go to the school?
A total of $540 being donated to the school.
The formula for calculating the amount of money that will go to the school is as follows: (Selling Price - Cost of Production) x 25% x Number of Sets Sold. In this case, the calculation is (4.55 - 1.75) x 0.25 x 800 = $540. This means that if 800 sets of pens are sold, $540 will go to the school. This can also be expressed as 25% of the profit from each set (the difference between the purchase price and the amount it costs to make) multiplied by the total number of sets sold. Thus, if 800 sets of pens are sold, the school will receive 25% of the profit from each set multiplied by 800. This results in a total of $540 being donated to the school.
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What is the equation of the line through (3, -1) and (4, 7).
Answer:
y=8x-25
Step-by-step explanation:
First, you want to find the slope.
Formula: y2-y1 / x2-x1
So, in this case it would be: 7-(-1) / 4-3
Which is the same thing as 7+1 / 4-3 = 8/1 or just 8
Now, when finding the equation of the line, always use the slope-intercept equation: mx + b = y.
If we plug in the slope, we get 8x + b = y. However, we want to find b, since we could use either (3, -1) or (4, 7) for the x and y.
I'm going to use (4, 7), but it doesn't matter what you choose because you'll get the same answer.
8(4) + b = 7.
When you simplify you should get b = -25.
So now, you just have to plug everything in and you get your answer y = 8x - 25.
Convert the following quadratic to vertex form:
2(x-4) (x - 2)
y =
=
Oy=2x²-12x+16
Oy=2(x-3)²-2
Oy=2(x-3)²-1
Oy=2(x²-6x+8)
Answer: The given expression is already in the vertex form:
y = 2(x-3)² - 1
It is the standard form of a parabolic equation with the vertex at (3, -1) and opens upwards.
Step-by-step explanation:
Answer:
[tex]y=2(x-3)^2-2[/tex]
Step-by-step explanation:
[tex]y=2(x-4)(x-2)\\y=2(x^2-6x+8)\\y+2(1)=2(x^2-6x+8+1)\\y+2=2(x^2-6x+9)\\y+2=2(x-3)^2\\y=2(x-3)^2-2[/tex]
What are the missing reasons in the proof?
Given: ABCD with diagonal BD
Prove: ABD = CDB
Statements
1. AD || BC
2. ADB=CBD
3. AB || CD
4. ABD=CDB
5. DB=DB
6. ABD=CDB
Reasons
1. Definition of parallelogram
2. Alternate Interior Angles Theorem
3.
4.
5.
6.
All the missing reasons are given below.
What do you mean by parallelogram?A parallelogram is a two-dimensional shape with four sides and opposite sides that are parallel and equal in length. It can be defined as a quadrilateral with two pairs of parallel sides. In other words, opposite sides of a parallelogram are parallel and equal in length. The opposite angles of a parallelogram are equal and its diagonals bisect each other. A rectangle and a rhombus are both examples of parallelograms. The properties of parallelograms are important in geometry, trigonometry, and linear algebra.
The missing reasons for steps 3 and 4 are:
Definition of parallelogram (AB || CD and AD || BC implies that ABCD is a parallelogram)Converse of the alternate interior angles theorem (if a quadrilateral is a parallelogram, then its opposite sides are congruent)So the complete proof would be:
Given: ABCD with diagonal BD
Prove: ABD = CDB
Statements:
AD || BCADB=CBDAB || CDABD=CDBDB=DBABD=CDBReasons:
Definition of parallelogramAlternate interior angles theoremDefinition of parallelogram (AB || CD and AD || BC implies that ABCD is a parallelogram)Converse of the alternate interior angles theorem (if a quadrilateral is a parallelogram, then its opposite sides are congruent)Reflexive property of equalityTransitive property of equality (ABD=CDB and CDB=DB imply that ABD=DB)To know more about angles visit:
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How much time do executives spend each day reading and sending e-mail. A survey was conducted by Accountemps (reported in USA Today, March 12, 2001). The responses (in minutes) were recorded. Can we infer from these data that the mean amount of time spent by all executives reading and sending e-mail daily differs from 60 minutes?
The survey data collected by Account employees provides valuable insight into the amount of time executives spend on e-mails.
A survey was conducted by Account employees in 2001 to determine the amount of time executives spend each day reading and sending e-mails.
The results were recorded in minutes and analyzed to determine if the mean amount of time spent by all executives reading and sending e-mail daily differs from 60 minutes.
The survey data collected from the executives can be used to calculate the mean and standard deviation of the time spent on e-mails.
If the mean is significantly different from 60 minutes, it would suggest that the executives on average spend more or less time on e-mails compared to 60 minutes.
By conducting a statistical test, we can determine if the mean is significantly different from 60 minutes and make inferences about the e-mail habits of executives.
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write a in the form without finding t and n.
tangential acceleration a in the form without finding t and n is |a|= T+ t N
The tangential acceleration is a measure of the rate of change in the magnitude of the velocity vector, i.e. speed, and the normal acceleration are a measure of the rate of change of the direction of the velocity vector.
r(t)=(cost+ t sin t )i +( sin t−t cost)j
first find the particle's velocity.
[tex]v=dr/dt\\=(−sint+sint+tcost)i^+(cost−cost+tsint)j^\\\\ \\=(tcost)i^+(tsint)j^[/tex]
find the speed.
|v|=[tex]\sqrt{t^{2} cos^{2}t+ t^{2} sin^{2}t }[/tex]
= √t^2
=t
When t>0 , |t| simply becomes t .
We know that a T= [tex]\frac{d}{dt}[/tex]|v|
, which we can use to find that [tex]\frac{d}{dt}[/tex](t)=1
Now that we know a T , we can use it to find a N
a=(cost−t sin t ) i+(sin t +t cos t)j
|a|^2=t^2+1
a N=√(t^2+1) -1
= t
By substituting this back into the original definition, we find that
|a|=(1)T+(t)N=T+ t N
a in the form without finding t and n is |a|= T+ t N
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Four friends are in a marathon. After 3 hours, each friend has completed a different portion of the race.
Therefore , the solution of the given problem of ratio comes out to be greatest portion of race covered is by Deangelo which is 0.72.
It establishes a ratio.The simple formula "a / b" can be used to create a pair of similar variables "a" and "b," where "b" may also be greater than zero. One ratio is created by combining two ratios. If there were only one man and three women, the ratio would be 1:1. There are 1/4 boys and 3/4 girls in the group. A separation between a or more objects, a numeral, or a piece of a component's volume are all examples of parts.
Here,
Given :
=> Aljendaro is 65%
=> Beth is 3/5
=> Christina is 0.7
=> Deangelo is 18/25
the greatest portion of the race covered is :
=> 65/100 = 0.65
=> 3/5 = 0.6
=> 0.7
=> 18/25 = 0.72
The greatest portion of race covered is by Deangelo which is 0.72.
Therefore , the solution of the given problem of ratio comes out to be greatest portion of race covered is by Deangelo which is 0.72.
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The complete question is " Four friends are in a marathon. After 3 hours, each friend has completed a different portion of the race.
Given:
Aljendaro is 65%
Beth is 3/5
Christina is 0.7
Deangelo is 18/25 "
what does it mean when a radical does not have an index? is the expression equal to the radicand? explain.
The expression is not equal to the radicand.
What is Radical Index?
The root symbol nx. is known as a radical, and it is thus read "x radical n," or "the nth root of x." The horizontal line in the radical sign is known as the vinculum, the quantity under the vinculum is known as the radicand, and the quantity n written to the left is known as the index.
The radical is defined by the expression
[tex]\sqrt[n]{a}[/tex]
where a is radicand and n is index.
The index value of square roots is two. When there is no index provided for a radical, it is presumed to be an index of two, or a square root.
[tex]a^{1/2}[/tex] =[tex]\sqrt{a}[/tex]
Thus, the expression is not equal to the radicand.
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The expression is not equal to the radicand.
What is Radical Index?
The root symbol nx. is known as a radical, and it is thus read "x radical n," or "the nth root of x." The horizontal line in the radical sign is known as the vinculum, the quantity under the vinculum is known as the radicand, and the quantity n written to the left is known as the index.
The radical is defined by the expression
where a is radicand and n is an index.
The index value of square roots is two. When there is no index provided for a radical, it is presumed to be an index of two or a square root.
= a^(1/2)
Thus, the expression is not equal to the radicand.
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Special Right triangles Quiz
1. What is the value of w? ( see picture 1 for details)
2. What are the angle measures of the triangle? ( see picture 2 for details)
3. What is the value of p? ( see picture 3 for details)
4. See picture 4 for question and answer
5. see picture 5 for the question and answer
Picture 1: w = 14 units
Picture 2: The angles are 30°, 60° and 90°
Picture 3: p = 22√2 units
Picture 4: The distance is 42 ft
Picture 5: The perimeter of the equilateral triangle is 30√3 m
How to find the value of w in the triangle?
Trigonometry is the branch of mathematics that deals with the relationship between ratios of the sides of a right-angled triangle with its angles
Picture 1
cos 30° = 7√3 / w
w cos 30° = 7√3
w = 7√3 /(cos 30°)
w = 14 units
Picture 2
We have a right angle there already i.e. 90°. Let the two unknown angles be x and y.
sin x = (7√3) /(14√3)
sin x = 1/2
x = arcsin (1/2)
x = 30°
y = 90 - 30 = 60°
Thus, the angles are 30°, 60° and 90°
Picture 3
sin 45° = p/44
p = 44 * sin 45°
p = 44 * (√2)/2
p = 22√2 units
Picture 4
The distance from corner to corner is the length of the diagonal of the square.
Distance = √(30² + 30²) = 42 ft (Pythagoras' theorem)
Picture 5
The perimeter of the equilateral triangle is the sum of all three sides.
Let's find the side x:
sin 60° = 15/x
x = 15/sin 60°
x = 10√3 m
perimeter = 3x = 3 * 10√3 = 30√3 m
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John Myers had $49,000 in taxable income. He figured his tax from the tax schedule:
1. Found his earned income level.
2. Entered the base amount = $4,386
3. Found the amount over $31. 850 =
4. Multiplied line 3 by 25% =
5. Added Lines 2 and 4 =
A. 4,287. 5
B. 17,150. 00
C. 11,411. 00
D. 281,000. 00
E. 8,673. 5
F. 7,025. 00
Myers' taxable income of $49,000 was located on the tax schedule. He then added the base amount of $4,386 to the amount over $31,850 multiplied by 25%, totaling $8,673.50 in taxes.
To figure out the taxes due on Myers' taxable income of $49,000, he first located his earned income level on the tax schedule. The base amount was then calculated by entering the base amount of $4,386. Next, he found the amount over $31,850 and multiplied it by 25%, which was $7,025.00. Finally, he added the base amount and the multiplied amount over 31,850 together to get a total of $8,673.50 in taxes due. Therefore, Myers' taxable income of $49,000 was located on the tax schedule. He then added the base amount of $4,386 to the amount over $31,850 multiplied by 25%, totaling $8,673.50 in taxes.
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8 people go on a boat trip in two boats, one of which can accommodate 4 and the other 6 people. in how many different ways can 8 people distribute themselves between the two boats?
Answer:
3 ways
Step-by-step explanation:
Let us take boat A and Boat B
Boat A - 6 people
Boat B - 4 people
1st way - In Boat A 4 people and in Boat B 4 people
2nd way - In Boat A 5 people and in Boat B 3 people
3rd way - In Boat A 6 people and in Boat B 2 people
assign ballradius with ballheight divided by 2.0. do not use the fraction 1.0 / 2.0; instead, divide ballheight directly by 2.0.
The C++ or Python code for the given problem is float ballRadius = ballHeight / 2.0;
To assign the value of ballRadius with ballHeight divided by 2.0, you can write the following code in a programming language such as C++ or Python:
float ballRadius;
float ballHeight = [some value];
ballRadius = ballHeight / 2.0;
This code uses the division operator (/) to divide ballHeight by 2.0, which results in a floating-point value. This value is then assigned to the variable ballRadius. By dividing ballHeight directly by 2.0, we are not using the fraction 1.0 / 2.0.
In detail, the operation ballHeight / 2.0 performs floating-point division, which means that the result will be a floating-point value with decimal places. The value of ballHeight is divided by 2.0, which is a floating-point constant. The result of this division is assigned to the variable ballRadius, which is also a floating-point value.
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What is the dollar amount of the Gentrys' annual transportation and taxes budgets combined? $2,676. 82 $11,004. 70 $8,327. 88 $18,737. 72 NEXT QUESTION
Option (b) $11004.70 is correct answer. The amount of the Gentrys' annual transportation and taxes budgets combined is approx $11004.70 .
Given,
Total yearly income of the family = $29,742.42
% Expenses for Transportation = 9%
% Expenses for Taxes = 28%
We know that ,
Percentage is from total income of the family,
Expenses for transportation in $ = 9% of $29742.42
= 0.09 * 29742.42
= $2676.8178
Expenses for taxes in $ = 28% of $29742.42
= 0.28 * 29742.42
= $8327.8776
Total expense Transportation + Taxes = $2676.8178 + $8327.8776
= $11004.694
≈ $11004.70
Hence, amount of the Gentrys' annual transportation and taxes budgets combined is approximately $11004.70 .
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The complete question is :
What is the dollar amount of the Gentrys' annual transportation and taxes budgets combined?
(a)$2,676. 82
(b) $11,004. 70
(c) $8,327. 88
(d) $18,737.
Gentry Family
Three Children Yearly Budget; Yearly Income - $29,742.42
Item Percentage
Tithe 10%
Taxes 28%
Food 20%
Housing 30%
Clothing 6%
Transportation 9%
Doctor, Medicine, etc. 8%
Exponential functions in real life situation
Answer:
ANSWER IS-EXPONENTIAL IS LIFE BASED FUNCTION√Step-by-step explanation:
Does a school has provided a teacher with a budget to purchase math notebooks hacker rank solution?
A teacher may receive funding from the school to buy arithmetic amount notebooks for the pupils in their class. Materials like notebooks, pens, calculators, and other essential items can be purchased with this money.
A teacher may receive funding from the school to buy arithmetic notebooks for the pupils in their class. Materials like notebooks, pens, calculators, and other essential items can be purchased with this money. It is crucial to provide each student with enough math notebooks so that they have enough supplies to work with. These notebooks can be used by the students to keep track of key information, practise equations and other mathematical ideas, and stay organised and study-focused. To make sure that kids have the resources they need to excel in the classroom, provide the instructor a budget to buy math notebooks.
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Suppose h is a function such that h(1)=−9,h′(1)=4,h′′(1)=6,h(6)=3,h′(6)=−15,h′′(6)=19,. and h′′ is continuous everywhere. Then. 6. ∫h′′(u)du= 1
For the given function, the value using limits is ∫h′′(u)du = 127/6 = 21.17
What is the limit?A limit in mathematics is the value that a function gets closer to when the input gets closer to a certain value. Calculus and mathematical analysis are not possible without limits, which are also required to determine continuity, derivatives, and integrals.
A function's second derivative is a measure of how quickly its first derivative, or acceleration, changes over time. If h′ is differentiable and has a continuous rate of change, then h′′ is continuous. The derivative of an integral is equal to the integrand according to the calculus fundamental theorem. Therefore, h′(u) equals h′′(u)du plus C, where C is a free constant.
To determine C, we can use the given values of h′(1) and h′(6). We have h′(1) = ∫h′′(u)du + C and h′(6) = ∫h′′(u)du + C. Subtracting the two equations yields
h′(6) − h′(1) = ∫h′′(u)du + C − ∫h′′(u)du − C = 0
And, since h′(6) − h′(1) = −15 − 4 = −19, we have −19 = 0, which means that C = −19. Hence, h′(u) = ∫h′′(u)du − 19.
Finally, to determine the integral of h′′, we can integrate both sides of this equation with respect to u:
h(u) = ∫h′(u)du = ∫(∫h′′(u)du − 19)du = ∫h′′(u)du * u - 19 * u + C
To determine C, we can use the given values of h(1) and h(6). We have h(1) = ∫h′′(u)du * 1 - 19 * 1 + C and h(6) = ∫h′′(u)du * 6 - 19 * 6 + C. Subtracting the two equations yields
h(6) − h(1) = ∫h′′(u)du * 6 - 19 * 6 + C − ∫h′′(u)du * 1 - 19 * 1 + C = 3 + 9 - (-9 - 114) = 127
Hence, ∫h′′(u)du = 127/6 = 21.17
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chase and emily are buying stools for their patio. they are deciding between 3 33 heights (table height, bar height, and xl height) and 3 33 colors (brown, white, and black). they each created a display to represent the sample space of randomly picking a height and a color. whose display correctly represents the sample space? choose 1 answer: choose 1 answer: (choice a) a chase only (choice b) b emily only (choice c) c both (choice d) d neither chase's display: height color table height brown table height brown table height white bar height white bar height black bar height black xl height white xl height black xl height black emily's display:
The display that correctly represents the sample space is an option(d) neither.
To determine this:
While both Chase and Emily have attempted to represent the sample space, neither of their displays accurately represents the sample space by randomly picking a height and color for the stools.
In Chase's display, he has repeated the same height and color combination multiple times, which is not correct as each combination should only appear once in the sample space.
In Emily's display, she has not explicitly listed all the possible height and color combinations. She has only listed 3 heights and 3 colors, but there are 9 possible combinations of height and color that should be included in the sample space.
The correct representation of the sample space would be a list of all 9 possible combinations, such as:
table height browntable height whitetable height blackbar height brownbar height whitebar height blackxl height brownxl height whitexl height blackTo learn more about the combinations, visit:
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The display that correctly represents the sample space is an option(d) neither.
To determine this:
While both Chase and Emily have attempted to represent the sample space, neither of their displays accurately represents the sample space by randomly picking a height and color for the stools.
In Chase's display, he has repeated the same height and color combination multiple times, which is not correct as each combination should only appear once in the sample space.
In Emily's display, she has not explicitly listed all the possible height and color combinations. She has only listed 3 heights and 3 colors, but there are 9 possible combinations of height and color that should be included in the sample space.
The correct representation of the sample space would be a list of all 9 possible combinations, such as:
table height browntable height whitetable height blackbar height brownbar height whitebar height blackxl height brownxl height whitexl height blackTo learn more about Combinations
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