PLEASE HELP NEED DETAILED WORD ANSWER I CAN USE
WILL MARK BRAINLIEST

please dont use for points or I will report
sorry!

Answer:

  2,420,000 m³

Step-by-step explanation:

You want the volume of a square pyramid 220 m on a side and 150 m high.

The volume of a pyramid is 1/3 the volume of a cuboid of the same dimensions.

  V = 1/3LWH

  V = 1/3(220 m)²(150 m) = 2420000 m³

The volume of the pyramid is about 2,420,000 cubic meters.

__

Additional comment

The density of Egyptian limestone is between 2.4 and 2.7 g/cm³, so the mass of the pyramid is approximately 6 million metric tons. This is about 50% more than the most massive building built in modern times.

If the profit from T-shirts sales was $1,632, and the vendor pays the rock bands 1/3 of the total profit from T-shirts and sweatshirts sales at every concert, proportionately, the profit from the sweatshirt sales alone is $546.

Proportion describes the equation of two ratios.

In this situation, when we equate the proportion or fraction of the share of profit paid to the band to the actual profit paid, we can find the total profit realized from the concert sales.

The fractional share of the total profit from T-shirts and sweatshirts paid to the rock band = 1/3

The total amount paid to the rock band after the last concert = $726

The profit from T-shirts sales = $1,632

Proportionately, the total profit from the sales of T-shirts and sweatshirts = $2,178 ($726 x 3)

The profit from sweatshirt sales is the difference between the total profits and the profit from T-shirt sales.

= $546 ($2,178 - $1,632)

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Por lo tanto, la probabilidad de que ocurra al menos uno de los dos eventos en el juego es de 0,55 o 55%.

Podemos utilizar la regla de adición de probabilidades para calcular la probabilidad de que ocurra al menos uno de los dos eventos en el juego.

La regla de adición establece que la probabilidad de que ocurra al menos uno de dos eventos A o B es igual a la suma de las probabilidades de los eventos individuales menos la probabilidad de que ambos eventos ocurran juntos:

P(A o B) = P(A) + P(B) - P(A y B)

Podemos reemplazar los valores que se nos dan en la fórmula:

P(A o B) = 0,25 + 0,6 - 0,3

P(A o B) = 0,55

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The probability of having a type 2 defect given a type 1 defect is 0.6667, rounded to four decimal places.

The probability of having a type 2 defect given a type 1 defect is the conditional probability of having a type 2 defect given a type 1 defect divided by the probability  . This can be expressed as P(type 2 defect|type 1 defect)/P(type 1 defect).

P(type 2 defect|type 1 defect) = 0.2

P(type 1 defect) = 0.3

Therefore,

P(type 2 defect|type 1 defect) / P(type 1 defect) = 0.2 / 0.3 = 0.6667

The probability of having a type 2 defect given a type 1 defect is 0.6667 and when rounded to four decimal places it is 0.6667.

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Therefore, the minimum score required for the scholarship 652

We are told in the question that:

A university plans to award scholarships to students whose scores are in the top 30%.

The top 30% means

100 - 30% = 70%

This means the student must be in the 93rd percentile

We solve using the z-score formula.

z = (x-μ)/σ, where

x is the raw score?

μ is the population mean = 496

σ is the population standard deviation = 109

Z score for 93rd percentile = 1.476

1.476 = x - 491/109

Cross Multiply

1.476 × 109 = x - 491

160.884 = x - 491

x = 160.884 + 491

x = 651.884

Approximately to the nearest whole number = 652

Therefore, the minimum score required for the scholarship 652

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The rate of the selling price of each egg is 6%

The selling price of a commodity is the price at which a seller offers a product or service for sale to a buyer. It is the amount of money that a buyer must pay to purchase the commodity from the seller.

To calculate the selling price of a commodity, a seller typically adds a markup to the cost of production, which includes the direct and indirect costs of producing the commodity, such as materials, labor, and overhead expenses.

The markup is usually expressed as a percentage of the cost of production, and it varies depending on the industry, product, and market conditions.

If 200 eggs were bought for Rs10 each, then all egg costs Rs2000.

20 broken eggs, remaining 180 eggs.

Based on these conditions, we can formulate an equation:

10 × (8% + 1) ÷ (200 - 20)

Simplify;

[tex]=\dfrac{10\times 1.08}{180}[/tex]

Eliminate the common factor;

[tex]=\dfrac{1.08}{18}[/tex]

[tex]=\dfrac{108}{1800}[/tex]

Calculate the product or quotient;

[tex]=\dfrac{6}{100}[/tex]

Rewrite the rate of the selling price as a percentage = 6%

Therefore, we can conclude that the rate of the selling price as a percentage is 6%.

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The equation of the line perpendicular to y = -4x - 2 and passing through (-12, 2) is y = 1/4x + 5.

Given that a line passes through (-12, 2) and is perpendicular to y = -4x - 2. We have to find the equation of this line. To find the equation of the line perpendicular to the given line, we need to know the slope of the line we want to find. The slope of the given line is -4. Since the lines are perpendicular, the slope of the line we want to find will be the negative reciprocal of -4, which is 1/4.

Thus, the equation of the line passing through (-12, 2) and is perpendicular to y = -4x - 2 is:y - 2 = 1/4(x + 12)Simplify by distributing the 1/4:y - 2 = 1/4x + 3

Add 2 to both sides: y = 1/4x + 5

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Answer:

  Alvarez = Saunders ≠ Jensen

Step-by-step explanation:

You want to know if any or all of the classes collected the same number of canned goods per student when the numbers were ...

The metric "canned goods per student" is computed by dividing the number of canned goods by the number of students. These values might best be compared as decimal numbers.

The attached calculator screen shows this calculation.

The classes of Mr. Alvarez and Mrs. Saunders had equivalent ratios of canned goods per student: 6. Ms. Jensen's class had a ratio of 5.5 canned goods per student, so was not equivalent to the other two.

Answer:

Step-by-step explanation:

We can find out if the ratios of canned goods per student are the same for any or all of the classes by calculating the ratio of canned goods per student for each class.

Therefore, the ratios of canned goods per student are not the same for all the classes. However, Mr. Alvarez's and Mrs. Saunders's classes have equivalent ratios, indicating that each student, on average, collected the same number of canned goods in these two classes. In contrast, Ms. Jensen's class has a different ratio, indicating that, on average, her students collected a different number of canned goods per student compared to the other two classes.

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a) The average daily balance for the billing period is $285.29.

b) The finance charge to be paid on February 13 is $3.42.

c) The balance due on February 13 is $288.71.

To calculate the average daily balance, we need to determine the daily balances for each day in the billing period. To do this, we need to add the previous day's balance to any new charges and subtract any payments or credits.

Day         Transaction       Daily Balance

Jan 13 Starting balance $221.33

Jan 17 Charge of $50 $271.33

Jan 22 Payment of $100 $171.33

Feb 4 Charge of $100 $271.33

Feb 6 Charge of $100 $371.33

Feb 10 Payment of $100 $271.33

Feb 13 Finance charge $288.71

To calculate the average daily balance, we add up the daily balances and divide by the number of days in the billing period:

To calculate the finance charge, we multiply the average daily balance by the interest rate and the number of days in the billing period:

To calculate the balance due on February 13, we add the finance charge to the average daily balance:

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For cos(0) to be equal to 0.392, sin(20) must be equal to cos(0 + 30).

We can use the trigonometric identities to simplify the expression cos(0 + 30):

cos(0 + 30) = cos(0)cos(30) - sin(0)sin(30)

Since sin(0) = 0 and cos(30) = √3/2, we have:

cos(0 + 30) = cos(0)√3/2

We can then rearrange this equation to get:

sin(20) = cos(0)√3/2

To solve for cos(0), we can divide both sides by √3/2:

cos(0) = sin(20) / (√3/2)

Using the values of sin(20) ≈ 0.34 and √3/2 ≈ 0.866, we can calculate:

cos(0) ≈ 0.34 / 0.866 ≈ 0.392

Therefore, for cos(0) to be equal to 0.392, sin(20) must be equal to cos(0 + 30).

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Answer:

160

Step-by-step explanation:

area of trapezoid = 1/2 (base 1+base 2) x height.

24+8=32

32x10=320

320x1/2=160.

160.

The volume of the object is 168.96 cubic units. The volume of the object can be found using the formula for volume of a solid with known cross-sections : [tex]V = ∫ A(x)dx[/tex], where [tex]A(x)[/tex] is the area of the cross-section at x.

In this case, the cross-sections are triangles with equal base and height. The area of a triangle is A = 1/2bh, so the area of the cross-section at x is [tex]A(x) = 1/2b^2.[/tex]

The base of the triangle is the distance between the two curves, which is [tex]6−3/8 x^2 - 0 = 6−3/8 x^2.[/tex] So the area of the cross-section is [tex]A(x) = 1/2(6−3/8 x^2)^2.[/tex]

Now we can find the volume by integrating the area function over the x-values of the base region. The base region is bounded by the curve [tex]y=6−3/8 x^2[/tex], so the x-values are the roots of this equation:

[tex]0 = 6−3/8 x^2 3/8 x^2 = 6 x^2 = 16 x = ±4[/tex]

So the volume is:

[tex]V = ∫[−4,4] 1/2(6−3/8 x^2)^2dx = 1/2 ∫[−4,4] (36 - 9/4 x^2 + 9/64 x^4)dx[/tex]
[tex]= 1/2 [(36x - 3/4 x^3 + 9/320 x^5)] from x=-4 to x=4 = 1/2 [(288 - 192 + 72.96) - (-288 + 192 - 72.96)] = 1/2 (576 - 384 + 145.92) = 1/2 (337.92)[/tex]
= 168.96 , So the volume of the object is 168.96 cubic units.

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Answer:

length of base = 17 cm

Step-by-step explanation:

Area of a triangle A = 1/2 bh where b = base h = height

We are given
b = 2h - 7

A = 102

or
2h = b + 7

h = (b+7) /2

use this in the equation for A

1/2 (b) (b+7)/2 = 102

1/4 x b(b+7) = 102

b(b+7) = 4 x 102

b² + 7 b = 408

b² + 7b - 408 = 0

This is a quadratic equation which can be solved by factoring or using the quadratic formula

We can factor b² + 7b - 408 as follows

Check if b = 17 is correct

With b = 17

h = (b+7) /2

= (17 + 7)/2

= 24/2

= 12

Therefore A = 1/2 x 17 x 12

= 17 x 6

= 102

Answer:

I think its C

Step-by-step explanation:

Answer:32

Step-by-step explanation:

The train ride duration was 4 hours and 15 minutes.

To find the duration of the train ride, we need to subtract the departure time from the arrival time.

First, let's convert the departure and arrival times to a 24-hour clock format for easier calculation.

6:15 PM in 24-hour clock format is 18:15.

10:30 PM in 24-hour clock format is 22:30.

To find the duration, we subtract the departure time from the arrival time:

22:30 - 18:15 = 4 hours and 15 minutes

Therefore, the train ride duration was 4 hours and 15 minutes.

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As per the concept of compound interest, the total amount of money needed to pay back the loan in 3 years is $6,035.50.

Now, let's move on to the problem. You are given that $5,000 is borrowed with an interest of 12.3% compounded semi-annually. This means that the interest rate of 12.3% is divided by 2 to get the semi-annual interest rate, which is 6.15% (12.3% / 2). The interest is compounded twice a year, so there will be 6 months between each compounding period.

To find the total amount of money needed to pay back the loan in 3 years, we need to use the formula for compound interest:

A = P(1 + r/n)ⁿˣ

where:

A = the total amount of money needed to pay back the loan

P = the principal amount borrowed

r = the annual interest rate (in decimal form)

n = the number of times the interest is compounded per year

x = the number of years

In this case, we have:

P = $5,000

r = 12.3% = 0.123

n = 2 (compounded semi-annually)

x = 3 years

So the formula becomes:

A = $5,000(1 + 0.0615/2)²ˣ³

Simplifying this, we get:

A = $5,000(1.03075)⁶

Using a calculator, we can find that 1.03075 raised to the power of 6 is approximately 1.2071. So:

A = $5,000(1.2071)

A = $6,035.50

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I disregard the null hypothesis & come to the conclusion supports the assertion that the mean classroom sizes for full-time is lower than [tex]33[/tex] pupils but since p-value [tex](0.033)[/tex] falls short of significance threshold [tex]=0.01[/tex].

Depending about where it is in the number, each digit has a different value, which is referred to as value. We estimate it by reducing the place value by the face value of the digit. Worth is the product of will get and face value.

Place value refers to how much a digit is worth in relation to where it is in a number, such as the ones, tens, thousands, and so on. For instance, 5 in 3458 has a placement value of 5 tens, and 50.

X bar [tex]= (36+27+32+36+35+41+28+25+32+27+33+36+30+29+27+28+30+28)/18 = 31.39[/tex]

s [tex]= \sqrt{(((36-31.39)^2 + (27-31.39)^2 + ... + (28-31.39)^2)/17)} = 4.84[/tex]

We can support the university's claim. The P-value is approximately [tex]0.033[/tex]

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The minimum score needed to be in the top 5% on this standardized aptitude test is 7. The distribution of scores on a standardized aptitude test is approximately normal with a mean of and a standard deviation of. What is the minimum score needed to be in the top on this test?

In statistics, we assume that the distribution of scores on a standardized aptitude test is approximately normal with a mean of µ and a standard deviation of σ, where µ and σ are the parameters of the normal distribution. To calculate the minimum score needed to be in the top 5%, we must first determine the z-score corresponding to the top 5%.It is known that the area to the left of z is 0.95, which corresponds to the top 5%.

To find the z-score that corresponds to the 95th percentile, we can use a standard normal distribution table, such as the one found in most statistics textbooks or online. The table gives the z-score that corresponds to the given area to the left of the mean.Using the standard normal distribution table, we find that the z-score corresponding to the top 5% is approximately 1.645. This means that the score needed to be in the top 5% is 1.645 standard deviations above the mean. We can calculate this score using the formula:X = µ + zσwhere X is the score we are trying to find, µ is the mean, z is the z-score corresponding to the top 5%, and σ is the standard deviation. Substituting the values we know into this formula:X = + 1.645 × = + 6.58. Rounding to the nearest integer, we get X = 7.

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Answer:

Step-by-step explanation:

[tex]4.5^{2}[/tex] x [tex]pie[/tex] =63.6[tex]cm^{2}[/tex]

Answer:

20.25pi or about 63.62

Step-by-step explanation:

the formula for area of a circle is pi*r^2.

since the diameter is 9, the radius is half of that, which is 4.5

then, plugging this into our formula, we get 20.25pi. this rounds to 63.62.

Answer:

1x + 4 : 2x = 1 : 2

We can cross-multiply to get:

2(1x + 4) = 1(2x)

2x + 8 = 2x

8 = 2x - 2x

8 = 0

This is not possible, so our assumption that Pete and Mike's scores before today's match were 1x and 3x respectively must be incorrect.

Let's try a different assumption. Let's assume that before today's match, Pete and Mike's scores were 2x and 6x respectively. After today's match, Pete scored 4 goals, so his total score is now 2x + 4. We also know that Pete and Mike's scores were in the ratio of 1:2 after today's match. Therefore, we can write:

2x + 4 : 2(6x) = 1 : 2

We can simplify this to:

2x + 4 : 12x = 1 : 2

We can cross-multiply to get:

2(2x + 4) = 1(12x)

4x + 8 = 12x

8 = 12x - 4x

8 = 8x

x = 1

Therefore, before today's match, Pete and Mike's scores were 2 and 6 respectively. After today's match, Pete's score is 2 + 4 = 6. Since Pete and Mike's scores were in the ratio of 1:2 after today's match, Mike's score must be twice that of Pete's score, which is 2 x 2 = 4.

Therefore, Mike's total score is 6 + 4 = 10. Mike scored a total of 10 goals.

The area of the sector is π square meters.

Length of arc [tex]= (90/360)* 2π(2m) = πm[/tex]

To find the area of the sector and the length of the arc, we need to use the formulas:

Area of sector = ( Θ/360 x π[tex]r^2[/tex]

Length of arc = (θ/360) x 2πr

Given radius (r) = 2m and angle (θ) = 90 degrees, we can plug these values into the formulas to get:

Area of sector = [tex](90/360) * \pi (2m)^2[/tex]

[tex]= (1/4) * \pi * 4m^2[/tex]

[tex]= \pi m^2[/tex]

Therefore, the area of the sector is π square meters.

Length of arc = (90/360) x 2π(2m)

= (1/4) x 4πm

= πm

Therefore, the length of the arc is π meters.

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Answer:

8

Step-by-step explanation:

40% is 4 times 10%, so the number is 4 times greater.

4 × 2 = 8

Answer: 8

Let's call the number we're trying to find "x".

We know that 10% of x is equal to 2.

So, we can set up the equation:

0.1x = 2

To solve for x, we can divide both sides by 0.1:

x = 2 ÷ 0.1

x = 20

Now that we know x is 20, we can find 40% of that number:

40% of 20 = 0.4 x 20 = 8

Therefore, 40% of that number is equal to 8.

The required mean of the given numbers in Exhibit 1.1 is 2.625.

To find the mean of the given numbers in Exhibit 1.1, we will use the following formula:

Mean = (Sum of all numbers) / (Total number of numbers)

Explanation:

Given data in the form of an exhibit is shown below Exhibit 1.1181310161413171513111414111012121113159121316815

Now, we will add all these numbers and find their sum.1 + 1 + 8 + 1 + 3 + 1 + 0 + 1 + 6 + 1 + 4 + 1 + 3 + 1 + 7 + 1 + 5 + 1 + 3 + 1 + 1 + 1 + 4 + 1 + 1 + 0 + 1 + 2 + 1 + 2 + 1 + 1 + 3 + 1 + 5 + 9 + 1 + 2 + 1 + 3 + 1 + 6 + 8 + 1 + 5= 105

Now, we will count the total number of numbers. There are 40 numbers in total. Therefore, the mean of the given numbers in Exhibit 1.1 is:

Mean = (Sum of all numbers) / (Total number of numbers)= 105 / 40= 2.625

Hence, the required mean of the given numbers in Exhibit 1.1 is 2.625.

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Answer:

A and E

Step-by-step explanation:

A. 7,358.9 is 7.3589 x 10³

B. 73. 589 is 7.3589 x 10¹

For A which is 10³ to reduce to 10¹, you need to multiply by a fraction

To reduce 3 to 1, you need to deduct 2 (10¹¯³ = 10¯²)

10¹/ 10³ = 10/1000 = 1/100 which can also be written as 0.01

The two solutions of the equation x2 - 4x + 1 = 0 are x = 2 + √3 and x = 2 - √3.

A quadratic equation is an equation that can be written in the form ax2 + bx + c = 0, where a, b, and c are real numbers and a is not equal to 0. Solving a quadratic equation involves finding the value of x that makes the equation true. This can be done in multiple ways, but the most common method is to use the Quadratic Formula. The Quadratic Formula states that the roots (or solutions) of a quadratic equation can be found using the following formula:

x = [-b ± √(b2 - 4ac)]/2a

For example, consider the equation x2 - 4x + 1 = 0. In this equation, a = 1, b = -4, and c = 1. Plugging these values into the Quadratic Formula gives us:

x = [-(-4) ± √((-4)2 - 4(1)(1))]/2(1)

Simplifying this equation, we get:

x = [4 ± √(16 - 4)]/2

Finally, simplifying further yields the following two solutions:

x = (4 ± √12) /2

x = 2 ±√3

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The total length of the blue and pink yarn is 31 5/7  yards

The blue yarn is given as

Blue = 5 2/7 yards

The length of the pink yarn is 5 times the length of the blue yarn:

So, we have

Length of pink yarn = 5 x 5 2/7 yards

Length of pink yarn = 26 3/7 yards

To find the total length of the blue and pink yarn, we can add their lengths:

Total length = Length of blue yarn + Length of pink yarn

Total length = 5 2/7 yards + 26 3/7 yards

The fractions have the same denominator

So, we have

Total length = 31 5/7

Therefore, the total length of the blue and pink yarn is 31 5/7  yards

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Answer:

Step-by-step explanation:

1. 7pq

2. 9-x^2=(3-x)(3+x)

3. 6z^2
4. i

5. x^2 + xy + 2y^2
6. i:2^3 ii:(x+5)^2 V:(6-7)(6+7) iiii: 4b(b-a) v again: n/a

19:300

Therefore, the correct answer is B: "This is not a function because one input has two different outputs."

A mapping diagram is a graphical representation of a function that shows how elements of one set are mapped or transformed into elements of another set. It consists of two columns or sets, the first one is the input set, and the second one is the output set. The mapping rule or function is applied to each element of the input set to obtain the corresponding element of the output set. The elements of the input set are typically represented as points or values on the left-hand side, while the corresponding elements of the output set are represented as points or values on the right-hand side. Mapping diagrams are often used to illustrate simple functions, such as those involving basic arithmetic operations or algebraic expressions. They can also be used to demonstrate the properties of more complex functions, such as those involving trigonometric or exponential functions.

Here,

A mapping diagram is a visual representation of a relation between two sets of numbers, where each input corresponds to an output. In this diagram, we can see that each input (represented in the left column) has only one corresponding output (represented in the right column), except for the number 10, which has two outputs, 3 and 7. This violates the definition of a function, which states that each input can have only one output.

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Answer:

from the figure

tanx= p/b

or, tanx= 4/9

or, x=arctan(4/9)

or, x=23.49°

The amount that x = 153 needs to be to balance the scale. Thus,we would need to drag, One block from A, 5 columns of blocks form B and 3 blocks from C to balance the scale.

a scale is a device used to measure the weight or mass of an object by comparing it to a known reference weight or mass. It works by using the principle of equilibrium, where the weight on one side is balanced by an equivalent weight on the other side. This allows for accurate measurement of the weight or mass of an object.

This is sometimes represented in math as an equation.

We have an equation given in the above image:

221 = x + 68; to find the required blocks to balance the scale, we must find x.

To solve for x, we need to isolate it on one side of the equation. We can do this by subtracting 68 from both sides:

221 - 68 = x + 68 - 68

153 = x

Therefore, x = 153.

Since each Set "A" is a block of 100 Units, Set "B" is a block of 10 Units, and Set "C" is a Unit, we would need to drag, One block from A, 5 columns of blocks form B and 3 blocks from C to balance the scale.

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Full Question;

The scale shown is not balanced. Drag base ten blocks to the box to show the amount that x needs to be to balance the scale. See the attached image.