Find the area of the circle. Round to the nearest tenth. Use 3.14 or 22/7 for π.
The area of a circle is 158.3 sq. m.
Consider we need to find the area of the given circle.
The radius of a circle is 7.1 m.
The area of a circle is the place occupied by the circle in a two-dimensional plane. Alternatively, the space occupied within the circumference of a circle is called the area of the circle.
The area of the circle is:
[tex]A = \pi r^{2}[/tex] , where r is the circle's radius.
Putting r = 7.1 , π = 3.14, we get
[tex]A = 3.14 *(7.1)^{2}[/tex]
A = 158.2874
A ≈ 158.3
So, the area of a circle is 158.3 sq. m.
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Diana say that the qadrillatral in the right is a rhombus Melissa says the qadrillatral left is a rhombus
Diana and Melissa are correct based on the description of the rhombus's appearance. Option C. is correct.
Moving from the details to the fact to make judgements is known as inductive reasoning. Inferential reasoning, which involves moving from known facts to precise conclusions, is typically used to determine it.
A parallelogram's special case is the rhombus.
In a rhombus, the opposing sides and angles are parallel and equal.
The sides of a rhombus are all the same length, while the diagonals are split at right angles. The rhombus is frequently referred to as a diamond or rhombus.
It can be inferred that Melissa and Diana are correct to claim that the image is a rhombus from the description of rhombus attributes.
The given question is incomplete. The complete question is 'Who is correct?
An image shows two quadrilaterals. They are facing different directions, but each of them has two pairs of opposite sides that are parallel and equal in length.
A. Diana is correct. Only the quadrilateral on the right has two pairs of parallel sides and all sides the same length.
B. Melissa is correct. Only the quadrilateral on the left has two pairs of parallel sides and all sides the same length.
C. Both are correct. Both quadrilaterals have two pairs of parallel sides and all sides the same length.
D. Neither is correct. Neither figure has all sides the same length.'
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Select the correct statement in the table.
Tennis balls are traditionally sold in a cylinder which contains three balls. The volume of space in the cylinder not occupied by a
tennis ball is modeled in the following function, where r is the radius of a tennis ball, in inches.
V =
(²) (67)
477-3
Select the true statement in the table below.
-
The factor T2² represents the volume of the can.
The factor 6r represents the width of the can.
The term 41³ represents the volume of the three tennis balls.
The term (1²)(6r) represents the volume of one tennis ball.
The distance between the tennis balls and the cans is 49.46 cubic inches.
What is meant by volume?A measurement of three-dimensional space is volume. It is frequently expressed quantitatively using SI-derived units, as well as several imperial or US-standard units. Volume and the notion of length are connected.
Given: Each ball has a diameter of three inches.
Three tennis balls are contained in each can, which is how they are sold.
Each can has a cylindrical shape.
We start by determining each tennis ball's volume.
Because of their spherical shape, their volume is determined by
[tex]$V=\frac{4}{3} \pi r^3$[/tex]
Where [tex]$r=\frac{d}{2}=\frac{3 \text { in }}{2}=1.5 i$[/tex] in
Replacing the radius and using [tex]$\pi \approx 3.14$[/tex], we have
[tex]$V=\frac{4}{3}(3.14)(1.5 \mathrm{in})^3=14.13 \mathrm{in}^3$$[/tex]
Therefore, the volume of each tennis ball exists 14.13 cubic inches, approximately.
Assuming that the diameter of each ball exists congruent with the diameter of the can, we contain the volume of a cylinder defined by
[tex]$V=\pi r^2 h$[/tex]
Where, r = 1.5 in and h = 3(3 in)=9 in, because each can has three balls, and the height exists the sum of all three diameters.
[tex]$V=3.14(1.5 i n)^2(9 i n)=63.59 n^3$$[/tex]
Therefore, the volume of each can exists 63.59 cubic inches, approximately.
The complete question is:
Tennis balls with a 3 inch Diameter are sold in cans of three. The can is a cylinder
A)what is the volume of one tennis ball ?
B)what is the volume of the cylinder ?
C)how much space is not occupied by the tennis balls in the can?
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1. List five different vocabulary words that could be used to describe each given expression.
a-d+c
The five different vocabulary words that could be used to describe the expression are
SummationAlgebraBinaryLinearCombinationHow to determine the vocabulary wordsFrom the question, we have the following parameters that can be used in our computation:
a-d+c
Using the above as a guide, the vocabulary words and the meanings are as follows
Sum: The expression "a-d+c" involves adding the values of a, c and subtracting the value of d, which is a mathematical operation called "sum".Algebraic and Combination: The expression "a-d+c" is a combination of variables and mathematical operations, which falls under the category of Algebraic.Binary: The expression "a-d+c" contains two mathematical operations, subtraction, and addition, and it is called a binary expression.Linear: The expression "a-d+c" is linear since it only contains variables and constants, and it doesn't have any exponents or roots.Read more about expression at
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Which shows how to find 35% of 25 using mental maths?
Only possible answers:
2.5 + 2.5 + 2.5 + 1.25 = 8.75
.25 + .25 + .25 + .25 = 1
3.5 + 3.5 + 3.5 + .35 = 10.85
3.5 + 3.5 + 3.5 + 3.5 = 14
The option that shows how to find 35% of 25 using mental maths is A. 2.5 + 2.5 + 2.5 + 1.25 = 8.75
How to calculate the value?In Mathematics, a percentage simply has to do with the a value or ratio which can be stated as a fraction of 100. It should be noted that when we want to we calculate a percentage of a number, we simply divide it and then multiply the value that is gotten by 100.
In this case, it should be noted that 35% of 25 will be:
= 35% × 25
= 0.35 × 25
= 8.75
Using mental mathematics, the correct option that shows this is A.
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can some1 help me with this pls
Answer:
b
Step-by-step explanation:
Open up the second bracket by changing all signs to the opposite
2a²-3ab+5b² -a²+2ab-3b²
=a²-ab+2b²
(a) select one of the pairs of systems and write down its number. (b) for the pair selected, identify each system and state one function of that system. (c) explain how the two systems work together to help maintain homeostasis in an individual.
a. Pair 2 is selected.
b. Respiratory system, its function is to breathe. Digestive system, its function is to break down food into nutrients.
c. The two systems work together by sharing the region of the mouth and upper throat.
First picture in Pair 2 is Respiratory system, which its function is to breathe. Second picture in Pair 2 is Digestive system, which its function is to break down food into nutrients such as carbohydrates, fats and proteins. The respiratory system takes in oxygen from the air, and also gets rid of carbon dioxide. The digestive system absorbs water and nutrients from the food we consume.
How does the respiratory system and the digestive system work together?The respiratory system is mainly used to transport air, whilst the digestive system is used to transport fluids and solids, from water and food we eat. The respiratory and the digestive systems share the area of the mouth and upper throat, in which air, fluids, and solids can be mixed.
The digestive system does homeostasis by ensuring that the stomach area has the right pH balance. The body uses both positive and negative mechanisms to perform homeostasis. If the body detects an imbalance, the other systems work together to counterbalance and restore the right equilibrium.
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simplify the expression 5^3b+2
Answer:
125b+2
Step-by-step explanation:
5^3b+2
5x5x5=125
125b+2
Cannot be simplified any futher
Solve the system of equations using elimination.The graph shows the solution to a system of inequalities:
Solid line joining ordered pairs 0, 3 and 7, 0. Shade the portion of the graph below the line in the first and fourth quadrants.
Which of the following inequalities is modeled by the graph?
2x + 5y ≥ 14; x ≥ 0
2x + 5y ≤ 14; x ≥ 0
2x − 5y ≤ 14; x ≥ 0
−2x − 5y ≤ 14; x ≥ 0
The inequality that is modeled by the graph is 2x + 5y ≥ 14; x ≥ 0
This inequality corresponds to the solid line that passes through the ordered pairs (0,3) and (7,0). The line has a slope of -2/5, and it can be written in the form y = (-2/5)x + b, where b is the y-intercept, and it can be calculated as b = (5/2)x + 14. The shading is below the line and in the first and fourth quadrants, which corresponds to the inequality 2x + 5y ≥ 14; x ≥ 0.
The other inequalities provided in the options do not correspond to the graph:
2x + 5y ≤ 14; x ≥ 0, the shading is above the line
2x − 5y ≤ 14; x ≥ 0, the slope is positive and the shading is above the line
−2x − 5y ≤ 14; x ≥ 0, the slope is positive and the shading is above the line
So, the inequality that is modeled by the graph is 2x + 5y ≥ 14; x ≥ 0
Please I need help!!!!!!! As Lily files her taxes, she learns that her federal total tax due ends up being $206. According to her Federal income tax withheld, how much of a tax refund can she expect back?
A. $206. 00
B. $874. 50
C. $1,080. 50
D. $13,369. 50
If the federal income tax withheld is $1080.50 and the federal total tax is $206 , then the tax refund that she expect back is (b) $874.50 .
The Lilly's federal total tax is = $206 ;
the federal income tax withheld is = $1080.50 ;
The amount of the refund is the difference between the federal income tax withheld and federal total tax .
So , the refund is = (federal income tax withheld) - (federal total tax) ;
Substituting the values ,
we get ;
Refund = 1080.50 - 206
= $874.50
Therefore , tax refund that she expect back is $874.50 .
The given question is incomplete , the complete question is
As Lily files her taxes, she learns that her federal total tax due ends up being $206. According to her Federal income tax withheld is $1080.50 , how much of a tax refund can she expect back ?
(a) $206.00
(b) $874.50
(c) $1,080.50
(d) $13,369.50
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Question 3 (2 points)
Lauren deposited $300 to start her savings account. After one year, she had $312 in
her account. If she did not deposit or withdraw any money that year, how much
interest did she earn?
A
She earned $12 at 4% interest rate. The solution has been obtained by using simple interest.
What is simple interest?
Simple interest is the cost of borrowing that is computed using the original principal amount alone and a constant interest rate.
We are given that Lauren deposited $300 to start her savings account and after one year, she had $312 in her account.
This means that the difference between both the amounts is the interest because it is mentioned that she did not deposit or withdraw any money that year.
So, the interest is $12.
The rate of interest is found using simple interest
⇒S = p*r*t
⇒12 = 300*r*1
⇒0.04 = r
This means that interest rate is 4%.
Hence, she earned $12 at 4% interest rate.
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Two friends, Jacob and Ariana, took summer jobs. The equation y = 16. 5 x y=16. 5x represents Jacob's earnings in dollars and cents, y y, for working x x hours. Ariana earned $708 in 24 hours. How much more does Ariana earn per hour than Jacob?
Ariana earned $708 in 24 hours, so $312 more Ariana earn per hour than Jacob.
We have to find how much more Ariana earn per hour than Jacob.
The equation y = 16.5x represents Jacob's earnings in dollars and cents, y, for working x hours.
Ariana earned $708 in 24 hours.
So the value of x = 24
Now putting the value of x in equation y = 16.5x
y = 16.5 × 24
y = 396
Jacob's earnings = $396
Difference between the Ariana earning and Jacob earning = $708 - $396
Difference between the Ariana earning and Jacob earning = $312
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Maggie brought $10 to the candy store. She will buy a certain amount of fudge. One pound of fudge costs $2.30. If p represents the amount of fudge, in pounds, Maggie buys, which expression
Answer: $10=2.30p
Step-by-step explanation:
What is the length of the line segment joining the points (-1, 4) and (2 , -5)?
a. 3√2
b. 3√10
c. √2
d. √10
Answer:
b
Step-by-step explanation:
calculate the length using the distance formula
d = [tex]\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }[/tex]
with (x₁, y₁ ) = (- 1, 4 ) and (x₂, y₂ ) = (2, - 5 )
d = [tex]\sqrt{(2-(-1))^2+(-5-4)^2}[/tex]
= [tex]\sqrt{(2+1)^2+(-9)^2}[/tex]
= [tex]\sqrt{3^2+81}[/tex]
= [tex]\sqrt{9+81}[/tex]
= [tex]\sqrt{90}[/tex]
= [tex]\sqrt{9(10)}[/tex]
= [tex]\sqrt{9}[/tex] × [tex]\sqrt{10}[/tex]
= 3[tex]\sqrt{10}[/tex]
Find the value of x in the acute scalene triangle that has the angles 93° and 46°
The third angle of acute scalene triangle is 41°
Now, According to the question:
The first angle of acute scalene triangle is 93°
The second angle of acute scalene triangle is 46°
Let the third angle of acute scalene triangle is x
We know that:
The sum of the interior angles is always equal to 180 degrees.
Now, 93° + 46° + x = 180°
139° + x = 180°
x = 180° - 139°
x = 41°
Hence, the third angle of acute scalene triangle is 41°
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Pls help I’m so stuck
By evaluating the given equation, we will see that they made 1,524 dollars by selling tickets.
What was the total ticket sales?We know that each adult ticket costs $12 and each student ticket costs $9, then the expression for the total cost is:
c(a, b) = 12a + 9s
Where a is the number of adults and s is the number of students.
Here we know that there where 64 adults and 84 students, so the total cost will be:
c(64, 84) = 12*64 + 9*84 = 1,524
They made $1,524 by selling tickets.
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what is 7x-21=11x-73
Answer:
[tex]7x - 21 = 11x - 73 \\ \dashrightarrow \: 11x - 7x = 73 - 21 \\ \dashrightarrow \: 4x = 52 \\ \ \: \: \: \: dividing \: both \: sides \: by \: 4 \\ \dashrightarrow \: \cancel \frac{4x}{4} = \cancel \frac{52}{4} \\ \\ \dashrightarrow \: \: \boxed{ x = 13}[/tex]
hope helpful :)
Which equation represents this graph? This graphic illustrates the mathematical word problem described in the accompanying text.
Answer:
Step-by-step explanation:
that a huge prob but yah
Determine the exact value of cot 3pi/2
put steps please
By trigonometric functions and trigonometric formulas, the exact value of cot (3π / 2) is equal to 0.
How to determine the exact value of a trigonometric function
In this problem we have the case of trigonometric function whose exact value must be found by means of trigonometric functions and trigonometric formulas. Now we proceed to present the entire procedure:
cot (3π / 2)
1 / tan (3π / 2)
Rewrite the function in terms of fundamental trigonometric functions: (sine, cosine)
1 / [sin (3π / 2) / cos (3π / 2)]
cos (3π / 2) / sin (3π / 2)
Then, we get the following exact value:
0 / (- 1)
0
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Simplify the square root of 3/8
What is 2 to the 43000000th power
Step-by-step explanation:
so much sorry about that
Answer: 2^43000000 (the answer is impossibly large)
Mr. Chi wants to sell his house. The state he lives in charges a 3.5% sales tax on the sale of a house. The county charges a 3.4% sales tax, and the city charges a 1.1% sales tax. If Mr. Chi sells his home for $313,800, what is his total tax bill?
Answer: 32082.2
Step-by-step explanation:
Based on the given conditions, formulate:: 341300 * (2.3% + 4.4% + 2.7%)
Calculate the sum or difference: 341300 * 0.094
Calculate the product or quotient: 32082.2
Step-by-step explanation:
Provide numerical measures of individuals. The values of a quantitative variable can be added or subtracted and provide meaningful results?
Quantitative variables provide numerical measures that can be added/subtracted with meaningful results.
Discrete variables are quantitative and have a finite or countable number of positive values.
Continuous variables are quantitative and have an infinite number of possible values that are not countable and also measure with some sort of scale that uses numbers.
Qualitative variables allow for the classification of individuals based on some attribute or characteristic and also provide numerical measures of individuals.
Arithmetic operations such as addition and subtraction can be performed on the values of a quantitative variable and will provide meaningful results.
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x+2x-15 somebody solve this right now and quickly please
Answer:
3(x-5)
Step-by-step explanation:
Answer:
3(x - 5)
Step-by-step explanation:
Make terms..
x + 2x - 15 =
3x - 15
Now lets find a common factor of them..
3x - 15
3(x - 5)
Thus,
3(x - 5), Is your answer
A triangle was dilated by a scale factor of 6. if sin a° = four fifths and segment de measures 30 units, how long is segment ef? triangle def in which angle f is a right angle, angle d measures a degrees, and angle e measures b degrees segment ef = 15.5 units segment ef = 24 units segment ef = 30 units segment ef = 37.5 units
The triangle DEF's section EF measures 24 units in length.
As per the data given in the above question are as bellow,
The provided details are as follow,
Procedure: Calculating the length that results from distorting a triangle by a scale factor
The triangle mentioned in the previous sentence is summarised in the diagram below. Using a trigonometric relationship, we discover that the following formula best describes the length of the section EF:
[tex]$\sin a^{\circ}=\frac{E F}{D E}$[/tex]
If we know that DE=30 and [tex]$\sin a^{\circ}=\frac{4}{5}$[/tex], then the length of the segment EF is:
[tex]E F=D E \cdot \sin a^{\circ} \\& E F=30 \cdot\left(\frac{4}{5}\right) \\[/tex]
EF=24
Sine (sin), cosine (cos), and tangent (tan), which are defined in terms of the ratios of the sides of a right triangle, are the fundamental trigonometric functions.
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Note: The correct question would be as bellow,
A triangle was dilated by a scale factor of 6. If sin a° = four fifths and segment DE measures 30 units, how long is segment EF?triangle DEF in which angle F is a right angle, angle D measures a degrees, and angle E measures b degrees
15.5 units
24 units
30 units
37.5 units
the numberline shows the temperatures at 2:00 AM. and 2:00 P.M. in the Gobi Desert. Find and interpret the distance between the points?
2:00am -13F 2:00pm 38F
Answer:
There is a difference of 51 degrees
Step-by-step explanation:
-13 to zero is 13 degrees
zero to 38 degrees is 38 degrees
13 + 38 is an increase of 51 degrees
Determine whether the following graph represents y as a function of x. If it does, explain why and estimate the domain and range. If it does not, explain why, describe a portion of the graph that could be removed to turn it into a function, and estimate the domain and range of the result.
The graph does not represent y as a function of x, as each value of x is mapped to two outputs.
The portion that could be removed to make it a function is given as follows:
y < 0.
Hence the domain and the range are given as follows:
-3 ≤ x ≤ 3.0 ≤ y ≤ 3.When does a relation represents a function?A relation represents a function when each input value is mapped to a single output value.
On the circle, a vertical line through the circle would cross the line twice, meaning that each input is mapped to two outputs, hence the relation is not a function.
We have to remove one of the outputs for the relation to be a function, hence, removing y < 0, the domain and the range are given as follows:
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Use the line on the graph to write an equation that represents the function.
Antonio's toy boat is bobbing in the water under a dock. The vertical distance
�
HH (in
cm
cmstart text, c, m, end text) between the dock and the top of the boat's mast
�
tt seconds after its first peak is modeled by the following function. Here,
�
tt is entered in radians.
�
(
�
)
=
5
cos
(
2
�
3
�
)
−
35.5
H(t)=5cos(
3
2π
t)−35.5H, left parenthesis, t, right parenthesis, equals, 5, cosine, left parenthesis, start fraction, 2, pi, divided by, 3, end fraction, t, right parenthesis, minus, 35, point, 5
How long does it take the toy boat to bob down from its peak to a height of
−
35
cm
−35 cmminus, 35, start text, space, c, m, end text?
Answer: To find the time it takes for the toy boat to bob down from its peak to a height of -35 cm, we need to find the value of t when H(t) = -35.
So, we can substitute -35 for H(t) in the given equation:
5 cos (2π/3t) - 35.5 = -35
Now we can solve for t by isolating it on one side of the equation:
5 cos (2π/3t) = 0.5
cos (2π/3t) = 0.1
2π/3t = cos^-1(0.1)
3t = 2π * cos^-1(0.1)/π
t = 2 * cos^-1(0.1)
The time it takes for the toy boat to bob down from its peak to a height of -35 cm is approximately 2 * cos^-1(0.1) seconds.
Step-by-step explanation:
What is the value of x in this triangle?
Enter your answer in the box.
Answer: 39*
Step-by-step explanation:
102+39= 141
180-141=39
Answer:
x = 39°
Step-by-step explanation:
We know that,
→ Sum of sides of triangle = 180°
Forming the equation,
→ 39° + 102° + x = 180°
Now the value of x will be,
→ 39° + 102° + x = 180°
→ 141° + x = 180°
→ x = 180° - 141°
→ [ x = 39° ]
Hence, the value of x is 39°.