solve this question ​

Answer:

pyramid

Step-by-step explanation:

Answer:

A. 1,176π

Step-by-step explanation:

Volume of a cylinder = πr²h

Radius (r) = 7 in. (given)

Height (h) = 24 in. (given)

Plug in the values into the formula for volume

V = π*7²*24

V = π*49*24

V = 1,176π

Answer:

i would but i doint see no image maybe repost it

Step-by-step explanation:

Answer:

1000m

3 minutes

1000/3

Answer is approx 333km per minute

600km

12hr

600/12

answer is 50km/hr

Step-by-step explanation:

Answer:

nice

Step-by-step explanation:

e

The graph of a piecewise function f(x) = 3x if x ≤ 3 and f(x) = 2x if x > 3 is shown in the picture.

The graph of a piecewise function contains numerous curve components. It signifies that it has a plethora of definitions based on the value of the input. In other words, a piecewise function behaves differently depending on the input.

We have:

f(x) = 3x if x ≤ 3

f(x) = 2x if x > 3

We can draw the piecewise function as shown in the attached picture.

At x = 3

f(3) = 3(3) = 9 because f(x) = 3x if x ≤ 3

Thus, the graph of a piecewise function f(x) = 3x if x ≤ 3 and f(x) = 2x if x > 3 is shown in the picture.

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Step-by-step explanation:

check the pic for workings

ans is 343.35KN

Answer: simplified to the tens digit would be 93.4 simplified overall would just be 93.

Step-by-step explanation: Hope this helps, please mark brainliest, and give thanks!

Answer:

if the stone makes 150 revolution per minute, the tension force of the string on the stone is

The sale price of the item is given by the equation A = $ 26.40

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.

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 data ,

Let the sale price of the item be represented as A

Now , the equation will be

The original price of the item = $ 33

An item on sale costs 80% of the original price

So , the sale price of the item A = 80 % x original price of the item

Substituting the values in the equation , we get

The sale price of the item A = ( 80 / 100 ) x 33

The sale price of the item A = 0.80 x 33

The sale price of the item A = $ 26.40

Therefore , the value of A is $ 26.40

Hence , the sale price is $ 26.40

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Answer:

y=4

Step-by-step explanation:

Answer:

y=2.5

Step-by-step explanation:

first you add -3x to both sides so you get 5-3x and then divide that by 2 to get Y by itself so now you have 5/2 - 3/2x and when you put in the equation y=5/2 - 3/2x in DESMOS, the answer is 2.5

The process of logarithmic functions in real-worlds problems is given below.

And an example of an application of logarithmic function is given.

The inverse of exponentiation is the logarithm. This indicates that the exponent to which b must be raised in order to obtain a number x is the logarithm of x to the base b.

We know,

logarithmic function and exponential function are inverse of each other.

So, whenever we solve the exponential function,

we use the help of logarithmic functions.

To compute the number with bigger exponents,

we use the logarithms.

Because it reduces the size of the numbers.

Let the bacteria is growing exponentially,

b = 2ⁿ.

We know that the bacteria grows every hour.

We want to find time.

Here, we will use the inverse function to the exponential function.

How long will it take them to get 1000 bacteria?

1000 = 2ⁿ

Taking log on both sides,

log(1000) = n log2

n = log(1000)/log(2)

n = 9.96

n ≈ 10 hours.

Therefore, an application of logarithmic function is given above.

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The newly rewritten function expression of V(x) is V(x) = (x)(x + 1)(x – 2)/1000

From the question, we have the following parameters that can be used in our computation:

A function expression

The function expression is given as

V(x) = (x)(x + 1)(x – 2)

Where if x is in centimeters and V(x) is in cubic centimeters

The new function for the volume of the refrigerator is stated to be in cubic millimeters

Using the above as a guide, we have the following:

1 cubic centimeters = 1000 cubic millimeters

So, we have

V(x) = (x)(x + 1)(x – 2)

1 cubic centimeters = 1000 cubic millimeters

Cross multiply

V(x) * 1000 = 1* (x)(x + 1)(x – 2)

Divide both sides by 1000

V(x) = (x)(x + 1)(x – 2)/1000

Hence, the function is V(x) = (x)(x + 1)(x – 2)/1000

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Explanation is[tex]^{}[/tex] in a file

bit.[tex]^{}[/tex]ly/3gVQKw3

9514 1404 393

Answer:

Step-by-step explanation:

1. A lunch with 4A and 3B will cost ...

  4($0.20) +3($0.40) = $0.80 +1.20 = $2.00

The amount of sugar in that lunch is ...

  4(7 g) +3(3 g) = (28 +9) g = 37 g

The amount of protein in that lunch is ...

  4(6 g) +3(9 g) = (24 +27) g = 51 g

Comparing these amounts to the goals for the lunch, we see that ...

A lunch consisting of 4 servings of A and 3 servings of B cannot meet all of the constraints.

__

2. Evaluating the contributions to cost, sugar, and protein in the first part has shown us how to do the second part.

  0.20a +0.40b ≤ 2.00 . . . . . . . cost constraint

  7a + 3b ≤ 30 . . . . . . . . . . . . . . .sugar constraint

  6a + 9b ≥ 50 . . . . . . . . . . . . . . protein constraint

These are the inequalities that are wanted.

_____

Additional comment

The attached graph is a graph of these constraints. Solutions to all three inequalities would lie in an area where the three solution spaces overlap. This graph shows there is no such area. All three constraints cannot be met by any choice of foods A and B.

Answer:

x=1 if that's 15 x

Step-by-step explanation:

Answer:

The natural numbers and the whole numbers are both subsets of integers. In other words, a rational number is a number that can be written as one integer over another.

Step-by-step explanation:

Answer: 2/4, 4,8, etc.

Step-by-step explanation:

Hello!

So basically, what I think this question is asking is for an equivalent fraction to 1/2. There are countless fractions that are the same as this and I listed a couple above!

Hope this helps! :D

Answer:

C) 25

Step-by-step explanation:

First, solve for the height (red dotted line) using the Pythagorean theorem 9²+b²=15²

81+b²=225

b²=225-81

b²=12

Then set up a ratio.

x/12=9/15

simplify

x/12=3/5

cross-multiply

3x=60

x=20

This gives us the base.  Now we can solve for x using the Pythagorean theorem again.

20²+15²=x²

400+225=x²

625=x²

√x²=√625

x=25

Answer:

18 fourths

Step-by-step explanation:

4.5 x 4=18

or

each apple would produce 4 fourths so 4 apples would produce 16. Then 1/2 apple would produce 2 fourths so 16 + 2 = 18

Answer: k^3=1

Step-by-step explanation:

Answer:k^3=1

Step-by-step explanation:

Answer:

95

Step-by-step explanation:

Answer:

95

please don't

The result of the interpretation of the graph:

Spring side weakens the correlation shown in the scatter plot.

The correct option is D.

The precise metric used in a correlation analysis to quantify the strength of the linear relationship between two variables is the correlation coefficient. In a correlation report, the r stands for the coefficient.

Given:

The mean test score is represented in the scatter plot as a function of the average class size.

This demonstrates that there is a negative link between the mean class size and the mean test score,

with the mean score decreasing as the mean class size increases.

The correct response is:

Spring-side decreases the association displayed in the scatter plot.

However, for Spring side, the mean test score is higher than most other schools with lower class sizes, which is a different outcome than predicted.

Therefore, spring-side weakens the correlation shown in the scatter plot.

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The complete question:

A newspaper collected information on schools in its circulation area in order to compare their quality. Two measures the newspaper collected for each school, mean class size and mean score on a statewide reading exam, are shown in the scatter plot. One school in the report, Spring side Elementary, is labeled in the graph.

Which is a true statement regarding Spring side?

Spring side does not affect the correlation.

Spring side weakens the correlation shown in the scatter plot.

The spring side strengthens the correlation shown in the scatter plot.

Removing Spring side would increase the value of the correlation coefficient.

The scatter plot is attached in the image.

Answer:

N = 2

Step-by-step explanation:

We must solve for N.

Solve inside the parenthesis if needed, otherwise open them

7n + 21 = (14) + (21)

Now solve, then simplify

7n + 21 = 35

7n = 35 - 21

7n = 14

N = 2

Answer:

4th option

Step-by-step explanation:

open circle means more than or less than

n is more than -3 but less than 1

Answer:

Mizuki is here to help! The answer is D!

Step-by-step explanation:

Ok... So there are 24 students in the class and no other students in the class has the same name right? So the fraction should be [tex]\frac{3}{24}[/tex] since there are three madisons, which will be 0.125!

Since three people have the same name, everyone else gets less probability of getting called so the answer would be D.

Answer:

Option D

Step-by-step explanation:

Total Students in a class: 24

Total Madisons in the class: 3

Denominator is always the total number of something so; [tex]\frac{3}{24}[/tex]

3/24 = 0.125

Any other student would have a probability of [tex]\frac{1}{24}[/tex] of being chosen which is less than [tex]\frac{3}{24}[/tex], therefore, Option D is the most sensible one.

Hope this helps!

The probabilities of the number of people told that they have hypertension, using the binomial distribution, are given as follows:

a) Zero: 0.2536 = 25.36%.

b) More than 1: 0.3461 = 34.61%.

c) Between one and three: 0.7331 = 73.31%.

d) Two or fewer: 0.9068 = 90.68%.

e) Five: 0.0008 = 0.08%.

The mass probability formula, giving the probability of x successes, is of:

[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]

[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]

The parameters are given by:

The values of these parameters for this problem are given as follows:

p = 0.24, n = 5.

Hence the probability for each outcome in the distribution is given as follows:

Hence the missing probabilities are given as follows:

b) More than 1: 1 - (0.2536 + 0.4003) = 0.3461 = 34.61%.

c) Between one and three: 0.4003 + 0.2529 + 0.0799 = 0.7331 = 73.31%.

d) Two or fewer: 0.2536 + 0.4003 + 0.2529 = 0.9068 = 90.68%.

The probability that a person has hypertension is given as follows:

p = 0.24.

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Answer:

This PDF should help :) https://www.hauppauge.k12.ny.us/cms/lib/NY01913704/Centricity/Domain/371/RR%202.pdf  

Step-by-step explanation:  

Therefore , the solution to the given problem of equation comes out to be 1. circle, 2. parabola, 3. ellipse and 4. hyperbola.

Expressions that equal one another are the building blocks of an equation. The equation 4x²+3x = 22. A equation is an equation that has at least two variables and depicts the relationship between them.

Here,

are the definitions of each equation:

1. x^2 + y^2 - 4x + 6y - 5 = 0

 The x2 and y2 terms share the same scaling factor, despite the fact that this equation contains a bunch of other garbage (which is 1). This ought to be screaming "circle" to you.

2. x^2 - 6y = 0

 The x term is squared, but the y term is not, which is an important distinction to make. A parabola is clearly indicated by this fact.

3. 4x^2 + 9y^2 = 1

This is the result of adding an x-squared and a y-squared phrase. That kind of sounds circular, but the results are scaled by those two coefficients. Additionally, they vary. So, a closed curve that resembles a circle but is slightly stretched out is what we're searching for. An ellipsis appears there.

4. 7x^2 - 9y^2 = 343

 A few squared terms for x and y are present here. However, we are removing rather than adding to them. This denotes a hyperbola.

Therefore , the solution to the given problem of equation comes out to be 1. circle, 2. parabola, 3. ellipse and 4. hyperbola.

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The fractional form of the expression [tex]\sqrt[3]a[/tex] is [tex]a^{\frac{1}{3}[/tex]

We know there are two types of radicals one is surds when the number has been raised by such power that it is greater than zero and less than one,

The other type of radicals are indices where a number is raised to such power that is greater than one.

Given, A radical expression [tex]\sqrt[3]a[/tex].

We know this describes the cube root of a or one-third root of a.

This can be written as a fractional exponent as [tex]a^{\frac{1}{3}[/tex].

Some common rules of exponents are

xᵃ×xᵇ = xᵃ⁺ᵇ.

xᵃ/xᵇ = xᵃ⁻ᵇ.

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