A right circular cone has a radius of x+4 and a height 5 units less than its radius. Express the volume of the cone as a polynomial function. The volume of a cone is V=13πr2h for radius r and height h. Enter π as pi.

The equation of the perpendicular bisector line is y = x + 3

To solve this problem, we simply need to use the formula of equation of a straight line which is given as

[tex]y = mx + c[/tex]

Let's find the slope (m) and the intercept (c) of the equation.

[tex]m = \frac{y_2 - y_1}{x_2 - x_1}[/tex]

Let's substitute the values into the formula and solve.

[tex]m =\frac{-1 - 3}{-4 -(-8)} \\m = \frac{-4}{-4} = 1[/tex]

The slope of the line is equal to 1.

Taking any of the point given, we can find the intercept.

[tex]y = mx + c\\-1 = 1(-4) + c\\- 1 = -4 + c\\c = 3[/tex]

From the above, we can use the values to write the equation of the line.

[tex]y = mx + c\\y = x + 3[/tex]

The equation of the line is y = x + 3

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The polynomial as constant, linear, quadratic, cubic, or quartic, and determine the leading term, the leading coefficient, and the degree of the polynomial  is Leading term=  x

Leading coefficient= -6

Degree of the polynomial = 1

Taking = g(x) = - 6x - 9

It is a linear function which has an intercept with the y - axis at x= 0, y= -9.

Where m= -6.

Leading term=  x

Leading coefficient= -6

Degree of the polynomial = 1

What are cubic and quadratic constant polynomials?

A variable is a constant polynomial if its highest exponent is 0. It is a linear polynomial if the highest exponent is 1. It is a quadratic polynomial if the largest exponent of a variable is 2, and a cubic polynomial if the maximum exponent is 3.

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Answer:

4-0.23=3.77

Step-by-step explanation:

Applying the definition of perpendicular bisector, the value of x is: 10.

A perpendicular bisector can be defined as any line segment that bisects another line segment. That is, it divides another line segment into two equal parts having the same length.

Since AD is the perpendicular bisector of BD, then, BD = DC.

BD = 5x - 10

DC = 3x + 10

Substitute

5x - 10 = 3x + 10

Combine like terms

5x - 10 + 10 = 3x + 10 + 10 [addition property of equality]

5x = 3x + 20

5x - 3x = 3x + 20 - 3x [subtraction property of equality]

2x = 20

Divide both sides by 2

2x/2 = 20/2 [division property of equality]

x = 10

The value of x is 10.

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The 60th term of the arithmetic sequence - 29, - 49, - 69 is - 1209.

An ordered collection of objects that allows repetitions is referred to as a sequence.

Consider the arithmetic sequence,

- 29, - 49, - 69

The common difference of the sequence is:

d = - 49 - ( - 29 ) = - 49 + 29 = - 20

The first term of the sequence is a = - 29.

The nth term of an arithmetic sequence  is given as:

aₙ = a + ( n - 1 )d where n is the number of term.

Therefore, the 60th term of the sequence will be:

aₙ = a + ( n - 1 )d

a₆₀ = - 29 + ( 60 - 1 ) × - 20

a₆₀ = - 29 + 59 × - 20

a₆₀ = - 29 + 59 × - 20

a₆₀ = - 29 - 1180

a₆₀ = - 1209

Hence, the 60th term of the arithmetic sequence is - 1209.

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The following pair represent  6/7 , 1 5/7 are  called like fractions, because the fractions with the same denominators.

Based on the given fraction is,

6/7 , 1 5/7

Then,

In a fraction is used to represent the portion/part of the whole thing. It represents the equal parts of the whole. A fraction has two parts, namely numerator and denominator. The number on the top is called the numerator, and the number on the bottom is called the denominator.

Example: 4/2, 7/2, 9/2

Here, the denominators of all the fractions are 2. Hence, they are called like fractions.

Unlike Fractions – The fractions with different denominators are called, unlike fractions.

Example: 5/2, 4/6, 9/4

Here, the denominator values are different in all the fractions. Hence, they are called, unlike fractions.

Example: ⅔ and 4/6 are equivalent fractions, since 4/6 = (2×2)/(2×3) = 2/3

In group (i) the denominator of each fraction is 7, i.e., the denominators of the fractions are equal.

The fractions with the same denominators are called like fractions.

In group (ii) the denominator of each fraction is different, i.e., the denominators of all the fractions are different.

The fractions with different denominators are called unlike fractions.

Therefore,

The following pair represent 6/7 , 1 5/7 are  called like fractions, because

the fractions with the same denominators.

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Answer:

n=7/8

Step-by-step explanation:

i got big brain

Answer:

16,886

Step-by-step explanation:

The last answer! Pls mark me brainly!

Answer:

maria:4$

june:40$

Step-by-step explanation:

400/10 = 40 = june

40/10 = 4 = maria

hope this helped

have a good day ^^

Answer:

June has $40 and Maria has $4.

Step-by-step explanation:

One tenth of 400 is 40 and 40 divided by 10 equals 4.

Check the picture below.

Answer:

Step-by-step explanation:

The equation that could be used to determine v, the number of visits Damian must make to earn a free movie ticket is 20 + 12.5v = 195

Based on the information, the following can be illustrated:

He receives 20 rewards points just for signing up.

He earns 12.5 points for each visit to the movie theater.

He needs 195 points for a free movie ticket.

The equation will be:

20 + (12.5 × v) = 195

20 + 12.5v = 195

where v = number of visit

The equation is 20 + 12.5x = 195

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Answer:

23.0088% difference

Step-by-step explanation:

Calculate percentage difference

between V1 = 11 and V2 = 13.86

|V1−V2|[(V1+V2)2]×100=?

1) =|11−13.86|[(11+13.86)2]×100

2) =|−2.86|[24.862]×100

3) =2.8612.43×100

4) =0.230088×100

Answer:  23.0088% difference

Answer:

4(5b-4)

Step-by-step explanation:

(20b-16)/4

4(5b-4)

Answer:

4(5b - 4)

Step-by-step explanation:

20b - 16 ← factor out 4 from each term

= 4(5b - 4)

In a set of ordered pairs,

To be considered a function, each x-value must be paired with a corresponding UNIQUE y-value.

We want to select the "relation" from the choices, not the function.

A. Represents a function. Each x value paired with unique y value.

B. Doesn't represent a function. "4" is paired up with mutliple values of y.

C. Represents a function. Each x value paired with unique y value.

D. Represents a function. Each x value paired with unique y value.

Answer:

0.45 miles per minute

Step-by-step explanation:

Look at the units:  miles per hour is miles/hour

miles       hour         miles

-----   *     -------  =  ---------

hour       minute      minute

(27 miles/hour)(1/60 hours/minute) = 27/60

= 9/20 = 0.45 miles per minute

The tent cost is equal to 315.

They invested £1500 at the bank with an interest rate of 7%. At the end of 3 years,

So, the principle amount is 1500, rate of interest given by the bank is 7%

and they invested the amount for 3years.

The interest amount can be calculated by using the simple interest formula:

SI = [tex]\frac{PRT }{100}[/tex]

where P denotes the principle amount invested R is the rate of interest and t is the time for which the amount is being invested.

SI = (1500 x 7% x 3)/100

SI = 15 x 21 = 315

The simple interest is calculated to be 315.

They had exactly the right amount saved to buy the tent.

So, the cost of the tent is same as the interest amount. = 315

Therefore, the tent cost is equal to 315.

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Step-by-step explanation:

[tex]12^{9} / 12 ^{3} =[/tex]

When dividing exponential expressions with similar bases (in the problem, the base is 12), calculate the difference (this means subtract) between their exponents and keep the base:

so:

9 - 3 = 6

so the answer is : [tex]12^{6}[/tex]

The value of the inches of snow in 1 minute is 8.01 inches.

It should be noted that an expression is important to show the relationship between the variables.

In this case, the expression is given as:

s = 8 + 0.01x

where x = the number of minutes past noon.

s = inches of snow.

In this case, when x = 1, the value will be

s = 8 + 0.01x

s = 8 + 0.01(1)

s = 8.01

The snow is 8.01 inches.

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Answer:

Step-by-step explanation:

he value of the inches of snow in 1 minute is 8.01 inches.

What is a expression?

It should be noted that an expression is important to show the relationship between the variables.

In this case, the expression is given as:

s = 8 + 0.01x

where x = the number of minutes past noon.

s = inches of snow.

In this case, when x = 1, the value will be

s = 8 + 0.01x

s = 8 + 0.01(1)

s = 8.01

The snow is 8.01 inches.

The number to be multiplied by x to get the answer will be -12/5.

An algebraic expression may be defined as an equation which consists of variables and the arithmetic operations such as division, multiplication, addition and subtraction. It is given that Leah wants to divide x by a number which is -5/12. We know that an algebraic expression needs a variable so x divided by -5/12 can be written as

x ÷ -5/12

In fractional division, we need to find the reciprocal of the divisor fraction and then multiply it with the dividend to find the solution. The expression can be written as

x × -12/5 or we need to multiply -12/5 by x to find the answer.

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Answer:

C

Step-by-step explanation:

The y-axis is the vertical axis, which is represented by y, and the x-axis the horizontal axis, represented by x. You can see in the graph that (3, 12) is one point. 3 x 4 = 12, where x is 3 and y is 12. This proves the proportional relationship with x and y is y = 4x. To double check, you can plug in (3, 12) to get 12 = 4(3). 4 x 3 = 12, so Option C shows the proportional relationship.

We typically write linear equations in slope-intercept form:

[tex]y=mx+b[/tex]

Because this graph has a proportional relationship, it means that they pass through the point (0,0), and that our y-intercept is 0. Our equation looks like this:

[tex]y=mx[/tex]

First, we typically find the slope of the equation using the slope formula:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex] where [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex] are two points that fall on the line

⇒ Plug in any two points that the line passes through, such as (0,0) and (3,12):

[tex]m=\dfrac{12-0}{3-0}\\\\m=\dfrac{12}{3}\\\\m=4[/tex]

Therefore, the slope of the line is 4. Plug this into [tex]y=mx[/tex]:

[tex]y=4x[/tex]

[tex]y=4x[/tex]

It is essential that Dr. Gordan searches for an area that is equivalent to 48,000 ft2, and he will look for it.

This is further explained below.

Generally,  As stated in the preceding inquiry, The scale that Dr. Gordan uses

2 in = 100 ft

⇒1 in = 50 ft

A portion measuring 6 inches by 3.2 inches is highlighted by Dr. Gordon.

6 inches of length

= ( 6 × 50 )ft

= 300ft

3.2 inches in width

= ( 3.2 × 50 )

= 160ft

The total area of the section may be calculated as follows:

area = (length x width)

= 300 × 160

= 48,000 ft²

As a result, the needed search area for the portion that Dr. Gordan will conduct is equivalent to 48,000 feet squared.

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This  is formula of compound interest , where n = time .

What is the simple definition of compound interest?

the n stand for in this formula is time

the full formula  is

                  A = P(1 + r/100)ⁿ

where A = Annual amount

        P = initial amount

        R= rate

         n = time

this is formula of compound interest  

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[tex]{ \sf{option(a)}}[/tex]

The statement For all real numbers a, b and c, if a = b, then a - c = b - c represents the subtraction property of equality.

The value of the function f (6) will be 32.

What is substitution method?

Find the value of any one of the variables from one equation in terms of the other variable is called the substitution method.

Given that;

The value of the function;

f (1) = 1

And, The function is;

f (n) = 2 f (n - 1)

Now, Find the value of the function f (6) as;

Since, The function is;

f (n) = 2 f (n - 1)

Substitute n = 2, we get;

f (n) = 2 f (n - 1)

f (2) = 2 f (2 - 1)

f (2) = 2 f (1)

f (2) = 2 x 1

f (2) = 2

And, Substitute n = 3, we get;

f (n) = 2 f (n - 1)

f (3) = 2 f (3 - 1)

f (3) = 2 f (2)

f (3) = 2 x 2

f (3) = 4

And, Substitute n = 4, we get;

f (n) = 2 f (n - 1)

f (4) = 2 f (4 - 1)

f (4) = 2 f (3)

f (4) = 2 x 4

f (4) = 8

And, Substitute n = 5, we get;

f (n) = 2 f (n - 1)

f (5) = 2 f (5 - 1)

f (5) = 2 f (4)

f (5) = 2 x 8

f (5) = 16

And, Substitute n = 6, we get;

f (n) = 2 f (n - 1)

f (6) = 2 f (6 - 1)

f (6) = 2 f (5)

f (6) = 2 x 16

f (6) = 32

Thus, The value of the function f (6) will be 32.

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Kathlego, Tessa, and Zane all work two jobs to make ends meet due to the high cost of living.

The attorney and painter is Kathlego.

Tessa is a doctor and an engineer.

The educator and author is named Zane.

Given that,

Kathlego, Tessa, and Zane all work two jobs to make ends meet due to the high cost of living, however there are both work in the same field. Doctor, engineer, teacher, lawyer, painter, and writer are among the professions.

As soon as we realize that Zane "is not the doctor," we immediately rule off that possibility and move on to the other professions.

Given that "Zane beat Tessa and the painter at tennis," we can infer that Tessa and the painter are no longer together, which makes Kathlego the Painter.

We currently have.

Kathlego is an painter.

We can now go on to "The painter was engaged by the doctor to do the task." The fact that Zane is not the doctor and we know the painter is Kathlego gives us a huge hint. Tessa is therefore unquestionably a doctor.

We currently have:

A painter, Kathlego.

Tessa is a engineer.

We may now infer that the person is one and the same because we have "The teacher and the writer went fishing with Kathlego." We can rule out Kathlego and Tessa as the teacher and writer because they each have two jobs. Thus, we are left to assume that Zane is the instructor and author.

We currently have:

A painter, Kathlego.

Tessa is a engineer.

Both a writer and a teacher, Zane.

Consequently, the lawyer, Kathlego, is the last task left for us to complete.

Therefore,

The attorney and painter is Kathlego.

Tessa is a doctor and an engineer.

The educator and author is named Zane.

Complete question: 3. *Because of the high cost of living, Kimberly, Terry,and Otis each hold down two jobs, but no

two have the same occupation. The occupations are doctor, engineer, teacher, lawyer, writer,

and painter. Given the following information, determine the occupations of each individual:

a.) The doctor had lunch with the teacher.

b.) The teacher went fishing with Kimberly, who is not the writer.

c.) The painter is related to the engineer.

d.) The doctor hired the painter to do a job.

e.) Terry lives next door to the writer.

f.) Otis beat Terry and the painter at tennis.

g.) Otis is not the doctor

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Answer: 15x^3y^3 (x-3y)

Step-by-step explanation:

To get the greates common factor (or GCF) you

In order to factor an integer, we need to repeatedly divide it by the ascending sequence of primes (2, 3, 5...).

The number of times that each prime divides the original integer becomes its exponent in the final result.

In our example,

    Prime number 3 to the power of  1 equals 3 .

  The number of times that each prime divides the original integer becomes its exponent in the final result.

In our example,

    Prime number  3 to the power of 2 equals 9.

By finding the x-intercepts of the two linear functions, we can see that the laptop can stay on for 5 hours and the tablet for 6 hours, so the tablet can stay on for longer.

We know that g(x) shows the percent of battery power on a laptop, and on the graph we can see that it becomes zero at x = 5 hours, so the laptop can stay on for 5 hours.

We also know that linear function f(x) shows the battery of a tablet, the function is:

f(x) = 0.75 - 0.125*x

The value will be zero when the tablet runs out of battery, so we can solve:

0 = 0.75 - 0.125*x

0.125*x = 0.75

x = 0.75/0.125= 6

So the tablet can stay on for 6 hours, we conclude that the tablet can stay on longer.

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