E is the center of the circle. The diagram is not drawn to scale.

The area of circle D is 10.56 times greater than the area of the circle A.

Given that, the radius of circles A, B, C and D,

Radius of A = 4 in

Radius of B = 9 in

Radius of C = 14 in

Radius of D = 13 in

Area of the circles = A = πr²

A = 3.14×4²

A = 50.24 in²

B = 3.14×9²

B = 254.34 in²

C = 3.14×14²

C = 615.44 in²

D = 3.14×13

D = 530.66 in²

The area of circle D is 530.66/50.24 = 10.56 times greater than the area of the circle A.

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Answer:

2 1/2 ft

Step-by-step explanation:

Is this what you meant?

Length = 1/2 ft

Width = 3/4 ft

If so, then:

Perimeter = length + length + width + width

P = 1/2 ft + 1/2 ft + 3/4 ft + 3/4 ft

P = 2/4 ft + 2/4 ft + 3/4 ft + 3/4 ft

P = 10/4 ft

P = 5/2 ft

P = 2 1/2 ft

Answer:

Step-by-step explanation:

whats the meaning of life...

Answer:

-19d-4p+2

Step-by-step explanation:

This is very simple, we can rearrange this expression to make it easier to do the properties:

-9d-10d-4p-6+8

Next, we can subtract:

-19d-4p+2

This is the final expression, hope this helped :)

There are 60 different possible outcomes if Brody spins all three spinners.

To determine the total number of different possible outcomes when spinning three spinners, we need to multiply the number of outcomes on each spinner. The first spinner has 4 equal-sized sections, the second spinner has 3 equal-sized sections, and the third spinner has 5 equal-sized sections.

Therefore, the total number of possible outcomes is:

4 x 3 x 5 = 60

So there are 60 different possible outcomes if Brody spins all three spinners.

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C.

Step-by-step explanation:

To calculate the total distance Tyson traveled, we need to use the formula: distance = speed x time. First, we calculate the distance traveled during the first segment at 60 mph for 1.5 hours: distance = 60 x 1.5 = 90 miles. Then, we calculate the distance traveled during the second segment at 70 mph for 2.5 hours: distance = 70 x 2.5 = 175 miles. Adding these two distances together, we get: 90 + 175 = 265 miles. Therefore, the answer is C, 265 miles.

In the given diagram, the surface area of the given sphere is approximately 5026.55 ft²

From the question, we are to calculate the surface area of the sphere

The surface area of a sphere is given by the formula

Surface area = 4πr²

Where r is the radius of the sphere

From the given information,

Diameter of the sphere = 40 ft

Thus,

Radius of the sphere = 40 ft / 2

Radius of the sphere = 20 ft

Therefore,

Surface area of the sphere = 4 × π × 20²

Surface area of the sphere = 4 × π × 400

Surface area of the sphere = 1600π ft²

Surface area of the sphere = 5026.5482 ft²

Surface area of the sphere ≈ 5026.55 ft²

Hence, the surface area of the sphere is 5026.55 ft²

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The solution to each of the arithmetic sequence are:

1) a₁₀ = 56

2) a₁₀ = 87

3) missing term is 13

4) missing term is 14

The formula for the nth term of an arithmetic sequence is:

aₙ = a + (n - 1)d

where:

a is first term

n is nth term

d is common difference

1) a = 2

d = 6

a₁₀ = 2 + (10 - 1)6

a₁₀ = 2 + 54

a₁₀ = 56

2) a = 15

d = 8

a₁₀ = 15 + (10 - 1)8

a₁₀ = 87

3) The missing term will be gotten by finding the common difference.

d = (22 - 4)/2

d = 18/2

d = 9

missing term = 4 + 9 = 13

4) The missing term will be gotten by finding the common difference.

d = (53 - 25)/2

d = 28/2

d = 14

missing term = 4 + 9 = 14

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The equation of circle D is (x + 2)2 + y² = 32 then the points (-6,-4) and (-4,6) lie on circle D

The equation of a circle with center (h,k) and radius r is (x - h)² + (y - k)² = r².

This is called the standard form of the equation of a circle.

In the given equation, (x + 2)² + y² = 32, we can see that the center of the circle is (-2, 0) and the radius is √32 = 4√2.

To determine which points lie on the circle, we substitute the x and y coordinates of each point into the equation and check if the equation is true.

If it is true, then the point lies on the circle.

Let us check if (-6, -4) lies on the circle, we substitute x = -6 and y = -4 into the equation:

(-6 + 2)² + (-4)² = 32

(-4)² + (-4)² = 32

16 + 16 = 32

32 = 32

Since the equation is true, (-6, -4) lies on the circle.

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Answer: The answer is D

Step-by-step explanation:

Brainliest Please! Good luck to your sis!

Answer: 9 inches is correct

Step-by-step explanation: 1 and half times 6 = 9 so your answer was correct.

Hope this helps!

The two sets of possible dimensions for the rectangular plot are 12 m by 20 m, and 10 m by 24 m

A three-sided fence and the fourth side is the river, the perimeter will be:

P = 2L + W = 44 - L

where L is the length of the rectangular plot and W is the width.

We can simplify this equation by solving for W:

W = 44 - 2L - W

W = 44 - 2L

Next, we can use the area of the land to set up another equation:

A = LW = 192

Substituting the expression for W from the first equation into the second equation gives:

L(44 - 2L) = 192

-2L² + 44L - 192 = 0

Dividing both sides by -2 gives:

L² - 22L + 96 = 0

We can now use the quadratic formula to solve for L:

L = 12 or 10

So the possible dimension lengths of the rectangular plot are 12 m or 10 m.

We can use the first equation to find the corresponding widths:

W = 44 - 2L

For L = 12:

W = 44 - 2(12) = 20

So one set of possible dimensions is 12 m by 20 m.

For L = 10:

W = 44 - 2(10) = 24

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The requried to calculate an F ratio, we need to perform an analysis of variance (ANOVA) test.

To calculate an F ratio, we need to perform an analysis of variance (ANOVA) test. The F ratio is the ratio of two variances, and it is calculated by dividing the mean square of the between-group variability by the mean square of the within-group variability.

The formula for the F ratio is:

F = MSB / MSW

Where MSB is the mean square of the between-group variability and MSW is the mean square of the within-group variability.

The F ratio is used to test the null hypothesis that the means of the groups are equal. If the F ratio is greater than the critical value for a given level of significance (based on the degrees of freedom), we reject the null hypothesis and conclude that at least one group's mean is different from the others.

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The value of x is 34.9cm( 1d.p)

A diagonal is the line segment that join two opposite vertices.A diagonal of a rectangle divides it into two congruent right triangles. The diagonals of a rectangle are the same length.

angle C = angle D

therefore 52+C +D = 180

2C = 180-52

C = 64°

To find BD

sin64/OD = sin52/17

OD = sin64 × 17/sin52

= 15.3/0.788

= 19.4

BD = 2 × 19.4 = 38.8

x = √ 38.8²-17²

x = √1505.44 - 289

x = √1216.44

x = 34.9 cm( 1 d.p)

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We can conclude that the socioeconomic class of the offender is related to the likelihood of arrests.

Based on the information provided, we can conclude that there is a significant relationship between arrests and the socioeconomic class of the offender.
Identify the chi-square critical score: 9.488

Identify the chi-square test statistic: 12.2
Compare the test statistic to the critical score:

If the test statistic (12.2) is greater than the critical score (9.488), then there is a significant relationship between the variables.
In this case, 12.2 > 9.488, so there is a significant relationship between arrests and the socioeconomic class of the offender.
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Answer:

88

Step-by-step explanation:

The formula for a parallelogram to find the area is:

B x h

So, the numbers we are given is the:

base: 11

height: 8

slant height: 9

We do not need the slant height for finding the area, so we can just substitute the base and height values into the equation:

8 x 11

=88

So, the area of this parallelogram is 88 square units

Hope this helps :)

The equation that represents the data in the table is y = -0.5x^2 + 3.5x + 4.

To determine which equations represent the data in the table, we can plot the points given in the table and see which equations pass through all of them.

Plotting the points, we get:

(-2, 6)

(0, 3.5)

(2, 1)

(4, -1.5)

From this, we can see that the data does not lie on a straight line, so we can eliminate any linear equations.

However, we can use the method of finite differences to determine if a quadratic equation fits the data. Taking the first finite differences of the y values, we get:

(-2, 6)

(0, 3.5)

(2, 1)

(4, -1.5)

(3.5 - 6) = -2.5

(1 - 3.5) = -2.5

(-1.5 - 1) = -2.5

Since the first finite differences are constant, we know that the data can be represented by a quadratic equation.

Using the quadratic equation y = ax^2 + bx + c, we can plug in the given points to solve for a, b, and c.

Solving for a, b, and c, we get:

a = -0.5

b = 3.5

c = 4

Therefore, the equation that represents the data in the table is:

y = -0.5x^2 + 3.5x + 4

So the correct answer is:

y = -0.5x^2 + 3.5x + 4.

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With Audra climbing a mountain at a constant rate and her height at various times given as 11:13- 5211 1:33-5651 1:48-5981, she is climbing at the unit rate of D. 22 feet per minute.

The unit rate is the ratio that compares two values or quantities.

The unit rate is also described as the slope, which is calculated as the quotient between the Rise and the Run or the speed (the quotient between the total distance and the total time).

Time    Height

11:13-     5211

1:33-     5651

1:48-     5981

Unit rate (Slope) = Rise/Run

5,981 - 5,651 = 330 feet

1:48 - 1:33 = 15 minutes

330 ÷ 15 = 22 feet per minute

Thus, we can conclude that Audra is climbing the mountain at a rate or speed of Option D. 22 feet per minute.

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The probability that a sample of 1,000 voters would yield a sample proportion in favor of the candidate within 4 percentage points of the actual proportion is  98.6%.

We are given that the population proportion, p, is 0.6, and we want to find the probability that a sample of 1000 voters would yield a sample proportion within 0.04 of p. Let's first find the standard error of the sample proportion:

SE = √(p*(1-p) / n)

where p is the population proportion, 1-p is the proportion of voters who do not support the candidate, and n is the sample size.

Substituting the given values, we get:

SE = √(0.6 * 0.4 / 1000) = 0.01549193338

To find the probability that the sample proportion is within 0.04 of p, we can use the normal distribution and the z-score formula:

z = (sample proportion - p) / SE

where the sample proportion follows a normal distribution with mean p and standard deviation SE.

Substituting the values, we get:

z = (0.64 - 0.6) / 0.01549193338 = 2.590020246

z = (0.56 - 0.6) / 0.01549193338 = -2.590020246

Using a standard normal distribution table or calculator, we can find the area under the curve between z = -2.590020246 and z = 2.590020246 to be approximately 0.986.

Therefore, the probability that a sample of 1000 voters would yield a sample proportion within 0.04 of the actual proportion is approximately 0.986 or 98.6%.

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Answer:

-----------------------

Simplify the expression in below steps:

[tex]\cfrac{\left(-6x^{2}y^{3}\right)^{4}}{8x^{9}y^{7}\cdot3xy^{5}}=[/tex]                      Power of power and product of exponents rules

[tex]\cfrac{\left6^4x^{2\cdot4}y^{3\cdot4}\right}{(8\cdot3)x^{9+1}y^{5+7}}=[/tex]                 Multiply or add up powers

[tex]\cfrac{\left2^43^4x^8y^{12}\right}{(2^3\cdot3)x^{10}y^{12}}=[/tex]                    Subtract powers or cancel same terms

[tex]\cfrac{\left2\cdot3^3\right}{x^2}}=[/tex]                               Simplify

[tex]54/x^2[/tex]                                   Answer

Anissa's statement suggests that the variable "distance," denoted as "d," can be considered both an independent variable and a dependent variable, depending on the context or the specific relationship being examined.

Independent Variable: In certain situations or experiments, the distance can be treated as an independent variable. This means that the distance is manipulated or controlled by the researcher or experimenter, and it is used to determine or study the effect it has on other variables. In this case, the distance would be considered the cause or predictor variable, and its value is intentionally set or changed to observe how it influences the dependent variable(s).

Example: In a study on the impact of distance on running performance, researchers may vary the distance of a race (e.g., 5 km, 10 km, or 15 km) and measure the effect it has on the runners' performance times. Here, distance would be the independent variable, as it is being deliberately altered to observe its influence on the dependent variable (performance time).

Dependent Variable: Conversely, in other scenarios, the distance can be considered a dependent variable. This means that the distance is the outcome or result of other factors or variables that are being studied or manipulated. In this case, the distance is observed or measured as the response to changes in other variables.

Example: Suppose researchers are investigating the relationship between the time spent studying and the distance walked to school for a group of students. The researchers measure the students' study time and observe the corresponding distance they walk to school. In this context, the distance would be the dependent variable, as it is influenced by the independent variable (study time) and is used to assess the relationship between the two.

In summary, Anissa's statement indicates that the variable "distance" can be considered either an independent variable or a dependent variable, depending on the specific context and the relationship being examined in a given study or experiment.

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The requried,  quantities that can be represented by 0 have been mentioned below.

The quantities that can be represented by 0 are:

A. The elevation at sea level (since sea level is defined as 0 elevations)

D. The amount of money in an account in which a person owes money (since a negative balance is represented by 0)

Therefore, the correct options are A and D.

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Answer:

it’s D

Have a Nice Best Day : )

The 95% confidence interval for Xavier's average distance traveled is (8.527, 8.673) miles, which means that we are 95% confident that the true population mean of Xavier's daily distance traveled is between 8.527 and 8.673 miles.

To create a 95% confidence interval for Xavier's average distance traveled, we can use the following formula:

[tex]CI = \bar{X} \pm z\times (\sigma /\sqrt{n } )[/tex]

Where:

[tex]\bar{X}[/tex] is the sample mean (8.6 miles)

σ is the population standard deviation (0.2 miles)

n is the sample size (30)

z is the z-score corresponding to the desired confidence level (95% confidence level corresponds to a z-score of 1.96)

Plugging in the values, we get:

CI = 8.6 ± 1.96*(0.2/√30)

CI = 8.6 ± 0.073

Therefore, the 95% confidence interval for Xavier's average distance traveled is (8.527, 8.673) miles.

Interpretation: We are 95% confident that the true population mean of Xavier's daily distance traveled is between 8.527 and 8.673 miles.

This means that if we were to repeat this study many times, we would expect the true population mean to be within this range 95% of the time.

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Many children develop the ability to do simple arithmetic problems during their early childhood years, typically between the ages of 4 and 6. Correct option is a).

During this time, children start to understand basic mathematical concepts such as counting, addition, and subtraction. They may also begin to recognize and name numbers and use basic math vocabulary. However, it's important to note that every child develops at their own pace and some may show these skills earlier or later than others. It's also important for parents and caregivers to provide opportunities for children to practice and reinforce these skills through activities such as counting objects, playing number games, and solving simple math problems.

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The number 320.5492492492... is rational and can be expressed as the fraction 1829/333.

To show that the number 320.5492492492... is rational, we can follow the same approach as before and express it as a sum of rational numbers.

Let x = 320.5492492492...

We can separate the integer part of x and the repeating decimal part:

x = 320 + 0.5492492492...

To express the repeating decimal part as a fraction, we can subtract a portion of it from the original number, like this:

1000x - 320000 = 549.2492492...

100000x - 32000000 = 549249.2492492...

Now we can subtract the first equation from the second equation:

99900x = 549249.2492492... - 549.2492492...

This simplifies to:

99900x = 548700

x = 548700/99900

Simplifying the fraction by dividing both numerator and denominator by their greatest common factor, we get:

x = 1829/333

Therefore, the number 320.5492492492... is rational and can be expressed as the fraction 1829/333.

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a. the smallest value is approximately 5 inches. b. the median is approximately 12 inches. c. the data is more spread out in those ranges.

(a) To find the least amount of snowfall, we look at the smallest value on the box and whisker plot. From the plot, we can see that the smallest value is approximately 5 inches.

(b) To find the median amount of snowfall, we look for the line that divides the box in half. From the plot, we can see that the median is approximately 12 inches.

(c) The data is most concentrated in the second quarter. We can see this because the box is the largest in the second quarter, indicating that the data is most tightly clustered in that range. The first and fourth quarters have smaller boxes, indicating that the data is more spread out in those ranges.

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Sarah's final position would be negative. Therefore, option B is the correct answer.

Given that, Sarah starts at a positive position along the x-axis. She then undergoes a negative displacement.

A negative displacement means that Sarah has moved backward along the x-axis, so her final position would be negative.

Therefore, option B is the correct answer.

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The answer to AC of the circle geometry with tangent is 26.

Since CD is the diameter of the circle,  then triangle ADC is a right-angle triangle with right angle at D.

Using Pythagorean theorem to find AC:

AC² = AD² + DC²

AC² = 10² + 26²

AC² = 676

AC = √676

AC = 26

Therefore, AC = 26.

Pythagorean Theorem is a fundamental theorem in Euclidean geometry that relates to the three sides of a right triangle. It states that the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. In other words:

a² + b² = c²

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Answer:

to know how much grain the cylinder can contain/hold you calculate the volume of the cylinder.

Step-by-step explanation:

volume= πr^2h

=π×9^2×11

=891π inches cube/2799.16 inches cube