Rounding to the nearest tenth, the circumference of the circle is 69.1 cm.
Describe Diameter?Diameter is a term used to describe the measurement of a straight line passing through the center of a circle or sphere and connecting two points on its circumference. It is the longest chord that can be drawn in a circle, passing through the center and splitting the circle into two equal halves.
In other words, the diameter is the distance across the circle or sphere, passing through its center, and it is twice the length of the radius. The diameter is a fundamental measurement in geometry and is used to determine other important properties of circles and spheres such as their circumference, area, volume, and surface area.
Diameter is commonly denoted by the symbol "d" and can be calculated using the formula:
d = 2r
where "r" is the radius of the circle or sphere. The diameter can also be found using the Pythagorean theorem, where the diameter is the hypotenuse of a right triangle with sides equal to the radius.
Understanding the concept of diameter is important in many fields, including mathematics, engineering, and science, and is useful for solving problems related to circular and spherical objects.
The formula for the circumference of a circle is C = πd, where d is the diameter.
Given that the diameter is 22 cm, we can plug this into the formula:
C = πd
C = 3.14 × 22
C = 69.08
Rounding to the nearest tenth, the circumference of the circle is 69.1 cm.
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in pe class you are picking teams for a basketball game. there will be a red team and a blue team. there are 13 students in the class. how many different ways can the teams be picked if the teacher stipulates that the two best players can not be on the same team?
There are 49,152 possible ways to pick teams for a basketball game in a PE class with 13 students if the two best players cannot be on the same team.
If we denote the two best players as A and B, then we can split the problem into two cases
A is on the red team: In this case, B can be on any of the remaining 12 students, and the other 11 students can be split between the red and blue teams in any way. Therefore, there are 12 × 2^11 = 24,576 possible team combinations.
A is on the blue team: This case is identical to case 1, so there are also 24,576 possible team combinations.
Therefore, the total number of possible team combinations where A and B are not on the same team is
24,576 + 24,576 = 49,152.
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Leah is an administrator for a large
school district. She wants to know how
many hours students spend on
homework each week. She asks the
question to 250 randomly selected eighth
grade students. The results are shown in
the table. Which of the following
inferences about the eighth grade
students in the school district are valid?
Hours. Students
Less than 2 44
2 to less than 4 88
4 to less than 6 90
At least 6 28
A. There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B.About 11% of students in the school district spend at least 6 hours per week on homework.
C. About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week.
D.About 1 of every 3 students who spend at least 4 hours per week on homework spend at least 6 hours per week.
Based on the data provided in the table, the valid inferences are A, B and C, while inference D cannot be confirmed.
What is a valid inference?A conclusion that is logical, rational, and backed by solid reasoning, statistical analysis, or scientific principles is considered to be a valid inference when it is derived from the available facts or evidence. It should be founded on trustworthy and pertinent data and adhere to accepted rules of statistical or scientific reasoning.
In addition to being compatible with accepted theories, guiding principles, or previous research findings, a valid inference should take into account any constraints and potential sources of mistake in the data or evidence. In other terms, a valid inference is a plausible and convincing conclusion that may be reached using acceptable statistical or scientific techniques from the relevant information or evidence.
A. Valid: There are more students who spend at least 4 hours per week on homework than students who spend less than 4 hours per week on homework.
B. Valid: Approximately 11% of students in the school district spend at least 6 hours per week on homework, based on the "At least 6" category which has 28 students out of the total 250 students surveyed.
C. Valid: About 50% of students who spend less than 4 hours per week on homework spend less than 2 hours per week, based on the total number of students in the "Less than 2" and "2 to less than 4" categories compared to the total number of students in the "Less than 4" category.
D. Not valid: The table does not provide data specifically about students who spend at least 4 hours per week on homework and their hours of homework beyond 4 hours, so this inference cannot be made.
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How do you simplify this.
Answer:
[tex] \sqrt{7y} ( \sqrt{27y} + 5 \sqrt{12y} )[/tex]
[tex] \sqrt{7y} ( \sqrt{9} \sqrt{3y} + 5 \sqrt{4} \sqrt{3y} )[/tex]
[tex] \sqrt{7y} (3 \sqrt{3y} + 10 \sqrt{3y} )[/tex]
[tex]13 \sqrt{7y} \sqrt{3y} [/tex]
[tex]13y \sqrt{21} [/tex]
a marketing-research analyst is interested in examining the statement made by the makers that brand a cigarettes contain less than 3 milligrams of tar. the marketing-research analyst randomly selected 60 cigarettes and found the mean amount of tar to be 2.75 milligrams with a standard deviation of 1.5 milligrams. do the data support the claim at the 5% significance level? find the p-value. on the basis of the p-value, what is your conclusion?
A. The data does not support the claim that brand A cigarettes contain less than 3 milligrams of tar at the 5% significance level. The p-value is less than 0.05, indicating that the observed mean amount of tar is unlikely to have occurred by chance alone.
B. To determine whether the data supports the claim made by the makers of brand A cigarettes, the marketing-research analyst used a one-sample t-test.
The null hypothesis is that the mean amount of tar in brand A cigarettes is 3 milligrams or less. The alternative hypothesis is that the mean amount of tar in brand A cigarettes is greater than 3 milligrams.
The analyst randomly selected 60 cigarettes and found the mean amount of tar to be 2.75 milligrams with a standard deviation of 1.5 milligrams. Using a t-distribution with 59 degrees of freedom (60 - 1), the t-statistic is calculated as follows:
t = (2.75 - 3) / (1.5 / sqrt(60)) = -1.41
The p-value is the probability of observing a t-statistic as extreme as -1.41 or more extreme, given the null hypothesis. Using a t-distribution table or software, the p-value is found to be 0.084.
Since the p-value (0.084) is greater than the significance level of 0.05, we fail to reject the null hypothesis. Therefore, the data does not support the claim that brand A cigarettes contain less than 3 milligrams of tar at the 5% significance level.
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To get from one term to the next in a sequence, we multiply by 2 and then
add 4.
The third term in the sequence is 48.
What is the first term in the sequence?
Answer: the first term in the sequence is 9.
Step-by-step explanation:
Let the primary term be x.
At that point the moment term is 2x + 4.
And the third term is 2(2x + 4) + 4 = 4x + 12.
Since the third term is given as 48, we will set up an condition and unravel for x:
4x + 12 = 48
4x = 36
x = 9
Two bank accounts open with deposits of $1,810 and annual interest rates of 2.5%. Bank A uses simple interest and Bank B uses interest compounded monthly How much more in interest does the account at Bank B earn in 5 years?
[tex]~~~~~~ \stackrel{ \textit{\LARGE Bank A} }{\textit{Simple Interest Earned}} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\\ P=\textit{original amount deposited}\dotfill & \$1810\\ r=rate\to 2.5\%\to \frac{2.5}{100}\dotfill &0.025\\ t=years\dotfill &5 \end{cases} \\\\\\ I = (1810)(0.025)(5) \implies I = 226.25 \\\\[-0.35em] ~\dotfill[/tex]
[tex]~~~~~~ \stackrel{ \textit{\LARGE Bank B} }{\textit{Compound Interest Earned Amount}} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\$1810\\ r=rate\to 2.5\%\to \frac{2.5}{100}\dotfill &0.025\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{monthly, thus twelve} \end{array}\dotfill &12\\ t=years\dotfill &5 \end{cases}[/tex]
[tex]A = 1810\left(1+\frac{0.025}{12}\right)^{12\cdot 5} \implies A \approx 2050.73~\hfill \underset{ interest }{\stackrel{2050.73~~ - ~~1810 }{\approx 240.73}} \\\\[-0.35em] ~\dotfill\\\\ 240.73~~ - ~~226.25 ~~ \approx ~~ \text{\LARGE 14.48}[/tex]
suppose taylor starts with a wooden cube that has a side length of 4.5 cm . then, he cuts that starting cube into 64 smaller cubes, all of equal size. calculate the surface area of the starting cube as well as the total surface area of all 64 smaller cubes.
The total surface area of all 64 smaller cubes is[tex]486 cm^2[/tex] and the surface area of one small cube is [tex]7.59375 cm^2.[/tex]
The surface region of the beginning 3d shape can be calculated by finding the zone of each confront and including them up.
Since the 3d shape has 6 faces of rise to estimate, we are able to utilize the equation for the region of a square to discover the range of one confront, and after that duplicate by 6:
The surface region of the beginning 3d shape =[tex]6 x (side length)^2[/tex]
=[tex]6 x (4.5 cm)^2[/tex]
= [tex]121.5 cm^2[/tex]
To calculate the overall surface range of all 64 littler 3d shapes, we have to be discover the surface region of each 3d shape and after that include them up.
Each 3d shape has 6 faces, so ready to utilize the equation for the range of a square to discover the zone of one confront, and after that duplicate by 6:
Surface range of one little 3d shape = [tex]6 x (side length of little cube)^2[/tex]
To discover the side length of the littler 3d shapes, we ought to separate the side length of the beginning 3d shape by the number of littler 3d shapes in each measurement.
Since there are 4 littler 3d shapes in each measurement (4 x 4 x 4 = 64), we have:
Side length of little 3d shape = (side length of beginning 3d shape) / 4
= 4.5 cm / 4
= 1.125 cm
In this manner, the surface range of one little 3d shape is:
The surface region of one small cube = [tex]6 x (1.125 cm)^2[/tex]
=[tex]7.59375 cm^2[/tex]
Since there are 64 little 3d shapes, able to discover the full surface region of all the small 3d shapes by duplicating the surface zone of one small cube by 64:
Add up to surface region of all small 3d shapes = Surface zone of one little cube x 64
=[tex]7.59375 cm^2 x 64[/tex]
= [tex]486 cm^2[/tex]
Therefore, the total surface area of all 64 smaller cubes is [tex]486 cm^2.[/tex]
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Sam makes tote bags for a school fundraiser. The fixed costs for making the bags is $30. The cost of the materials for each bag is $8.50. Sam can spend less than a total of $200 on the tote bags. Write an inequality that can be used to determine b , the number of tote bags that can be made.
Keyana puts beads at the ends of her braids. On a single braid, she places 7 beads that are
each 1.03 centimeters long. Then she adds a final bead that is 0.9 centimeter long. The
expression below can be used to find the total length of the beads on one of Keyana's braids.
7 x 1.03 +0.9
What is the total length of the beads on one braid?
A 7.3 centimeters
B.8.11 centimeters
C.9.19 centimeters
D: 10.0 centimeters
The total length of the beads on one braid is 8.11 centimeters
What is the length?Keyana places 7 beads on one braid, and each bead is 1.03 centimeters long. So, the total length of these 7 beads would be 7 multiplied by 1.03, which is equal to 7.21 centimeters.
To find the total length of the beads on one braid, we need to evaluate the expression:
7 x 1.03 + 0.9
Multiplying 7 by 1.03 gives us:
7 x 1.03 = 7.21
Then, adding 0.9 gives us:
7.21 + 0.9 = 8.11
Therefore, the total length of the beads on one braid is 8.11 centimeters.
So, the correct answer is B.8.11 centimeters.
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Chipwich Summer Camp surveyed 100 campers to determine which lake activity was their favorite. The results are given in the table.
Lake Activity Number of Campers
Kayaking 15
Wakeboarding 11
Windsurfing 7
Waterskiing 13
Paddleboarding 54
If a circle graph was constructed from the results, which lake activity has a central angle of 54°?
Kayaking
Wakeboarding
Waterskiing
Paddleboarding
If a circle graph was constructed from the results, the lake activity has a central angle of 54° is Paddleboarding.
How to find lake activity?To find the lake activity with a central angle of 54° in the circle graph, we need to determine the percentage of campers who chose that activity.
The total number of campers surveyed is 100, and the number of campers who chose paddleboarding is 54. Therefore, the percentage of campers who chose paddleboarding is:
54/100 x 100% = 54%
To convert this percentage to a central angle in degrees, we can use the formula:
Central angle = Percentage * 360°
So, the central angle for paddleboarding is:
54% x 360° = 194.4°
Therefore, the correct option is d. Paddleboarding.
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3 out of 7 questions. PLEASE help me.
Translate the solid circle 2 units to the left and 2 units down and dilate the solid circle by a scale factor of 2. and the circles are similar
Transforming the circles(a) To move the solid circle exactly onto the dashed circle, we need to perform the following transformations:
Translate the solid circle 2 units to the left and 2 units down.Dilate the solid circle by a scale factor of 2.Therefore, the blank spaces should be filled as follows:
Translate the solid circle 2 units to the left and 2 units down.
Dilate the solid circle by a scale factor of 2.
(b) Yes, the original solid circle and the dashed circle are not similar, because they have different radii.
This is because all circles are similar
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In circle S with � ∠ � � � = 60 m∠RST=60 and � � = 4 RS=4 units find area of sector RST. Round to the nearest hundredth
If the measure of angle RST is 60°, and RS=4 units, then the area of sector RST is 8.374 square units.
In geometry, a "Sector" of a circle is defined as the portion of circle enclosed by two radii and the arc between them. It can be thought of as a slice or a wedge cut out of a circle.
To find the area of the "sector-RST" in circle centered at "S", we use the formula for area of a sector of a circle, which is :
⇒ Area of sector = (θ/360) × π × r²,
where θ = central angle of sector in degrees, π = 3.14159, and r = radius of circle,
In this case, we are given that m∠RST = 60 degrees and RS = 4 units. Since RS is the radius of the circle centered at "S", we use RS = r,
Substituting the values, θ = 60 degrees, r = RS = 4 units,
We get,
⇒ Area of sector RST = (60/360) × 3.14 × (4)²,
= (1/6) × 3.14 × 16,
= 8.374 square units,
Therefore, the required area of sector is 8.374 square units.
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The given question is incomplete, the complete question is
In circle centered at "S", R and T are the points on the circumference with m∠RST = 60 and RS=4 units .Find area of sector RST.
Jaxon made 5% of his free throws over the season. If he shot 220 free throws, how many did he make?
Answer:
Jaxon made 11 free throws over the season.
Step-by-step explanation:
If he made 5% of his free throws, we know that he will make 5% of the total number of free throws he took, which is 220:
We multiply 220 by 0.05, or 5% to find out how many free throws he made:
220*0.05 = 11
After that, we now know that Jaxon made 11 of his free throws out of 220 over the course of the season, or 5%.
all probabilities can be expressed as decimal values ranging from 0.00 to 1.00.
The answer to the given question after considering the two options is true under the condition all probabilities can be expressed as decimal values ranging from 0.00 to 1.00.
Probability is also known as the estimation of possible changes of a particular event taking place. Furthermore, it is important while dealing with calculations in the branch of science and mathematics. It is useful in eliminating the total changes of systematic errors, which are hampering the research population.
Some examples of probability
The probability on the event of rolling a 4 with a die is 1/6.
The probability of getting a tails while tossing a coin is 1/2.
The probability of getting one joker from a deck of cards is 1/51.
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The complete question is
All probabilities can be expressed as decimal values ranging from 0.00 to 1.00. True or False
Yes, it is true that all probabilities can be expressed as decimal values ranging from 0.00 to 1.00.
This is because probabilities represent the likelihood of an event occurring, and the probability of an event can range from impossible (0.00) to certain (1.00). Therefore, probabilities are expressed as decimal values between these two extremes.
Hi! Yes, all probabilities can be expressed as decimal values ranging from 0.00 to 1.00. A probability of 0.00 represents an impossible event, while a probability of 1.00 represents a certain event. Values between these two extremes indicate varying levels of likelihood for the event to occur.
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A farmer bought a total of 100 sheep and ostriches at an auction. If there were 342 legs in total, how many ostriches did he buy?
If farmer bought a total of 100 sheep and ostriches at an auction and there were 342 legs in total, the farmer bought 29 ostriches, and the remaining 71 animals were sheep.
Let's assume that the farmer bought x ostriches and y sheep.
Since each ostrich has 2 legs, the total number of legs contributed by the ostriches is 2x. Similarly, each sheep has 4 legs, so the total number of legs contributed by the sheep is 4y.
We know that the total number of animals the farmer bought is 100, so we can write:
x + y = 100
We also know that the total number of legs is 342, so we can write:
2x + 4y = 342
Now we can use the first equation to solve for y:
y = 100 - x
Substituting this into the second equation, we get:
2x + 4(100-x) = 342
Simplifying this equation, we get:
2x + 400 - 4x = 342
-2x = -58
x = 29
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Mabel made a change to the website she runs, and she wonders how it affected the way people navigate to the website—from a web search, from social media, or directly by entering the website’s address.
She took a random sample of
170
170170 visits before she made the change, and then she took a random sample of
170
170170 visits after she made the change. Here are the results:
Mode of navigation Before After Total
Search
78
7878
95
9595
173
173173
Social media
57
57
start box, 57, end box
71
7171
128
128128
Direct
35
3535
4
44
39
3939
Total
170
170170
170
170170
340
340340
Mabel wants to perform a
χ
2
χ
2
\chi, squared test of homogeneity on these results.
What is the expected count for the cell corresponding to navigation from social media before Mabel made the change?
You may round your answer to the nearest hundredth.
Rounding to the nearest hundredth, we get an expected count of 128.06 for that cell.
What is addition?One of the four fundamental mathematical processes, along with addition, subtraction, multiplication, and division, is addition.
To find the expected count for the cell corresponding to navigation from social media before Mabel made the change, we need to calculate the total number of observations in that category (before the change), and the total number of observations in the entire sample (before and after the change). Then we can use those values to calculate the expected count.
Total number of observations in the social media category before the change:
57 + 71 = 128
Total number of observations in the entire sample before the change:
170
Expected count for the cell corresponding to navigation from social media before the change:
(expected proportion of social media visitors) x (total number of observations in the entire sample before the change)
We can estimate the expected proportion of social media visitors by calculating the overall proportion of social media visitors in the entire sample before the change:
128 / 170 = 0.7529
So the expected count for the cell corresponding to navigation from social media before the change is approximately:
0.7529 x 170 = 128.06
Rounding to the nearest hundredth, we get an expected count of 128.06 for that cell.
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Answer:
64 the expected count for the cell corresponding to navigation from social media before Mabel made the change
if there are no other feasible solutions with a larger objective function value in the immediate neighborhood, then the feasible solution is known as
The feasible solution is known as a locally optimal solution.
It may not be the best possible solution for the entire optimization problem.
If there are no other feasible solutions with a larger objective function value.
The immediate neighborhood, then the feasible solution is known as a locally optimal solution.
This means that the solution is optimal within a particular region of the feasible space but may not necessarily be the globally optimal solution. Bhe best possible solution over the entire feasible space.
In other words, a locally optimal solution is the best possible solution. Among all feasible solutions in its immediate neighborhood or region.
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A frog catches insects for their lunch. The frog likes to eat flies and mosquitoes in a certain ratio, which the diagram shows.
A tape diagram with 2 tapes of unequal lengths. The first tape has 3 equal parts. A curved bracket above the first tape is labeled Flies. The second tape has 7 equal parts of the same size as in the first tape. A curved bracket below the second tape is labeled Mosquitoes.
A tape diagram with 2 tapes of unequal lengths. The first tape has 3 equal parts. A curved bracket above the first tape is labeled Flies. The second tape has 7 equal parts of the same size as in the first tape. A curved bracket below the second tape is labeled Mosquitoes.
The table shows the number of flies and the number of mosquitoes that the frog eats for two lunches.
Based on the ratio, complete the missing values in the table.
Day Flies Mosquitoes
Monday
15
1515
Tuesday
14
1414
what is the probability of getting a flush (all 5 cards from the same suit) if you select 5 cards from a standard 52 card deck
The probability of getting a flush when selecting 5 cards from a standard 52-card deck is about 0.198%.
Hi! To calculate the probability of getting a flush (all 5 cards from the same suit) when selecting 5 cards from a standard 52-card deck, follow these steps:
1. Calculate the total number of ways to choose 5 cards from a 52-card deck. This can be computed using combinations: C(52, 5) = 52! / (5! * (52-5)!), where ! denotes a factorial. C(52, 5) = 2,598,960.
2. Calculate the total number of ways to get a flush. There are 4 suits in a deck, and you need all 5 cards to be from the same suit. For each suit, you can choose 5 cards from the 13 available in that suit: C(13, 5) = 1,287. Since there are 4 suits, the total number of flushes is 4 * C(13, 5) = 4 * 1,287 = 5,148.
3. Compute the probability of getting a flush by dividing the total number of flushes by the total number of ways to choose 5 cards: probability = 5,148 / 2,598,960 = 0.00198, or approximately 0.198%.
So, the probability of getting a flush when selecting 5 cards from a standard 52-card deck is about 0.198%.
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The probability of getting a flush is quite low, but it is still possible.
The probability of getting a flush (all 5 cards from the same suit) if you select 5 cards from a standard 52 card deck can be calculated as follows:
There are 4 suits (clubs, diamonds, hearts, and spades) in a standard deck of cards, each with 13 cards (Ace, 2, 3, 4, 5, 6, 7, 8, 9, 10, Jack, Queen, King).
The number of ways to select 5 cards from a deck of 52 cards is given by the combination formula:
[tex]C(52,5) = 52! / (5! \times (52-5)!) = 2,598,960[/tex]
The number of ways to get a flush.
We can choose any one of the 4 suits for our flush, and then we need to select 5 cards from that suit.
C(13,5) ways to select 5 cards from a suit with 13 cards.
So, the total number of ways to get a flush is:
[tex]4 \times C(13,5) = 4 \times (13! / (5! \times (13-5)!)) = 4 \times 1,287 = 5,148[/tex]
The probability of getting a flush when selecting 5 cards from a standard 52 card deck is:
[tex]P = number of ways to get a flush / total number of ways to select 5 cards[/tex]
[tex]P = 5,148 / 2,598,960[/tex]
[tex]P = 0.00198 or approximately 0.2\%[/tex]
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For questions 4-10, Circles C and M are shown. Lines PL and GK intersect at point Z. Line PL is tangent to circle C at point P and circle M at point L. Line GK is tangent to circle c at point G and circle M at point L. PZ = 10y - 3, ZL = 4x + 10, GZ = 7y + 21, ZK = 6x - 16.
4:Write an equation you can use to solve for x. 5: Solve the equation you wrote in question 4 for x.
6. Write an equation you can use to solve for y.
7: Solve the equation you wrote for 6 for y.
8: What is the length of GK?
9. What is the length of GZ?
10. What is the length of ZL?
The two tangent theorem can be used to find the required equations and the lengths of the of the segments and tangents as follows;
4. 6x - 16 = 4x - 10
5. x = 13
6. 10y - 3 = 7y + 21
7. y = 8
8. GK = 139
9. GZ = 77
10. ZL = 62
What is the two tangent theorem?The two tangent theorem states that intersecting tangent segments from the point of the intersection to the circle are congruent.
The two tangent theorem indicates;
PZ = GZ, and ZK = ZL
Therefore;
4. An equation that can be used to solve for x can be obtained from the equation formed using the two tangent theorem and plugging in the value of ZK and ZL in the equation; ZK = ZL
The equation is therefore; 6·x - 16 = 4·x + 10
5. 6·x - 16 = 4·x + 10
6·x - 4·x = 10 + 16 = 26
2·x = 26
x = 13
6. The equation that can be used to solve for y can be obtained from the equation PZ = GZ, by plugging in the values of PZ and GZ in the equation as follows;
10·y - 3 = 7·y + 21
7. 10·y - 3 = 7·y + 21
10·y - 7·y = 21 + 3 = 24
3·y = 24
y = 24/3 = 8
y = 8
8. GK = GZ + ZK
Therefore; GK = 7·y + 21 + 6·x - 16
GK = 7 × 8 + 21 + 6 × 13 - 16 = 139
GK = 139
9. GZ = 7·y + 21 = 7 × 8 + 21 = 77
GZ = 77
10. ZL = 4·x + 10
Therefore; ZL = 4 × 13 + 10 = 62
ZL = 62
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Need help ASAP!!! It’s due today….
Thus, the value of y for the given linear function for the input value of x = 4 , is found as y = 5.
Explain about the linear function:Any function which it graphs as a straight line is said to be linear. Mathematically speaking, this indicates that the function contains one or two variables, but neither exponents nor powers.
If the function seems to have more variables, they must all be constants or well-known variables in order for the function to continue to be linear.A two-variable linear equation can be thought of as a linear relationship involving x and y, or two variables whose values rely on each other (often y and x) (usually x). Y is referred to as the dependent variable in this scenario since it depends on the independent variable, x.Given linear function:
y = 2x - 3 ; with x = 4
To get the value of y ,put x = 4 in the given function:
y = 2(4) - 3
y = 8 - 3
y = 5
Thus, the value of y for the given linear function for the input value of x = 4 , is found as y = 5.
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correct question:
Find the value of y for the given value of 'x'.
y = 2x - 3 ; x = 4
what number is the greatest common factor of 90 and 315 divided by the least common multiple of 5 and 15?
The greatest common factor of 90 and 315 when divided by the least common multiple of 5 and 15 is 45.
When we multiply all the common prime factors, we get the greatest common factor of the numbers.
These prime factors should come from the prime factorization of the numbers given. These should be in all the unique combinations possible.
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4. Given the equation (x - 11) ^ 2 + (y + 4) ^ 2 = 15 what is the center and radius of the circle?
6. What is the centerradius form of the circle with center (- 3, 5) that passes through the point \{0, 1\}
The center-radius form of the circle is:
(x + 3)² + (y - 5)² = 25
What is a circle?
It is the center of an equidistant point drawn from the center. The radius of a circle is the distance between the center and the circumference.
Given the equation (x - 11)² + (y + 4)² = 15, we can see that the equation is in standard form:
(x - h)² + (y - k)² = r²
where (h, k) is the center of the circle, and r is the radius. Comparing the given equation with the standard form, we can see that:
h = 11, k = -4, and r² = 15
Taking the square root on both sides, we get:
r = √15
Therefore, the center of the circle is (11, -4) and the radius is √15.
The center-radius form of the circle with center (-3, 5) that passes through the point (0, 1) can be found using the formula:
(x - h)² + (y - k)² = r²
where (h, k) is the center of the circle and r is the radius. We are given that the center of the circle is (-3, 5), so we can substitute these values into the formula:
(x - (-3))² + (y - 5)² = r²
Simplifying the expression on the left-hand side, we get:
(x + 3)² + (y - 5)² = r²
Now, we need to find the value of r. Since the circle passes through the point (0, 1), we can substitute these values into the equation above:
(0 + 3)² + (1 - 5)² = r²
Simplifying the expression on the left-hand side, we get:
9 + 16 = r²
25 = r²
Taking the square root on both sides, we get:
r = 5
Therefore, the center-radius form of the circle is:
(x + 3)² + (y - 5)² = 25
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Maxine graphs the function m(x) which has a vertex of (-3,4) and passes through the point (-1,-8). Ricardo graphs p(x) = (x+3)² +4
Maxine thinks that both functions have the same axis of symmetry equation. Do you agree or disagree?
Both functions have the same axis of symmetry equation, which is x = -3.
Given that, Maxine graphs a function m(x) which has a vertex of (-3,4) and passes through the point (-1,-8).
Ricardo graphs p(x) = (x+3)² + 4
We need to check if both the function axis of symmetry equation.
So,
Both functions have a vertex of (-3,4), which means that the axis of symmetry must be a vertical line passing through x = -3.
Axis of symmetry = The axis of symmetry is an imaginary straight line that divides the shape into two identical parts or that makes the shape symmetrical.
For the function p(x) = (x+3)² +4, the axis of symmetry is indeed x = -3.
For the function m(x), since it has a vertex of (-3,4), the equation of the axis of symmetry is x = -3.
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Once upon a time there was a farmer named Fanny. Fanny went to town
for supplies. While she was in town, she bought a specially trained fox
named Federico who could balance plates on his nose (she thought her
children would like him). Fanny bought a chicken because she loved
omelets and always wanted fresh eggs. She also bought a bag of corn
seed so she could grow corn on the cob for picnics. Unfortunately,
Fanny forgot that she had to cross a river to get back to her farm. She
may only take one thing at a time in the boat. She cannot leave the fox
and the chicken together on either side of the river, or the fox will eat the
chicken. Likewise, she cannot leave the chicken alone with the bag of
corn or the chicken will eat the corn. You must help Fanny get her fox,
her chicken, and her bag of corn safely across a river in a boat. What is
the fewest number of trips needed to get everything across the river
without anything being eaten? From one side of the river to the other
side of the river counts as one trip.
The fewest number of trips needed to get everything across the river without anything being eaten is 5 trips.
Finding the sequence:The problem requires Fanny to figure out a sequence of steps that will enable her to transport the fox, chicken, and bag of corn across the river without anything being eaten.
To solve this problem she must come up with a plan that allows her to transport all three items without putting any of them at risk.
Here we have
The named Fanny bought a specially-trained fox named Federico and a chicken and a bag of corn seeds
To safely transport the fox, the chicken, and the bag of corn across the river, Fanny must follow a specific sequence of steps to ensure that nothing is eaten. Here is one possible solution:
Fanny takes the chicken across the river, leaving the fox and the bag of corn on the original side.Fanny leaves the chicken on the opposite side and goes back to get the fox.Fanny takes the fox across the river, but must also bring the chicken back to the original side so it is not left alone with the corn.Fanny leaves the chicken on the original side and takes the bag of corn across the river.Fanny goes back to get the chicken and brings it to the opposite side.Therefore,
The fewest number of trips needed to get everything across the river without anything being eaten is 5 trips.
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40 decreased by m is 21
Answer:
40-m=21
40-40-m=21-40
m=21-40
m=-19
PLEASE HELP ASAP show work pls will mark the brainliest.
The value of x as shown in the diagram is 2.
What is a tangent to a circle?
Tangent to a circle is the line that touches the circle at only one point.
Note: Tangent drawn from the same external points are equal.
To calculate the value of x, we use the above fact.
From the diagram,
Tangent /JK/ =Tangent /JM/ (Both from the smae external points)................. Equation 1Given:
/JK/ = 5x-4/JM/ = 2x+2Substitute into equation 1 and solve for x
5x-4 = 2x+25x-2x = 2+43x = 6x = 6/3x = 2Hence, x = 2.
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The number of hours a student spent studying each week for 9 weeks is shown.
5, 9.5, 3, 12, 6, 8, 4.5, 10, 6.5
What is the value of the range for this set of data?
3
6.5
9
12
The range of a data set is the difference between the highest and lowest numbers in the set. To find the range for the given set of data, we first need to find the highest and lowest values in the set. From the given set of data, we can see that the minimum value is 3 and the maximum value is 12. Therefore, the range of the given set of data is 12 - 3 = 9.
Hence, the answer is 9.
If anyone is reading this rn i would be so flipping happy if you solves this for me i have been putting this same question up for 2 days now and 9 times please help me
Answer: E
Step-by-step explanation: The line going up has a slope of one and the y intercept is 2. The first equation should be y=x+2. The next one has a downwards slope with a y intercept of -4. y=-x-4. Ths means it would be E
4. Find the value of x. Please show your All your work!
120°
172°
X
X =
95
125
I
120°
work:
my bad hear
x + 172 + 120 + 95 + 120 + 125 = 720
x + 632 = 720
x = 720 - 632
x = 88
