If the diameter of the pie is ten inchefls, what is the approximate arc length of one slice of pie? (A) 1.67 inches (B) 13.08 inches (c) 3.14 inches (D) 5.24 inches

Answer:

M (-4; 4)

Step-by-step explanation:

A ( -6; 1), B ( -2; 7)

M (midpoint) = ( ?; ?)

Midpoint coordinates formulas are

x = (x1 + x2) / 2

y = (y1 + y2) / 2

xM = (xA + xB) / 2 =

= (-6 + (-2)) / 2 = (-6 - 2) / 2 = -8 / 2 = -4

yM = (yA + yB) / 2 =

= (1 + 7) / 2 = 8 / 2 = 4

M (-4; 4)

The correct dosage to be administered is 5 ml.

To calculate the correct dosage to be administered, we can use the following formula:

Dose = (Desired dose / Stock strength) x Stock volume

In this case, the desired dose is 15 mg and the stock strength is 10 mg/0.5 ml. Therefore:

Dose = (15 mg / 10 mg/0.5 ml) x Stock volume

Simplifying this expression, we get:

Dose = 3 x Stock volume

To find the stock volume needed, we can rearrange this formula as follows:

Stock volume = Dose / 3

Substituting the values we have, we get:

Stock volume = 15 mg / 3 = 5 ml

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The following statements best explains the steps to solve the pair of equations graphically is Option D.

The equation of a straight line is a relationship between x and y coordinates, The general equation of a straight line is y = mx + c, where m is the slope of the line and c is the y-intercept.

The first equation is:

y = -x +1

so the slope is -1, and the y-intercept is +1.

The second equation is:

 y = 2x +4

so the slope is 2, and the y-intercept is 4.

The slopes and intercepts are properly described in the last selection.

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The complete question:

A pair of linear equations is shown below:

y = -x + 1

y = 2x + 4

Which of the following statements best explains the steps to solve the pair of equations graphically? (4 points)

On a graph, plot the line y = -x + 1, which has y-intercept = -1 and slope = 1, and y = 2x + 4, which has y-intercept = 2 and slope = 4, and write the coordinates of the point of

Intersection of the two lines as the solution.

On a graph, plot the line y = -x + 1, which has y-intercept - 1 and slope = 1, and y = 2x + 4, which has y-intercept = 1 and slope = 4, and write the coordinates of the point of

intersection of the two lines as the solution.

On a graph, plot the line y = -x + 1, which has y-intercept = 1 and slope = -1, and y = 2x + 4, which has y-intercept = -2 and slope = 2, and write the coordinates of the point

of intersection of the two lines as the solution.

On a graph, plot the line y = -x + 1, which has y-intercept = 1 and slope = -1, and y = 2x + 4, which has y-intercept = 4 and slope = 2, and write the coordinates of the point of

intersection of the two lines as the solution.

Answer:

The sum of the digits in the mystery year is 9

Step-by-step explanation:

Let me try to help you

given the number of packages of hot dogs is d

given the number of packages of buns is b

so the total of hot dogs = total of buns

=> 8d = 6b or 4d = 3b

The number can be only integers like 1, 2, 3, 4, 5

So the smallest integer for d is 3 and b is 4

If you buy 3 packages of hot dogs, the number of hot dogs is 3 x 8 = 24

If you buy 4 packages of bun, the number of buns is 4 x 6 = 24

Divide #hot dogs by #packages of buns

So 24/4 = 6

Divide the result by 1/3

6 / (1/3) = 18

Sum of the digits

1 + 8 = 9

Hope this helps

The total number of different sets using three points of the grid with three vertices of an isosceles triangle equal 36.

Number of points of 3 by 3 grid are spaced horizontally and vertically equally .

Total number of points present on 3 by 3 grid are 9.

To form an isosceles triangle with two of the equal sides .

Total number of different sets of isosceles triangle are given by :

⁹C₂

= 9! / ( 9 - 2)! 2!

= ( 9 × 8 × 7! ) / 7! 2!

= 36.

Therefore, the number of different sets of isosceles triangle with three vertices on 3 by 3 grid is equal to 36.

The above question is incomplete , the complete question is:

The points of this 3-by-3 grid are equally spaced horizontally and vertically. how many different sets of three points of this grid can be the three vertices of an isosceles triangle?

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Answer: 15%

Step-by-step explanation:

54 divided by 360 = 0.15%

(a) The probability that all the student pilots successfully land the plane using the simulator is 43%

(b) The probability that none of the student pilots successfully lands the plane using the simulator is 0.0026%

(c) The probability that exactly eight of the student pilots successfully land the plane using the simulator is 30.1%

Probability is a measure of the likelihood of an event occurring.

(a) What is the probability that all the student pilots successfully land the plane using the simulator?

Probability of all pilots successfully landing

=> 0.80 x 0.80 x 0.80 x 0.80 x 0.80 x 0.80 x 0.80 x 0.80 x 0.80 = 0.43 or 43%

So, the probability that all the student pilots successfully land the plane using the simulator is 0.43 or 43%.

(b) What is the probability that none of the student pilots successfully land the plane using the simulator?

The probability of each pilot failing to land the plane is 0.20. We can use the multiplication rule again to calculate the probability of none of the pilots successfully landing the plane.

Probability of all pilots failing to land = 0.20 x 0.20 x 0.20 x 0.20 x 0.20 x 0.20 x 0.20 x 0.20 x 0.20 = 0.000026 or 0.0026%

So, the probability that none of the student pilots successfully land the plane using the simulator is 0.0026% or 0.000026.

(c) What is the probability that exactly eight of the student pilots successfully land the plane using the simulator?

where P(X=k) is the probability of k successes, n is the total number of trials, p is the probability of success in one trial, and nCk is the binomial coefficient, which represents the number of ways to choose k successes out of n trials.

In this case, we have n=9, k=8, p=0.80, and (1-p)=0.20. So, the probability of exactly eight pilots successfully landing the plane is:

P(X=8) = 9C8 * 0.80^8 * 0.20^(9-8) = 0.301 or 30.1%

So, the probability that exactly eight of the student pilots successfully land the plane using the simulator is 0.301 or 30.1%.

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Answer:

Step-by-step explanation:

so 1in is 2.5ft.

6.4 times 2.5 is 16.

4.8 times 2.5 is 12.

16+16+12+12

is 24+32.

which is 56.

answer: B

Answer:

FG = 18

Explanation:

There is a simpler solution:

It has to do with the interior angle bisector theorem. (the illustration with the angle marks and the line show that it is being bisected)

Which will divide the opposite side into segments whose lengths have the same ratio as the adjacent sides of the bisected angle.

x / 24 = x + 10 / 54 →

54x = 24(x + 10) →

54x = 24x + 240 →

30x = 240 →

x = 8.

Since the expression x + 10 represents the length of FG, it's length must be 18.

Multivariable calculus in college is generally more challenging than AP Calculus BC due to the additional complexity of working with functions of several variables.

Multivariable calculus in college typically goes beyond the content covered in AP Calculus BC in high school. While both cover calculus concepts, multivariable calculus adds the complexity of working with functions of several variables, including partial derivatives, multiple integrals, and vector calculus. As a result, the difficulty level of multivariable calculus in college can be significantly higher than AP Calculus BC. However, this can vary depending on the individual student and the rigor of their high school AP course.

AP Calculus AB and BC are two levels of Advanced Placement calculus courses typically offered in high school.

AP Calculus AB covers a wide range of calculus topics including limits, derivatives, integrals, applications of derivatives and integrals, and the Fundamental Theorem of Calculus. The focus is on single-variable calculus, meaning students work with functions of one variable.

AP Calculus BC, on the other hand, covers all the topics included in AB as well as additional concepts such as parametric, polar, and vector functions, series, and sequences. The course is designed to be more challenging and covers more advanced topics in calculus, including applications of calculus in physics and engineering.

Overall, AP Calculus BC is considered to be a more rigorous course than AP Calculus AB, but both courses prepare students for college-level calculus.

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a. The two firing angles of the projectile are 5.65° and 174.35°

b. The time it takes the projectile to hit the ground is 4.02 s

A projectile is an object that follows a parabolic path when thrown into the air.

Given that a projectile travels a distance of 800 meters with an initial velocity of 200 m/s, to find the firing angles, we use the formula for the range of a projectile.

The range of a projectile is its horizontal distance. It is given by R = u²sin2Ф/g where

Given that we require Ф, the angle of projection. Making it subject of the formula, we have that

Ф = [sin⁻¹(gR/u²)]/2

Given that

Substituting the values of the variables into the equation, we have

Ф = [sin⁻¹(gR/u²)]/2

Ф = [sin⁻¹(9.8 m/s² × 800 m/(200 m/s)²)]/2

Ф = [sin⁻¹(9.8 m/s² × 800 m/(40000 m²/s²)]/2

Ф = [sin⁻¹(9.8 m²/s² × 1/50 m²/s²)]/2

Ф = [sin⁻¹(0.196)]/2

Ф = 11.30°/2

Ф = 5.65°

Since sin is positive in the second qudrant also, the second angle is

Ф = 180° - 5.65°

= 174.35°

So, the angle are 5.65° and 174.35°

To find how long it takes the projectile to hit the ground, we use the formula for time of flight of a projectile.

T = 2usinФ/g where

Since

Substituting the values of the variables into the equation, we have

T = 2usinФ/g

T = 2(200 m/s)sin5.65° ÷ 9.8 m/s²

T = 400 m/s × 0.09845 ÷ 9.8 m/s²

T = 39.381 m/s ÷ 9.8 m/s²

T = 4.02 s

So, the time it takes the projectile to hit the ground is 4.02 s

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A linear clear variation is represented by the equation y = kx, in which k is the area under the curve y = mx + b and b is the zero-valued y-intercept.

The polynomial y = mx (commonly stylized y = kx), which seems referred to as a direct variation, can be obtained from the theory y = mx + b if m is a sufficiently small factor and b = 0. In other words, you may claim that y directly depends on x or that y is proportionate to x.

The standard format for presenting a direct variation is y=kx. The letters "y" and "x" are variables, and the letter "k" is a constant. Making a table will allow you to identify those ordered pairs that statisfy the example of y=2x.

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Answer:

A one-sample t-test for a population mean is the appropriate test for the researchers' hypothesis. In this case, they want to test the hypothesis that the mean battery life of their new battery is greater than a known mean battery life of their older version. The one-sample t-test allows them to compare the mean of a sample to a known population mean and determine if the difference between them is statistically significant.

Answer: 1/8

Step-by-step explanation: 3/4 is the same as 6/8

7/8- 6/8 = 1/8

Heyy! Johnny Sins back with another answer for yall!

Lets see here....

The perimeter of a rectangle can be found by adding the lengths of all four sides. If the length of the rectangle is three times its width, we can write the expression for the length as 3w. Therefore, the expression for the perimeter would be:

P = 2(width) + 2(length)

P = 2w + 2(3w)

P = 2w + 6w

P = 8w

So the perimeter of the rectangle can be represented by the expression 8w.

___________________________________________________________

Pretty easy huh? Well no worries just give me 5 stars and a thanks. 2 buttons. So simple huh?

Love, Johnny Sins :)

The properties of midpoints and rectangles to show that a quadrilateral with vertices at the midpoints of the sides of a rectangle is a rhombus.

In this problem, we will prove that a quadrilateral with vertices at the midpoints of the sides of a rectangle is a rhombus. This is an important result in geometry and is often used in solving more complex problems.

Let us consider a rectangle ABCD with sides AB, BC, CD, and DA. Let P, Q, R, and S be the midpoints of the sides AB, BC, CD, and DA, respectively.

We need to prove that PQRS is a rhombus, which means we need to show that all sides of PQRS are equal.

First, we can observe that PQ and SR are parallel to AD, and QR and PS are parallel to AB. This is because P and S are midpoints of AB and AD, and Q and R are midpoints of BC and CD, respectively. Therefore, PQ and SR are both half the length of AD, and QR and PS are both half the length of AB.

Next, we can use the fact that the opposite sides of a rectangle are equal. This means that AD = BC and AB = CD. Therefore, PQ and SR have the same length, as they are both half of AD. Similarly, QR and PS have the same length, as they are both half of AB.

Thus, we have shown that all sides of PQRS are equal, which means that PQRS is a rhombus.

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Complete Question:

ABCD is a rectangle and P, Q, R and S are mid-points of the sides AB, BC, CD and DA respectively. Show that the quadrilateral PQRS is a rhombus.

The required ordered pair represents the center of the new circle after the transformation is (-x,y). Option A is correct.

Transform the shapes on a coordinate plane by rotating, reflecting, or translating them.

Here,
If a circle is reflected across the y-axis, its center, which was originally located at (x, y), will move to a new location that is the same distance from the y-axis but on the opposite side. Since the y-coordinate does not change during a reflection across the y-axis, the y-coordinate of the new center will remain the same as the original, which is y.

However, the x-coordinate will be negated, since the reflection across the y-axis involves flipping points to the opposite side of the y-axis. Therefore, the center of the new circle will have the coordinates (-x, y).

So the answer is A) (-x, y).

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13 triangles could be formed from a 15-gon.

The vertex of an angle is the intersection of two lines, rays, or segments. A diagonal is a line segment with vertices as its endpoints. The intersection of two edges or sides forms a polygon's vertex. A vertex is created when three edges of a polyhedron collide.

Given:

The number of triangles formed by connecting one of the vertices to the rest of the vertices is equal to n - 2.

We have 15- gon.

So, the number of Triangles can be formed is n-2.

= 15 -2

= 12 Triangles.

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The Question attached here seems to be incomplete / inappropriate.

The complete question is

Using diagonals from a common vertex, how many triangles could be formed from a 15-gon (diagonal)?

The transformation that maps △UVW to △EFG is (d) (x, y) = (-2x, -2y)

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

The figure

From the figure, we can see that

Triangle EFG is twice the triangle UVW in side lengths

This means that

(x, y) = (2x, 2y)

The orientations are 180 degrees apart

So, we have

(x, y) = (-2x, -2y)

Hence, the transformation is (d) (x, y) = (-2x, -2y)

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The number that can each terms of the equation be multiplied by to eliminate the decimals before solving is 100

The equation is

5.6j + 0.12 = 4 + 1.1j

The equation is defined as the mathematical expression that shows the relationship between one expression and another expression with equal sign. The equation consist of mathematical operator like addition, subtraction, division and multiplication

The equation is

5.6j + 0.12 = 4 + 1.1j

Here three term has fractional part.

In 0.12 there are two digits after the decimal point to eliminate the decimal number we have to multiply the number with 100 .

Then the equation will become

560j + 12 = 400 + 110j

Therefore, the number is 100

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The given question is incomplete, the complete question is

Which number can each term of the equation be multiplied by to eliminate the decimals before solving?

5.6j + 0.12 = 4 + 1.1j

Answer:

y= -5/4x+

Step-by-step explanation:

find the gradient first ∆y/∆5x

-4-1/ 8-4

=-5/4

assume one of the points to be x, y

y-1/ x-4 =-5/4

cross multiply

4y-4=-5x+20

4y= -5x+20+4

divide both sides by 4

y= -5/4x+

Answer:

1.             The volume of the composite figure is 10,164 [tex]cm^3[/tex].

2.            The measure of ∠BCM is 59°.

3.            The area of the given figure is 823.5 [tex]in^2[/tex].

4.            The area of the given figure is 60 [tex]yd^2[/tex].

5.            The area of the following figure is 22.5 [tex]m^2[/tex].

Step-by-step explanation:

1.             In order to make finding the composite figure's volume easier, we can separate the figure into two rectangular prisms, find the volume of each, and add them together. If we make a horizontal cut across the top of the large rectangular prism, we would have two rectangular prisms: One with the dimensions 23 cm × 10 cm × 42 cm, and one with the dimensions 3 cm × 4 cm × 42 cm. Their respective volumes would be 9,660 [tex]cm^3[/tex] and 504 [tex]cm^3[/tex]. Therefore, the composite figure's volume is 9,660 + 504 = 10,164 [tex]cm^3.[/tex]

2.           As ∠BCH and ∠MCD are vertical angles, we can conclude that 4g + 109 = 5g + 106. Based on this information, g is equivalent to 3, meaning both ∠BCH and ∠MCD have an angle measure of 121°. Since both angles form a straight angle with ∠BCM, we know that 121° plus the angle measure of ∠BCM is equivalent to 180°. Therefore, we can conclude that ∠BCM = 180 - 121 = 59°.

3.         In order to make finding the area of the given figure easier, we can split the figure into three shapes: two rectangles and a triangle. The area of the large rectangle is 12 × 54 = 648 [tex]in^2[/tex], the area of the smaller rectangle is 12 × 9 = 108 [tex]in^2[/tex], and the area of the triangle is 15 × 9 × [tex]\frac{1}{2}[/tex] = 67.5 [tex]in^2[/tex]. Therefore, the area of the entire figure would be 648 + 108 + 67.5 = 823.5 [tex]in^2[/tex].

4.         Like questions 1 and 3, we can cut the figure into a triangle, a rectangle, and a parallelogram in order to find the entire area easier. The area of the rectangle is 11 × 4 = 44 [tex]yd^2[/tex], and the area of the triangle is 5 × 4 × [tex]\frac{1}{2}[/tex] = 10 [tex]yd^2[/tex]. As for the parallelogram, it's important to note that in order to find the area of a parallelogram, you only need to multiply the length and the height together as you would for a rectangle. This is because you can cut any parallelogram and reshape it into a rectangle with the same dimensions, therefore the area of the parallelogram would be 3 × 2 = 6 [tex]yd^2[/tex]. Lastly, the area of the entire given figure would be 44 + 10 + 6 = 60 [tex]yd^2[/tex].

5.       Lastly, we are given a triangle and asked to find its area. An important information to keep in mind is that as long as you know a base length and the vertical height to that corresponding side, the formula to calculate the area of a triangle would still be [tex]\frac{1}{2} bh[/tex]. In the given triangle, the base length is 9 meters, and the vertical height is 5 meters. Therefore, the area of the following figure would be 22.5 [tex]m^2[/tex].

Have a great day! Feel free to let me know if you have any more questions :)

Answer:

a. Let's call the average ticket price for Dallas in 2005 as "d" and the average ticket price for Boston in 2005 as "b". Then the system of equations can be written as:

y_d = d + 0.53x (where y_d represents the price of an average ticket for Dallas after x years)

y_b = b - 1.08x (where y_b represents the price of an average ticket for Boston after x years)

b. To find the number of years in which the average ticket price for Dallas will approximately equal that of Boston, we need to solve the equation y_d = y_b for x. Plugging in the equations for y_d and y_b, we get:

d + 0.53x = b - 1.08x

Rearranging and solving for x, we have:

1.61x = b - d

x = (b - d) / 1.61

Now we just need to plug in the values for d and b from the table:

d = 53.60

b = 55.93

x = (55.93 - 53.60) / 1.61 = 2.33 years

So it will take approximately 2.33 years for the average ticket price for Dallas to approximately equal that of Boston.

Step-by-step explanation:

Answer: a. Let x be the number of years after 2005, and y be the price of an average ticket. Then, we can write the following system of equations to represent the information in the table:

For Dallas:

y = 53.60 + 0.53x

For Boston:

y = 55.93 - 1.08x

This system of equations represents the average ticket price y for Dallas and Boston as a function of the number of years x after 2005, with the change in price from the 2004 season to the 2005 season given in the table.

b. To find the number of years when the average ticket price for Dallas will approximately equal that of Boston, we can set the two equations equal to each other and solve for x:

53.60 + 0.53x = 55.93 - 1.08x

2.33x = 2.33

x = 1

So, the average ticket price for Dallas and Boston will approximately equal each other after 1 year. Therefore, in 2006, the average ticket price for Dallas will approximately equal that of Boston.

Step-by-step explanation:

12 servings of rice require six cups of rice. In order to make 12 servings, 6 cups of rice would be needed, or 2/5 of a cup.

1. It takes 2 cups of rice to make 5 servings.

2. Divide 12 by 5 to determine how many cups of rice are required to prepare 12 servings.

3. The final product is 2.4 cups.

4. Round up to the nearest whole number, which is 6 cups, to get 12 servings.

You will require 6 cups of rice to produce 12 servings of rice. The number of servings that can be made from 2 cups of rice can be used to determine this. 5 servings can be produced from 2 cups of rice. This indicates that 2/5 of a cup of rice is needed for each serving. Divide 12 by 5 to see how many cups of rice are required for 12 servings. This results in 2.4 cups of liquid. Round the amount up to the nearest whole number, which is 6 cups, to make 12 servings. 6 cups of rice are therefore required to make 12 servings.

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Based on the information, the surface area of the pyramid would be: Surface Area = 519.6ft

To find the surface of this hexagonal pyramid we must perform the following mathematical procedure:

Once we know this information, we must apply the following formula:

Note: This question is incomplete. Here is the complete information:

S=14ft

W = 10ft

B = 5√3ft

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Answer: Maybe first give an equation

Step-by-step explanation:

The number of multiplications for the power₁ is 3 multiplication power₂ is one multiplication and power₃ is 5 multiplications and the number of recursive calls will power2 and power3 make when computing 332 and  319 is 5.

First, let's look at power₁. This function can compute the power of a number by repeated multiplication. For example, to compute 3 to the 4th power, power₁ would perform three multiplications: 3 x 3 x 3 x 3 = 81.

Using this approach, we can see that to compute 3 to the 32nd power, power₁ would perform 31 multiplications (3 x 3 x 3... repeated 31 times). Similarly, to compute 3 to the 19th power, power₁ would perform 18 multiplications.

Next, let's consider power₂. This function uses a different strategy for computing powers. It relies on the fact that any number can be expressed as a power of 2

To compute 3 to the 32nd power using power₂, we would first express 32 as a sum of powers of 2:

=> 32 = 2⁵ + 2⁴ + 2³.

Then, we would use the fact that 3 raised to a power of 2 can be computed with just one multiplication: 3² = 9.

Using this fact repeatedly, we can compute 3 to the 32nd power with only 5 multiplications:

=> 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3.

For 3 to the 19th power, power2 would express 19 as 2⁴ + 2¹ and then use 4 multiplications:

=> 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3.

Finally, let's look at power3. This function is similar to power2 but uses a more efficient algorithm called exponentiation by squaring. This algorithm works by repeatedly squaring the base and halving the exponent until the exponent is 1.

To compute 3 to the 32nd power using power₃, we would start with the binary representation of 32 (100000 in binary).

we can see that power₃ will only perform 5 multiplications to compute 3 to the 32nd power.

Similarly, to compute 3 to the 19th power, power₃ would start with the binary representation of 19 (10011 in binary) and use the exponentiation by squaring algorithm to perform only 6 multiplications.

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Complete Question:

How many multiplications will each of the functions power₁, power₂, and power₃ perform when computing 332? 319?

Answer:

x=4.5  

Step-by-step explanation:

2 [x-3]-5=7

2x - 3 - 5 =7

2x - -2 =7

7+2=9

9/2=4.5

i may be wrong <3

Answer:

8

Step-by-step explanation:

8x3 = 24

24 + 4 = 28