Can someone answer this please

Answer:

The exact volume of the cylinder is 72π cubic centimeters, or approximately 226.19 cubic centimeters to two decimal places.

Step-by-step explanation:

The volume of a cylinder can be calculated using the formula:

\(\boxed{V = \pi r^2 h}\)

where:

Given values:

Substitute the given values into the formula and solve for V:

\(\begin{aligned} \implies V&=\sf \pi \cdot 3^2 \cdot 8\\&=\sf \pi \cdot 9 \cdot 8\\&=\sf 72\pi \;cm^3\\&= \sf 226.19\; cm^3\;(2\;d.p.)\end{aligned}\)

Therefore, the volume of the cylinder is 72π cubic centimeters, or approximately 226.19 cubic centimeters to two decimal places.

If there are 27 students in Mr. Mello's class then the total number of pages the students read by the end of November will be 1350.

Given that there are 27 students in Mr. Mello's class.

We are required to find the total number of pages that the students read by the end of November.

Assume that there are 50 pages in the book and all the pages are read in the month of November.

Total number of pages read by all the students by the end of November=27*50  

(Product of number of pages in the book and the number of students)

= 1350 pages

Answer:

810

Step-by-step explanation:

Based on the given conditions, formulate: 30x27

Calculate the product or quotient:810

I got this off of another answer site that had 4.6 star answers. the other person who answered got it off another person who asked the same thing in this website they got a high star too so I dont know which is correct

Explanation

We are given the following number line:

We are required to determine the inequality that satisfies the number line given.

We know that the number line translates thus:

We also know that the general rule for quadratic inequalities states:

We can achieve the inequality by solving for each option given as follows:

- Option A:

Hence, the answer is:

Option A is correct.

The rate of change of the elevator elevation during the 15 second interval is 14/3 feet per second

An equation is an expression that is used to show the relationship between two or more numbers and variables.

Let y represent the height of the elevator above the ground after x seconds. Hence the equation is:

y = mx + b

Where m is the rate of change and b is the initial height of the elevator

The elevation at ground level is 0 feet. An elevator starts 90 feet below ground level. after traveling for 15 seconds, the elevator is 20 feet below ground level.

Hence: b = -90, x = 15, y = -20. Substituting:

-20 = m(15) - 90

m = 14/3

The rate of change is 14/3 feet per second

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Differentiating both sides of

\(x^2 + 2xy - y^2 + x = 20\)

with respect to \(x\) yields

\(2x + 2y + 2x \dfrac{dy}{dx} - 2y \dfrac{dy}{dx} + 1 = 0 \\\\ \implies (2x-2y) \dfrac{dy}{dx} = -1 - 2x - 2y \\\\ \implies \dfrac{dy}{dx} = \dfrac{1 + 2x + 2y}{2(y-x)}\)

At the point (3, 4) (so \(x=3\) and \(y=4\)), the tangent line has slope

\(\dfrac{dy}{dx} = \dfrac{1 + 2\times3 + 2\times4}{2(4-3)} = \dfrac{15}2\)

Then the tangent line to (3, 4) has equation

\(y - 4 = \dfrac{15}2 (x - 3) \implies \boxed{y = \dfrac{15}2 x - \dfrac{37}2}\)

Considering the definition of distance between two points, the distance between the points (-2,1) and (5,-4) is √74= 8.6023.

The distance between two points is equal to the length of the segment that joins them. Therefore, to determine the distance between two different points, you must calculate the squares of the differences between their coordinates and then find the root of the sum of said squares.

In other words, the distance between two points in space is the magnitude of the vector formed by said points.

So, given the coordinates of two distinct points (x1, y1) and (x2, y2), the distance between two points is the square root of the sum of the squares of the difference of the coordinates of the points:

distance= \(\sqrt{(x2-x1)^{2} +(y2-y1)^{2} }\)

In this case, you know:

Replacing in the definition of distance:

distance= \(\sqrt{(5-(-2))^{2} +(-4-1)^{2} }\)

distance= \(\sqrt{(5+2)^{2} +(-5)^{2} }\)

distance= \(\sqrt{7^{2} +(-5)^{2} }\)

distance= \(\sqrt{49+25 }\)

distance= √74= 8.6023

Finally, the distance between the points (-2,1) and (5,-4) is √74= 8.6023.

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Answer:

x < -3 or x > 2

Step-by-step explanation:

x² + x - 6 > 0

Convert the inequality to an equation.

x² + x - 6 = 0

Factor using the AC method and get:

(x - 2) (x + 3) = 0

If any individual factor on the left side of the equation is equal to 0, the entire expression will be equal to 0.

x - 2 = 0

x = 2

x + 3 = 0

x = -3

So, the solution is x < -3 or x > 2

Answer:

Your answer is A <3

Step-by-step explanation:

Answer:

400 thousand people > 300 thousand people, so there are more people living in Miami.

(f/g)(-5) is equal to 1/4, and the value -1 is not in the domain of f/g.

To find (f/g)(-5), we need to substitute -5 into the functions f(x) and g(x) and then divide f(-5) by g(-5).

Given:

f(x) = (4+x)(6+x)

g(x) = 1+x

Substituting -5 into the functions:

f(-5) = (4+(-5))(6+(-5)) = (-1)(1) = -1

g(-5) = 1+(-5) = -4

Now, we can calculate (f/g)(-5):

(f/g)(-5) = f(-5) / g(-5) = -1 / -4 = 1/4

Therefore, (f/g)(-5) equals 1/4.

Now let's determine the values that are not in the domain of f/g. The values that are not in the domain of f/g are the values that make the denominator g(x) equal to zero. In this case, the denominator is g(x) = 1+x.

To find the values that make the denominator zero, we solve the equation:

1 + x = 0

Subtracting 1 from both sides, we get:

x = -1

So, the value x = -1 is not in the domain of f/g because it would make the denominator equal to zero.

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Answer:

100

Step-by-step explanation:

The number has the same digit in its hundreds place and its hundredths place. The digit in the hundreds place is 100 times greater than the digit in the hundredths place (https://ccssmathanswers.com/hundredth-place-in-decimals). Therefore, the value of the digit in the hundreds place is 100 times greater than the value of the digit in the hundredths place.

Therefore, the answer is 100.

Based on the data, the mean would be the best measure of center to describe a typical value in the data set.

To create a dot plot, we can list the numbers in order and place a dot above the corresponding value on the number line.

20 ••

21 ••

22 •

23 ••••

24 •••••

25 ••

26 ••

27 •

The dot plot shows a relatively symmetric distribution of the data, with the majority of values clustered around the middle. Therefore, the mean would be a good measure of center to describe a typical value of the data set.

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The equation y = 2x - 6 is a line in the form known as Slope-Intercept Form. This form organizes the equation so that you can easily discern the y-intercept and slope.

Slope-intercept form is y = mx + b. So here, m = 2, b = -6.

Answer: 14,605 pieces.

Step-by-step explanation:

In the second quarter, the company produced 795 pieces more than in the first quarter.

So, the total pieces produced in the second quarter can be calculated as:

6905 + 795 = 7700

The total pieces produced in the first semester (two quarters) can be calculated as:

6905 + 7700 = 14,605

Therefore, the company produced 14,605 pieces in the first semester.

The number of pieces the company produced in the first semester was 14,605 pieces.

The question asks to calculate how many pieces a company produced in the first semester, considering the production of two quarters.

In the first quarter, the company produced 6,905 pieces, as indicated in the question.

Already in the second quarter, the company produced 795 more pieces than in the first quarter, which means that the production in the second quarter was:

6,905 + 795 = 7,700 pieces.

To know the company's total production in the first semester, just add the productions of the two quarters:

6,905 + 7,700 = 14,605 pieces

The vertex form of a quadratic equation is written as

y = a(x - h)^2 + k

where

h and k are the x and y coordinates of the vertex

The standard equation of a quadratic function is

ax^2 + bx + c = 0

The given equation is

y = x^2 + 8x + 7 = 0

By comparing,

a = 1, b = 8, c = 7

The formula for finding the x coordinate of the vertex is

x = - b/2a = 8/2*1 = 4

We would substitute x = - 4 into the equation to get y

y = (- 4)^2 + 8(4) + 7 = 16 - 32 + 7 = - 9

h = 4, k = - 9 , a = 1

By substituting,

y = (x - 4)^2 - 9

The second option is correct

The completed list of numbers would be: 1, 1, 1, 2, 1, 4, 1, 2

By examining the given list of numbers 1, 1, 1, 2, 1, 4, 1, we can observe a pattern emerging.

The pattern seems to involve alternating sequences. The first sequence is the number 1 repeated three times (1, 1, 1). The second sequence is a number that follows the pattern of increasing by 1 each time (2). The third sequence is the number 1 repeated once (1). The fourth sequence is a number that follows the pattern of doubling each time (4). This pattern of alternating sequences continues.

Based on this pattern, we can predict that the next number in the sequence will follow the alternating sequence pattern. Since the last number in the sequence is 1, the next sequence will involve a number that follows the pattern of increasing by 1. Therefore, the next number in the sequence would be:

1 + 1 = 2

Hence, based on the observed pattern, the next number in the sequence is 2.

Therefore, the completed list of numbers would be:

1, 1, 1, 2, 1, 4, 1, 2

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f(x) = |7m + 4| = 1

First equation by taking positive modules

7m + 4 = 1

7m = -3

m = -3/7 . Ans.

Second equation by taking negative modules

-7m - 4 = 1

-7m = 5

m = -5/7 . Ans.

∴ m = [ -5/7 U -3/7 ] Ans .

"97.72% of the female students have scores above," seems to be a misinterpretation as the correct statement is that approximately 99.72% of the female students have scores between the lower and upper limits

To calculate the scores that are three standard deviations above and below the mean, we use the formula:

Lower limit = Mean - (Standard Deviation * 3)

Upper limit = Mean + (Standard Deviation * 3)

Given:

Mean = 269

Standard Deviation = 33

Using the formula, we can calculate the limits:

Lower limit = 269 - (33 * 3) = 269 - 99 = 170

Upper limit = 269 + (33 * 3) = 269 + 99 = 368

Therefore, the lower limit is 170 and the upper limit is 368.

To calculate the probability that a female student will have a score between these limits, we need to find the area under the normal distribution curve between the lower and upper limits. This can be calculated using a standard normal distribution table or calculator.

Since the distribution is assumed to be normal, approximately 99.72% of the scores will fall within three standard deviations from the mean. Therefore, the probability that a female student will have a score between these limits is approximately 99.72%.

For a score of 302, which is above the mean of 269, we can calculate the percentage of female students with scores below 302:

Percentage = (1 - Probability) * 100

= (1 - 0.9972) * 100

= 0.0028 * 100

= 0.28%

Therefore, approximately 0.28% of the female students have scores below 302.

It's important to note that the value mentioned, "97.72% of the female students have scores above," seems to be a misinterpretation as the correct statement is that approximately 99.72% of the female students have scores between the lower and upper limits

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The centroid divides the median AM into a ratio of

The length of AM is 11 units.

The ratio of centroid is represented as:

AD:AM = 2:1

Express as a fraction

AD/AM = 2/1

AD = 2DM

substitute the values for AD and DM

(x+5) = 2(2x-1)

x+5=4x-2

Collect the like terms:

x-4x = -2-5

-3x = -7

x = 7/3

The length of the side AD can be calculated as :

DM = 2(7/3) - 1

= 14/3 - 1

14-3/3

= 11/3

The length of AD :

= 7/3 + 5

= 22/3

The length of AM :

AM = AD+DM

= 11/3+22/3

= 33/3

= 11 units

Hence the length of AM is 11 units.

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Answer:

2/3

Step-by-step explanation:

Answer:

bt? I don't know for sure

Thus, the cardinal number of the set E is found to be: N(E) = 6.

A cardinal number describes or expresses how many of anything are present.

So all natural numbers are often refereed to as cardinal numbers. Cardinal numerals have been used for counting. When an ordinal number is an integer that represents the location or place of an object.

The description of a cardinal number is really a number that is used to express quantity in whole numbers. Decimals and fractions are not regarded as cardinal numbers. Natural numbers and numbering numbers constitute cardinal numbers. Each of them is a positive integer.

Given data:

N(CxE) = 18

C = {4, 5, 6)

In which N is the cardinal number, that is the total elements present in the set.

So,

N(C) = 3

Given that: N(CxE) = 18

The formula for the Cartesian product is:

N(CxE) = N(C) * N(E)

18 = 3* N(E)

N(E)  = 18 /3

N(E) = 6

Thus, the cardinal number of the set E is found to be: N(E) = 6.

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Complete questions:

Find N(E), Given That N(CxE) = 18 And C = {4, 5, 6).

Α. 6

B. 9

C. 3

D. 5

Therefore, the average rate of change of ƒ(x) = 2x + 10 over the interval 2 ≤ x ≤ 4 is 4.

In mathematics, a function is a relationship between a set of inputs and a set of possible outputs with the property that each input is related to exactly one output. It is a rule or a set of rules that assigns each input value exactly one output value. Functions can be represented using equations, graphs, or tables. They are used to model real-world phenomena and solve problems in various fields such as science, engineering, economics, and finance.

Here,

To find the average rate of change of a function over an interval, we need to calculate the change in the function's value over the interval, and then divide that by the length of the interval. In this case, the function is ƒ(x) = 2x + 10, and the interval is 2 ≤ x ≤ 4. To find the change in the function's value over this interval, we need to evaluate the function at the endpoints of the interval and subtract the results:

ƒ(4) - ƒ(2) = (2(4) + 10) - (2(2) + 10) = 8

So the change in the function's value over the interval is 8. To find the length of the interval, we subtract the endpoints:

4 - 2 = 2

So the length of the interval is 2. Finally, we divide the change in the function's value by the length of the interval to get the average rate of change:

8 / 2 = 4

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Answer:

55.5555555556

or 55.5 Repenting

or 60 over 75

Answer:

Quantitative

Step-by-step explanation: Quantitative or numerical variable are statistical or measured variables which involves numbers. Numerical variables allows for mathematical operations such as addition, subtraction and so on to be performed in them. Quantitative variables include height, age, weight, population and other measured variable with have numerical attributes. They can be measured on either ordinal, ratio or interval scales. Hence, since Julien is trying to determine height, the variable is a quantitative or numeric variable.

Answer:

It asks how long is that line, take a ruler and measure it or use any extra information.

Step-by-step explanation:

Answer:

5 units

Step-by-step explanation:

The horizontal length is 4 units and the vertical length is 3 units

Consider the right triangle formed by the line, horizontal and vertical.

Using  Pythagoras' identity with the line as the hypotenuse h , then

h² = 4² + 3² = 16 + 9 = 25 ( take square root of both sides )

h = \(\sqrt{25} \) = 5

The line is 5 units in length

Answer:

i dont get the question

Step-by-step explanation:

Answer:

\(2\sqrt{13}\)

Step-by-step explanation:

Square root of 52

_________________

When finding square root, we always have to find one number that multiplies by itself twice to get the number in the square root.

No number does this for 52, so we have to use the GCF prime, which is :

\(\sqrt{2^2} \sqrt{13}\)

Apply the radical rule for \(\sqrt{2^2}\) :

\(\sqrt{2^2} =2\)

Therefore :

\(2\sqrt{13}\)

inequalities have the symbol less or higher than < >.

So, the inequalities are

11 > (w – 4)

y < 34

5+9 < 5.9

Answer:

B

Step-by-step explanation:

using the recursive rule \(a_{n}\) = 3\(a_{n-1}\) and a₁ = 10, then

a₁ = 10

a₂ = 3a₁ = 3 × 10 = 30

a₃ = 3a₂ = 3 × 30 = 90

the first 3 terms are 10 , 30 , 90