PLEASE HELP!!!!!!!!!!!

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\(\textit{area of a segment of a circle}\\\\ A=\cfrac{r^2}{2}\left( ~~ \cfrac{\pi \theta }{180}-\sin(\theta ) ~~ \right) \begin{cases} r=radius\\ \theta =\stackrel{degrees}{angle}\\[-0.5em] \hrulefill\\ r=8\\ \theta =60 \end{cases} \\\\\\ A=\cfrac{8^2}{2}\left( ~~ \cfrac{\pi (60) }{180}-\sin(60^o ) ~~ \right)\implies A=32\left( ~~ \cfrac{\pi }{3}-\sin(60^o ) ~~ \right) \\\\\\ A=32\left( ~~ \cfrac{\pi }{3}-\cfrac{\sqrt{3}}{2} ~~ \right)\implies A=\cfrac{32\pi }{3}-16\sqrt{3}\implies A\approx 5.8~in^2\)

Answer: -2a² + 2a + 2

Step-by-step explanation:

Given worded expression

subtract the sum of  (8a-6a²+9) and (-10a-8+8a²) from 3

Convert to numerical expression

3 - [(8a - 6a² + 9) + (-10a - 8 + 8a²)]

Expand parentheses in the bracket

=3 - [8a - 6a² + 9 - 10a - 8 + 8a²]

Combine like terms in the bracket

=3 - [(-6a² + 8a²) + (8a - 10a) + (9 - 8)]

=3 - [2a² - 2a + 1]

Expand bracket

=3 - 2a² + 2a - 1

Combine like terms

=-2a² + 2a + (3 - 1)

=\(\boxed{-2a^2+2a+2}\)

Hope this helps!! :)

Please let me know if you have any questions

Answer:

= 0.2 pound per day

Step-by-step explanation:

This is a fraction equal to

1 pound ÷ 5 days

We want a unit rate where

1 is in the denominator,

so we divide top and bottom by 5

1 pound ÷ 5

5 days ÷ 5

=  

0.2 pound

1 day

=  

0.2 pound

day

= 0.2 pound per day

1) Number sense, arithmetic operations, algebra, geometry, data analysis, and probability are some of the topics that are commonly covered in math classes.

The need of developing problem-solving and procedural fluency skills is underlined. To ensure they have a solid basis for future learning, students may also receive training on arithmetic concepts they missed in earlier grades.

2) The use of real-world issues, direct education, cooperative learning, and the use of technology to aid learning are some particular methods of mathematical instruction that are encouraged.

Additionally, emphasis is placed on encouraging a growth mentality and a positive attitude toward mathematics.

3) Direct instruction, visual aids like graphs and diagrams, manipulatives and hands-on activities, scaffolding, and systematic review and practice are some specific techniques used to teach fundamental mathematical instruction.

In order to promote critical thinking and the growth of students' problem-solving abilities, teachers may also employ questioning strategies.

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Probability about at least one customer arrives at the shop while a one-minute interval is almost 0.632 or 63.2%.

The probability that at least one customer arrives at the shop during a one-minute interval can be calculated using the Poisson distribution, which is commonly used to model the arrival of events over a given time period.

Let's assume that the average number of customers arriving at the shop per minute is \(l\). Poisson probability mass function is;

\(P(X = k) = (e^{-l} * l^k) / k!\)

where X is the random variable representing the number of customers arriving in a one-minute interval, and k is the number of customers that arrive.

To find the probability of at least one customer arriving, we need to calculate the probability of X being greater than or equal to 1. That is,

\(P(X > = 1) = 1 - P(X = 0)\)

When \(l\) is relatively small, we can use approximation:

\(P(X = 0) = e^{-l\)

Therefore,

\(P(X > = 1) = 1 - P(X = 0)\)

\(≈ 1 - e^{-l\)

We don't have the value of \(l\), but assuming an average arrival rate of 1 customer per minute (i.e., \(l\) = 1), we get:

\(P(X > = 1) = 1 - e^{-1\)

≈ 0.632

Therefore, the probability about  at least one customer arrives at the shop while a one-minute interval is almost 0.632 or 63.2%.

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The measure of the angle in degrees is 12.87°.Given that the circle is centered at the vertex of an angle, and the angle's rays subtend an arc that is 78.03 cm long.1/360th of the circumference of the circle is 0.51 cm long.

The circumference C is given by the formula :C = 2πr Where r is the radius of the circle.1/360th of the circumference of the circle is 0.51 cm long, thus the circumference is 360 times greater, that isC = 360 × 0.51

= 183.6 cmTherefore,

2πr = 183.6 cm So ,

r = 183.6/

2π= 29.2 cm.

Now, we can use the formula below to find the measure of the angle θ:78.03 = θ/360° × 2π × 29.2θ/

360° = 78.03/(2π × 29.2)θ/

360° =

0.1383θ =

0.1383 × 360°θ = 49.79°Therefore, the measure of the angle in degrees is 49.79° rounded to 2 decimal places. Therefore, the measure of the angle in degrees is 12.87°.

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Answer:

35 as a fraction is 7/20

Step-by-step explanation:

Answer:

11/35

Step-by-step explanation:

Using the laws of function for a graph we can find that for y=f(x-3), the vertex of the graph is at (4,-2).

By cutting a cone with a plane that is parallel to one of its sides, a cone can be transformed into a U-shaped curve known as a parabola.

It is a typical shape in mathematics, physics, and engineering, and it is frequently used to simulate actual phenomena like projectile motion or satellite dish shapes.

Shifting the function y=f(x) right by 3 units, we obtain the function y=f(x-3). This means that the vertex of the graph of y=f(x-3) is obtained by shifting the vertex of the graph of y=f(x) right by 3 units.

Since the vertex of the graph of y=f(x) is at (1,-2), the vertex of the graph of y=f(x-3) is at (1+3,-2)=(4,-2).

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Answer:

19-73 19-73 and a very nice little

Step-by-step explanation:

19-73 19-73 and he changed

Answer:

The statement "A = (1/2) (B)(B + 5)" represents the area of a triangle, where B is the base of the triangle and (B + 5) is the height. This formula is used by the carpenter to calculate the area of a triangle with a given base and height.

Step-by-step explanation:

The result from Levene's test agrees with the max(s1,s2)/min(s1,s2) rule, as the ratio of the variances does not exceed the threshold of 4.

a) The max(s1,s2)/min(s1,s2) rule states that if the ratio of the larger sample variance to the smaller sample variance is greater than or equal to 4, then the variances can be assumed to be unequal. In this case, we have a p-value of 0.4 for Levene's test, which is greater than the significance level of 0.05. This suggests that there is not enough evidence to reject the null hypothesis of equal variances. Therefore, the result from Levene's test agrees with the max(s1,s2)/min(s1,s2) rule, as the ratio of the variances does not exceed the threshold of 4.

b) Since we have determined that the variances can be assumed to be equal based on the result of Levene's test, we can perform a 2-sample independent t-test assuming equal variances. The formula for the test statistic in this case is:

t = (mean1 - mean2) / sqrt((s1^2 + s2^2) / n)

where mean1 and mean2 are the means of the two samples, s1 and s2 are the standard deviations of the two samples, and n is the sample size. This formula accounts for the pooled variance estimate when assuming equal variances.

c) To construct a 90% confidence interval for the difference of means, we can use the formula:

CI = (mean1 - mean2) ± t * sqrt((s1^2 / n1) + (s2^2 / n2))

where mean1 and mean2 are the sample means, s1 and s2 are the sample standard deviations, n1 and n2 are the sample sizes, and t is the critical value from the t-distribution with (n1 + n2 - 2) degrees of freedom at the 5% significance level.

Substitute the respective values from your data into the formulas to obtain the final result.

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The value of the missing number in box A is \(1\frac{1}{2}\)

The value of the missing number in box B is \(7\frac{1}{4}\)

In order to determine the value of A, subtract \(1\frac{1}{4}\) from \(2\frac{3}{4}\). Subtraction is the mathematical operation that is sued to determine the difference between two or more numbers

A =  \(2\frac{3}{4}\) -  \(1\frac{1}{4}\)

\(1\frac{3 - 1}{4}\) = 1 \(\frac{2}{4}\) = \(1\frac{1}{2}\)

In order to determine the value of B, add \(4\frac{1}{2}\) and \(2\frac{3}{4}\) together. Addition is the process used to determine the sum of two or more numbers.

B = \(4\frac{1}{2}\) + \(2\frac{3}{4}\)

\(6\frac{2 + 3}{4}\) = \(6\frac{5}{4}\) = \(7\frac{1}{4}\)

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The LU factorization of matrix A is A = LU, where L = [[1, 0, 0], [-2, 1, 0], [1.5, -3, 1]] and U = [[4, -8, 10], [0, 24, -27], [0, 0, -12.5]].

Let's go step by step to find the LU factorization of matrix A.

Matrix A:

A =

[4, -8, 10]

[-8, 8, -7]

[6, -7, 3]

Step 1:

Initialize the L matrix as an identity matrix of the same size as A.

L =

[1, 0, 0]

[0, 1, 0]

[0, 0, 1]

Step 2:

Perform Gaussian elimination to obtain U.

- Multiply the first row of A by (1/4) and replace the first row of A with the result.

A =

[1, -2, 2.5]

[-8, 8, -7]

[6, -7, 3]

- Subtract 8 times the first row of A from the second row of A and replace the second row of A with the result.

A =

[1, -2, 2.5]

[0, 24, -27]

[6, -7, 3]

- Subtract 6 times the first row of A from the third row of A and replace the third row of A with the result.

A =

[1, -2, 2.5]

[0, 24, -27]

[0, 5, -12.5]

Step 3:

Update the L matrix based on the operations performed during Gaussian elimination.

L =

[1, 0, 0]

[0, 1, 0]

[0, 0, 1]

Step 4:

The resulting matrix A is the upper triangular matrix U.

U =

[1, -2, 2.5]

[0, 24, -27]

[0, 5, -12.5]

Therefore, the LU factorization of matrix A is:

L =

[1, 0, 0]

[0, 1, 0]

[0, 0, 1]

U =

[1, -2, 2.5]

[0, 24, -27]

[0, 5, -12.5]

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I think your answer would be 64, if im wrong, im sorry! Hope this helps! :D

Step-by-step explanation:

to find the area of a rectangle, you need to multiple both sides:

7/4 * 2/3 = 7/6

make it brainliest please (;

The National Council of Teachers of Mathematics (NCTM) emphasizes the importance of all five math standards in the early childhood years. However, they particularly highlight the need for an emphasis on the "Number and Operations" standard during this stage of education.

The "Number and Operations" standard focuses on developing children's understanding of numbers, number sense, and basic arithmetic operations. It includes concepts such as counting, comparing quantities, understanding basic operations like addition and subtraction, and developing fluency with numbers. This standard is considered crucial in building a solid foundation for future mathematical learning.

In the early childhood years, children are in the critical stage of developing their foundational math skills. They are learning to recognize and name numbers, understand their meaning, and apply them in real-life contexts. By emphasizing the "Number and Operations" standard, educators can help children develop a strong number sense, which will support their future mathematical reasoning and problem-solving abilities.

Additionally, focusing on the "Number and Operations" standard allows children to build a solid understanding of the relationships between numbers and develop essential mathematical skills. This includes understanding concepts like equality and inequality, composing and decomposing numbers, and recognizing patterns and relationships. These skills are fundamental for later math concepts and help children make connections between different areas of mathematics.

By placing an emphasis on the "Number and Operations" standard in early childhood education, educators can provide children with a strong mathematical foundation, preparing them for further learning and success in mathematics.

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The integral, when rewritten using the indicated order of integration, is ∫₀¹ ∫₀¹-y² ∫₀¹-x² dz dy dx, and the value of the resulting integral is 2/3.

To rewrite the given integral in the indicated order of integration, we integrate with respect to 'z' first, then 'y', and finally 'x'. The given integral is triple nested, and each integral has specific limits.

integrate with respect to 'z':

∫₀¹ ∫₀¹-y² (z ∣₀¹-x²) dy dx

∫₀¹ ∫₀¹-y² (1-x²) dy dx

integrate with respect to 'y':

∫₀¹ (y ∣₀¹) (1-x²) dx

∫₀¹ (1-x²) dx

(x - x³/3) ∣₀¹

evaluate the result:

(1-1/3) - (0-0) = 2/3

Thus, the integral rewritten and evaluated using the indicated order of integration is 2/3. However, this is not the final answer as we still need to perform one more integration with respect to 'y':

∫₀¹ (2/3) dy = (2/3) * (y ∣₀¹) = 2/3 * (1 - 0) = 2/3

Thus, the final result after evaluating all integrals is 2/3 * 1 = 2/3.

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Answer:

216,416

Step-by-step explanation:

Answer:

600cm2

Step-by-step explanation:

Area of sheet = Length × Breadth

                        = (30 × 20) cm2

                        = 600 cm2

The binary equivalent of decimal number 253 is 11111101.

Answer:

I hope it helped u. Plz mark brainliest

Step-by-step explanation:

Step-by-step explanation:

1.

(2x-11)° = 105° (vertical angles)

2x - 11 = 105

2x = 105 + 11

2x = 116

x = 116/2

x = 58

\( m\angle BEC = (2x - 11)\degree \\

m\angle BEC = (2\times 58-11)\degree \\

m\angle BEC = (116-11)\degree \\

\huge m\angle BEC = 105\degree \\

m\angle AEB =180\degree - 105\degree \\

(straight \: line \: \angle 's) \\

\huge m\angle AEB =75\degree \\

m\angle CED=m\angle AEB = 75\degree\\ (vertical \:\angle' s) \\\)

2.

\( (6x + 19)\degree + x \degree = 180\degree \\(straight \: line \: \angle 's) \\

(7x + 19) \degree = 180\degree\\

7x + 19 = 180\\

7x = 180 - 19\\

7x = 161\degree \\

x =\frac{161}{7}\\

x = 23\\

m\angle AEB=(6x + 19)\degree \\

m\angle AEB=(6\times 23+ 19)\degree \\

m\angle AEB=(138+ 19)\degree \\

\huge m\angle AEB=157\degree \\

m\angle CED=m\angle AEB = 157\degree\\ (vertical \:\angle' s) \\

m\angle BEC = x\degree \\

\huge m\angle BEC = 23\degree \\

m\angle AED =m\angle BEC=23\degree \\

(vertical \:\angle' s) \\

\)

Answer: See explanation

Step-by-step explanation:

From the question, we are informed that Penny buys 3 bouquets of flowers for $3 each and 4 bouquets for $2 each.

The expression that gives the total cost of the bouquets that Penny buys will be:

= (3 × $3) + (4 × $2)

Solving further will be:

= (3 × $3) + (4 × $2)

= $9 + $8

= $17

Answer:

D

Step-by-step explanation:

Answer:

como proporción de dos tipos de tela es diferente.

por lo tanto, la relación entre el número de yardas cuadradas y el costo

no es proporcional entre los dos tipos de tejido

Explicación paso a paso:

Para que una relacion sea proporcional

a:b = c:d

en otra forma

a/b = c/d

______________________________________________

Proporción para el primer tipo de tejido

costo de tela/ área de tela = 31.25/5 = 6.25

Ratio para otro tipo de tejido

costo de tela/ área de tela = 71.50/11 = 6.5

como proporción de dos tipos de tela es diferente.

por lo tanto, la relación entre el número de yardas cuadradas y el costo

no es proporcional entre los dos tipos de tejido

Step-by-step explanation:

Answer: 2/9

Step-by-step explanation:

From the question, we are told that

Kelsey received 9 birthday gifts from her friends and that three of the gifts were wrapped in yellow

paper. Also, 3 gifts were wrapped in red paper, 2 gifts were wrapped in purple paper, while the remaining

1 gift was wrapped in orange paper.

The probability that the first gift will be in purple paper will be the number of gifts in purple paper divided by the total number of gifts. This will be:

= 2/9

The dimensions of the rectangular box of maximum volume that can be inscribed inside the ellipsoid are 1.39a, 1.39b, and 1.39c.

The maximum volume of a rectangular box that can be inscribed inside an ellipsoid with dimensions a, b and c is given by the formula V = 4abc/3.

To calculate the dimensions of this box, we take the cube root of V and divide it by the product of a, b, and c. This gives us the length, width, and height of the box.

For example, if the ellipsoid has a = 5, b = 4, and c = 3, then the maximum volume is 40π/3. Taking the cube root of 40π/3 gives us a length, width, and height of 1.39.

Therefore, the dimensions of the rectangular box of maximum volume that can be inscribed inside the ellipsoid are 1.39a, 1.39b, and 1.39c.

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Answer:

Step-by-step explanation:

-Start by distributing the 2, -2(3m+1/2).

-Getting -6m-1, your equation should look like -40-6m-1=7m-2

-Combine -40 and -1 to get -41, and then add the -6m to the other side.

-The equation should look like -41=13m-2. Add the 2 to the -41 to get -39.

-Now, we have -39=13m. divide both sides by 13 to get m=-3.