What is the volume of the prism above ? ?

Answer:

98.00 - n =

Step-by-step explanation:

The game he found is less than 98.00, which makes it subtraction.

Also, I see you with that Gaara profile picture... (0/-\0)

Answer:

I will try to find the answer right new

Step-by-step explanation:

Answer:

\(\huge\boxed{\sf SG = 31}\)

Step-by-step explanation:

Given:

SW = 3x + 1

WA = 6x

AG = x + 6

SW = AG

Required:

Length of SG = ?

Solution:

Given that:

SW = AG

3x + 1 = x + 6

Combining like terms

3x - x = 6 - 1

2x = 5

x = 5/2

x = 2.5

Now,

SG = SW + WA + AG

SG = 3x + 1 + 6x + x + 6

SG = 3x + 6x + x + 1 + 6

SG = 10x + 6

Put x = 2.5

SG = 10(2.5) + 6

SG = 25 + 6

SG = 31

\(\rule[225]{225}{2}\)

Hope this helped!

Answer:

arc BC = 130°

Step-by-step explanation:

the inscribed angle BDC is half the measure of its intercepted arc BC , then

arc BC = 2 × 65° = 130°

Answer:

Find the area of each figure. Click and drag each label to its correct figure.

Step-by-step explanation:

You're welcome.

Answer:

1222 ft^2

Step-by-step explanation:

2(13x9) + 2(5x12) + 2(4.5x9) + 2(9x11) + 2(19x11) + (19x9)

The accurate statements are:

The given parameters are:

\(n = 12\) --- number of parts

\(r = 10\) --- the radius

(a) The central angle

Between points 1 and 3, there are 2 sections, each of which has a measure of 30 degrees.

So, the measure of the two sections is:

\(\theta = 30^o \times 2\)

\(\theta = 60^o\)

Hence, (a) is false

(b) The circumference

This is calculated using:

\(C = 2\pi r\)

So, we have:

\(C = 2 \times 3.14\times 10\)

\(C = 62.8\)

Hence, (b) is true

(c) The measure of the minor arc

Between points 12 and 4, there are 4 sections, each of which has a measure of 30 degrees.

So, the measure of the four sections is:

\(\theta = 30^o \times 4\)

\(\theta = 120^o\)

Hence, (c) is true

(d) The length of the major arc

Between points 3 and 10, there are 7 sections, each of which has a measure of 30 degrees.

So, the measure of the seven sections is:

\(\theta = 30^o \times 7\)

\(\theta = 210^o\)

The length of the arc is:

\(L = \frac{\theta}{360} \times 2\pi r\)

So, we have:

\(L = \frac{210}{360} \times 2 \times 3.14 \times 10\)

\(L = \frac{13188}{360}\)

\(L = 36.3\)

Hence, (d) is false

(e) The length of the minor arc

There is only one section between points 6 and 7

So, the measure of the section is:

\(\theta = 30^o\)

The length of the arc is:

\(L = \frac{\theta}{360} \times 2\pi r\)

So, we have:

\(L = \frac{30}{360} \times 2 \times 3.14 \times 10\)

\(L = \frac{1884}{360}\)

\(L = 5.2\)

Hence, (e) is true

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Answer:

-B

-C

-E

Step-by-step explanation:

just took the test...

I got them right

The quantitative data is the value of data in the form of counts or numbers where each data set has a unique numerical value.

Data in math is a collection of facts and figures that can be in any form numerical or non-numerical. Numerical data is the one you can calculate, and it is always collected in number form, such as scores of students in class, wages of workers in an organization or height of players on a football team, etc.

Quantitative data is the value of data in the form of counts or numbers where each data set has a unique numerical value. This data is any quantifiable information that researchers can use for mathematical calculations and statistical analysis to make real-life decisions based on these mathematical derivations.

Therefore, the quantitative data is the value of data in the form of counts or numbers where each data set has a unique numerical value.

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Answer:

The answer is 8

Step-by-step explanation:

4^3 = 64

2^3 = 8

64/8= 8

4^3 = 4 x 4 x 4

4 x 4 = 16

16 x 4 = 64

So, now you have 64/2^3. Now for the second part of the expression.

2^3 = 2 x 2 x 2

2 x 2 = 4

4 x 2 = 8

So, 64/8.

64/8 = 8

So, the answer would be 64/8 or 8. You should probably write 64/8 though because you're using Khan Academy and it's sensitive

Answer:

-2

Step-by-step explanation:

3n+2n+4=9n+12

5n+4=9n+12

5n-9n=-4+12

-4n=8

n=8/-4

n= -2

Answer:

-2

Step-by-step explanation:

I got this right in my assignment.

Answer:

what

Step-by-step explanation:

Answer: 238$

Step-by-step explanation: 7 x 17 = 119 mutiply this x 2.00 = 238

Answer:

see explanation

Step-by-step explanation:

Dividing 10.5 by 5 gives the number of trees required for 1 cabin.

10.5 ÷ 5 = 2.1 ← trees , thus

3 cabins = 3 × 2.1 = 6.3

7 cabins = 7 × 2.1 = 14.7

Thus

number of trees      number of cabins

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

          10.5                           5

            6.3                           3

           14.7                           7

Answer:

7 cabins = 14.7 trees & 3 cabins = 6.3 trees

Step-by-step explanation:

Divide 10.5 by 5 to get how many trees it takes to make ONE cabin.

10.5/5=2.1

ONE cabin needs 2.1 trees to be existent. This can help you figure out how many trees it takes to make any number of cabins.

The ratio for one cabin = 2.1:1

Multiply this by 3 to get how many trees you need for 3 cabins.

2.1*2=6.3 trees needed to make 3 cabins

Do the same for 7 cabins.

2.1*7=14.7 trees needed to build 7 cabins.

50%

since 98/2 = 49

Thats it

A poster is being designed that is to contain 2 150. In of printed material with margins of 2 inches at the top and bottom and 3 inches at each side. the dimensions that will minimize the amount of paper used is that should be 12 inches wide by 6 inches tall.

The margins are 2 inches at the top and bottom and 3 inches at each side. The margins are then added to the two 150s, making a total width of 12 inches and a total height of 6 inches. This is the minimum amount of paper that can be used for the poster.   In order to minimize the amount of paper used, it is important to consider the size of the margins.

The margins should be kept as small as possible in order to maximize the amount of space available for the printed material. Generally speaking, a margin of 1 inch is sufficient for most printed materials. If a larger margin is necessary, then the overall dimensions of the poster should be adjusted accordingly.

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Here's a more detailed explanation: To determine if a graph is a function, you can use the vertical line test. The vertical line test states that if you can draw a vertical line that intersects the graph in more than one place, then the graph is not a function.

Determining whether a graph represents a function is an important concept in mathematics, especially in algebra and calculus. A function is a set of ordered pairs where each input is associated with exactly one output.

So, if you take a ruler or a straight edge and place it vertically on the graph, and it intersects the graph in two or more points, then the graph is not a function. This is because if two points in the graph have the same x-value, they must have different y-values, since functions can only have one output for each input.

On the other hand, if you place a vertical line anywhere on the graph and it intersects the graph in only one point, then the graph is a function.

It's also important to remember that a function must also pass the horizontal line test, which means that no horizontal line can intersect the graph in more than one place.

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Answer:

28/5 or 5,6

Step-by-step explanation:

The ratio of the forces is less than 1, we can conclude that Tobin exerts a greater force than Espi. Therefore, Tobin pulls with the most force between the two individuals.

To determine which individual pulls with the most force, we need to compare the magnitudes of the forces exerted by Tobin and Espi. The work done by each person is related to the magnitude of the force applied and the displacement of the boat.

The work done by a force can be calculated using the formula:

Work = Force * Displacement * cos(θ)

Where:

Work is the work done (given as 1900 J for Tobin and 1100 J for Espi)

Force is the magnitude of the force applied

Displacement is the distance the boat is pulled

θ is the angle between the force and the direction of displacement

Let's denote the force exerted by Tobin as F_Tobin and the force exerted by Espi as F_Espi. We can set up the following equations based on the given information:

1900 = F_Tobin * Displacement * cos(25°)   (Equation 1)

1100 = F_Espi * Displacement * cos(45°)    (Equation 2)

To compare the forces, we can divide Equation 2 by Equation 1:

1100 / 1900 = (F_Espi * Displacement * cos(45°)) / (F_Tobin * Displacement * cos(25°))

Simplifying the equation:

0.5789 = (F_Espi * cos(45°)) / (F_Tobin * cos(25°))

The displacements cancel out, and we can evaluate the cosine values:

0.5789 = (F_Espi * (√2/2)) / (F_Tobin * (√3/2))

Simplifying further:

0.5789 = (F_Espi * √2) / (F_Tobin * √3)

To find the ratio of the forces, we can rearrange the equation:

(F_Espi / F_Tobin) = (0.5789 * √3) / √2

Evaluating the right side of the equation gives approximately 0.8899.

Since the ratio of the forces is less than 1, we can conclude that Tobin exerts a greater force than Espi. Therefore, Tobin pulls with the most force between the two individuals.

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A rectangle has 4 coordinates.

The coordinate of the last vertex is (-2,-8)

The points are given as:

\(\mathbf{A = (-7,-4)}\)

\(\mathbf{B = (1,6)}\)

\(\mathbf{C = (6,2)}\)

Calculate distance AB

\(\mathbf{AB = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2}}\)

So, we have:

\(\mathbf{AB = \sqrt{(-7 - 1)^2 + (-4 - 6)^2}}\)

Calculate distance CD

\(\mathbf{CD = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2}}\)

So, we have:

\(\mathbf{CD = \sqrt{(x - 6)^2 + (y - 2 )^2}}\)

Equate AB and CD

\(\mathbf{ \sqrt{(x - 6)^2 + (y - 2)^2} = \sqrt{(-7 - 1)^2 + (-4 - 6)^2}}\\\)

Cancel out the squares

\(\mathbf{ (x - 6)^2 + (y - 2)^2 = (-7 - 1)^2 + (-4 - 6)^2}\)

By comparison

\(\mathbf{x -6 = -7-1}\)

\(\mathbf{y-2 = -4-6}\)

So, we have:

\(\mathbf{ x = 6-7-1 }\)

\(\mathbf{ x = -2}\)

\(\mathbf{y = 2-4-6 }\)

\(\mathbf{y = -8}\)

Hence, the coordinate of the last vertex is (-2,-8)

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When creating a graph, the x-axis is used to allocate the area per person in square meters.

The line that runs horizontally in a Cartesian coordinate system is referred to as the x-axis. A point or line's separation from the y-axis can be determined using the x-axis. 

Despite having a similar appearance to the number line, the x-axis is not the same thing. The Cartesian coordinate system can be used to plot points in two dimensions while the number line can only measure distances in one dimension.

The graph's x-axis (horizontal line) should contain the independent variable, and the y-axis should contain the dependent variable (vertical line). In the above question area per person is independent variable.

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Considering the given box-and-whisker plot, it is found that 50% of the data values are between 16 and 72.

A box and whisker plot shows five things:

From this plot, we have that:

Hence, 50% of the data values are between 16 and 72.

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Answer:

Binomial distribution because:

Trials are Bernoulli (affected or not)

Probability is known (p=0.05) and remains constant for all trials.

Number of trials is known (n=6).

P(x)=C(n,x)p^x*(1-p)^(n-x)

x=0 =>

P(0)=C(6,0)(0.05^0)(0.95^6)

=0.7351.... (approximately)

The constraint on \(r=|z|\) for each of the following sums to converge are:\(\(\boxed{\textbf{(a)}\ \frac{1}{2} < |z|}\)\) and \(\boxed{\textbf{(b)}\ |z| < 2}\).

The constraint on \(r=|z|\) for each of the following sums to converge is given below;

(a)  For\(\(\sum_{n=-1}^{\infty}\left(\frac{1}{2}\right)^{n+1} z^{-n}\)\) series, the constraint is given by: We know that, for a power series\(\(\sum_{n=0}^{\infty} a_n z^n\)\), if the limit exists, then the series converges absolutely for\(\(z_0= lim\frac{1}{\sqrt[n]{|a_n|}}\)\).

Using ratio test, we get \(\(\lim_{n \rightarrow \infty}\frac{a_{n+1}}{a_n}=\lim_{n \rightarrow \infty}\frac{1}{2z}\)\), which equals to \(\(\frac{1}{2z}\)\) and hence, the constraint is given by: \(\[\begin{aligned} \frac{1}{2z} < 1 \\ \Rightarrow \frac{1}{2} < |z| \\ \Rightarrow |z| > \frac{1}{2} \end{aligned}\]\)

(b)  For \(\(\sum_{n=1}^{\infty}\left(\frac{1}{2}\right)^{n-1} z^{n}\)\) series, the constraint is given by: Using the ratio test, we get\(\(\lim_{n \rightarrow \infty}\frac{a_{n+1}}{a_n}=\lim_{n \rightarrow \infty}\frac{z}{2}\)\), which equals to \(\(\frac{z}{2}\)\) and hence, the constraint is given by: \(\[\begin{aligned} \frac{z}{2} < 1 \\ \Rightarrow |z| < 2 \end{aligned}\]\)

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Answer:

99

Step-by-step explanation:

132 x ¾ = 396/4

396 divided by 4

99

1. This task would likely be framed as a supervised learning problem

2. This task would also be framed as a supervised learning problem.

3. This task would typically be framed as an unsupervised learning problem.

4. This task would likely be framed as a regression problem since the goal is to estimate the repair time,

5. This task can be considered as an unsupervised learning problem.

Deciding whether to issue a loan to an applicant based on demographic and financial data (with reference to a database of similar data on prior customers):

This task would likely be framed as a supervised learning problem. The goal is to predict whether to approve or reject a loan application based on the given data. Hence, it can be considered a classification problem.

In an online bookstore, making recommendations to customers concerning additional items to buy based on the buying patterns in prior transactions:

This task would also be framed as a supervised learning problem. The goal is to recommend additional items to customers based on their buying patterns. It can be approached as a recommendation system using collaborative filtering techniques, which involve predicting customer preferences. This can be considered a classification problem.

Identifying segments of similar customers:

This task would typically be framed as an unsupervised learning problem. The objective is to identify groups or clusters of similar customers based on their attributes or behaviors. Unsupervised learning algorithms such as clustering can be used to accomplish this task.

Estimating the repair time required for an aircraft based on a trouble ticket:

This task would likely be framed as a regression problem since the goal is to estimate the repair time, which is a continuous variable. Supervised learning techniques such as regression algorithms can be employed to predict the repair time based on the provided input features.

Automated sorting of mail by zip code scanning:

This task can be considered as an unsupervised learning problem. The aim is to sort mail based on zip codes, which involves grouping similar items together. Unsupervised learning algorithms like clustering can be utilized to identify patterns and group the mail accordingly.

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One of Pryor's 10 Laws of shaping is D. Train one behavior at a time is one of Pryor's 10 Laws of shaping. This law emphasizes the importance of focusing on one behavior at a time when shaping behavior.

By doing so, the trainer can avoid confusing the animal and can more effectively reinforce the desired behavior. This law also helps the trainer to break down complex behaviors into smaller, more manageable parts, which can then be shaped individually.

According to Karen Pryor's 10 Laws of Shaping, one of the key principles is to train one behavior at a time. This is important because it helps the learner to focus on mastering a specific behavior without getting overwhelmed or confused by multiple tasks.

By concentrating on one behavior at a time, the trainer can provide clear, consistent reinforcement and feedback, which increases the likelihood of successfully shaping the desired behavior.

Overall, following this law can lead to more successful shaping and training outcomes.

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Among the provided options, Pryor's 10 Laws of Shaping suggests training one behavior at a time. This technique avoids confusion and ensures reliable behavior is established before moving to the next behavior.

According to Pryor's 10 Laws of Shaping, among the given options, the correct answer is: Train one behavior at a time. This rule focuses on the fact that trying to shape multiple behaviors simultaneously can often lead to confusion for the individual or animal being trained. Instead, it's more effective to focus on one behavior at a time, reinforcing each successful approximation towards the target behavior before moving on to the next. The goal is to build a strong, reliable behavior before adding complexity or new behaviors.

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The equation in slope-intercept form of the line that passes through (1,8) and is perpendicular to 3x + 7y = 0 is :

y = (7/3)x - (19/3).

To write the equation in slope-intercept form, we need to find the slope of the line that passes through (1,8) and is perpendicular to 3x + 7y = 0.

First, we need to rearrange the equation 3x + 7y = 0 into slope-intercept form:

7y = -3x
y = (-3/7)x

The slope of this line is -3/7.

Since the line we are trying to find is perpendicular to this line, its slope will be the negative reciprocal of -3/7:

m = 7/3

Now we can use the point-slope formula to write the equation of the line that passes through (1,8) with slope 7/3:

y - 8 = (7/3)(x - 1)

Finally, we can rearrange this equation into slope-intercept form:

y = (7/3)x - (19/3)

So, the equation in slope-intercept form of the line that passes through (1,8) and is perpendicular to 3x + 7y = 0 is y = (7/3)x - (19/3).

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Part A: The group of points labeled N is called a scatter plot. The point labeled M is an outlier.

Part B: The association between students' test scores and the number of hours they study is that as the number of hours students study increases, their test scores tend to increase as well.

A scatter plot is a type of graph that displays the relationship between two variables. It is often used to show how one variable is affected by another.

Part A: The presence of point M could be due to an error in recording data, or it could be due to an unusual event or circumstance that is not representative of the population.

Part B: This suggests that the more time students put into studying, the better their test scores will be. However, it is important to note that the graph does not necessarily imply that studying for more hours will necessarily lead to higher test scores, as the scatter plot also shows that there are other factors that could affect test scores.

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Part A: The group of points labeled N is called a scatter plot.

The point labeled M is called an outlier.

The presence of point M is likely due to the fact that the student studied for only one hour, yet achieved a perfect score

Part B: The association between students' test scores and the number of hours they study is that as the number of hours students study increases, their test scores tend to increase as well.

A scatter plot displays the relationship between two variables. It is often used to show how one variable is affected by another.

Part A: The group of points labeled N is called a scatter plot.

The point labeled M is called an outlier.

The presence of point M is likely due to the fact that the student studied for only one hour, yet achieved a perfect score.

Part B: The scatterplot shows a weak positive association between students' test scores and the number of hours they study.

As the number of hours studying increases, the test scores tend to increase, although there is considerable variability in this relationship. The outlier at 1, 100 indicates that there may be other factors other than study time that influence test scores.

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The matrix of the relation r={(1,2),(2,3),(3,4),(4,5)} on the set x={1, 2, 3, 4, 5}; ordering of x:1,2,3,4,5 is as follows.

\($$\begin{pmatrix} 0 & 1 & 0 & 0 & 0 \\ 0 & 0 & 1 & 0 & 0 \\ 0 & 0 & 0 & 1 & 0 \\ 0 & 0 & 0 & 0 & 1 \\ 0 & 0 & 0 & 0 & 0 \end{pmatrix}$$\)

A relation is a set of ordered pairs.

The matrix of a relation is constructed by using its ordered pairs with their respective values as its entries, and its rows and columns by its domain and range, respectively.

So, the relation r is given as{(1,2),(2,3),(3,4),(4,5)}

The elements in the rows of the matrix correspond to the elements of x, while the elements in the columns of the matrix correspond to the elements of x as well, in that order.

So, the matrix of r on x can be written as:

\($$\begin{pmatrix} 0 & 1 & 0 & 0 & 0 \\ 0 & 0 & 1 & 0 & 0 \\ 0 & 0 & 0 & 1 & 0 \\ 0 & 0 & 0 & 0 & 1 \\ 0 & 0 & 0 & 0 & 0 \end{pmatrix}$$\)

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Answer:

center: (-5,6)

Radius: 7

Step-by-step explanation:

Answer:

No la entendi, puedes ser mas explicito en tu pregunta? gracias