Which figure has a volume of
45
�
�
�
3
45πft
3

Answer:

C

Step-by-step explanation:

introducing the stem mining weevil and fly to the field because they have different food sources makes the most sense to me

Answer: the answer is c good day !!

Step-by-step explanation:

Administrators, teachers, and families can use the following resources to help their students become better at math:

1. Interactive whiteboards. Teachers can use this to gain more engagement with the students.

2. Math competition: Competitions with good rewards can stimulate students to work harder.

3. Math websites: Some websites are specially aimed at helping students develop their skills. Teachers and parents can avail their wards of these resources.

4. Tablets: Parents can purchase these for their children to make for more math practice.

5. Video lessons: Videos that show the practical application of math problems can help students develop more understanding.

6. Student practice: Students can be told to teach a math topic to gauge their understanding.

7. Excursions: Excursions to institutes where math is applied will help to stimulate learning.

8. Math rhymes: Rhymes can help students learn conversions and other skills in a fun way.

9. Homework: Homework which has been an agelong practice is still a good to make for more practice.

10. Practicals: Practical sessions which might include lessons on counting can help to promote an understanding of math.

The above-listed are some useful resources that can be used to stimulate more engagement and learning of math.

When parents and administrators use the stated measures, they help the students not just cram concepts but also have a practical understanding of the main ideas being taught. So, the ten resources above are valuable.

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the relationship is a function because she "made up time".

A relation that states that there should only be one output for each input are called a function. alternatively, a function is a particular kind of relation—a set of ordered pairs—that adheres to a specific rule—each X-value should be associated with only one y-value.

if a relation is one-to-one or many-to-one it is a function.

Function            Not a Function

one-to-one        many-to-many

many-to-one     one-to-many

In the above-mentioned scenario, She basically made up for the time she had spent standing at the location by increasing her pace. Since she picked up the pace, you can assume that she completed the task in the same amount of time as if she had not stopped.

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According to the given graph, the diameter is 16 feet long, which means the radius is 8 feet.

Let's find the volume of the sphere using the proper formula

The algebraic expression that represents the given phrase is b + 15 = 180.

The algebraic expression that represents the phrase "the sum of the number of boys and 15 girls is 180" is:b + 15 = 180Explanation:Let's assume that the number of boys is "b".

According to the question, the total number of students in the class can be calculated by adding the number of boys (b) to the number of girls (15) which is equal to 180 students.Using algebra,

we can write this statement as an equation: b + 15 = 180Hence, the algebraic expression that represents the given phrase is b + 15 = 180

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Probability sampling is not "wrong," and convenience sampling allows allowing generalizations to a wider group.

Convenience sampling is any non sampling technique where units are chosen for the sample based on their accessibility to the researcher.

Thus, probability sampling is not "wrong," and convenience sampling allows allowing generalizations to a wider group.

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f(x) = (x + 2)²    ⇒   f(x) = (x - (-2))² + 0    ⇒   h = -2 ,   k = 0

vertex:   (-2, 0)

domain:    R  

range:   <0, ∞)

axis of symetery:  x = -2

up   {a=1>0}

min:  f(-2) = 0

graph:  {f(0)=4}

Based on the right triangle altitude theorem, the term that completes the equation is: a. YZ.

The right triangle altitude theorem state that when an altitude is drawn to from the vertex of a right triangle to intersect the opposite side perpendicularly, the length of the altitude would be equal to the geometric mean of the line segments that are formed by the altitude on the right triangle's hypotenuse.

In other words, the square of the length of the altitude equals the product of the line segments formed, according to the right triangle altitude theorem.

XZ = altitude

WY = hypotenuse

WZ and YZ are the line segments formed.

Therefore, the equation would be:

XZ² = (WZ)(YZ) [right triangle altitude theorem]

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Answer:

x = -3

Step-by-step explanation:

Answer:

hence rate of interest is 8% and time 8 years

Step-by-step explanation:

Answer:

2x-3x- x=-12

-2x= -12

x=6

The probability that a student is involved in sports and cultural activities is 3/8

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

P(Sport) = 3/4

P(Cultural) = 1/2

using the above as a guide, we have the following:

P(Both) = P(Sport) * P(Cultural)

Substitute the known values in the above equation, so, we have the following representation

P(Both) = 3/4 * 1/2

Evaluate

P(Both) = 3/8

Hence, the probability is 3/8

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Question

In a school, three-quarters of students are involved in sports, half are involved in cultural activities, and one-eighth are involved in neither.

Calculate the probability that a student is involved in sports and cultural activities

Answer:

Area = 48m²

Step-by-step explanation:

S(ACB) = AB × AC/2

S(ACB) = 8 × 12/2 m²

S(ACB) = 48m²

Hope this helps and have a nice day

Independent events are ones whose occurrence is not contingent on the occurrence of another event. The two events A and B are independent.

Independent events are ones whose occurrence is not contingent on the occurrence of another event.

As it is given that the probability of event A occurring is 0.65, while the probability of event B occurring is 0.76. And the probability of both event A and event B occurring is 0.494.

We know that for two independent events the probability of both the events occuring is given by the formula,

\(\rm P(A\ and\ B)=P(A) \times P(B)\)

Substitute the values of P(A) and P(B), we will get,

\(\rm P(A\ and\ B)=0.65 \times 0.76\)

                   \(=0.494\)

Since the probability of both the events occuring together is 0.494.

Hence, the two events A and B are independent.

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In comparison to her classmates, Kay did better in quiz 2.

According to the question,

Kay scored 15 on Quiz 1 which had a mean of 12 and a standard deviation of 2.4

= Z-score = 15 - 12/ 2.4 = 1.25

She scored 14 on Quiz 2 which had a mean of 11 and a standard deviation of 2

= Z-score = 14 - 11/ 2 = 1.5

As we can see the Z-score of Quiz 2 is more than the Z-score of Quiz 1 hence Kay did better in Quiz 2.

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Here are ur answer.......

nswer

Option C is correct

14x + 9

Explanation

e need to simplify the sexpression

16x - 10) + (-2x + 19)

= 16x - 10 - 2x + 19

ollect like terms by bringing terms with x together

= 16x - 2x - 10 + 19

= 14x + 9

Hope this Helps!!!

The value of x is 311.14, 1527.15 and 1.61%.

Given that x = PV(1+r)^t. Assume PV=190.00, r=9.00%, and t=5.00.

Substitute the given values in the above expression, we get

x = 190(1 + 0.09) ^ 5

Simplify the above expression, we get: x = 190(1.09) ^ 5 = x = 190 × 1.63861881 = x = 311.1371749

Thus, the value of x is 311.14 (rounded to 2 decimal places).

Given that x = FV/(1+r)^t. Assume FV=3,054.00, r=9.00%, and t=8.00.

Substitute the given values in the above expression, we get: x = 3054/(1 + 0.09) ^ 8

Simplify the above expression, we get;: x = 3054/1.999675406`x = 1527.15

Thus, the value of x is 1527.15 (rounded to 2 decimal places).

Given that FV = P(1 + x) ^ t. Assume FV=1,017.00, PV=835.00, and t=6.00.

Substitute the given values in the above expression, we get: 1,017 = 835(1 + x) ^ 6

Divide both sides of the equation by 835.00, we get: 1,017/835 = (1 + x) ^ 6

Take the 6th root of both sides of the equation, we get: (1.215568862)^(1/6) = 1 + x

Simplify the above expression, we get: 1.0160907 = 1 + x = x = 1.0160907 - 1 = x = 0.0160907

Converting decimal into percentage, we get: 0.0160907 × 100 = 1.61%

Thus, the value of x is 1.61% (rounded to 2 decimal places).

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Answer:

h=6

Step-by-step explanation:

according to Pythagorean theorem

h²=p²+b²

p²= 10²-8²

h²=100-64 by question (p=h)

h√36

h=6

The core general business principle presented in this topic is "Taking a holistic perspective in decision-making yields the best results."

Among the answer choices provided, the principle that stands out as a core general business principle is "Taking a holistic perspective in decision-making yields the best results." This principle emphasizes the importance of considering all relevant factors, stakeholders, and potential impacts when making business decisions. It recognizes that decisions made in isolation or based solely on a narrow perspective may not yield optimal outcomes.

Taking a holistic perspective means considering the interconnectedness and interdependencies within the business environment, including the social, economic, environmental, and ethical aspects. It involves considering the long-term implications and potential consequences of decisions, as well as the potential impacts on various stakeholders, such as customers, employees, suppliers, and the wider community. By taking a holistic perspective, organizations can make more informed and well-rounded decisions that align with their values, promote sustainability, and contribute to long-term success. It involves analyzing and synthesizing diverse information, seeking multiple perspectives, and understanding the broader context in which decisions are made.

While the other answer choices, such as "Walk the talk," "The customer rules," and "Exchange information for inventory whenever possible," may also reflect important principles in business, they are not as comprehensive or universally applicable as the principle of taking a holistic perspective in decision-making. The latter encompasses a broader approach that considers multiple dimensions of business operations and decision-making, ultimately leading to better overall outcomes.

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Answer:

1 ± i(1/2)√2

Step-by-step explanation:

Write this quadratic in standard form:  subtract 3 from both sides.  This results in 2x^2 - 4x - 3 = 0.  Let's apply the quadratic formula.  The coefficients of the x terms are 2, -4 and -3, so the discriminant is (-4)^2 - 4(2)(-3), or 16 - 24 = -8.

Following the format of the quadratic formula, we get

     -(-4) ±i2√8       4 ±i2√2        

x = ----------------- = --------------- =  1 ± i(1/2)√2

               4                    4

Adjacent angles are two angles that lie in the same plane and have a common vertex and a common side but have no common interior points.

The terms adjacent, neighboring, contiguous, and juxtaposed all denote being close by. Although adjacent might indicate a touch or not, it is usually assumed that there is nothing of the same sort in between. a home with a garage close by. Adjoining clearly means coming together and touching at a certain location or line.

When two angles have a similar vertex and side, they are referred to as neighboring angles. The vertex of an angle is the point at which the rays that make up its sides come to a stop. When adjacent angles have the same vertex and side, they might be a complimentary angle or supplemental angle.

Thus, adjacent angles are two angles that lie in the same plane and have a common vertex and a common side but have no common interior points.

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Answer:

(A)Yes

Step-by-step explanation:

A right triangular prism has five faces.

We are to determine if the pattern is a net for the three-dimensional figure.

Therefore, the pattern is a net for the three-dimensional figure

The result of this calculation will be an approximation of f(0.75) using the degree 3 Taylor polynomial centered at point

To estimate f(0.75) using the P3(0.75) Taylor polynomial, follow these steps:

1. Identify the function f(x) and the point around which the Taylor polynomial is centered.

This information is necessary to calculate the coefficients of the polynomial.
2. Determine the first four derivatives of f(x) (f'(x), f''(x), f'''(x), and f''''(x)) evaluated at the point a.
3. Use the formula for the Taylor polynomial of degree 3:
P3(x) = f(a) + f'(a)(x-a) + f''(a)(x-a)^2/2! + f'''(a)(x-a)^3/3!
4. Substitute x = 0.75 in the P3(x) formula and calculate P3(0.75).

The result of this calculation will be an approximation of f(0.75) using the degree 3 Taylor polynomial centered at point a. Note that the specific coefficients and results depend on the function f(x) and point a provided

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Answer:ITS A

Step-by-step explanation:

SAS: side angle side

SSA: is not a congruence theorem

AAS:angle angle side

SSS:side side side

Answer:

The answer is A.

Step-by-step explanation:

Just took the test

To answer this question, we will use algebraic expressions. The given condition is that three consecutive even integers have been thought of by Ramses and that 3 times the sum of the first two is 58 less than 14 times the opposite of the third.

To obtain the solution, let's take the smallest integer to be x. Therefore, the next two consecutive even integers are x + 2 and x + 4 respectively. Hence, the algebraic expression for the given statement is,3(x + x + 2) = 14(-x - 4) - 583(2x + 2) = -14x - 56 - 58 Multiplying3 times the sum of the first two consecutive even integers gives us 6x + 6.14 times the opposite of the third is -14x - 56, and 58 less than this is -14x - 56 - 58 = -14x - 114.

Now we have:6x + 6 = -14x - 1146x + 14x = -114 - 6 20x = -120 x = -6The three consecutive even integers are -6, -4, and -2.The sum of the first two consecutive even integers is -6 + (-4) = -10.3 times the sum of the first two consecutive even integers is 3(-10) = -30.14 times the opposite of the third integer is 14(2) = 28.58 less than 28 is -30. Thus, the solution is correct.

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Answer: B.

Step-by-step explanation: A triangle is 180 degrees. m< a + b + c = 180, so 75+20+x=180, so x = 85. B.

This part of the solution set is not valid. The solution set is: (-∞,-3) ∪ (1, ∞) The solution set in the interval notation is: (-∞, -3) U (1, ∞)

Given inequality is x²-2x+1/x²-9 ≥ 0Let's simplify this equation using factorization: ((x - 1) / (x - 3)(x + 3)) ≥ 0 Now, draw the number line and find the critical points. The critical points are the points where the numerator and denominator become zero. x = 1 and x = -3 are the critical points. The number line is: Let's pick a test point from each interval to check whether it satisfies the inequality or not. For x < -3, we take x = -4; Substituting x = -4 in the inequality, we get,(( -4 - 1 ) / ( -4 - 3 )( -4 + 3 ) ) ≥ 0 or -5 / -7 ≥ 0,which is true.

Hence, (-∞,-3) is the part of the solution set. For -3 < x < 1, we take x = 0; Substituting x = 0 in the inequality, we get,(( 0 - 1 ) / ( 0 - 3 )( 0 + 3 ) ) ≤ 0 or 1 / 9 ≤ 0,which is false. Hence, this part of the solution set is not valid. For x > 1, we take x = 2; Substituting x = 2 in the inequality, we get,(( 2 - 1 ) / ( 2 - 3 )( 2 + 3 ) ) ≥ 0 or 1 / -5 ≤ 0, which is false.

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9514 1404 393

Answer:

  x = 8

Step-by-step explanation:

The marked angles are alternate interior angles, so are congruent.

  8x -4 = 60

  8x = 64 . . . . . . . . . . add 4 to both sides

  x = 64/8 = 8 . . . . . . divide both sides by 8

The value of x is 8.