A student has a container with a volume of 1.5 liters. She estimates the volume to be 2.1 liters. By what percent is the​ student's estimate​ off?

The solution with the concern of the given problem of circle and tangent is the picture showing the relation between a circle and a line.

The circle is the locus of a point whose distance from a fixed point is constant i.e center (h, k). The equation of the circle is given by

(x - h)² + (y - k)² = r²

Where h, k is the coordinate of the center of the circle on a coordinate plane and r is the radius of the circle.

1.

In the question, we are given Circle with center F and tnagent ED to the circle.

2.

The image is of the circle and tangent.

3.

The picture describes the circumference of the circle. when unfolding the circle comes in form of a straight line.

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Answer:

the solution to the equation 2x + 18 = 42 is x = 12.

Step-by-step explanation:

To solve for x in the equation 2x + 18 = 42, you can follow these steps:

Subtract 18 from both sides of the equation:

2x + 18 - 18 = 42 - 18

2x = 24

Divide both sides of the equation by 2:

2x/2 = 24/2

x = 12

Therefore, the solution to the equation 2x + 18 = 42 is x = 12.

Answer:

[tex] \sf \: x = 12[/tex]

Step-by-step explanation:

Now we have to,

→ Find the required value of x.

The equation is,

→ 2x + 18 = 42

Then the value of x will be,

→ 2x + 18 = 42

→ 2x = 42 - 18

→ 2x = 24

→ x = 24 ÷ 2

→ [ x = 12 ]

Hence, the value of x is 12.

Answer:

12.7 inches

Step-by-step explanation:

We know that the length of a diagonal is :

[tex]d=a\sqrt{2}[/tex]

Here d = Diagonal of a square

a = Side of a square

Given:

The perimeter of a Square is 36 inches.

Since the formula for the perimeter of a square is 4a

Thus, 4a = 36

⇒ a = 36÷4 = 9 inches

Now,

d = 9×√2 = 12.7 inches

Hence the length of a square is 12.7 inches.

The function will be g(x ) = x² + 2

A function is a special form of relation where each input has exactly one output. In other words, for each input value, the function returns exactly one value. A relation rather than a function is depicted in the above graph since one is mapped to two different values.

But, if one were instead mapped to a single value, the relationship described above would change into a function. Furthermore, output values could match input values exactly.

The function machine receives the x-values as input. After finishing its operations, the function machine produces the y-values. Any function may be the one within.

g(x) = x2 + 2

Now we need to but this in vertex form.

If you graph this equation, you will see that the vertex is (0,2). Plug this in to (h,k) in the equation. The value of a is just 1 because you didn't multiply by anything during the transformation.

So you get g(x) = (x-0)2 + 2 = x2 + 2

This ends up just being the same as the standard form of the equation

Hence, The function will be g(x ) = x² + 2

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Zeros, vertex, and end behavior can all be used to determine the height that the golf ball travels from its initial location to the point where the golf ball starts falling towards the ground.

Graph is a data structure that consists of a set of nodes and edges that connect those nodes. Nodes are used to represent entities, such as people, places, or objects, and edges are used to represent the connections between those entities. Graphs are used to represent relationships between data, such as in networks, social media, and biological systems. Graphs can also be used to represent mathematical equations, as in function graphs.

Zeros, or x-intercepts, are the points where the graph of the quadratic function crosses the x-axis. The vertex is the highest point of the graph and can be used to determine the peak of the golf ball's trajectory. Finally, the end behavior of the graph can be used to determine how the graph will change as x increases or decreases without bound. This can be used to determine the point at which the golf ball begins to fall towards the ground.

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The only valid option for Adam is to use different dimensions that form a right triangle. The dimensions 40 in., 44 in., 58 in. are the closest valid set of dimensions.

What is a valid triangle?

A valid triangle is a three-sided polygon that satisfies the following conditions:

The sum of the lengths of any two sides of the triangle is greater than the length of the third side.

The lengths of all three sides of the triangle are greater than zero.

Adam should use the dimensions 40 in., 44 in., 58 in. for a triangular frame to form a right triangle.

To determine if a right triangle can be formed, we need to check if the Pythagorean theorem is satisfied, which states that the sum of the squares of the two shorter sides of a right triangle is equal to the square of the length of the longest side (the hypotenuse).

Let's check each set of dimensions:

For 25 in., 60 in., 65 in.:

25^2 + 60^2 = 625 + 3600 = 4225

65^2 = 4225

The Pythagorean theorem is satisfied, so a right triangle can be formed. However, this triangle is not a valid option for Adam because the lengths are too short for building walls.

For 40 in., 44 in., 58 in.:

40^2 + 44^2 = 1600 + 1936 = 3536

58^2 = 3364

The Pythagorean theorem is not satisfied, so a right triangle cannot be formed using these dimensions.

For 50 in., 110 in., 130 in.:

50^2 + 110^2 = 2500 + 12100 = 14600

130^2 = 16900

The Pythagorean theorem is satisfied, so a right triangle can be formed.

For 130 in., 50 in., 60 in.:

50^2 + 60^2 = 2500 + 3600 = 6100

130^2 = 16900

The Pythagorean theorem is satisfied, so a right triangle can be formed.

Out of the options given, only the dimensions 50 in., 110 in., 130 in. and 130 in., 50 in., 60 in. satisfy the Pythagorean theorem, but both are too large for building walls.

Therefore, the only valid option for Adam is to use different dimensions that form a right triangle. The dimensions 40 in., 44 in., 58 in. are the closest valid set of dimensions.

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Based on the information, we can infer that the expression that tells us how many slices the entire pizza had is x = 4 * 3 (option D).

To find the correct expression we must take into account the information that the statement gives us:

Based on the above, if Ben ate 1/3 of the pizza, we must multiply 4 * 3 to find the total number of slices on the pizza.

So the pizza had 12 slices. To check this result we can divide it by 3 to find out if 1/3 of 12 is equal to 4.

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

4. A pizza was cut into equal slices. Ben ate 4 of the slices. The amount Ben ate was 1/3 of the whole pizza. Which equation represents a way to find the total number of slices that were in the whole pizza?

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Answer: (2,0) = (-2,-2) (2,2) = (-2,0) (1,0) = (-3,-2) (0,2) = (-4,0)

Step-by-step explanation:

a. Rogue Imperial Stout (11.6) is an extreme outlier.

b. This suggests that there may be more beers with lower alcohol percentages in the sample than higher percentages.

When the denominator is 100, percentages are really just fractions. We place the percent symbol (%) beside a number to indicate that it is a percentage. For instance, if you answered 75 out of 100 questions correctly on a test, you would have received a 75%.

To determine if there are any outliers in the sample, we need to calculate the interquartile range (IQR), which is the difference between the upper quartile (Q3) and lower quartile (Q1).

IQR = Q3 - Q1

= 5.95 - 4.35

= 1.6

We then use the following rule to identify outliers:

Mild outliers: values that are less than Q1 - 1.5(IQR) or greater than Q3 + 1.5(IQR).

Extreme outliers: values that are less than Q1 - 3(IQR) or greater than Q3 + 3(IQR).

Using this rule, we have:

Mild outliers: None.

Extreme outliers: Rogue Imperial Stout (11.6) is an extreme outlier.

b. The boxplot below shows the distribution of alcohol percentage for the sample of 25 beers. The box represents the interquartile range (IQR), with the lower and upper whiskers extending to the smallest and largest values within 1.5 times the IQR from the lower and upper quartiles, respectively. Any values beyond the whiskers are considered outliers.

Another interesting feature of the boxplot is that the distribution appears slightly skewed to the right, with the median (5) closer to the lower quartile (4.35) than the upper quartile (5.95). This suggests that there may be more beers with lower alcohol percentages in the sample than higher percentages.

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Answer: B

Step-by-step explanation: Expressions that include x within the denominator can be solved to find values that cannot be expressed within the domain of the graph. Because there are clear vertical asymptotes at x=1 and x=5, the graph is formed around these areas. The main difference between B and C is that in order for the answer to be C, the graph must pass through y=1, and the graph displayed does not represent that.

Let me solve it down for you :)

The shape is a cuboid, so its dimensions will be:

[tex] \sf \: Surface \: area \: of \: cuboid = 2(lb + bh + hl)[/tex]

[tex] \sf \: S.A. = 2(12 \times 5 + 5 \times 10 + 12 \times 10)[/tex]

[tex] \sf \: S.A. = 2(60+ 50 + 120)[/tex]

[tex] \sf \: S.A. = 2(230)[/tex]

[tex] \sf \: S.A. = 460 \: {m}^{2} [/tex]

Dimensions of the cuboid:

[tex] \sf \: Volume = l \times b \times h[/tex]

[tex] \sf \: Volume = 12\times 5 \times 10[/tex]

[tex] \sf \: Volume = 600 \: {m}^{3} [/tex]

Convert m to cm, according to the question:

600 Cubic meter =

600,000,000 Cubic Centimeters

As this is when it hits the ground, the projectile is in the air for 6 seconds.

Physically speaking, the missile would have been at ground level two seconds prior to launch if x were negative. Thus, we disregard the unfavorable option.

Objects that are thrown, shot, or launched with a certain initial velocity and then move against the forces of gravity and air resistance are known as projectiles. Projectiles can be anything from arrows and bullets to rocks and water balloons. Typically, a bow, slingshot, gun, or cannon is used to fire them. When projectiles are launched, gravity, air resistance, and other forces influence their trajectories.

from the question:

We must discover the moment the missile strikes the ground in order to calculate how long it was in the air. The height of the missile above the earth would be zero at that point.

Thus we must resolve the following equation:

y = -3x² - 12x + 96 = 0

We can use the quadratic formula to solve this equation in the quadratic form:

x = (-b ± √(b² - 4ac)) / 2a

where a = -3, b = -12, and c = 96.

Plugging in these values, we get:

x = (-(-12) ± √((-12)² - 4(-3)(96))) / 2(-3)

x = (12 ± √(144 + 1152)) / (-6)

x = (12 ± √1296) / (-6)

x = (12 ± 36) / (-6)

So, the solutions are:

x = -2 or x = 6

Physically speaking, the missile would have been at ground level two seconds prior to launch if x were negative. Thus, we disregard the unfavorable option.

As a result, the missile is in the air for 6 seconds before it strikes the earth.

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[tex]\cfrac{1}{6}+\cfrac{3}{4}-\cfrac{2}{3}\implies \cfrac{(2)1~~ + ~~(3)3~~ - ~~(4)2}{\underset{\textit{using this LCD}}{12}}\implies \cfrac{2+9-8}{12}\implies \cfrac{3}{12}\implies \cfrac{1}{4}[/tex]

Answer:

d

Step-by-step explanation:

The true statement of the inequality is (d) Yes, because the total cost is $305, and $305 ≤ $315.​

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

The cost of each gift is $55

So, we have

5(55+4) +10 <= $315

When expanded, we have

305 <= $315

The above inequality is true

Hence, the solution is (d)

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The equation that represent the whole slices is as follows:

2 / 3 x = 4 .

Therefore, the answer is A.

A pizza was cut into equal slices. Ben ate 4 of the slices.  The amount Ben ate was 2/3 of the whole pizza.

Therefore, the equation that represent a way to find the total number of slices that were in the whole pizza can be calculated as follows:

Let

x = amount of the whole pizza

Therefore,

2 / 3 x = 4

cross multiply

2x = 4(3)

2x = 12

x = 12  /2

x = 6

Therefore, the whole slice is 6.

Hence, the equation is 2 / 3 x = 4

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The approximate diameter of the tin would be 12.9 centimeters.

Diameter is a straight line passing through the center of a circle, or any other curved shape, and connecting two points on the circumference. It is the longest line that can be drawn within a circle and its length is twice the radius. It is also used in measuring the size of objects and distances in the universe. The term is also used in geometry to refer to the size or width of a triangle, square, or other shapes.

To measure the diameter of a tin which is 750 gram, one needs to use a ruler or measuring tape. First, one needs to weigh the tin using a scale or balance. Once the weight is known, it can be used to calculate the approximate diameter of the tin.

To find the diameter, one needs to use the formula: Diameter = 2 x (cube root of volume). The volume of the tin can be calculated by multiplying the weight of the tin (in grams) by 0.52.

Therefore, for a tin weighing 750 grams, the approximate volume would be 390 cubic centimeters. To find the diameter, one needs to take the cube root of 390, which is 6.47.

Therefore, the approximate diameter of the tin would be 12.9 centimeters.

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Therefore , the solution of the given problem of rational numbers comes out to be 92 and 95 are the numbers that, when rounded to the closest 10, will equal 90.

Any number that can be expressed as a ratio (not a portion) of two integers is considered rational. A reasonable fraction is one that has a nonzero denominator. 1/2, 1/5, but also 3/4 are a few examples of rational integers. "0" may additionally be expressed in a variety of forms as an actual function, like 0/1, 0/2, and 0/3. However, 1/0, 2/0, 3/0, etc. It makes logical that there are seven. When two parameters are divided, a rational number results.

Here,

We glance at the digit in the ones spot to round a number up to the nearest 10. In that case, we round down to the prior multiple of 10 if the digit is 0, 1, 2, 3, or 4. We round up to the following multiple of 10 if that number is 5, 6, 7, 8, or 9.

Finding numbers with a ones place digit between 5 and 9 will enable us to round to the closest 10 and arrive at 90. The figures that would round to 90 are as follows:

=>92

=> 95

As a result, 92 and 95 are the numbers that, when rounded to the closest 10, will equal 90.

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The width of the rectangle is calculated as: 11 inches

The formula for area of a rectangle is:

A = l*w.  

Since the area is 33 in², then;

33 = x(x + 8) would be the equation to solve for x.

Now, you need to put the equation in standard form.  

x² + 8x - 33 = 0.

To complete the square you need to add 33 to both sides.  

Now you have x² + 8x = 33  

Take the coefficient for the x term (8) and divide by 2.  Now square it.  That would be 4², so 16.  

Now you have x² + 8x + 16 = 49

(x + 4)² = 49

Take  the square root of both sides and you have;

x + 4 = 7.  

Therefore, x = 3 (the short side) and 11 is the long side.

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Answer:

Solving a word problem is similar to specific tasks we do in various areas of our lives, such as school, home, or job, in that it requires critical thinking, attention to detail, and logical reasoning. In school, we solve math problems to understand different concepts, and in our job, we solve various problems related to our work to improve efficiency and productivity. Similarly, in our personal lives, we encounter problems and challenges that require problem-solving skills.

Addition problems are crucial in almost every job. For example, in accounting, addition is necessary when calculating profit and loss or taxes. In the retail sector, addition is necessary when calculating inventory or the total amount of sales. Even in fields such as medicine, addition is necessary when calculating dosages and other related calculations.

Knowing how to problem solve in this way can be incredibly helpful in the real world. Being able to identify the problem, analyze it, and find a suitable solution can make us more effective and efficient in our personal and professional lives. The ability to solve problems can also help us develop critical thinking skills, which can be useful in various situations.

In conclusion, solving word problems is an essential skill that can be applied to various areas of our lives. Being proficient in addition problems is essential for success in most jobs. Developing problem-solving skills can make us more effective and efficient in our personal and professional lives, and critical thinking skills can help us analyze problems and identify the best solutions.

The expression cos(a-b) is equivalent to cos(a)cos(b) + sin(a)sin(b), while the expression cos(a)cos(b) - sin(a)sin(b) is equivalent to cos(a+b).

Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles. It focuses on the study of the properties of trigonometric functions such as sine, cosine, and tangent, which are used to calculate the angles and sides of triangles.

in the given question,

The expression cos(a-b) is equivalent to cos(a)cos(b) + sin(a)sin(b), while the expression cos(a)cos(b) - sin(a)sin(b) is equivalent to cos(a+b).

Therefore, we can rewrite the expression cos(a-b) as cos(a)cos(b) + sin(a)sin(b) and then compare it to the expression cos(a)cos(b) - sin(a)sin(b) by changing the sign of the second term in the first expression:

By comparing these two expressions, we can see that they are very similar, except that the sign of the second term is different. Specifically, we have:

So, we can say that the values of cos(a-b) and cos(a)cos(b) - sin(a)sin(b) are related by the sign of the sin(a)sin(b) term. If the sign is positive in the first expression, then it is negative in the second expression and vice versa.

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Answer:

ehhhhhhhhhhh

Step-by-step explanation:

The correct descriptions of the right-hand and left-hand behavior of the graph of the polynomial function y = 2x^2 - 3x + 5 are:

Right-handed actions: As x +, y +

Left-handed actions: As x -, y +

The positive coefficient of the x2 term (2) causes the parabola on the graph of the polynomial function y = 2x^2 - 3x + 5  to open upwards.

The y-values of the function approach positive infinity as x approaches negative infinity (i.e., x -), and vice versa. This is known as the left-hand behaviour of the graph.

As x approaches positive infinity (i.e., x → +∞), the y-values of the function also approach positive infinity (i.e., y → +∞). This is referred to as the graph's right-hand behaviour.

As a result, the following statements accurately describe the right-hand and left-hand behaviour of the graph of the polynomial function y = 2x^2 - 3x + 5 :

Right-handed actions: As x +, y +

Left-handed actions: As x -, y +

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Answer:

To divide by a fraction, we can multiply by its reciprocal.

So,

4/9 /8 = 4/9 x 1/8 = 4/72 = 1/18

Answer:

See Picture

Step-by-step explanation:

The original sin(x) function starts at (0,0) and oscillates around the x-axis between y=1 and y=-1, intercepting it in intervals of π.

To graph sin(x)-2 then, we simply need to graph a sin(x) function 2 units lower.

Consequently, y = (4/5)x - 4 is the equation of the line with a slope of 4/5 and a y-intercept of (0,-4).

Slope is a mathematical term that describes how steep a path is. It gives an explanation of the rate of rise or decline of the line as it moves horizontally along the x-axis. The percentage of the difference in the y-coordinate to the change in the x-coordinate at all between the two locations on a line is known as the slope of the line. In other terms, it is the line's "rise" over its "run". The letter "m" stands for slope, and the following formula is used to determine it:

m = (y2 - y1)/(x2 - x1) (x2 - x1)

given

In slope-intercept form, a line's equation is written as y = mx + b, where m is the slope and b is the y-intercept.

Given that the y-intercept is (0, -4) and the slope is 4/5, we can enter these numbers into the slope-intercept form to obtain:

y = (4/5)x - 4

Consequently, y = (4/5)x - 4 is the equation of the line with a slope of 4/5 and a y-intercept of (0,-4).

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Answer:

Step-by-step explanation:

If the price of the jacket increases 2.5% each year for 10 years, we can think of the price increase as the interest earned on an initial investment of $100 with an annual percentage yield (APY) of 2.5%. We can use the formula for compound interest to calculate the future value of the investment after 10 years:

FV = PV x (1 + r)^n

where FV is the future value, PV is the present value (initial investment), r is the annual interest rate (as a decimal), and n is the number of compounding periods (years).

In this case, PV = $100, r = 0.025 (2.5% expressed as a decimal), and n = 10. Plugging these values into the formula, we get:

FV = $100 x (1 + 0.025)^10

FV ≈ $128

Therefore, the jacket that costs $100 today will cost approximately $128 in 10 years if the price increases 2.5% each year.

Therefore, unitary method solution is in order to have enough turf to cover the amphitheatre, the city must purchase at least 6 pallets of it.

Take the lengths of this minute subsection and split the sum by two to complete a task using a variable unitary technique. The unit technique, in a nutshell, removes a wanted item both from the specific sets and color subsets. For instance, 40 pencils will cost Rs/kg ($1.01). It's possible that one country will have total influence over the approach taken to accomplish this. Almost every living creature has a distinctive quality.

Here,

A is equal to (70)2/4, which is 15,386.78 square feet.

We split the area by the area covered by each roll of turf to determine the quantity of rolls necessary to cover this area:

Rolls Equals A / Rolls' surface area

Given that the size per roll is 30 square feet, we have:

15,386.78 rolls divided by 30 equals 512.89 rolls.

Ceil(number of rolls / 100) = minimal number of pallets

the smallest number larger than or equal to x, ceil(x), is. If we replace the value we discovered with the quantity of rolls, we get:

Ceil (512.89 / 100) = Ceil (5.1289) = Minimum number of boxes = 6

Therefore, in order to have enough turf to cover the amphitheatre, the city must purchase at least 6 pallets of it.

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Answer:

The question is incomplete.

Step-by-step explanation: