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Related Questions
What is the volume of a sphere with a radius of 46.1 ft, rounded to the nearest tenth
of a cubic foot?
Answers
Answer:
410176.90 ft³Step-by-step explanation:
Here, it is given that the radius of sphere is 46.1 ft and we have to find the volume of the sphere .
So, we know that,
⇒ Volume(Sphere) = 4/3πr³
We will take the value of π as 3.14Now, Substituting the given values in the formula :
⇒ Volume(Sphere) = 4/3 × 3.14 × (46.1)³
⇒ Volume(Sphere) = 4/3 × 3.14 × 97972.18
⇒ Volume(Sphere) = 4/3 × 307632.64
⇒ Volume(Sphere) = 307,632.64 × 4/3
⇒ Volume(Sphere) = 1230530.59/3
⇒ Volume(Sphere) = 410176.86
Therefore,
The volume of the sphere is 410176.90 ft³The volume of a sphere with a radius of 46.1 feet is 410176.9 cubic foot.
What is the volume of a sphere?The volume of sphere is the measure of space that can be occupied by a sphere. If the radius of the sphere formed is r and the volume of the sphere is V. Then, the volume of the sphere is given by: Volume of Sphere, V = (4/3)πr³
Given that, the radius of a sphere = 46.1 feet.
Here, volume = 4/3 ×3.14×46.1³
= 410176.864
≈ 410176.9 cubic foot
Therefore, the volume of a sphere with a radius of 46.1 feet is 410176.9 cubic foot.
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Triplets Peter, Reeta and Nikita have two ways for getting home from school each day: cycle on a tandem bike or walk. The bike can carry either one or two riders at a time. Regardless of the number of people pedalling, cycling speed is 5 times walking speed. The triplets always leave school at the same time and always use the same path between school and home, whether walking or cycling. The school is 5km from home and their walking speed is 4 kilometres per hour. A On Monday, Nikita and Peter cycle and Reeta walks. On reaching the point four-fifths of the way home the bike gets a puncture, so Nikita and Peter walk the rest of the way home. How far from school is Reeta when the cyclists arrive home?
Answers
The distance between Reeta and the school when the cyclists arrive the home for this case is found being 2 km
How to form mathematical expression from the given description?You can represent the unknown amounts by the use of variables. Follow whatever the description is and convert it one by one mathematically. For example if it is asked to increase some item by 4 , then you can add 4 in that item to increase it by 4. If something is for example, doubled, then you can multiply that thing by 2 and so on methods can be used to convert description to mathematical expressions.
How to find the speed of an object?If the object is going linearly, and at constant speed, then the speed of that object is given by the distance it traveled to the time it took to travel that distance.
If the object traveled D distance in T units time, then that object's speed is
[tex]Speed = S = \dfrac{\: Distance \: traveled}{\: Time \: taken} = \dfrac{D}{T} \: \rm unit \: length/unit \: time[/tex]
Given that:
Distance from school to home = 5 kmWalking speed = 4 km / hoursCycling speed = 5 times walking speed = 20 km / hourThey all go and come together to and from school/home.On monday: Nikita and Peter are coming by cycle, and Reeta walks.Cycle punctures at four fifth of the way home = [tex]\dfrac{4}{5} \times 5= 4\: \rm km[/tex] from school (as they're coming towards home, so went from school)After puncture, cyclists walk to homeTo find: Disance of Reeta from school when cyclist reach home.
Suppose at time 0 hours, all three people departed from school (on that monday).
After 't' hours, suppose the cycle gets punctured.
Then, as the cycle was going by 20 km / hour speed, so in 't' hours, it must have covered d kilometers (suppose),
then we get:
[tex]S = \dfrac{D}{T}\\\\20 = \dfrac{d}{t}\\\\d = 20 t \: \rm km[/tex]
This distance is measured from school. But we know that this distance is 4 km, so we get:
[tex]20t = 4\\t = \dfrac{4}{20} = 0.2 \: \rm hours[/tex]
The remaining 1 km (as home is 5 km away from school and 4 km is already traveled) is walked by Cyclists. And walking speed is 5 km / hour, so let they take T hours to travel that 1 km walking, then we get:
[tex]S = D/T\\\\5 = \dfrac{1}{T} \\\\T = 0.2 \: \rm hours[/tex]
So, total time cyclists took to reach home from school is: [tex]0.2 + 0.2 = 0.4 \: \rm hours[/tex]
Reeta is walking that whole 5 km.
The time the cyclist reached home, Reeta had walked for 0.4 hours as they had started at the same time, and it took cyclists 0.4 hours to reach home.
Thus, we have:
Time taken 0.4 hours, speed of Reeta = walking speed= 5 km/hour, then we get:
[tex]S = D/T\\D = ST\\D = 5 \times 0.4 = 2 \: \rm km[/tex]
So Reeta was 2 km away from school when cyclists reached home on that monday.
Thus, the distance between Reeta and the school when the cyclists arrive the home for this case is found being 2 km
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Kyle uses a spreadsheet to keep track of his spending. this is an example of kyle’s spreadsheet for two months: a 2-column table with 14 rows. column 1 labeled transaction with entries beginning balance, rent, paycheck, groceries, tax refund, textbooks, insurance, garage sale, clothes, rent, electric bill, paycheck, party, insurance. column 2 labeled amount in dollars with entries 626.88, 335.13, 202.44, 77.05, 103.72, 96.33, 56.25, 42.67, 62.54, 335.13, 77.39, 215.15, 113.48, 56.25. kyle thinks that he could improve this spreadsheet, but he is not sure how. choose the statement or statements that would help kyle’s spreadsheet become more organized. i. the spreadsheet should contain at least two copies of every entry for backup purposes. ii. it is hard to tell the debits from the credits. they should be in different colors, different columns, or otherwise differentiated. iii. having the dates, or at least the months, of each transaction would make things easier to find. a. i and ii b. iii only c. ii and iii d. i, ii, and iii
Answers
The statements which help Kyle’s spreadsheet become more organized are (ii and iii). They should be different having the time, of transaction to simplify find.
What is spreadsheet?Spreadsheet is the electronic sheet in which the data can be arranged and saved for the future use. This data in a spreadsheet is arranged in the rows and the column of the spreadsheet.
Kyle uses a spreadsheet to keep track of his spending. this is an example of Kyle’s spreadsheet for two months.
Kyle thinks that he could improve this spreadsheet, but he is not sure how. Choose the statement or statements that would help kyle’s spreadsheet become more organized.
The statement, which may help him,
ii. It is hard to tell the debits from the credits. They should be in different colors, different columns, or otherwise differentiated. This way he can arrange and find the data whenever required.iii. Having the dates, or at least the months, of each transaction would make things easier to find. This way he can see the transaction data wise and arranged them in time wise order.Thus, The statements which help Kyle’s spreadsheet become more organized are (ii and iii). They should be different having the time, of transaction to simplify find.
Learn more about the spreadsheet here;
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Answer:
C
Step-by-step explanation:
trust
Jake was offered the following amounts of an entire pizza: 0.6, 4/5, or 0.75. Jake really likes pizza and wants the largest amount of pizza he can get. Which of the amounts should he select?
Answers
Answer:
4/5
Step-by-step explanation:
All as percentages are:
0.6 = 60%
4/5 = 80% (largest)
0.75 = 75%
Therefore, Jake should select 4/5.
Consumer math. i need help asap
alvira and barry gomez purchased a home priced at $280,000. they put down 40%.
what is the
a. down payment
b. mortgage loan
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well, they put a downpayment of 40%, that's not subject for a loan, since they put that out of their pocket, the loan will be the 60% leftover.
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{a\% of b}\\ \cline{1-1} \\ \left( \cfrac{a}{100} \right)\cdot b \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{40\% of 280000}}{\left( \cfrac{40}{100} \right)280000}\implies 112000\leftarrow downpayment \\\\\\ 280000~~ - ~~112000\implies 168000\leftarrow \textit{mortgage loan}[/tex]
Simplify the following expression. x/2(x +2)2 + 15x
Answers
Answer:
The simplified expression would be x^2 + 17x.
(6,0)
(10,6)
(-8,6)
(0,0)
Answers
Answer:
-8,6
Step-by-step explanation:
all of the other answers are within the highlighted area of tha graph and thus are solutions but -8,6 is outside the highlighted area
Anna enlarged a photo to hang over her fireplace. The new Bh photo is 47.2 inches wide. If the original photo was 3.6 inches tall and 5.9 inches wide, what is the height of the new photo?
Answers
Answer:
28.8 inches tall
Step-by-step explanation:
47.2/5.9 = 8
8(3.6) = 28.8
Dividing the corresponding widths of the photos can help you find the scale factor. After finding the scale factor of 8 you can multiply the height to find the new scaled height of 28.8.
33% of 55 cm is what?
Answers
Answer:
18.15 cm
Step-by-step explanation:
.33 is 33% in decimal
.33 * 55 cm = 18.15 cm
Flipping a coin to determine which participants in a study are in the control group versus the treatment group is a form of:
Answers
Answer:
Flipping a coin to determine which participants in a study are in the control group versus the treatment group is a form of: blinding.
Step-by-step explanation:
Which statement about the function is true? the function is positive for all real values of x where x < –1. the function is negative for all real values of x where x < –3 and where x > 1. the function is positive for all real values of x where x > 0. the function is negative for all real values of x where x < –3 or x > –1.
Answers
The statement which is true about the function is that the function is negative for all real values of x where x < –3 or x > –1.
What is a Function?A function assigns the value of each element of one set to the other specific element of another set.
The graph of the function is,
[tex]f(x) = -(x +3)(x - 1)[/tex]
It is positive, its value is above x-axis. For the function above, the solutions are,
[tex]x+3=0\\x=-3\\x-1=0\\x=1[/tex]
The value of x is lies between,
[tex]-3 < x < 1[/tex]
Thus, the statement which is true about the function is that the function is negative for all real values of x where x < –3 or x > –1.
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A jar contains only pennies, nickels, dimes, and quarters. There are 16 pennies, 14 dimes, and 24 quarters. The rest of the coins are nickels. There are 74 coins in all. How many of the coins are not nickels? If n represents the number of nickels in the jar, what equation could you use to find n?
i need equations pls TwT
Answers
Answer: 54 Coins are not nickel( 16+14+24)
n= 74 - non nickel
n= 74- (penny+ dime+ quarter)
n= 74- (16+14+24)
Step-by-step explanation:
The diameter of a circle is 20 cm. Find its area in terms of \piπ
Answers
Answer:
Step-by-step explanation:
Diameter = 20 cm
Radius = r = 20 ÷ 2 = 10 cm
[tex]\boxed{\text{Area of circle =$\pi r^{2}$ }}[/tex]
= π *10 * 10
= 100π cm²
20pts each please help!!
solve for x
x - 1 2 (8 - x) = x + 3(4 - x) - x
Answers
Answer:
The correct answer is x = 32/9
Step-by-step explanation:
You must multiply the given numbers from left to right, resulting in:
x - 4 + x/2 = x + 12 - 3x - x
Then, by combining phrases on both sides that are similar, we get:
(3/2)x - 4 = -3x + 12
By adding 4 to both sides of the equation, it becomes:
(3/2)x = -3x + 16, or
3/2)x + (6/2)x = 16, which may be written as:
3x + 6x = 32, or 9x = 32
Therefore, the answer is x = 32/9
I hope this helps! ^-^
Which is the best approximation for the measure of angle xyz? 33.6° 39.8° 50.2° 56.4°
Answers
The best measure of the angle ∠XYZ is given by: Option B: 39.8°
What are the six trigonometric ratios?Trigonometric ratios for a right angled triangle are from the perspective of a particular non-right angle.
In a right angled triangle, two such angles are there which are not right angled (not of 90 degrees).
The slant side is called hypotenuse.
From the considered angle, the side opposite to it is called perpendicular, and the remaining side will be called base.
From that angle (suppose its measure is θ),
[tex]\sin(\theta) = \dfrac{\text{Length of perpendicular}}{\text{Length of Hypotenuse}}\\\cos(\theta) = \dfrac{\text{Length of Base }}{\text{Length of Hypotenuse}}\\\\\tan(\theta) = \dfrac{\text{Length of perpendicular}}{\text{Length of base}}\\\\\cot(\theta) = \dfrac{\text{Length of base}}{\text{Length of perpendicular}}\\\\\sec(\theta) = \dfrac{\text{Length of Hypotenuse}}{\text{Length of base}}\\\\\csc(\theta) = \dfrac{\text{Length of Hypotenuse}}{\text{Length of perpendicular}}\\\\[/tex]
The missing figure is attached below.
From the given figure, if we see from the angle x which is ∠XYZ, the hypotenuse is YZ, perpendicular = XZ with length 10 inches, and base XY with length 12 inches.
Since perpendicular and base are specified, we can directly use tangent ratio and then its inverse to find the measure of the ∠XYZ, as shown below:
[tex]\tan(\angle XYZ) = \dfrac{|XZ|}{|XY|} = \dfrac{10}{12}\\\\\angle XYZ = \tan^{-1}\left(\dfrac{10}{12}\right) \approx 39.8^\circ[/tex]
Thus, the best measure of the angle ∠XYZ is given by: Option B: 39.8°
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Answer:
b
Step-by-step explanation:
took the test
Find x, where x^6 = 9^-3 and x > 0.
x > 0
bit rusty with exponents so could I have some help?
Answers
[tex]~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ x^6~~ = ~~9^{-3}\implies x^6~~ = ~~(3^2)^{-3}\implies x^6~~ = ~~3^{-6} \\\\\\ x^6~~ = ~~(3^{-1})^6\implies x=3^{-1}\implies x=\cfrac{1}{3^1}\implies x=\cfrac{1}{3}[/tex]
Find the area of a triangle ABC when m
Answers
Answer:
29.02
Step-by-step explanation:
The area of traingle formula with two sides and one angle is:
[tex]A = ab\frac{siny}{2}[/tex]
When you put the values in, you can simplify it and put it into a calculator for sin. And, you then have your answer.
Whats the was i could solve this
Answers
Answer:
so let's see buddy....
Step-by-step explanation:
look at that angle having 45, zed (Z) angles are equal, which means the bottom left inside the triangle is also 45°.
now sum of angles in a triangle is 180°...
so we add up all the angles and equal them to 180° but an angle is missing, let's name it Y°.
so...
96°+45°+Y°=180°
101°+Y°=180°
Y°=180°–101°
Y°=79°
to find x, sum of angles in a straight line is 90°
so we subtract 79 from 90
x°= 11
The table represents some points on the graph of a linear function.
Which equation represents the same relationship?
Answers
Because if you work through the problem completely with an example from the table that is the only choice you can use to get the correct y answer
Which of the following is true about the base b of a logarithmic function? b > 0 and b = 1 b > 0 and b not-equals 1 b < 0 and b not-equals 1 b < 0 and b = 1
Answers
The statement which is true of the base, b of a logarithmic function is; b > 0 and b = 1.
What is the base of a logarithmic function?When the base of a logarithmic function is set to a negative number, it follows that;
Such a logarithmic function wouldn't give us any real solutions.
So the base CAN NOT be negative.
Putting together all 3 conclusions, we can say that the base of a logarithm can only be positive numbers greater than 1.
Hence, the statement which is true of the base, b of a logarithmic function is; b > 0 and b = 1.
Read more on logarithmic functions;
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Answer:
b > 0 and b = 1.
Step-by-step explanation:
Find the median of each data set.
Answers
Answer:
seventh grade- 10
ninth grade- 18
Hope This Helped! :)
please help, thank you very much to whoever helps.
Answers
Answer:
x = 20
B = 92°
C = 40°
Step-by-step explanation:
The sum of the interior angles of a triangle is 180°
⇒ A + B + C = 180°
⇒ 48 + (6x - 28) + 2x = 180
⇒ 48 + 6x - 28 + 2x = 180
⇒ 48 - 28 + 6x + 2x = 180
⇒ 20 + 8x = 180
⇒ 8x = 180 - 20
⇒ 8x = 160
⇒ x = 160 ÷ 8
⇒ x = 20
Now we have found x, simply substitute this into the expressions for angles B and C:
B = 6(20) - 28
= 120 - 28
= 92°
C = 2(20)
= 40°
Answer:
x = 20
m<B = 92
m<C = 40
(m<A = 48)
Step-by-step explanation:
triangles are 180 degrees
add up the sides
48 + (6x-28) + 2x
8x + 20 = 180
8x = 160
x = 20
put 20 where the x is for B and C
B.
6(20)-28 =
120 - 28 =
92
C.
2(20) =
40
if [tex]a-\frac{1}{a} =5[/tex] then what is[tex]a^{2}+\frac{1}{a^{2} }[/tex]
Answers
Work Shown:
[tex]a - \frac{1}{a} = 5\\\\\left(a - \frac{1}{a}\right)^2 = 5^2\\\\\left(a\right)^2 - 2a*\frac{1}{a} + \left(\frac{1}{a}\right)^2 = 25\\\\a^2 - 2 + \frac{1}{a^2} = 25\\\\a^2 + \frac{1}{a^2} = 25+2\\\\a^2 + \frac{1}{a^2} = 27\\\\[/tex]
Note: On the third step, I used the rule that [tex](x-y)^2 = x^2-2xy+y^2[/tex]
HELP!! let f be defined as shown. what is f^-1(-3)?
Answers
Answer:
F is the base or variable.
if it is asking for a simplifed version of this its -3/f
Step-by-step explanation:
solve the inequality 4x-7 > -12x+14/4
Answers
Answer:
x > 21/32
Step-by-step explanation:
I've used an app but for some reson it won't let me tell you.
If 3p-5t=9 What will be the value of 12p- 20t
Answers
Answer:
36
Step-by-step explanation:
[tex]12p-20t=4(3p-5t)[/tex]
Substitute [tex]3p - 5t = 9[/tex] into the equation:
[tex]\implies 12p-20t=4(9)=36[/tex]
Find the length of PQ.
10
9
P(-10.8)
8
00N
6
5
3
Q(-3, 3)
2
- 10 -98 -7 -6 -5 4 -3 -2 -1
Answers
I think its B about 8.6 units
solve PLEASE BE QUICK AND ANSWER IT RIGHT AND I WILL GIVE BRAINLY
Answers
Answer:
43/50
Step-by-step explanation:
please help:
Brainly for people who help and do correct.
Answers
Answer:
Our answer has to be B because we need to develop an equation to solve for the value of each term in order to find the number pattern.
Step-by-step explanation:
This is a sequence problem.
You need to identify the relationships between the given number pattern.
If we look at -14 and -8, you can clearly see that something is happening.
If we were to do -14+6 that would equal to -8
Then we try the other one like -8 and -2. We can do -8 + 6 = -2
So our sequence/number pattern is that we're increasing by 6.
We could also develop an equation: -14 + x= -8
Our answer has to be B because we need to develop an equation to solve for the value of each term in order to find the number pattern.
1/4x^2-X-3
What is the vertex?
(X= -b/2a)
What is the y intercept?
Answers
Answer:2
Step-by-step explanation:1+1*1 is 2 there for this is the answer to life
ACtualy that is 42