Examine the diagram of circle C. Points A, B, and Q are on circle C. Given that m∠ACB=52∘, what is the arc length of AQB⌢?

Answer:

Octahedron  Answer B) in your list

Step-by-step explanation:

The octahedron is the three dimensional figure that contains 8 equilateral triangles as its faces. It looks like 2 pyramids with square base and lateral equilateral triangles joined by their square bases

Answer:

C

Step-by-step explanation:

apeeeex

Answer:

x + 2y ≤ 12

x + 2y = 12

Step-by-step explanation:

The teachers can not give more than 12 hours of homework so this is the answer. those are the 2 equations you can use. It under 12 hours or equal to 12 hours.

Answer:

Part A: x + 2y ≤ 12.

Part B: y = -1/2x + 6.

Part C: (0, 0).

Step-by-step explanation:

Part A: The total hours of homework have to be 12 hours, and it has to be either 12 hours or less. So, we have ≤ 12.

They take 1 math course with x hours of homework, so in total, that is 1 * x = x hours of math homework.

They take 2 science courses with y hours of homework, so in total, that is 2 * y = 2y hours of science homework.

The inequality would then be x + 2y ≤ 12.

Part B: x + 2y = 12

2y = -x + 12

y = -1/2x + 6

You can  use the Math is Fun: Function Grapher and Calculator to find the graph of the line, shown below.

Part C: Since the inequality uses a ≤ symbol, we know that the shading will be underneath the line. An appropriate point below the line includes (0, 0). We will test out whether it works as a point included in the inequality.

x + 2y ≤ 12

0 + 2 * 0 ≤ 12

0 + 0 ≤ 12

0 ≤ 12

Since this is a true statement, (0, 0) holds true for the inequality.

Hope this helps!

Answer:

An example of a prism could be a an amazon box to represent a rectangular prism.  As the height, length, or width of the box increases, the volume increases allowing more items to fit within the box.

An example of a cone would be an ice cream cone.  As the height or the radius of the cone increases, the more volume the cone can hold, meaning more ice cream for you.

An example of a cylinder could be a cup.  As the height or the radius of the cup increases, the larger the volume.  More drink for you.

An example of a sphere would be a soccer ball.  As the radius increases, the volume of the ball increases.  Hence, larger soccer balls have a bigger radius than smaller soccer balls.  This allows for different varients of the ball to be created (i.e., youth, highschool, college, pro).

Note, the volume can also be decreased by simply shrinking the measurements instead of increasing them.

Step-by-step explanation:

Let's simply look at the equations of each shape.

Volume of a prism = base * height

Volume of a cone = Pi * r^2 * (height/3)

Volume of a cylinder = Pi * r^2 * height

Volume of a sphere = (4/3) Pi r^3

Notice that the volumes of prisms, cones, and cylinders directly correlate to height.  As height increases, the volume increases.  The sphere is unique in that the height is 2 * radius; however, the volume is related to the cube of the radius.  Consider if you expanded the radius of the sphere, the volume will increase.

Answer:

Increase or decrease the dimensions of objects. See below for an explanation!

Step-by-step explanation:

An amazon box, which is a rectangular prism, is an example of a prism. If you increase the height, length, or width of the box, you can fit more stuff inside.

A cup is an example of a cylinder; by increasing the height or radius of the cup, you can fit more of a drink inside.

An icecream cone is an example of a cone; if the height or radius were increased, you might fit more ice cream inside.

A soccer ball is an example of a sphere; increasing the radius makes it larger, and various sizes are available for different levels.

You may also shrink the dimensions for each of these objects to make them smaller.

Hope this helps!

a function will not have any repeating x values...they all have to be different...they can have repeating y values, just not repeating x values.

so ur answer is : { (-1,5), (-2,6), (-3,7) }...u see how there is no repeating x values....this is a function....the other 3 are not.

Answer: Combination

There are 56 committees possible

============================================

Explanation:

The reason why we know we'll use a combination (instead of a permutation) is because order does not matter. There are no ranking positions on a committee. No one person has a special job compared to the other. The ordering of a committee doesn't matter. All that matters is the entire group itself. For instance, if we had people A,B,C then the committee ABC is the same as CBA and BAC. We would have to introduce a different person, say person D, to get a new committee group.

We have n = 8 people overall to choose from and r = 5 slots to fill. Use the combination formula to get

[tex]_n C _r = \frac{n!}{r!*(n-r)!}\\\\_8 C _5 = \frac{8!}{5!*(8-5)!}\\\\_8 C _5 = \frac{8!}{5!*3!}\\\\_8 C _5 = \frac{8*7*6*5!}{5!*3!}\\\\_8 C _5 = \frac{8*7*6}{3!}\\\\_8 C _5 = \frac{8*7*6}{3*2*1}\\\\_8 C _5 = \frac{56*6}{6}\\\\_8 C _5 = 56\\\\[/tex]

We can conclude there are 56 different committees possible.

Answer:

The answer is option 1.

Step-by-step explanation:

You have to apply Gradient formula :

[tex]m = \frac{y2 - y1}{x2 - x1} [/tex]

[tex]let \: (x1 \: , \: y1) \: be \: ( - 2 \: , \: 0)[/tex]

[tex]let \: (x2 \: , \: y2) \: be \: (0 \: , \: 4)[/tex]

[tex]m = \frac{4 - 0}{0 - ( - 2)} [/tex]

[tex]m = \frac{4}{2} [/tex]

[tex]m = 2[/tex]

Answer:

2

Step-by-step explanation:

The formula you use to find the slope is

[tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]

First, you want to substitute

[tex]\frac{4-0}{0--2}[/tex]

Which simplifies to

[tex]\frac{4-0}{0+2}[/tex]

Because two negatives equal a positive

The next step is to add and subtract

[tex]\frac{4}{2}[/tex]

Which simplifies to

[tex]\frac{2}{1}[/tex]

Which equals

2.

Hope this helped, if you have any questions, feel free to ask.

Have a good day! :)

Answer:

64/9

Step-by-step explanation:

(8/3) ^2

( 8/3) * (8/3)

64/9

64/9 is the answer <3<3 Hope this helps

So if we think of a test tube, it looks sort of like a cylinder. This means that its cross-section would be a circle. To find out how many turns a piece of thread would make around the test tube, we need to find the circumference of the test tube, then divide the length of the string by the circumference.

Step 1) Find the circumference

C = pi x diameter

C = 3.14 x 3

C = 9.42

Step 2) Divide the length of the string by the circumference

90.42 / 9.42 = 9.5987

The string would make approximately 9.60 turns around the test tube.

Hope this helps!! :)

Answer:

C. Test for Goodness-of-fit.

Step-by-step explanation:

C. Test for Goodness-of-fit would be most appropriate for the given situation.

A. Test Of  Homogeneity.

The value of q is large when the sample variances differ greatly and is zero when all variances are zero . Sample variances do not differ greatly in the given question.

B. Test for Independence.

The chi square  is used to test the hypothesis about the independence of two variables each of which is classified into number of attributes. They are not classified into attributes.

C. Test for Goodness-of-fit.

The chi square test is applicable when the cell probabilities depend upon unknown parameters provided that the unknown parameters are replaced with  their estimates and provided that one degree of freedom is deducted for each parameter estimated.

Answer:

Micah's solution is wrong

Step-by-step explanation:

Micah solves a linear equation and concludes that x = 0 is the solution. His work is shown below.

(1 – 3x) = 4(– + 2)

0 = x

Which statement is true about Micah’s solution?

Micah’s solution is wrong.

There are no values of x that make the statement true.

Micah’s solution is correct, and the value of x that makes the statement true is 0.

Micah should have divided by .

Micah should have subtracted

Solution

First solve for the value of x

Given

(1 – 3x) = 4(– + 2)

It could mean;  (1 – 3x) = 4(+ 2)

or  

(1 – 3x) = 4(-2)

In the first option (1 – 3x) = 4(+ 2)

1 – 3x = 4(+ 2)

1-3x= 8

-3x=8-1

-3x=7

x= -7/3  

In the second option

(1 – 3x) = 4(-2)

1-3x= -8

-3x= -8-1

-3x = -9

x= 3

 x= 3 0r -7/3

The values of x that make the statement true are 3 and -7/3

Micah's solution of x=0 is wrong

Answer:

A. Micah’s solution is wrong. There are no values of x that make the statement true.

Step-by-step explanation:

Answer:

-3

Step-by-step explanation:

Well to find the common ratio we need to figure out,

what * 2/3 = -2.

To find that we do -2 ÷ 2/3

= -3

To check -2 * -3 should be 6 which it is.

Thus,

the common ratio is -3.

Hope this helps :)

Answer:

-3

Step-by-step explanation:

Common ratio = 2nd term ÷ 1 st term

                        = -2 ÷ 2/3

                       = [tex]-2 * \frac{3}{2}\\\\[/tex]

                        = -3

Answer:

No amplitude

Period is pi

Step-by-step explanation:

Answer:

9m(n)^3 +14m(n)^2

Step-by-step explanation:

6m(n)^3 - m(n)^2 + 3m(n)^3 + 15m(n)^2

=> 6m(n)^3 + 3m(n)^3 + 15m(n)^2 - m(n)^2

=> 9m(n)^3 +14m(n)^2

Answer:

54

Step-by-step explanation:

im not that good so u should cheek it first

Answer: 9a + 249

Step-by-step explanation: 9a + 249 and a would be one cause these numbers are independent

Answer:

The answer is B CPCT

Step-by-step explanation:

In an isosceles triangle ΔHKJ with

Construct KM, a bisector of the base HJ.

to prove:

in ΔKHM and ΔKJM

bisects      [Given]

Segment bisectors states that a line or segment which cuts another line segment into two equal parts.

then, by definition of Segment bisector :

       [Given]

Reflexive property of congruence that any geometric figure is congruent to itself.

  [by definition of Reflexive property of congruence]

SSS(Side-Side-Side) Postulates states that if three sides of one triangle are congruent to three sides of another triangle, then the two triangles are congruent.

therefore, by SSS postulates

ΔKHM  ΔKJM

By CPCT [Corresponding Part of congruent Triangle]

         proved!

hope i helped

-lvr

Answer:

1,1,3,1,1

Step-by-step explanation:

Answer:

0       1

1        1

2       3

3       1

4       1

Step-by-step explanation:

You would just count how many 0 there are in the set and there are 1 and you would put in by 0. For 1 there are 1, for 2 there are 3, for 3 there are 1, and for 4 there are 1.

Answer:

A. The graph of g(x) is vertically compressed by a factor of 3.

Step-by-step explanation:

When there is a fraction, that means that there is a veritcal dilation.

Hope this helps! Good luck!

Step-by-step explanation:

Use law of sines.

16 / sin 39° = BC / sin 120°

BC ≈ 22.02

Greetings from Brasil...

Here we cant use calculator..... It seems that in the USA the use of a scientific calculator is allowed

Let's use Senos Law in Any Triangle

(AC/SEN B) = (BC/SEN A)

16/SEN 39 = BC/SEN 120     sen 120 = sen 60 = √3/2

16/0,63 = BC/(√3/2)

0,63BC = 16√3/2

BC = 8√3/0,63

Answer:yes

Step-by-step explanation:

Answer:

poop

Step-by-step explanation:

Answer:

A. [tex] 3 {}^{9} [/tex]

Step-by-step explanation:

[tex]3 {}^{4} \times {3}^{5} = {3}^{4 + 5} = 3 {}^{9} [/tex]

Hope this helps ;) ❤❤❤

Answer:

[tex]\boxed{3^9}[/tex]

Step-by-step explanation:

[tex]3^5 \times 3^4[/tex]

Apply the law of exponents : [tex]a^b \times a^c = a^{b+c}[/tex]

The exponent product rule states that, when multiplying two exponents that have the same base, you can add the exponents.

[tex]3^{5+4}[/tex]

[tex]3^9[/tex]

Answer:

(x - 1)² + (y - 2)² = 20

Step-by-step explanation:

The equation of a circle in standard form is

(x - h)² + (y - k)² = r²

where (h, k) are the coordinates of the centre and r is the radius

Given the endpoints, then the centre is at the midpoint

C = [ [tex]\frac{-3+5}{2}[/tex], [tex]\frac{0+4}{2}[/tex] ] = (1, 2 )

The radius is the distance from the centre to either of the 2 endpoints.

Use the distance formula to find r

r = [tex]\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2 }[/tex]

with (x₁, y₁ ) = (1, 2) and (x₂, y₂ )= (- 3, 0)

r = [tex]\sqrt{(-3-1)^2+(0-2)^2}[/tex]

  = [tex]\sqrt{(-4)^2+(-2)^2}[/tex]

  = [tex]\sqrt{16+4}[/tex]

  = [tex]\sqrt{20}[/tex]

Thus equation of circle is

(x - 1)² + (y - 2)² = ([tex]\sqrt{20}[/tex] )² , that is

(x - 1)² + (y - 2)² = 20

Answer: On the 20th day, he will give $5242.88

Step-by-step explanation: This is a geometric series with elements:

initial value ([tex]a_{0}[/tex]) = 0.01

ratio = 2

At the twentieth day means the 20th term, i.e. n = 20.

To determine that term, use the formula: [tex]a_{n} = a_{0}.r^{n-1}[/tex]

Substituing terms:

[tex]a_{20} = 0.01.2^{20-1}[/tex]

[tex]a_{20} = 0.01.2^{19}[/tex]

[tex]a_{20} = 0.01.524288[/tex]

[tex]a_{20} = 5242.88[/tex]

Then, on the 20th day, your uncle gave to you $5242.88

Answer:

The proportion of college students who work​ year-round is 58%.

Step-by-step explanation:

The claim made by the education researcher is that 58​% of college students work​ year-round.

A random sample of 400 college​ students, 232 say they work​ year-round.

To test the researcher's claim use a one-proportion z-test.

The hypothesis can be defined as follows:

H₀: The proportion of college students who work​ year-round is 58%, i.e. p = 0.58.

Hₐ: The proportion of college students who work​ year-round is 58%, i.e. p ≠ 0.58. C

Compute the sample proportion as follows:

 [tex]\hat p=\frac{232}{400}=0.58[/tex]

Compute the test statistic value as follows:

 [tex]z=\frac{\hat p-p}{\sqrt{\frac{p(1-p)}{n}}}=\frac{0.58-0.58}{\sqrt{\frac{0.58(1-0.58)}{400}}}=0[/tex]

The test statistic value is 0.

Decision rule:

If the p-value of the test is less than the significance level then the null hypothesis will be rejected.

Compute the p-value for the two-tailed test as follows:

 [tex]p-value=2\times P(z<0)=2\times 0.5=1[/tex]

*Use a z-table for the probability.

The p-value of the test is 1.

The p-value of the test is very large when compared to the significance level.

The null hypothesis will not be rejected.

Thus, it can be concluded that the proportion of college students who work​ year-round is 58%.

Answer:

6.1

Step-by-step explanation:

use law of cosines

d² = e² + f² - 2ef cos D

d² = 9² + 10² - 2(9)(10) cos 37

d² = 81 + 100 - 143.75

d² = 37.25

d = 6.1

Answer:

C: 40 teaspoons.

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

This is a straight proportion question. Many things can be solved with a proportion. This is a good example of what is possible.

Formula

3 teaspoons       x

======              =========

36 cookies        480 cookies

Notice that in the end, the units of teaspoons will be left. Multiply both sides by 480

3 teaspoons * 480 cookies

=======================            =  X

36 cookies

Notice the cookies cancel

3 teaspoons * 480

===============     =  x

36

x = 1440/36 teaspoons.

x = 40 teaspoons

answer: C

Answer:

y=x+2

Step-by-step explanation:

I have included a graph with the equation and both points on it (click/tap on it to see the full picture.)

Answer: y= x+2

Step-by-step explanation:

Answer:

5/6π.

Step-by-step explanation:

The following data were obtained from the question:

Radius (r) = 12 cm

Area (A) = 60π cm²

Centre angle in radian (∅) =...?

Since we are to look for the centre angle in radian, the area of the sector will be given by:

A = ½r²∅

Inputting the values of the area, A and radius, r, the centre angle, ∅ can be obtained as follow:

A = ½r²∅

60π = ½ × 12² × ∅

60π = ½ × 144 × ∅

60π = 72 × ∅

Divide both side by 72

∅ = 60π/72

∅ = 5/6π

Therefore, the centre angle measured in radian is 5/6π.

Answer:

[tex] d = 123 [/tex]

Step-by-step explanation:

The given figure above is an inscribed quadrilateral with all four vertices lying on the given circle, thereby forming chords each.

Therefore, the opposite angles of the above quadrilateral are supplementary.

This means:

[tex] c + 31 = 180 [/tex] , and

[tex] d + 57 = 180 [/tex]

Find the measure of d:

[tex] d + 57 = 180 [/tex]

Subtract 57 from both sides.

[tex] d + 57 - 57 = 180 - 57 [/tex]

[tex] d = 123 [/tex]

Answer:

The answer to your question is given below.

Step-by-step explanation:

To which of the above expression is a sum or difference of cube, or not a sum or difference of cube, we shall do the following simplification:

Note: The Cube root of a particular number is simply a multiplication of an identical number in three places.

64x³ – 216

64 has a cube root of 4 and 216 has a cube root of 6. Therefore, the above expression can be written as:

4³x³ – 6³

(4x)³ – 6³

64x³ – 216 = (4x)³ – 6³

Therefore, 64x³ – 216 can be expressed as a difference of cube.

8x^9 + 27

8 has a cube root of 2, x^9 has a cube root of x³ and 27 has a

cube root of 3. Therefore, the above expression can be written as:

2³(x³)³ + 3³

(2x³)³ + 3³

8x^9 + 27 = (2x³)³ + 3³

8x^9 + 27 can be expreessed as a sum of cube

x³ + 125

125 has a cube root of 5. Therefore, the above expression can be written as:

x³ + 5³

x³ + 125 = x³ + 5³

x³ + 125 can be expressed as a sum of cube

36x³ + 121

36 and 121 has no cube root. Therefore, the above expression is not a sum or difference of cube.

x^6 – 16

x^6 has a cube root of x² and 16 has no cube root. Therefore, the above expression is not a sum or difference of cube.

Summary:

Sum or Difference of cubes

64x³ – 216

8x^9 + 27

x³ + 125

Not a Sum or Difference of cubes

36x³ + 121

x^6 – 16

Answer:

look at attached picture