To find the radius of a circle given the area of a sector and the measure of the central angle of the sector, we can use the formula:
radius = sector area / (central angle measure / 360)
In this case, the sector area is 165.6 cm2 and the central angle measure is 129*. Plugging these values into the formula gives us:
radius = 165.6 / (129 / 360)
= 165.6 / (129 / 360)
= 165.6 / (0.3583)
= 462.9 cm
Rounding this value to the nearest tenth gives us a radius of approximately 463 cm.
The mighty oak tree outside of Matt's house had to be cut down. He missed the beautiful tree and the shade it provided and wanted to replace it with an oak tree that would grow quickly. The Nuttall Oak (Quercus nuttalli), the fastest-growing oak tree, grows 7 to 8feet per year (we'll assume it grows at a constant rate). At maturity, it can be up to 50 feet tall.
Which of the following equations, where t represents time in years and h represents the height in feet, describe growth that is slower than the Nuttall Oak growth rate?
CHOICES:
A: h=5t
B: h=8.5t
C: h=10t
D: h=50t
Growth that is slower than the Nuttall Oak growth rate is h=5t.
What is equation?An equation is a mathematical statement that expresses two values as being equal. It is the basic building block of algebra and can be used to solve for unknown values, or to show the relationships between two or more values. Equations use mathematical operators such as addition, subtraction, multiplication, and division, as well as symbols and numbers, to express relationships between values. An equation can be written in the form of an expression, a system of equations, or a single equation. In all cases, an equation requires both sides of the equation to be equal in order to be valid and have a solution.
This equation describes growth that is slower than the Nuttall Oak growth rate because it has a lower rate of growth of 5 feet per year. The Nuttall Oak grows 7 to 8 feet per year, so any equation with a growth rate lower than that would be slower. Choices B, C, and D have higher growth rates than the Nuttall Oak, so they would not be slower than the Nuttall Oak growth rate.
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Enter the value of the exponential expression 5º . please help
Many golfers wear wrist bracelets containing magnets because they claim the magnets improve balance and the length of shots played off the tee. A golfer would like to determine if the claim has merit and finds 200 volunteers who play golf to participate in an experiment. Half of the golfers are randomly assigned to wear a bracelet with magnets, while the other half wear a bracelet without magnets. Each golfer plays normally for a month, after which the length of their shots in a subsequent round is recorded.
What is the response variable in this experiment?
a. the age of each golfer
b. the 200 volunteers
c. the length of shots played by the golfers
d. whether the golfers wear or do not wear the bracelet
Answer:
I believe it is (C), the length of the golfers.
The things measured in the experiment are the bracelet and the length of the shots based off of it. The response variable is basically the dependent variable, and theyre trying to figure out if the lengths of shots are dependent on the bracelet.
Because of this, we know A and B are already wrong.
Now we're left with C and D.
If you think of graphing D as the y variable, it just doesn't make sense. Because how would you do that? But, if you made C the y variable, you can make a bar graph, which I think would make sense in this scenario.
Which is why I believe, the length of the shots is the response variable.
ED2021
Goodluck :)
it is (C), the length of the golfers.
What is response variable?A response variable is a type of dependent variable. It is the one that changes the results. Furthermore, a response variable is the expected effect, and it responds to explanatory variables.
Here, we have,
The things measured in the experiment are the bracelet and the length of the shots based off of it. The response variable is basically the dependent variable, and they are trying to figure out if the lengths of shots are dependent on the bracelet.
Because of this, we know A and B are already wrong.
Now we're left with C and D.
If you think of graphing D as the y variable, it just doesn't make sense. Because how would you do that? But, if you made C the y variable, you can make a bar graph, which I think would make sense in this scenario.
This is why, the length of the shots is the response variable.
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The manager of a sporting goods store instructs her employees to greet at least 80% of customers who enter the store. Each day, approximately 250 customers visit the store. An employee decides that, to comply with the manager’s directive, he must greet at least 170 customers each day as they enter the store. The employees calculations are:
250 – 80 = 170
If loga(7)=4, what is the value of a^4
Answer:
7
Step-by-step explanation:
So the log thingy is loga(b) = c
a^c = b
So in this one, a = a
b = 7
c = 4
a^4 = 7
How do you graph 3 variable lines?
Three variable lines are drawn in the three dimensional coordinate system.
What is 3 dimensional coordinate plane?
Three-dimensional coordinate system is also called rectangular coordinate system. The system has three reference axes named X, Y and Z axis which are perpendicular to each other.
The above three axes intersect at the origin.
In the analytical geometry, location of each point is represented by three coordinate system. They give mathematical statement by using three-dimensional space.
How do we graph 3 variable lines?In order to plot in the three-dimensional plane, we need to determine the value of x, y and z. At first, we start from the origin and approach to the positive x direction if our x value is positive, otherwise we need to go to the negative x direction. After identifying the x coordinate, we need to move parallel to y direction and locate the y coordinate and finally we identify the z coordinate in the same way. In the last, we will join the points.
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To be able to walk to the center $C$ of a circular fountain, a repair crew places a 16-foot plank from $A$ to $B$ and then a 10-foot plank from $D$ to $C$, where $D$ is the midpoint of $\overline{AB}$ . What is the area of the circular base of the fountain
The area of the circular base of the fountain is 179 square feet.
What is the area of the circular base ?A circle's area is equal to its radius, r, squared, then multiplied by the mathematical constant pi: A = pi x r2.
A cylinder has two bases that are two congruent circles at the top and bottom. The radius r of a cylinder is only the radius of the circular bases, and the height h of a cylinder is the perpendicular distance between these bases.
Combined area of the walkway and fountain: (3.14)112=379.94 ft2.
Fountain area: (3.14)8*2=200.96 feet
Walkway area: 379.94-200.96=178.98 square feet, which is also rounded to 179 square feet.
The area of the circular base of the fountain is 179 square feet.
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Help, i got the second part but don't understand the first thanks
Answer:
hey how r u please tell me
HELP THIS IS EASY I JUST DONT UNDER STAND MATH ITS ON PERCETEGES
Answer:
H 40%
Step-by-step explanation:
29+27+24=80
32/80=0.4
Answer:
Step-by-step explanation:
32/80 x 100 = 40%
Write an equivalent expression using the distributive property: 6(x-8)
Answer: 6x-48
Step-by-step explanation:
Use the distributive property
6x-48
6x-6*8
6x-48
Given the function f (x)=2^x.What is the value of f(-3)?
Answer:
1/8
Step-by-step explanation:
[tex]f(x)=2^x\\\\f(-3)=2^{-3}\\\\f(-3)=\frac{1}{2^3}\\\\\boxed{f(-3)=\frac{1}{8}}[/tex]
Hope this helps!
Answer:
f(-3)= -8
Step-by-step explanation:
If f(x)= 2^x and x has been substituted for -3 then it means it's now 2^-3 which is going to give you
= -2 × -2 × -2
= 4 × -2
= -8
A shoe store recorded the number of customers who made a purchase out of a sample of 100 customers who entered the store each day. The boxplot shown summarizes the recorded data for one year. Based on the boxplot, which of the following statements is true?
A. The range of the number of customers making a purchase is greater than 32.
B. The interquartile range of the number of customers making a purchase is 25.
C. The number of days that had at least 26 customers making a purchase is greater than the number of days that had at most 11 customers making a purchase
D. The number of days that had from 11 to 26 customers making a purchase is equal to the number of days that had at most 14 customers making a purchase.
E.The difference between the median and the lower quartile for the customers making a purchase is less than 2.
Explain your thinking.
Less than 2 units separate the median from the lower quartile for customers making purchases.
What is meant by quartile deviation?The three values known as quartiles divide sorted data into four equal-sized portions, each with an equal number of observations. An example of a quantile is a quantile. First quartile: Also referred to as the lower quartile or Q1. The median or second quartile is also referred to as Q2. Third quartile: Also referred to as the higher quartile or Q3.
Half of the difference between the upper and lower quartiles can be used to define the quartile deviation analytically. Here, the upper quartile (Q3) and lower quartile (Q1) can be used to depict quartile deviation as the letters QD. The term "quartile deviation" is sometimes used to refer to the semi-interquartile range.
The coefficient of quartile deviation serves as a gauge for a collection of data's variability or spread. It is determined by taking the square root of the difference between the upper and lower quartiles, squaring the result, and dividing it by two. Comparing data sets is simple because it is expressed as a percentage.
Therefore, the correct answer is option E. The difference between the median and the lower quartile for the customers making a purchase is less than 2.
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A plane flying with an air speed of 300 mph at 50 degrees and it crosses the jet stream, which is blowing at 200 mph at an angle of 160 degrees. The plane's actual velocity with respect to the ground is the vector sum of these two velocities. Find the actual velocity to the nearest whole mph and degree (add the sum of the vectors).
Answer:
298.24 mph at an angle of 89 degrees
Step-by-step explanation:
[tex]v_p[/tex] = Velocity of plane = 300 mph at 50 degrees
[tex]v_j[/tex] = Velocity of jet stream = 200 mph at 160 degrees
The velocity of the plane in component form is
[tex]v_p=300\cos50^{\circ}\hat{i}+300\sin50^{\circ}\hat{j}[/tex]
The velocity of the jet stream in component form is
[tex]v_j=200\cos160^{\circ}\hat{i}+200\sin160^{\circ}\hat{j}[/tex]
Resultant velocity is given by
[tex]v=(300\cos50^{\circ}+200\cos160^{\circ})\hat{i}+(300\sin50^{\circ}+200\sin160^{\circ})\hat{j}\\\Rightarrow v=4.9\hat{i}+298.2\hat{j}[/tex]
Magnitude is given by
[tex]|v|=\sqrt{4.9^2+298.2^2}\\\Rightarrow |v|=298.24\ \text{mph}[/tex]
Angle is given by
[tex]\theta=\tan^{-1}\dfrac{298.2}{4.9}=89^{\circ}[/tex]
The velocity of the plane is 298.24 mph at an angle of 89 degrees.
NEED HELP ASAP - Algebra 2 (5 Questions, 15 Points Each)
In question 1;
The student multiplied without flipping the second expression.
In second question;
The negative should only be distributed to the numerator.
In third question,
3/2 should be remove from the x - value which make the expression undefined.
In fourth student;
Neither student is correct.
In fifth question,;
Sarah didn't cancel incorrectly in step 3.
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
In question 1;
The expression is,
⇒ x² + 2x - 3 / (x² - 3x - 10) ÷ (2x + 12) / (8x + 16)
= (2x³ + 16x² + 18x - 36) / (8x³ - 8x² - 128x - 100)
Cleary, The student multiplied without flipping the second expression.
In question 2;
⇒ (-2y - 2) / (y² + 2y - 8) - (y - 1) / (2 - y)
⇒ (-2y - 2) / (y² + 2y - 8) + (-y + 1) / (-2 + y)
Clearly, The negative should only be distributed to the numerator.
In Question 3;
The student make mistake is ''3/2 should be remove from the x - value which make the expression undefined.''
In fourth student;
Neither student is doing correct solution.
In fifth question,;
Sarah didn't cancel incorrectly in step 3.
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What is the interval of 0 5?
Interval Notation is a way of expressing a subset of real numbers by the numbers that bound them. We can use this notation to represent inequalities. We know an interval expressed as 1 < x < 5 denotes a set of numbers lying between 1 and 5.
Interval notation is a method to represent an interval on a number line. In other words, it is a way of writing subsets of the real number line. An interval comprises the numbers lying between two specific given numbers. For example, the set of numbers x satisfying 0 ≤ x ≤ 5 is an interval that contains 0, 5, and all numbers between 0 and 5.
What is Interval Notation?Interval Notation is a way of expressing a subset of real numbers by the numbers that bound them. We can use this notation to represent inequalities. We know an interval expressed as 1 < x < 5 denotes a set of numbers lying between 1 and 5.
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Can some one help me with this question its hard :( down below ill give brainliest
Answer:
B) 7^2 x 7^3
Step-by-step explanation:
B is 7^5 , everything else is 7^4
Stefan sells Jin a bicycle for $139 and a helmet for $17 The total cost for Jin is %130 of what Stefan spent originally to buy the bike and helmet. How much did Stefan spend originally? How much money did he make by selling the bicycle and helmet to Jin?
Answer: Spent $120 originally, profited by $36
Step-by-step explanation:
The total cost Stefan earned from selling the helmet and the bicycle is $139 + $17 = $156.
130% can be rewritten as [tex]\frac{130}{100}[/tex] which is simplified to 1.3.
Set up and this equation to find 130% of this price.
[tex]1.3x = 156\\x = 120[/tex]
Stefan spent $120 on these items.
Subtract this value from the selling price and solve.
[tex]156-120 = 36[/tex]
Stefan made $36 from selling the helmet and bicycle.
The student is expected to determine the value of a collection of coins and bills. Which of the following is an example of a clear learning goal for the Texas Essential Knowledge and Skills (TEKS) skill stated above
With an accuracy of within $0.01, the student will be able to recognize
and determine the total worth of a given assortment of coins and bills, including pennies, nickels, dimes, quarters, half-dollars, and dollar bills.
TEKS stands for Texas Essential Knowledge and Skills. It is a set of state standards for public schools in Texas, that outline what students should know and be able to do in each grade level and subject area. The standards cover subjects such as English language arts, mathematics, science, social studies, and languages other than English.
The TEKS are used to guide the development of curriculum and instruction in Texas schools.
The clear learning goal for the Texas Essential Knowledge and Skills (TEKS) skill of determining the value of a collection of coins and bills could be: "The student will be able to accurately identify and calculate the total value of a given collection of coins and bills, including pennies, nickels, dimes, quarters, half-dollars, and dollar bills, to within $0.01."
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Please graph the question in the image.
Answer:
I used desmos to make the graph
Step-by-step explanation:
Hopefully this helps!
Mr. Wiliams brought a ice chest filled with water bottles to band practice. A model of the ice chest is shown below. What is the volume, cubic inches, of the ice chest?
Answer:
10,260 in³
Step-by-step explanation:
Please find attached an image of the chest
The ice chest is shaped like a rectangle. Thus the formula for the volume of a cuboid can be used to determine the volume of the chest
volume of a cuboid = length x width x height
18 in x 19 in x 30 in = 10,260 in³
Find the horizontal distance x the escalator covers to the nearest tenth of a foot.
Given:
Length of escalator = 26 ft
Angle of depression = 41 degrees
To find:
The horizontal distance x the escalator covers to the nearest tenth of a foot.
Solution:
In a right angle triangle,
[tex]\cos \theta=\dfrac{Base}{Hypotenuse}[/tex]
Using this formula for the given triangle, we get
[tex]\cos 41^\circ=\dfrac{x}{26}[/tex]
[tex]26\cos 41^\circ=x[/tex]
[tex]26(0.7547)=x[/tex]
[tex]19.6222=x[/tex]
Round the value to the nearest tenth.
[tex]x\approx 19.6[/tex]
Therefore, the escalator covers 19.6 ft horizontally.
Select all that apply.
Which symbols could be used to make the following statement true?
-15__-19
>
<
There’s more symbols but I can’t write them
Answer:
It would be >
Step-by-step explanation:
> Means bigger than, and -15 is bigger than -19.
Think of it as a number line. On the positive spectrum,
a bigger number is bigger. On the negative side, a smaller
number is bigger.
Hope this helps!
There are 3 people in Lee's family
The range of their shoe sizes is 3
2 people in the family wear shoe size 6
Lee's shoe size is not 6 and it is not 3
What is Lee's shoe size
Answer:
9
Step-by-step explanation:
the range is the difference between the lowest and the highest number on the series
here the range is 3 two members have size 6 different from 6 and 3 which range its 3
PLEASE ASAP ILL GIVE BRAINLIEST.
Answer: 12 km\h north
Step-by-step explanation:
I actually have good guesses
Velocity = 12 km/h
-
Velocity can be defined as the division between distance traveled and the time it took for that distance to be traveled:
Velocity = Distance / Time
With the above information in mind, we can calculate the velocity of the bicycle:
Velocity = 18 km / 1.5 h
Velocity = 12 km/h
Thus the velocity of the bicycle is 12 kilometers per hour.
Use a ~ 3.14 and round your answer to the nearest hundredth.
Does anybody know the equation to this?
Answer:
-x^2+7
Step-by-step explanation:
I dont exactly know how to write a quadratic equation, however my TI-84 calculator can make equations from points
A circle has a radius of 5 inches and a central angle that intercepts an arc with a length of 30 in. What is the measure, in radians, of this central angle
Answer:
∅ = 6 radians
Step-by-step explanation:
s = r ∅
s is arc length
r is radius
∅ is the central angle in radians
--------------------------------
Plug in the givens
30 = 5 ∅
Divide both sides by 5
∅ = 6 radians
(FYI : 6 radians is about 343.8º)
What is the correct length of the side Bc? Round to the nearest tenth and only type in one number.
Answer:
Step-by-step explanation:
I would suspect you want to know what's wrong with the work.
AC is the hypotenuse. c = AC.
It should be done this way.
c = 6 in
b = 15 in
a = ?
a^2 + c^2 = b^2
a^2 + 6^2 = 15^2
a^2 + 36 = 225
a^2 = 225 - 36
a^2 = 189
sqrt(a^2) = sqrt(189)
a = 13.75
PLEASE HELP FAST I WILL GIVE BRAINLIEST, Drag the tiles to the correct boxes to complete the pairs. Not all tiles will be used.
Using the properties of integer exponents, match each expression with its equivalent expression.
The 5⁻³ is equivalent to 1/125, - 5⁻³ is equivalent to -1/125, (-5⁻³)⁻¹ is equivalent to -125 and (-5⁻³)⁰ is equivalent to 1
What is Expression?An expression is combination of variables, numbers and operators.
Equivalent expressions are expressions that work the same even though they look different.
5⁻³
This can be written as 1/5³ which is equal to 1/125
-5⁻³
This can be written as -1/5³ which is equal to -1/125
(-5⁻³)⁻¹
We have an exponential property
[tex](x^{a} )^{b} =x^{ab}[/tex]
So (-5⁻³)⁻¹=(-5)³=-125
(-5⁻³)⁻¹ equivalent expression is -125
(-5⁻³)⁰
=(-5)⁰=1
Hence, the 5⁻³ is equivalent to 1/125, - 5⁻³ is equivalent to -1/125, (-5⁻³)⁻¹ is equivalent to -125 and (-5⁻³)⁰ is equivalent to 1
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JKLM is a parallelogram. what is m