Find the volume of a pyramid with a square base, where the side length of the base is
6.6 in and the height of the pyramid is 7.7 in. Round your answer to the nearest
tenth of a cubic inch.

Answer: The surface area of a cylinder is given by the formula:

S = 2πr^2 + 2πrh

where r is the radius of the base, h is the height of the cylinder, and π is the mathematical constant pi.

In this case, the radius is 28 mm and the height is 30 mm.

Substituting these values into the formula, we get:

S = 2π(28)^2 + 2π(28)(30)

Simplifying the equation:

S = 2π(28)(28 + 30)

S = 2π(28)(58)

S = 32176π

Using a calculator, we can approximate the value of S to 3 significant figures:

S ≈ 101285.744 mm^2

Therefore, the surface area of the cylinder is approximately 101286 mm^2 (rounded to 3 significant figures).

Step-by-step explanation:

Cοmpletes the prοοf = (a + b + c) ± 2√a² + b² + c² - ab - bc - ac

An algebraic equatiοn is a mathematical statement that uses variables and mathematical οperatiοns such as additiοn, subtractiοn, multiplicatiοn, and divisiοn tο express the equality οf twο algebraic expressiοns.

The gοal οf sοlving an algebraic equatiοn is tο determine the values οf the variables that satisfy the equatiοn.

Tο prοve this statement, we will start by simplifying the given equatiοn:

√x-3a + √x-3b = √x-3c

Subtracting √x-3a frοm bοth sides, we get:

√x-3b = √x-3c - √x-3a

Squaring bοth sides, we get:

(x - 3b) = (x - 3c) + (x - 3a) - 2√(x - 3a)(x - 3c)

Simplifying the right-hand side, we get:

(x - 3b) = 2x - 3(a + b + c) - 2√(x - 3a)(x - 3c)

Mοving all the terms invοlving x tο οne side, we get:

x - 2x + 3(a + b + c) = 2√(x - 3a)(x - 3c) + 3b

Simplifying, we get:

x = (a + b + c) ± 2√(x - 3a)(x - 3c) + 2bc - 2ab - 2ac

Nοw, let's simplify the expressiοn under the square rοοt:

(x - 3a)(x - 3c) = x² - 3ax - 3cx + 9ac

= x² - 3(a + c)x + 9ac

Plugging this back intο the expressiοn fοr x, we get:

x = (a + b + c) ± 2√(x² - 3(a + c)x + 9ac) + 2bc - 2ab - 2ac

Expanding the square rοοt, we get:

x = (a + b + c) ± 2√[(x - (a + c))² - (a - c)²] + 2bc - 2ab - 2ac

= (a + b + c) ± 2√(x - a - c)² - (a - c)² + 2bc - 2ab - 2ac

= (a + b + c) ± 2√(x - a - b - c)² - 4ab - 4bc - 4ac + 2a² + 2b² + 2c²

= (a + b + c) ± 2√a² + b² + c² - ab - bc - ac

This cοmpletes the prοοf.

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Answer: ur mom anyways jk

Step-by-step explanation:

6hrs and 7mins pls dont trust me on this answer and if u get it wrong im  sorry

Measure of angles ∠Q,∠T,∠R are 98°, 98°, 82° respectively.

An isosceles trapezoid can be defined as a trapezoid whose non-parallel sides and base angles have the same measure. That is, if the two opposite sides (bases) of a trapezoid are parallel and the two non-parallel sides are of equal length, it is an isosceles trapezoid.

Given,

Isosceles trapezoid QRST

m∠S = 82°

Base angles are equal in Isosceles trapezoid

m∠R = m∠S

m∠R = 82°

and

m∠Q = m∠T

Sum of all interior angles of a quadrilateral is 360°

m∠Q + m∠T + m∠R + m∠S = 360°

m∠Q + m∠Q + 82° + 82° = 360°

2 m∠Q = 360° - 164°

2 m∠Q = 196°

m∠Q = 98°

m∠T = 98°

Hence, 98°, 98°, 82° are measure of angles ∠Q,∠T,∠R respectively.

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Answer:

45

Step-by-step explanation:

Answer: Circle

Step-by-step explanation:

Converting 4 feet and 11 inches is equivalent to 59 inches.

The metric system, which bases measurements on the metre for length and kilogramme for mass, was first used in France in 1795. Following the French Revolution, the government tasked scientists with finding a replacement for the nation's dozens of distinct conventional measurement methods. The metre was created by measuring a quadrant of the Earth's circumference that passes through Paris on its way from the North Pole to the Equator. All measurements were made using the new unit, called a metre, which was approximately thirty-nine inches in length.

We know that,

1 foot is equal to 12 inches.

Thus,

4 feet = 4 × 12 inches = 48 inches

Add the 11 inches to get the total:

48 inches + 11 inches = 59 inches

Therefore, 4 feet and 11 inches is equivalent to 59 inches.

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Answer:

Area of a circle = πr²

Plug in values (radius is half of the diameter so radius = 8)

π8² = 64π ≈ 201.0619 feet (rounded to four decimal places)

Hope this helps!

The fraction of all the sandwiches that are ham sandwiches on rye bread is 4⁄15.

To find the fraction of all the sandwiches that are ham sandwiches on rye bread, we need to multiply the fraction of sandwiches that use rye bread by the fraction of those that are ham sandwiches.

Here's how we can do that:

1. Start with the fraction of sandwiches that use rye bread: (4)/(5)
2. Multiply that by the fraction of those that are ham sandwiches: (1)/(3)
3. Multiply the numerators together: 4 x 1 = 4
4. Multiply the denominators together: 5 x 3 = 15
5. Put the new numerator and denominator together to get the fraction: (4)/(15)

So, the fraction of all the sandwiches that are ham sandwiches on rye bread is (4)/(15).

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Answer:
(i) Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475

(ii) 4,950

Step-by-step explanation:

i) To find Mr. Jha's monthly expenditure on each item, we can use the given percentages to calculate the amount he spends on each category:

Food expenditure = 20% of Rs. 16,500 = 0.20 x 16,500 = Rs. 3,300

House expenditure = 25% of Rs. 16,500 = 0.25 x 16,500 = Rs. 4,125

Fuel expenditure = 10% of Rs. 16,500 = 0.10 x 16,500 = Rs. 1,650

Miscellaneous expenditure = 15% of Rs. 16,500 = 0.15 x 16,500 = Rs. 2,475

Therefore, Mr. Jha's monthly expenditure on food, house, fuel, and miscellaneous items is Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475 respectively.

(ii) To calculate how much Mr. Jha saves every month, we can subtract his total expenditure from his monthly income:

Total expenditure = Rs. 3,300 + Rs. 4,125 + Rs. 1,650 + Rs. 2,475 = Rs. 11,550

Savings = Monthly income - Total expenditure = Rs. 16,500 - Rs. 11,550 = Rs. 4,950

Therefore, Mr. Jha saves Rs. 4,950 every month.

Answer: (i) Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475 (ii) 4,950Step-by-step explanation:i) To find Mr. Jha's monthly expenditure on each item, we can use the given percentages to calculate the amount he spends on each category:Food expenditure = 20% of Rs. 16,500 = 0.20 x 16,500 = Rs. 3,300House expenditure = 25% of Rs. 16,500 = 0.25 x 16,500 = Rs. 4,125Fuel expenditure = 10% of Rs. 16,500 = 0.10 x 16,500 = Rs. 1,650 Miscellaneous expenditure = 15% of Rs. 16,500 = 0.15 x 16,500 = Rs. 2,475Therefore, Mr. Jha's monthly expenditure on food, house, fuel, and miscellaneous items is Rs. 3,300, Rs. 4,125, Rs. 1,650, and Rs. 2,475 respectively.(ii) To calculate how much Mr. Jha saves every month, we can subtract his total expenditure from his monthly income:Total expenditure = Rs. 3,300 + Rs. 4,125 + Rs. 1,650 + Rs. 2,475 = Rs. 11,550Savings = Monthly income - Total expenditure = Rs. 16,500 - Rs. 11,550 = Rs. 4,950 so Mr. Jha saves Rs. 4,950 every month. your welcome.

Answer:14+15=19, 15+16=31, 15+22=37

Step-by-step explanation:

Answer: The employee payed $36 for the item.

Step-by-step explanation:

Take $40 and since the employee gets a 10% discount

do $40 times 10% and you get 4

so take 4 away from the $40

40-4=36

[tex]~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\dotfill & \$ 6800\\ P=\textit{original amount deposited}\\ r=rate\to 2.7\%\to \frac{2.7}{100}\dotfill &0.027\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{quarterly, thus four} \end{array}\dotfill &4\\ t=years\dotfill &16 \end{cases}[/tex]

[tex]6800 = P\left(1+\frac{0.027}{4}\right)^{4\cdot 16} \implies 6800=P(1.00675)^{64} \\\\\\ \cfrac{6800}{(1.00675)^{64}}=P\implies 4420\approx P[/tex]

If there are 360 students in the school, we can expect 108 students in the school to have a pet cat.

We can use proportion to solve the problem.

If 6 out of 20 students have a pet cat, then we can write:

6/20 = x/360

where;

x is the number of students in the school who have a pet cat.

To solve for x, we can cross-multiply:

20x = 6*360

20x = 2160

x = 108

Therefore, 108 students  are expected to have a pet cat in the school

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When sample size is small and population S.D. is unknown, values on the Z row on the table (or Z values) can't be used (note that Z is normal distribution). The correct option is A, i only.

A small sample is a dataset that contains few observations, making it more difficult to generalize the outcomes to the broader population. When a sample size is small, the sample mean, standard deviation, and other statistical measures may be influenced by chance variations.

Larger samples may be required to represent the overall population precisely. The larger the sample size, the closer the sample mean is likely to be to the true population mean. Additionally, when the sample is large, the sample standard deviation is more likely to be an accurate estimate of the population standard deviation.

A standard normal distribution can be used to find out the probability of obtaining a score in a particular range for a normal distribution. The Z value, or the value on the standard normal distribution, is used to convert any regular distribution to a standard normal distribution, which has a mean of 0 and a standard deviation of 1. However, when the sample size is small and the population standard deviation is unknown, the values on the Z row on the table (or Z values) can't be used.

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Answer:

5,100

Step-by-step explanation:

850(6)= 5,100

The area of the circle is  490. 625 cm²

The formula for calculate the circumference of a circle is expressed as;

C  = 2πr

Given that;

From the information given, we have that;

Substitute the value of the circumference

25π = 2πr

Divide by the coefficient of r

r = 12. 5cm

Area of a circle = πr²

Substitute the values

Area = 3.14 × (12.5)²

Find the square

Area = 490. 625 cm²

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The dimension of the new classroom is 8 meters of length and 5 meters of width.

Area of a two dimensional shape is the total region which is bounded by the object's shape.

Given that,

Area of the classroom = 20 square meters

Let x be the length and y be the width of the classroom.

Area of a rectangular classroom = Length × Width.

So, we get an equation,

xy = 20

x = 20/y [Equation 1]

If length is increased by 3 meters and the width is increased by 1 meter, the classroom will double in area.

(x + 3) (y + 1) = 20 × 2

(x + 3) (y + 1) = 40  [Equation 2]

Substitute [Equation 1] in [Equation 2]

((20/y) + 3) (y + 1) = 40  

Multiplying,

20 + 3y + (20/y) + 3 = 40

3y + (20/y) = 40 - 23

3y + (20/y) = 17

Multiplying throughout by y,

3y² + 20 = 17y

3y² - 17y + 20 = 0

3y² - 12y - 5y + 20 = 0

3y (y - 4) - 5 (y - 4) = 0

(3y - 5) (y - 4) = 0

3y - 5 = 0 or y - 4 = 0

y = 5/3 or y = 4

Let y = 4, then x = 20/4 = 5

Dimension of the new classroom is (x+3) = 8 meters and (y+1) = 5 meters

Hence the dimension of the new classroom is 8 meters and 5 meters.

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The company will have a loss of $46,605.60 by selling 40 items.

To find the profit, we need to subtract the cost from the price. The cost function C(q) gives us the cost of producing q items, and the price function p(q) gives us the price of selling q items.

First, let's plug in the value of 40 for q in both functions:

C(40) = 100(40) + 43,800 = 4,000 + 43,800 = 47,800

p(40) = 29.860(40) = 1,194.40

Now we can subtract the cost from the price to find the profit:

Profit = Price - Cost

Profit = 1,194.40 - 47,800

Profit = -46,605.60

Therefore, the company will have a loss of $46,605.60 by selling 40 items.

Note: It is important to make sure that the units for cost and price are the same. In this case, both are in dollars, so we can subtract them directly. If they were in different units, we would need to convert them to the same units before subtracting.

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Using analyzing functions, The correct answer is B. X. A parabola declines through (negative 3, 4), (negative 2 point 5, 2), (negative 2, 1), (negative 1, 0), (0, 1), (0 point 5, 2) and (1, 4) on the x y coordinate plane.

Studying a mathematical function's characteristics and behavior is the process of doing an analysis of a function.

Telling a function's story involves detailing all of its attributes and features.

When you analyze a function, you are telling your side of the story and outlining how you came to your conclusions.

A thorough study involves global information from graphs and precise information from algebra. The graphical and algebraic data should be in agreement, so you may use either to support the other as you do the analysis.

The function [tex]g(x) = (x + 1)^2[/tex] is a vertical shift of the function [tex]f(x) = x^2[/tex]. The vertex of the parabola representing g(x) is shifted one unit to the left, and one unit up.

The graph for option X matches these specifications and passes through the given points, so it represents the function g(x) = [tex](x + 1)^2.[/tex]

Hence, The correct answer is B. X.

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The expression [tex]cos^4(x)sin^2(x)[/tex] can be rewritten without exponents as [tex]cos^2(x) - (\frac{1}{2} )cos^4(x)[/tex].

The double angle, half angle, or power-reducing formula can be used to rewrite [tex]cos^4(x)sin^2(x)[/tex] without exponents. One of the approaches to rewriting is by applying the power-reducing formula. The power-reducing formula is a trigonometric identity that is used to reduce powers of sine and cosine functions.

To rewrite [tex]cos^4(x)sin^2(x)[/tex] without exponents, you can use the power reducing formula. This formula states that:
[tex]cos^2(x)*sin^2(x) = (\frac{1}{2} )(1-cos(2x))[/tex]

We can use this formula to break down [tex]cos^4(x)sin^2(x)[/tex] as follows:
[tex]cos^4(x)sin^2(x) = cos^2(x)sin^2(x)cos^2(x) = (\frac{1}{2} )(1-cos(2x))cos^2(x)[/tex]

Next, we can use the double angle formula, which states that:
[tex]cos(2x) = 2cos^2(x) - 1[/tex]

Plugging this into our equation, we get:
[tex]cos^4(x)sin^2(x) = (\frac{1}{2} )(1-2cos^2(x)+1)cos^2(x) = cos^2(x) - (\frac{1}{2} )cos^4(x)[/tex]


Therefore, the expression [tex]cos^4(x)sin^2(x)[/tex] can be rewritten without exponents as [tex]cos^2(x) - (\frac{1}{2} )cos^4(x)[/tex].

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A population consists of five members 2,3,6,8,1). consider all possible samples of size two which can be doamn with replacement from this positioning population.  The mean is  4 and standard deviation of the population is 1.67. The mean and standard error of sample mean (x) from the sampling distribution of x is 4 and 1.18 respectively

i) The mean and standard deviation of the population:

Mean = (2+3+6+8+1)/5 = 20/5 = 4

Standard deviation = √[(2-4)²+(3-4)²+(6-4)²+(8-4)²+(1-4)²]/5 = √14/5 = 1.67


ii) The mean and standard error of sample mean (x) from the sampling distribution of x:

Mean of sample mean = Mean of population = 4

Standard error of sample mean = Standard deviation of population/√n = 1.67/√2 = 1.18


The mean of a population is calculated by adding up all the values and dividing by the number of values in the population. The standard deviation of a population is calculated by finding the difference between each value and the mean, squaring those differences, adding them up, and then dividing by the number of values in the population.

The mean of the sample mean is the same as the mean of the population, and the standard error of the sample mean is the standard deviation of the population divided by the square root of the sample size.

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The slope of line t is equal to 1/3.

The y-intercept of line t is equal to -1.

A table representing points on line s is shown below.

An equation that could represent line s is: IV. y = 1/3x +4​.

In Mathematics, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope, m = (0 - (-1))/(3 - 0)

Slope, m = 1/3

Based on the graph, the y-intercept of t is at point (0, -1)

Additionally, a table representing points on line s is given by;

x         y

-6       2

-3       3

0        4

3         5

Since line s has the same slope and passes through the point (0, 4), an equation that represents it is given by;

y = mx + c

y = x/3 + 4.

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The function shown in graph is nether odd nor even function.

If f(−x)=f(x) for all x with in domain of f, then a function f is even. If f(x)=f(x) for every x in f's domain, a function f is odd.

In the given graph.

The graph of the function is nether increasing nor decreasing as, the y value of the function is going along both y - axis and -y axis.

Thus, the function shown in graph is nether odd nor even function.

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The determinant of a 3x3 matrix can be found using the following formula:
\[ \left|\begin{array}{ccc} a & b & c \\ d & e & f \\ g & h & i \end{array}\right| = a(ei - fh) - b(di - fg) + c(dh - eg) \]

In this case, we can substitute the values from the given matrix into the formula:
\[ \left|\begin{array}{ccc} d+b & d & d \\ d & d+b & d \\ d & d & d+b \end{array}\right| = (d+b)((d+b)(d+b) - d^2) - d(d(d+b) - d^2) + d(d^2 - d(d+b)) \]
Simplifying the expression gives:
\[ = (d+b)(d^2 + 2bd + b^2 - d^2) - d(d^2 + bd - d^2) + d(d^2 - d^2 - bd) \]
\[ = (d+b)(2bd + b^2) - d(bd) + d(-bd) \]
\[ = 2bd^2 + 2b^2d + b^3 - bd^2 - bd^2 \]
\[ = b^3 + 2b^2d \]

Therefore, the determinant of the given matrix is \[b^3 + 2b^2d\].

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i think it may be 16:36

explanation: if the 9 was multiplied by 4 which 9x4 is 36 it means that the 4 for the 4:9 will probably end up 16 hence 4x4 is 16 making the answer probably 16:36 to my own understanding

Therefore, the mark-up percentage for the model solar system is 200%. This means that the selling price is twice the cost price.

We must divide the value by the entire value to find the percentage, then increase the resulting number by 100.

The mark-up percentage is the percentage by which the selling price exceeds the cost price.

In this case, the cost price of the model solar system is $24 and the selling price is $72. The mark-up amount is the difference between the selling price and the cost price, which is:

$72 - $24 = $48

To find the mark-up percentage, we divide the mark-up amount by the cost price and multiply by 100:

Mark-up percentage = (Mark-up amount / Cost price) x 100%

Mark-up percentage = ($48 / $24) x 100%

Mark-up percentage = 200%

Therefore, the mark-up percentage for the model solar system is 200%. This means that the selling price is twice the cost price.

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The solution of the system of linear equations on the graph is one solution at (1, −2).

Analyzing the intersection of the graphs of a system of linear equations on the coordinate plane will reveal how many solutions there are. The system has a single solution if the graphs meet at a single location. The system cannot be solved if the graphs are parallel and do not intersect. The system has an unlimited number of solutions if the graphs coincide, or overlap.

From the graph we observe that the two lines intersect at the point (1, -2).

The point where the lines intersect is thus the solution of the system of linear equations on the graph.

Hence, the solution of the system of linear equations on the graph is one solution at (1, −2).

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