123
Step-by-step explanation:
Question 5 please someone solve its functions and composite functions
The value of kˣ for the exponential function is [tex]27^{(1/x)}.[/tex]
What is the value of kˣ?We can use the properties of exponents to solve this problem and determine the value of kˣ.
To find the value of h(3x), we can use the property that [tex](a^b)^c = a^{bc}[/tex] for any real numbers a, b, and c. This is shown in the solution below.
h(3x) = 3³ˣ (since h(x) = 3ˣ)
= (3³)ˣ
= 27ˣ
Therefore, we have:
kˣ = 27ˣ
To find the value of kˣ, we can take the x-th root of both sides:
[tex]k = 27^{(1/x)}[/tex]
So, the value of kˣ is [tex]27^{(1/x)}[/tex].
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The radius of a circle is 7 in. Find its area to the nearest whole number.
schoology
Answer:
153.9in.^2
Step-by-step explanation:
Area of circle = [tex]\pi[/tex]r²
So 7^2=49
49*兀 = 153.9 to 1dp
Do number 9 please thank you.
Answer:
x=6x³-5x²-66x-40
Step-by-step explanation:
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A sports camp places it's participants on teams. Each team will have 8 members. There are 3208 people registered to participate.
The number of teams that can be formed is 401
Finding the number of teams:
To determine the number of teams that can be formed with the given number of participants, we need to divide the total number of participants by the number of members per team.
Here we have
Number people registered = 3208
Number of members each team will have is 8 members
The number of teams that can be formed is equal to 3208 ÷ 8
Number of teams = 3208/8 = 401
Therefore,
The number of teams that can be formed is 401
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5 melons cost £3.50
7 melons cost £5
Are the number of melons and the cost in direct proportion? Explain how you know.
Explain without using y=kx
Answer:
Two quantities are in direct proportion if an increase in one quantity leads to a proportional increase in the other quantity. In this case, the number of melons and the cost of melons are in direct proportion if an increase in the number of melons leads to a proportional increase in the cost of melons.
To check if the given statement is true, we can use the concept of unit rate. Unit rate is the rate for one unit of a given quantity. In this case, the unit rate for melons would be the cost of one melon.
If 7 melons cost £5, then the cost of one melon can be calculated by dividing the total cost by the number of melons:
Cost of one melon = Total cost / Number of melons
= £5 / 7
= £0.714 (rounded to 3 decimal places)
Now, let's calculate the cost of different numbers of melons and see if they are in direct proportion:
For 1 melon, the cost would be £0.714
For 2 melons, the cost would be £1.429
For 3 melons, the cost would be £2.143
For 4 melons, the cost would be £2.857
For 5 melons, the cost would be £3.571
For 6 melons, the cost would be £4.286
For 7 melons, the cost would be £5.000
As we can see, the cost of melons increases proportionally with the number of melons. Therefore, we can conclude that the number of melons and the cost of melons are in direct proportion
May anyone help me with this ?
Answer:
x+8+2x-5. 2x+x+8-5. x=3
sharon earns a base pay of $14 h she also earns time and a half for overtime. overtime is any hours beyond 40 h the goal of the question is to write an equation to model the situation then use the equation to determine how many hours sharon worked if she earned $749
Sharon worked 49 hours to earn $749.
To solve this problem, we need to write an equation that models Sharon's earnings based on her base pay and overtime pay. The equation is as follows:
Earnings = (Base pay x Regular hours) + (Overtime pay x Overtime hours)
Since Sharon earns a base pay of $14 per hour and time and a half for overtime, her overtime pay is $14 x 1.5 = $21 per hour. We can plug these values into the equation:
$749 = ($14 x 40) + ($21 x Overtime hours)
Solving for the overtime hours, we can rearrange the equation and isolate the variable on one side:
$749 - $560 = $21 x Overtime hours
$189 = $21 x Overtime hours
Overtime hours = 9
Therefore, Sharon worked 9 hours of overtime in addition to her regular 40 hours, for a total of 49 hours.
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Invasive Fish The equation p = 5,000 - 2 represents the population of an invasive fish species in a large lake, 1 years since 2005, when the fish population in the lake was first surveyed.
1. What was the population in 2005?
2. For this model, what does it mean when tis -2?
3. For 1 = -2, is the fish population more or less than 1,000? How do you know?
1. The population in 2005 was 5000
2. when t is -2, it indicates that 1250 the population before 2 years was 1250
3. For t - -2 population was more than 1000
What is an Equation ?An equation is a mathematical term, which indicates that the value of two algebraic expressions are equal.
a. To find the population of the fish species in 2005, we need to plug in t = 0 into the equation:
p = 5,000 .2^t
p = 5,000 .2^0
p = 5,000
Therefore, the population of the fish species in 2005 was 5,000.
b. When t is -2, it means we are two years before 2005, the year when the fish population in the lake was first surveyed. In other words, we are trying to find the population of the fish species two years before 2005. To do this, we plug in t = -2 into the equation:
p = 5,000 .2^t
p = 5,000 .2^-2
p = 5,000 .25
p = 1,250
Therefore, the population of the fish species two years before 2005 was 1,250.
c. The fish population at t = -2 is more than 1,000. We know this because we calculated that the population was 1,250, which is greater than 1,000.
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Hi, could you please solve in a clear handwriting showing exactly step by step how to solve it? Thanks
The management of a company analyzes the dependence of sales of the company's main product on investments. Information on investments (X variable, thousand Euro) and the main product's sales for the last 12 years (Y variable, thousand Euro) are the following:
ΣΧi = 22, ΣΥi = 66, ΣΧ i2= 45.8, ΣΥi2 = 369.94, EXiYi = 126.54
1) Calculate the correlation coefficient and make conclusions about the closeness of the linear relationship.
2) Find the linear regression from variable Y to the X and forecast the sales volume if the investment volume is planned to be 30 thousand Euro.
The forecasted sales volume is 34.116 thousand Euro if the investment volume is planned to be 30 thousand Euro.
Let's solve this problem step by step:
Calculate the correlation coefficient (r) using the formula:
r = (ΣXY - (ΣX)(ΣY)/n) / sqrt([(ΣX^2 - (ΣX)^2/n)(ΣY^2 - (ΣY)^2/n)])
Plug in the given values into the formula:
r = (126.54 - (22)(66)/12) / sqrt([(45.8 - (22)^2/12)(369.94 - (66)^2/12)])
Simplify the formula and solve for r:
r = (126.54 - 121) / sqrt([(45.8 - 40.333)(369.94 - 363)])
r = 5.54 / sqrt[(5.467)(6.94)]
r = 5.54 / 4.967
r = 1.115
Make conclusions about the closeness of the linear relationship based on the value of r:
Since the value of r is close to 1, this indicates a strong positive linear relationship between the investments (X variable) and the main product's sales (Y variable).
Find the linear regression from variable Y to the X using the formula:
Y = a + bX
Calculate the slope (b) using the formula:
b = (ΣXY - (ΣX)(ΣY)/n) / (ΣX^2 - (ΣX)^2/n)
Plug in the given values into the formula and solve for b:
b = (126.54 - (22)(66)/12) / (45.8 - (22)^2/12)
b = 5.54 / 5.467
b = 1.013
Calculate the intercept (a) using the formula:
a = (ΣY - b(ΣX))/n
Plug in the given values into the formula and solve for a:
a = (66 - 1.013(22))/12
a = 44.714/12
a = 3.726
Plug in the values of a and b into the linear regression formula:
Y = 3.726 + 1.013X
Forecast the sales volume if the investment volume is planned to be 30 thousand Euro by plugging in the value of X into the linear regression formula:
Y = 3.726 + 1.013(30)
Y = 3.726 + 30.39
Y = 34.116
Therefore, the forecasted sales volume is 34.116 thousand Euro if the investment volume is planned to be 30 thousand Euro.
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A rectangle is 45 cm long and 15 cm wide. What's the RATIO of the rectangle's length to its width? A 1:3. B 3:1. C 1:4. D 4:1 (Please make sure its a Ratio!)
Answer:
B. 3:1
Step-by-step explanation:
45 : 15
Divide both side by 15
= 3 : 1
Chantal has saved $5000.She put it in a savings account that earns 2.5% simple interest.How much interest will she earn after 3 years?
The amount of interest she will earn at the end of 3 years would be = $375
How to calculate the simple interest earned by Chantal?The principal amount of money saved by Chantal (p)= $5000
The interest rate that the amount generates (r)= 2.5%
The total time for the savings(t) = 3 years.
The simple interest generated S.I = P×T×R/100
= 5000×3×2.5/100
= 37500/100
= $375
Therefore the amount of money she will earn as interest after three years of savings would be = $375.
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Megan puts $200. 00 into an account to use for school expenses. The account earns 9% interest, compounded annually. How much will be in the account after 5 years?
We can use the formula for compound interest to find the amount in the account after 5 years:
A = P(1 + r/n)^(nt)
where:
A = the amount in the account after 5 years
P = the principal (initial amount) = $200.00
r = the annual interest rate as a decimal = 0.09
n = the number of times the interest is compounded per year = 1 (compounded annually)
t = the time in years = 5
Plugging in the values, we get:
A = $200.00(1 + 0.09/1)^(1*5)
A = $200.00(1.09)^5
A = $200.00(1.538624)
A = $307.72
Therefore, there will be $307.72 in the account after 5 years.
giving brainly The speed limit on a neighborhood road is 35 miles per hour. You can write the inequality s_< 35.Which of the following statements is true?
A.s must be less than 35.
B.The least possible value of s is 35.
C.The greatest possible value of s is 35.
D.s may be greater than 35 but cannot be equal to 35.
The correct option would be s must be less than 35.
Option (A) is correct.
What is inequality?
In mathematics, an inequality is a mathematical statement that compares the values of two expressions or quantities using a relational symbol such as "<" (less than), ">" (greater than), "<=" (less than or equal to), ">=" (greater than or equal to), or "!=" (not equal to).
A. s must be less than 35.
The inequality s < 35 means that the speed s must be less than 35 miles per hour, which is the speed limit on the neighborhood road. Therefore, statement A is true. Statement B is false because the least possible value of s is zero, not 35. Statement C is false because the greatest possible value of s is infinite, although there may be practical limits to how fast a vehicle can go on a neighborhood road. Statement D is false because s cannot be greater than 35 if the speed limit is 35 miles per hour.
Hence, the correct option would be s must be less than 35.
Option (A) is correct.
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Based on the results, what is the probability of needing exactly 4 rolls to get doubles? ___
The probability of needing exactly 4 rolls to get doubles is 0.12.
What is meant by probability?
An event's probability is a numerical representation of how likely it is that the event will take place. In mathematical notation, it is written as a number between 0 and 1, or as a percentage between 0% and 100%. The higher an event's probability, the more likely it is to occur. In a sample space, there is a probability of 1 for each event. The probability formula states that the ratio between the number of favourable outcomes and the total number of outcomes determines the likelihood that an event will occur. Sets are used in the terminology of probability theory. A set is a grouping of various things.
From the figure,
The number of times we get doubles in 1 roll = 5
The number of times we get doubles in 2 rolls = 4
The number of times we get doubles in 3 rolls = 4
The number of times we get doubles in 4 rolls = 3
The number of times we get doubles in 5 rolls = 3
The number of times we get doubles in 6 rolls = 2
The number of times we get doubles in 7 rolls = 3
The number of times we get doubles in 8 rolls = 0
The number of times we get doubles in 9 rolls = 1
Total number of outcomes = 5+4+4+3+3+2+3+1 = 25
Number of doubles in 4 rolls = 3
The probability of needing exactly 4 rolls to get doubles = 3/25 = 0.12
Therefore the probability of needing exactly 4 rolls to get doubles is 0.12.
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The selling price of each cup of lemon juice is 3/2 times as much as the selling price of a cup of apple juice. For every 2 cups of lemon juice sold, Mr Tan sells 5 cups of apple juice. He earns $12 more from apple juice than from lemon juice. How much does Mr Tan earn altogether?
Answer:
Let's start by assigning variables to the unknowns in the problem:
Let x be the selling price of a cup of apple juice.
Then the selling price of a cup of lemon juice is 3/2 times x, or 1.5x.
Let y be the number of times 2 cups of lemon juice are sold (so y is an even number).
Then the number of times 5 cups of apple juice are sold is 5/2 times y, or 2.5y.
From the given information, we can set up two equations:
2.5y(x + 12) = 1.5xy (Mr Tan earns $12 more from apple juice than from lemon juice)
2(1.5x)y = 5(2.5y) (for every 2 cups of lemon juice sold, 5 cups of apple juice are sold)
Simplifying the second equation, we get:
3xy = 25y
Dividing both sides by y (which is non-zero since y is even), we get:
3x = 25
Solving for x, we get:
x = 25/3
Substituting x into the first equation and simplifying, we get:
y = 24
So Mr Tan sells 24 cups of lemon juice and 60 cups of apple juice. To find his total earnings, we can multiply the selling price by the number of cups sold for each juice and add them up:
Total earnings = 24(1.5x) + 60x
Total earnings = 36x + 60x
Total earnings = 96x
Substituting x = 25/3, we get:
Total earnings = 96(25/3)
Total earnings = 800
Therefore, Mr Tan earns $800 altogether.
bro pls I need this quick
Answer: I think 47.5in^2
Step-by-step explanation:
Which enequality represents B? Thanks ! (Question 5)
The inequality to represent the given scenario is b≥ [tex]22\frac{2}{3}[/tex]. Therefore, option A is the correct answer.
What are inequalities?Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.
Given that, at Dublin International Airport if your luggage weighs more than [tex]22\frac{2}{3}[/tex] kilograms, you will be charged an additional baggage fee for the overweight luggage.
So, the inequality is b≥ [tex]22\frac{2}{3}[/tex]
Therefore, option A is the correct answer.
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The polynomial 18x^(2)+3x-10 is equivalent to the product of (3x-2) and the binomial:
Answer:
6x+5
To check this, we can use the distributive property of multiplication:
(3x-2)(6x+5) = 18x^2 + 15x - 12x - 10 = 18x^2 + 3x - 10
So the given polynomial is indeed equivalent to the product of (3x-2) and 6x+5.
The polynomial 18x^(2)+3x-10 is equivalent to the product of (3x-2) and the binomial 6x+5.
The polynomial 18x^(2)+3x-10 is equivalent to the product of (3x-2) and the binomial 6x+5. This can be found by factoring the polynomial into two binomials.
Find two numbers that multiply to -180 (-10 * 18) and add to 3 (the coefficient of the x term).
The two numbers are -15 and 12.
Rewrite the polynomial as 18x^(2)-15x+12x-10.
Factor by grouping: 3x(6x-5)+2(6x-5).
Factor out the common binomial: (3x-2)(6x+5).
Therefore, the polynomial 18x^(2)+3x-10 is equivalent to the product of (3x-2) and the binomial 6x+5.
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Two tablets and 4 mini tablets cost $2450 . One tablet costs $870. How much does one mini tablet cost
Hence determine the volume of the Nestle Cremora Carton container in m³
The volume of the Nestle Cremora Carton container is 400 m³
What is an equation?An equation is an expression that shows how two or more numbers and variables are related using mathematical operations of addition, subtraction, multiplication, division, exponents and so on.
The volume of a cuboid is given as:
Volume = Length * Width * Height
The question is incomplete. Let us assume that the container dimensions are as follows:
Height: 10 mLength: 8 mWidth: 5 mThe Nestle Cremora Carton container is in the shape of a cuboid. Hence:
Volume of container = length * width * height = 10 m * 8 m * 5 m = 400 m³
The volume is 400 m³
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What are the Big Ideas or Focal Points in the mathematics
curriculum in grades 5?
The Big Ideas or Focal Points in the mathematics curriculum in grade 5 are:
1. Number Sense and Algebraic Thinking. 2. Geometry and Spatial Sense. 3. Data Analysis and Probability. 4. Measurement and Estimation. 5. Problem Solving
1. Number Sense and Algebraic Thinking - understanding numbers, relationships between numbers, and operations;
2. Geometry and Spatial Sense - understanding, representing, and reasoning with two- and three-dimensional shapes;
3. Data Analysis and Probability - understanding, organizing, and interpreting data;
4. Measurement and Estimation - understanding units of measurement and making reasonable estimates;
5. Problem Solving - applying appropriate strategies to solve mathematical problems.
These Big Ideas or Focal Points are important because they help students to develop a deeper understanding of mathematical concepts and to build a strong foundation for further learning in mathematics. By focusing on these key concepts, students are able to gain a better understanding of how mathematics works and how it can be applied in real-world situations.
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2. A billboard is two different colors. What is the area of the white part of the billboard? Explain how you found your answer. 4ft height and 4.5ft base
Answer: To find the area of the white part of the billboard, we first need to find the area of the entire billboard and then subtract the area of the non-white part.
The area of a triangle can be found using the formula:
Area = (1/2) x base x height
In this case, the white part of the billboard is a right-angled triangle with a height of 4 ft and a base of 2.5 ft (half of the total base of 4.5 ft).
The area of the entire billboard is:
Area = (1/2) x base x height
Area = (1/2) x 4.5 ft x 4 ft
Area = 9 ft²
The area of the non-white part of the billboard is:
Area = (1/2) x base x height
Area = (1/2) x 2.5 ft x 4 ft
Area = 5 ft²
Therefore, the area of the white part of the billboard is:
Area of white part = Total area - Area of non-white part
Area of white part = 9 ft² - 5 ft²
Area of white part = 4 ft²
So the area of the white part of the billboard is 4 square feet.
Step-by-step explanation:
11. Determine the values of \( r \) for which \( v=\left[\begin{array}{c}2 \\ r \\ -1\end{array}\right] \) is in the span of \( \mathcal{S}=\left\{\left[\begin{array}{c}1 \\ 0 \\ -1\end{array}\right],
To determine the values of r for which v is in the span of S, we need to find a scalar multiple of the vector in S that equals v.
In other words, we need to solve the equation:
v = c* S
where c is a scalar and S is the vector in the span. Plugging in the values for v and S, we get:
\[\left[\begin{array}{c}2 \\ r \\ -1\end{array}\right] = c*\left[\begin{array}{c}1 \\ 0 \\ -1\end{array}\right]\]
To solve for c, we can equate the corresponding entries of the two vectors:
2 = c*1
r = c*0
-1 = c*-1
From the first equation, we get c = 2. Plugging this value into the third equation, we get:
-1 = 2*-1
which simplifies to:
-1 = -2
This equation is not true, so there is no value of c that satisfies all three equations.
Therefore, there is no value of r for which v is in the span of S.
The vector v is not in the span of S for any value of r.
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How many real zeros does the polynomial function f(x)=4x^(3)-3x+2x^(4)-x^(2)+7 have
The polynomial function [tex]f(x) = 4x^3 - 3x + 2x^4 - x^2 + 7[/tex] has no 0 real zeros.
The polynomial function [tex]f(x) = 4x^3 - 3x + 2x^4 - x^2 + 7[/tex] can be rearranged to make it easier to find the real zeros.
[tex]f(x) = 2x^4 + 4x^3 - x^2 - 3x + 7[/tex]
To find the real zeros of this polynomial, we need to use the Rational Root Theorem. This theorem states that if a polynomial has a rational root, it must be a factor of the constant term (7) divided by a factor of the leading coefficient (2).
The possible rational roots are: ±1, ±7, ±1/2, ±7/2
We can use synthetic division to test each of these possible roots until we find one that gives us a remainder of 0.
Using synthetic division, we find that none of the possible rational roots are actually roots of the polynomial. This means that the polynomial has no real zeros.
Therefore, the answer is 0. The polynomial function [tex]f(x) = 4x^3 - 3x + 2x^4 - x^2 + 7[/tex] has no 0 real zeros.
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Which values in the data set are outliers? Show all work.
72, 81, 82, 83, 83, 85, 100, 54, 75, 81, 83
List the following (and show work if needed): Q1, Median, Q3, Lower Fence, Upper Fence, and Outliers
The median, Q₁, Q₃, lower fence and upper fence of the given data set are 82, 75, 83, 63 and 95.
What is Inter quartile range?
In a range of values, from lowest to highest, the IQR denotes the median 50% of values. Find the median (middle value) of the lower and higher half of the data first, then use that number to calculate the interquartile range (IQR). The first quartile (Q1) and third quartile (Q3) of these values (Q3). What separates Q3 from Q1 is known as the IQR.
Given data set : 72, 81, 82, 83, 83, 85, 100, 54, 75, 81, 83
Firstly, we will arrange the data into ascending order.
we get, 54, 72, 75, 81, 81, 82, 83, 83, 83, 85, 100.
Here, no. of terms is 11
So, Median = (n+1)/2 th = (11+1)/2 = 6th term
So, Median = 82.
Q₁ = (n+1)/4 th term = (11+1)4 th = 3rd term
= 75
Q₃ = 3(n+1)/4 th term = 9th term = 83
Inter-quartile range = Q₃ - Q₁
= 83 - 75 = 8.
Now, Lower fence = Q₁ - 1.5*IQR
= 75 - 1.5× 8
= 75 - 12 = 63
Upper fence = Q₃ + 1.5*IQR
= 83 + 1.5×8
= 83 + 12
= 95.
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determine the time (in minutes ) it will take the vehicle to travel the same distance at 50 miles per hour
The following formula is used to determine how long it will take the car to cover the same distance at 50 miles per hour:
Distance (in miles) divided by Speed (in miles per hour) = Time (in hours). In this case, it is:
Distance / Speed = Time
Distance / 50 = Time
Time = Distance / 50
Time (in minutes) = (Distance / 50) * 60
Therefore, the time it will take the vehicle to travel the same distance at 50 miles perhour is (Distance / 50) * 60 minutes.
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Copy and complete the tables for sector of a circle.
Note: please add steps explaining
The completed table showing the radius, angle at the center, arc length, and area of the sector of the circle are as follows;
[tex]{}[/tex] Radius Angle at center Arc Length Area
(a) 4 cm [tex]{}[/tex] 1.25 rad 5 cm 22.5 cm²
(b) [tex]{}[/tex] 6 cm 1.5 rad 9 cm 22.5 cm²
(c) [tex]{}[/tex] 12 cm 0.8 rad 9.6 m 57.6 m²
(d) [tex]{}[/tex] 10 m 1.2 rad 12 m 60 m²
(e) [tex]{}[/tex] 8 mm 2 rad 16 mm 64 mm²
(f) [tex]{}[/tex] 9 mm (2/3) rad 6 mm 27 mm²
What is a sector of a circle?A sector of a circle is a part of a circle that is pie shaped, with parts including, two radii of the circle and part of the circumference of the circle.
4(a) The specified dimensions of the sectors of the circles are;
Radius = 4 cm
Angle at the center = 1.25 radians
The arc length is therefore;
Arc length = 2 × π × 4 cm × 1.25 rad/(2·π rad) = 5 cmThe area of the sector is therefore;
Area = π × (6 cm)² × 1.25/(2·π) = 22.5 cm²(b) Radius = 6 cm
Arc length = 9 cm
The angle at the center, θ, is therefore;
Arc length = 2×π×6 × θ/(2·π) = 9
6 × θ = 9
θ = 9/6 = 1.5
The angle at the center = 1.5 radiansArea = π × (6 cm)² × 1.25/(2·π) = 36 cm² × 1.25/2 = 22.5 cm²(c) Angle at center = 0.8 rad
Arc length = 9.6 m
Arc length = 2×π× Radius × 0.8 rad/(2·π rad) = 9.6
Radius = 9.6 m/0.8 = 12 m
The radius of the circle is 12 cmThe area of the circle, is therefore; π × (12 m)² × (0.8 rad/(2·π rad)) = 57.6 m²(d) Angle at the center = 1.2 radians
Area = 60 m²
The area = π × (Radius)² × 1.2/(2·π) = 60 m²
(Radius)² × 0.6 = 60 m²
(Radius)² = 60 m²/(0.6) = 100 m²
Radius = √(100 m²) = 10 mThe arc length = 2 × π × 10 mm × 1.2/(2·π) = 12 mm
The arc length = 12 mm(e) The radius of the circle = 8 mm
The area of the sector = 64 mm²
The angle at the center, θ, can therefore, be found as follows;
Area = π × (8 mm)² × θ/(2·π) = 64 mm²
θ = 2 × 64 mm²/((8 mm)²) rad = 2 rad
The angle at the center, θ = 2 radiansArc length = 2×π× 8 mm × 2/(2·π) = 16 mm(f) Arc length = 6 mm
Area = 27 mm²
The radius and angle at the are found as follows
Let r represent the radius, we get;
Arc length = 2 × π × r × θ/(2·π) = 6
Therefore; θ = 6/r
Area of the sector = π × r² × θ/(2·π) = 27 mm²
Therefore; π × r² × (1 mm²) × (6/(r × 1 mm))/(2·π) = 27 mm²
r × (1 mm) × 3 = 27 mm²
r = 27 mm²/(3 × 1 mm) = 9 mm
The radius, r = 9 mmAngle at the center, θ = 6/9 rad = (2/3) radPlease find the completed table for the sectors of a circle above
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Solve the following absolute value inequality. Type your answer using interval notation. Make sure that you use brackets ( or parentheses () as appropriate. If there is no solution, say so. 4| x +3| + 6 < 2
To solve the absolute value inequality, we need to isolate the absolute value expression on one side of the inequality and then solve for x. Here are the steps:
4| x +3| + 6 < 2
4| x +3| < -4 (Subtract 6 from both sides)
| x +3| < -1 (Divide both sides by 4)
Since the absolute value of any expression is always positive, there is no solution to this inequality. In interval notation, we can write the solution as ∅ (empty set).
Answer: ∅
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Combine each set of sentences to form one grammatically-correct sentence. You can delete or change words as needed, but your sentences need to retain important information from the original sentences. Try two different combinations for each group. 1. My sister is a graduate of Polytechnic University. My sister is a border services officer. My sister lives in North Delta A. B. 2. Jasmine left to visit her friend. Jasmine's friend lives in Alberta, Jasmine left yesterday A. B. 3. They listened to music. They did their homework. The music was relaxing. It helped them concentrate
A.
B.
A. My sister is a graduate of Polytechnic University and a border services officer who lives in North Delta.
B. Yesterday, Jasmine left to visit her friend in Alberta.
A. They listened to relaxing music while they did their homework, which helped them concentrate.
B. To help them focus on their homework, they listened to relaxing music.
Combining sentences is a useful writing technique that helps make sentences concise and easy to read. Combining two or more sentences into one sentence can also help to create smoother transitions between ideas. When combining sentences, it is important to make sure the sentence remains grammatically correct, and to retain important information from the original sentences.
Another way to combine sentences is to delete certain words or phrases. For example, in the sentence “Yesterday, Jasmine left to visit her friend in Alberta”, the phrase “yesterday” can be removed without changing the meaning of the sentence.
You can also combine sentences by changing the order of the words. For example, in the sentence “They listened to relaxing music while they did their homework, which helped them concentrate”, the order of the words can be changed to “They did their homework while they listened to relaxing music, which helped them concentrate”.
Finally, it is important to make sure that the sentence remains grammatically correct. When combining sentences, it is important to make sure that the sentence still has a subject and verb, and that the verb is still in the correct tense.
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(5)/(x-5)=5+(x)/(x-5) Is the equation an identity, a conditional equation, or an inconsistent equation?
The given equation (5)/(x - 5) = 5 + (x)/(x - 5) is a conditional equation.
We can simplify the equation as follows:
(5)/(x - 5) - (x)/(x - 5) = 5
(5 - x)/(x - 5) = 5
Now, we can cross-multiply to get rid of the fraction:
5 - x = 5(x - 5)
Distributing the 5 on the right side of the equation gives us:
5 - x = 5x - 25
Adding x to both sides and adding 25 to both sides gives us:
30 = 6x
Dividing both sides by 6 gives us:
x = 5
Since the equation has a solution, it is a conditional equation. Therefore, the answer is a conditional equation.
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