A water tank is in the shape of a cylinder with a height of 20 feet and a volume of 1,004.8 cubic feet. What is the radius, in feet, of the water tank?​

Answer:

17166 m/days

Step-by-step explanation:

1 mile = 1609.34 m

4 miles = 1609.34×4

= 6437.38m

1 hour = 0.0416667

9 hours = 9 × 0.0416667

= 0.375 days

Speed= (6437.38/0.375) m/days

= 17166.34667 m/days

= 17166 m/ days ( nearest whole number)

Answer:

9/20

Step-by-step explanation:

Answer:

9/20

36 divided by 4 = 9

80 divided by 4 = 20

We have the following statements and results.

A. A rhombus is a quadrilateral.

True. A rhombus is a quadrilateral all of which sides have the same length.

B. A quadrilateral is a polygon with four angles.

True. A polygon is a plane figure with at least three straight sides and angles, and typically five or more.

C. In quadrilateral PQRS, ∠P and ∠S are opposite angles.

False. If we have a quadrilateral PQRS, that means that ∠P and ∠S are consecutive angles, not opposite.

D. The diagonals of a rhombus are perpendicular and bisect each other.

True. It is true that the diagonals of a rhombus are always perpendicular and bisect each other.

Answer.

Statement C is false.

Answer:

$0.64 per cup

Step-by-step explanation:

There are 16 cups in 1 gallon, so the number of cups in 2 gallons is:

1 gallon: 16 cups

2 gallon = 2 x 1 gallon = 2 x 16 cups = 32 cups

So we need to find the price of each cup:

1 cup = ($20.48 / 32 cups) = $0.64 per cup.

Answer:

C. 7

49 square rooted would be 7 and the 4 in (x+4) would be negative and not positive like the answer shows.

As we can see, the new total cost of $234 confirms that each person paid an additional $6, and the original cost per person was indeed $18.

If there were no absentees, the total cost for the gathering would have been 12 * x dollars.

However, since 3 people were unable to attend, the remaining 12 - 3 = 9 people had to share the cost equally.

In this case, each person paid an additional $6, so the total cost after the absentees is (12 - 3) * (x + 6) dollars.

Setting up the equation, we have:

12 * x = 9 * (x + 6)

Simplifying the equation:

12x = 9x + 54

Subtracting 9x from both sides:

3x = 54

Dividing both sides by 3:

x = 18

Therefore, the original cost per person was $18.

To confirm this result, let's verify it with the given information:

Original total cost = 12 * 18 = $216

After 3 people were unable to attend, the remaining 9 people had to share the cost equally. Each person paid an additional $6, so the new total cost becomes:

New total cost = 9 * (18 + 6) = $234

As we can see, the new total cost of $234 confirms that each person paid an additional $6, and the original cost per person was indeed $18.

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Answer:

800 books

problem solving steps：

adults:60%

young people:5%

children=100%-60%-5%

=35%

35%=280 books

1%=280÷35

=8

100%=800

so,there are 800 books

Using pythagorean theorem:

The other leg is 12cm long

Answer:

Step-by-step explanation:

sp = 504

gain = 12%

in this case

sp =100%+12%=504

112%=504

1%=504/112 =4.5

100%=450

so cost =$450

Hope im correct, if i am im glad to be of service.

Answer:

√25 = 5

√64 = 8

√100 = 10

Step-by-step explanation:

The principal square root is the positive number square root

Answer:

he is correct. I got the question right on my assignment in edge

Step-by-step explanation:

If the triangle on the left had the same area as the circle on the right, it would require more resources and potentially be more unstable than the current configuration.

If the triangle on the left had the same area as the circle on the right, it would mean that the triangle would have to be larger than its current size. This is because the area of a circle is determined by the formula A=πr^2, where r is the radius of the circle.

Therefore, if the area of the circle is equal to the area of the triangle, the radius of the circle would have to be equal to the height of the triangle, and the base of the triangle would need to be wider.

This would result in a larger triangle with a greater surface area than the current triangle. The larger triangle would also have a longer perimeter, which would make it more difficult to enclose and would require more material to construct.

Additionally, the larger triangle would have a higher center of gravity, which could make it more difficult to balance and more prone to tipping over.

Overall, if the triangle on the left had the same area as the circle on the right, it would require more resources and potentially be more unstable than the current configuration.

It is important to consider both the area and the shape of an object when determining its practicality and effectiveness in a given situation.

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The approximate population in Italy in 2012 was about 60,045,678.74.

We mean close in value or amount but not precise. an approximate solution. a rough date.

We can begin by establishing a ratio between the number of mobile phones and the population:

code:

147.4% = 1.474 (because 147.4% is the decimal equivalent of 1.474)

1.474 = number of mobile phones / population

We can solve for the population by substituting the given values:

code:

88,600,000 / population = 1.474

88,600,000 / 1.474 = population

The population is 60,045,678.74 people.

As a result, the approximate population of Italy in 2012 was 60,045,678.74.

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9514 1404 393

Answer:

  y-intercept = -4

Step-by-step explanation:

The attachment shows the table and the graph.

The y-intercept is the constant in the equation, -4.

3/2.

Y = 1.5x - 5.5

Is the answer

1.5 is the slope

-5.5 is the Y intercept

The Addition Property of Equality allows us to add EF to both sides of the equation without changing its truth, giving us AB + EF = CD + EF.

We have,

The Addition Property of Equality states that if we add the same quantity to both sides of an equation, the equation remains true.

In the given equation,

AB = CD, we can add the same quantity, EF, to both sides of the equation to obtain:

AB + EF = CD + EF

This is because if two quantities are equal, and we add the same amount to both of them, the result is still equal.

Therefore,

The Addition Property of Equality allows us to add EF to both sides of the equation without changing its truth, giving us AB + EF = CD + EF.

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Answer:

  \(\left[\begin{array}{ccc|c}A&B&C&D\\E&F&G&H\\J&K&L&M\end{array}\right] =\left[\begin{array}{ccc|c}1&1&1&450\\4&7&9&3250\\1&-1&0&55\end{array}\right]\)

Step-by-step explanation:

You want the augmented matrix that represents the equations for the number of each kind of ticket sold if 450 tickets costing 4, 7, and 9 dollars were sold for $3250, with 55 more $4 tickets being sold than $7 tickets.

The problem statement gives rise to these equations, where c, s, a represent numbers of Children's, Senior, and Adult tickets sold, respectively.

  c + s + a = 450 . . . . . . . . . total number of tickets sold

  4c +7s +9A = 3250 . . . . . revenue from ticket sales

  c - s = 55 . . . . . . . . . . . . difference in numbers of tickets

The coefficients of these equations are listed in matrix form to give the augmented matrix for the problem. That matrix is shown in the Answer section, above.

The attachment shows the solution to the problem to be that sales were ...

Answer:

Step-by-step explanation:

To differentiate the function y = x^4 - x, we will use the power rule of differentiation. The power rule states that if f(x) = x^n, then the derivative of f(x) is f'(x) = nx^(n-1).

So, for y = x^4 - x, we can find the derivative as follows:

y' = 4x^3 - 1

So, the derivative of the function y = x^4 - x is y' = 4x^3 - 1.

Answer:

y = x + 8

Step-by-step explanation:

y = mx + b

m = (y2 - y1)/(x2 - x1) = (12 - 2)/(4 - (-6)) = 10/10 = 1

y = x + b

Use point (4, 12).

12 = 4 + b

b = 8

y = x + 8

The equation of the line passing through A and B is y = (4/5)x - (2/5).

A straight line's general equation is y = mx + c, where m is the gradient and y = c is the value at which the line intersects the y-axis. The y-axis intercept is denoted by the number c. A straight line with gradient m and intercept c on the y-axis has the equation y = mx + c.

The point-slope form of a linear equation can be used to find the equation of the line passing through points A and B:

y - y1 = m(x - x1) (x - x1)

where m denotes the slope of the line, (x1, y1) denotes the coordinates of point A or B, and (x, y) denotes the coordinates of any other point on the line.

To calculate the slope, we can use points A (3, 2) and B (8, 6).

m = (y2 - y1) / (x2 - x1) = (6 - 2) / (8 - 3)\s= 4 / 5

So the equation for the line connecting A and B is:

y - 2 = (4/5)(x - 3) (x - 3)

This equation can be simplified by multiplying both sides by 5:

5y - 10 = 4x - 12

Then we can rearrange it to form the slope-intercept equation, y = mx + b:

5y = 4x - 2

y = (4/5)x - (2/5)

As a result, the equation for the line connecting A and B is y = (4/5)x - (2/5).

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Answer:

9

Step-by-step explanation:

3x^2 + 3x - 9

Substitute x = 2 into the equation.

3(2)^2 + 3(2) - 9

3(4) + 6 - 9

12 + 6 - 9

18 - 9 =

9

To support her discussion, it would be best for Alex to use Graph A for her presentation. Alex should use this graph for her presentation because the number of faulty products appears to decrease less on this graph.

In Mathematics and Geometry, a steeper slope simply means that the slope of a line is bigger than the slope of another line. This ultimately implies that, a graph with a steeper slope has a greater (faster) rate of change in comparison with another graph.

In order to determine an equation with a declining line, we would have to determine the slope of each line graphically and then taking note of the line with a negative rate of change (slope) because it indicates a decreasing function.

In this context, we can reasonably infer and logically deduce that Graph A is more suited for Alex's presentation because the number of faulty products appears to decrease less on it.

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Diane plans to arrive at 7:30 A.M.

Time is a notion that is used to quantify the length and progression of occurrences. It is a key aspect of how things work and can be expressed in terms of hours, minutes, seconds, and other time intervals. Time helps us schedule, coordinate, and comprehend the sequence of events in our daily lives. It also enables us to arrange and synchronize activities.

If we take the assumed intended arrival time of 8:00 A.M. and deduct Diane's anticipated arrival time of 30 minutes, we get the intended arrival time.

Therefore, Diane plans to arrive at 7:30 A.M.

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For example, 0.123 would be a legitimate entry. Lower limit (first blank) = 0.285, Upper limit (second blank) = 0.562.

The confidence interval for proportions is

p±z *√p(1-p)/n.

In this case, p = 36/85 = .4235, and z* = 2.575 (the value of the standard normal distribution corresponding to 99%).

so,

0.4235 ± 2.576 * √0.4235*0.5765/85

0.4235 ± 0.13804

= (0.285, 0.562)

Therefore, Lower limit is 0.285 and Upper limit 0562.

A confidence interval is the mean of your estimate plus and minus the variation in that estimate. This is the range of values you anticipate your estimate to fall between if you redo your test, within a certain position of confidence.

Confidence, in statistics, is another way to describe probability. For illustration, if you construct a confidence interval with a 95 confidence position, you're confident that 95 out of 100 times the estimate will fall between the upper and lower values specified by the confidence interval.

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Answer:

88.50

Step-by-step explanation:

59 divided by 2 (50%) = 29.50

59+29.50=88.50

y√y i.e Option (B) is  equivalent to the expression below when y> 0.

Equivalent means that two things have the same value, meaning, or measure. For example, 2 + 2 and 4 + 0 are equivalent equations because both equal 4. Another example is 1/2 and 0.5, which are equivalent because they are both equal to one-half.Equivalent in mathematics refers to two expressions that have the same value or the same outcome when evaluated.

Equivalent means having the same value, measure, or effect as something else. For example, two dollars is equivalent to two euros.

Let's start with the expression:

√\(y^{3}\)+√\(16y^{3}\)-\(4y\)√\(y\)

where y > 0. (this allow us to have y inside a square root, so we don't mess with complex numbers).

We want to find the equivalent expression to this one.

Here, we can do the next two simplifications:

√\(16y^{3}\) = √\(16\) √\(y^{3}\) = \(4\)√\(y^{3}\)

And

\(y\)√\(y\) = √\((y^{2}. y)\)= √\(y^{3}\)

If we apply these two to our initial expression, we can rewrite it as:

√\(y^{3}\)+√\(16y^{3}\)-\(4y\)√\(y\)

√\(y^{3}\) + \(4\)√\(y^{3}\)-\(4\)√\(y^{3}\) = √\(y^{3}\)=\(y\)√\(y\)

Therefore, Option (B) is correct.

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Answer:

A = $1,025.00

I = A - P = $25.00

Equation:

A = P(1 + rt)

Calculation:

First, converting R percent to r a decimal

r = R/100 = 5%/100 = 0.05 per year.

Putting time into years for simplicity,

6 months / 12 months/year = 0.5 years.

Solving our equation:

A = 1000(1 + (0.05 × 0.5)) = 1025

A = $1,025.00

The total amount accrued, principal plus interest, from simple interest on a principal of $1,000.00 at a rate of 5% per year for 0.5 years (6 months) is $1,025.00.

Answer: Let's call the width of the rectangular playing field "w" and the length "l". From the problem, we know that:

l = 3w + 4 (the length is 4 yards longer than triple the width)

We also know that the perimeter of a rectangle is the sum of the lengths of all four sides, so:

P = 2l + 2w

We are given that the perimeter is 416 yards, so we can substitute that into the perimeter equation:

416 = 2(3w + 4) + 2w

Simplifying and solving for w:

16 = 6w + 8

8 = 6w

w = 8/6 = 4/3

We can now substitute that back into the equation for the length:

l = 3w + 4

l = 3(4/3) + 4

l = 4 + 4

l = 8

So the dimensions of the rectangular playing field are 4/3 yards wide and 8 yards long.

Step-by-step explanation: