Multiply: (-12/25) (-10/16)

A. -3/10
B. 3/10
C. 5/6
D. -5/6

Based on the calculations, the volume of this object is equal to 68 cubic inches (in³).

Mathematically, the volume of a cylinder can be calculated by using this formula:

Volume = πr²h

Where:

For this cylinder, the radius is given by:

Radius = Diameter/2 = 4/2 = 2 inches.

Substituting the given parameters into the formula, we have;

Volume = 3 × 2² × 3

Volume = 3 × 4 × 3

Volume = 36 cubic inches.

Mathematically, the volume of a sphere can be calculated by using this formula:

Volume = 4/3 × πr³

Where:

r represents the radius.

Substituting the given parameters into the formula, we have;

Volume = 4/3 × 3 × 2³

Volume = 4/3 × 3 × 8

Volume = 4 × 8

Volume = 32 cubic inches.

Now, we can find the total volume of this object:

Total volume = 36 cubic inches + 32 cubic inches.

Total volume = 68 cubic inches (in³).

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Answer:

E

Step-by-step explanation:

you would find the area of both squares, then add them together.

Hhiiiiiiiiiiiiiiiiiiiiiiiiiiiii

To calculate the probability that at least two people in a class of 30 share the same birthday, we can use the complement rule, which states that the probability of an event happening is equal to one minus the probability of the event not happening.

If we assume that birthdays are uniformly distributed throughout the year (i.e., each day is equally likely to be someone's birthday), then the probability that no two people in the class share the same birthday is:

365/365 * 364/365 * 363/365 * ... * 336/365

This is because the first person can have any birthday (probability of 365/365), the second person must have a different birthday (probability of 364/365), the third person must have a different birthday than the first two (probability of 363/365), and so on, up to the 30th person, who must have a different birthday than the first 29 (probability of 336/365).

Calculating this probability gives us:

(365/365) * (364/365) * (363/365) * ... * (336/365) ≈ 0.2937

So the probability that no two people in the class share the same birthday is approximately 0.2937.

Using the complement rule, the probability that at least two people in the class share the same birthday is:

1 - 0.2937 = 0.7063

Therefore, the probability that at least two people in a class of 30 share the same birthday is approximately 0.7063, or 70.63%.

As per the concept of probability, the decimal value of the player's successful free throws is 0.6

Here we have given that professional basketball, free throw percentages are written in decimal form to the thousandths place.

Here we have to choose a player and then we have to write a  fraction representing that player's successful free throws, and then convert it to a decimal.

Let us consider that the number of players is 10 and the probability is selecting one player is written as

=> 1/10

=> 0.1

Now, we have to consider that the total number of free throws for each player is 5, here we have consider that the selected player have successfully thrown 3 of his throw.

Then the probability is written as,

=> 3/5

When we convert it into decimal then we get the value as,

=> 0.6

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Based on the given dataset and information that the last digit of the CUNY ID is 5, the following steps are taken to analyze the data. The OLS estimates of coefficients B and β are calculated, and the predicted values of Y for each observation are determined. Residuals are calculated, along with the explained sum of squares (ESS), total sum of squares (TSS), and residual sum of squares (RSS). The coefficient of determination (R²) is calculated to assess the goodness of fit. Finally, the predicted value of Y is determined when X is equal to the last digit of the CUNY ID + 1.

a) To regress Y on X, we use ordinary least squares (OLS) estimation. The OLS estimates of coefficients B and β represent the intercept and slope, respectively, of the regression line. The coefficients are determined by minimizing the sum of squared residuals.

b) The predicted value of Y for each observation is obtained by plugging the corresponding X values into the regression equation. In this case, since the last digit of the CUNY ID is 5, the predicted value of Y would be calculated for X = 5.

c) Residuals are the differences between the observed Y values and the predicted Y values obtained from the regression equation. To calculate the residual for each observation, we subtract the predicted Y value from the corresponding observed Y value.

d) The explained sum of squares (ESS) measures the variability in Y explained by the regression model, which is calculated as the sum of squared differences between the predicted Y values and the mean of Y. The total sum of squares (TSS) represents the total variability in Y, calculated as the sum of squared differences between the observed Y values and the mean of Y. The residual sum of squares (RSS) captures the unexplained variability in Y, calculated as the sum of squared residuals.

e) The coefficient of determination, denoted as R², is a measure of the proportion of variability in Y that can be explained by the regression model. It is calculated as the ratio of the explained sum of squares (ESS) to the total sum of squares (TSS).

f) To predict the value of Y when X equals the last digit of the CUNY ID + 1, we can substitute this value into the regression equation and calculate the corresponding predicted Y value.

g) The coefficient B represents the intercept of the regression line, indicating the expected value of Y when X is equal to zero. The coefficient β represents the slope of the regression line, indicating the change in Y associated with a one-unit increase in X. The interpretation of β depends on the context of the data and the units in which X and Y are measured.

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You should not believe her .

Given that,

You learn from an old friend that thirty years ago, she nailed a sign into the trunk of a tree at a height of one meter. She now claims that the sign is located 25 meters up a tree.

Meristems that are found at the tips of branches allow trees to grow taller. Apical meristems are the name for these meristems. Due to apical meristems, roots also spread into the soil by developing at their terminals. Apical meristems can be seen in every tree bud you can see. Another meristem, the vascular cambium, which was previously noted, is responsible for the expansion of trunk diameter. The trunk, branches, and roots continue to get bigger because the vascular cambium creates new xylem and phloem every year. Have you ever witnessed a fence board or wire transform into a tree?

The vascular cambium is responsible for that outcome. Height development prevents the fence wire or board from rising into the air.

Therefore, you should not believe her .

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Answer:

forty-eight hundredths

Step-by-step explanation:

Answer: x=2

Step-by-step explanation:

have a good day! :)

plz give me brainliest

Answer:

(f+g)(x) = f(x) +g(x)

= (7x^3 −2x−12) +(−3x^3 -8x^2 +10x)

= x^3(7 -3) +x^2(-8) +x(-2+10) +(-12)

= 4x^3 -8x^2 +8x -12

Corresponds to selection C.

Step-by-step explanation:

The volume of the solid by subtracting two volumes is 1/6.

Given the following information below:z=y is the plane z = 3 is the parabolic cylinder y = x² is the parabolic cylinder y = 1 - x² is the limit a is the limit of integration, where a is equal to 0

We need to find the volume of the solid by subtracting two volumes.

Let's try to figure this out.

We're going to be taking the integral of the function with respect to z, which will give us the volume of the solid.

Since we have two limits, we'll need to break it down into two separate integrals.

Here is how the integral of the function will look: V = ∫∫(y - z) dA1 + ∫∫(z - y) dA2

.Let's integrate the first part of the function (y - z) dA1.

.Here, we need to set up the limits of integration for the first integral: x: 0 to 1 y: x² to 1 - x² z: y to 3

Taking the integral of (y - z) dA1 will give us the following: ∫∫(y - z) dA1=∫01∫x²1-x²∫yz3dV1=∫01∫x²1-x²(3-y)dxdy=13​This is the first volume.

Now, let's integrate the second part of the function (z - y) dA2.

Here, we need to set up the limits of integration for the second integral: x: 0 to 1 y: x² to 1 - x² z: 0 to y

Taking the integral of (z - y) dA2 will give us the following: ∫∫(z - y) dA2=∫01∫x²1-x²∫0yzdV2=∫01∫x²1-x²ydxdy=16

​This is the second volume.

Now, we can subtract the two volumes: V = V1 - V2 = 1/3 - 1/6 = 1/6

Therefore, the volume of the solid by subtracting two volumes is 1/6.

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Answer:

la respuesta es 65 millones

Step-by-step explanation:

TSA of cylinder = 2πr (h + r)

according to the question

height = radius

then,

TSA = 2πr (r + r)

2464=2 × 3.1415×r ×2r

2464/4 ×3.1415 = r×r

196.08 = r^2

r = 14.00

r = 1 4 cm

We know,

volume = 2πr ^2 ×h

=2×3.1415×14×14×14 (h=r)

=17240.552 cm^3

Answer:

8620.5 cm³

Step-by-step explanation:

h = r

SA = 2πrh + 2πr²

Since h = r, we can substitute h with r.

SA = 2πr² + 2πr² = 4πr²

4πr² = 2464 cm²

r = 14 cm

V = πr²h

r = h = 14 cm

V = π(14 cm)²(14 cm)

V = 8620.5 cm³

Answer:

not really

Step-by-step explanation:

Answer:

Bars !!!!!!

Step-by-step explanation:

Answer:

18 bags of skittles

Step-by-step explanation:

19-7.25-0.5x=2.75

=> -0.5x=-9

=> x=18

If λ = 5 is a factor of the characteristic polynomial of matrix A, then 5 is an eigenvalue of A.

Given that λ = 5 is a factor of the characteristic polynomial of matrix A, we need to determine whether 5 is an eigenvalue of A or not. Definition of Characteristic Polynomial:

A matrix A is a linear transformation whose characteristic polynomial is given by;

p(x) = \text{det}(xI - A)

Definition of Eigenvalue:

Let A be a square matrix of order n and let λ be a scalar.

Then, λ is called an eigenvalue of A if there exists a non-zero vector x, such that

A \bold{x} = \lambda \bold{x}

For some non-zero vectors x is known as the eigenvector.

Now, let's prove if 5 is an eigenvalue of A, or not.

According to the question, λ = 5 is a factor of the characteristic polynomial of A.Therefore, p(5) = 0.

\Rightarrow \text{det}(5I - A) = 0

Consider the eigenvector x corresponding to the eigenvalue λ = 5;

\Rightarrow (A-5I)x = 0$$$$\Rightarrow A\bold{x} - 5\bold{x} = 0

\Rightarrow A\bold{x} = 5\bold{x}

Since A satisfies the equation for eigenvalue and eigenvector, 5 is an eigenvalue of matrix A.

Therefore, if λ = 5 is a factor of the characteristic polynomial of matrix A, then 5 is an eigenvalue of A.

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The rate of interest for a loan of Rs 12,000 is r = 50 %

Given data ,

To find the rate of interest, we can use the formula for simple interest:

Interest = Principal x Rate x Time

Let's represent the rate of interest per year as "r" (in decimal form) and the time (in years) as "t". Given that the man took a loan of Rs 12,000 and paid Rs 3,000 as interest, we can set up the equation:

3,000 = 12,000 x r x t

We are also given that the time (in years) is the same as the rate of interest per year:

t = r

Substituting t = r into the equation, we have:

3,000 = 12,000 x r x r

3,000 = 12,000r²

Dividing both sides of the equation by 12,000:

r² = 3,000 / 12,000

r² = 1/4

Taking the square root of both sides to isolate r:

r = √(1/4)

r = 1/2

Hence , the rate of interest is 1/2 or 0.5 = 50 %

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The repeated measures studies require fewer subjects than matched subjects studies with the same number of outcomes is that repeated measures designs reduce intersubject variability.

In repeated measures studies, each participant is measured multiple times under different conditions or treatments.

Whereas, In a matched-subjects study, each participant in the treatment group is compared to participants in the control group.

Intersubject variability can be large, and differences between treatment and control groups may be attributed to differences in these individual characteristics.

However, in a repeated-measures design, each participant served as its own control, reducing inter-subject variability.

This makes it easier to recognize differences in treatment conditions and can increase effect sizes.

Therefore, a repeated measures study may require fewer subjects to achieve the same statistical power as a matched subjects study with the same number of outcomes.

However, it is important to note that repeated measures designs may have their own limitations:  Potential Order Effect or Practice Effect.

These limitations should be carefully considered when designing a study, and an appropriate design should be chosen based on the research question and the nature of the data.

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Answer:

So i found the teacher notes after hours of looking here are the exact answers so i would recommend changing the wording.

Part A: Ordered pairs in the form (mb, kmh): (1,000, 100) and (960,180) Let X be the barometric pressure and Y be the wind speed.

Slope= (180-100)

          ----------------    = -2

          (960-1000)

Formula: y=-2(x-1000)+100

Part B: y=-2(980-1000)+100=140

140 kmh is reasonable. Because 980 mb is halfway between 960 mb and 1000 mb, we should expect a wind speed halfway between 180 kmh and 100 kmh.

Part C: The wind speed intercept is (0,2100) [or (2100,0) if written that way.] This means that when brometric pressure is 0 mb, then the wind speed would be 2100 kmh. However in the context of real weather, this is an impossible situation.

Part D: The slope means that every decrease of 2 kmh in wind speed corresponds to a 1 mb increase in barometric pressure.

hoped this helped :)

Answer:

( x + 5 )² + ( y - 3 )² = 52

Step-by-step explanation:

Let find the equation of the line going through A( - 11, 7 ) and B( - 9, - 3 )

m = \(\frac{-3-7}{-9+11}\) = - 5

y - 7 = - 5( x + 11 )

y = - 5x - 48

Now, let find the equation of the line passing through midpoint of the segment AB

Coordinates of that midpoint is ( \(\frac{-11-9}{2}\) , \(\frac{7-3}{2}\) ) = ( - 10 , 2 )

Slope of the perpendicular line is \(\frac{1}{5}\) ( opposite reciprocal of ( - 5 )

y - 2 = \(\frac{1}{5}\) ( x + 10 )

y = \(\frac{1}{5}\) x + 4 ........... (1)

Coordinates of an intersection of two lines (1) and x = - 5 are coordinates of the center of the circle

y = \(\frac{1}{5}\) ( - 5 ) + 4 = 3 ⇒ y = 3

O( - 5 , 3 ) is the center

The last!! RADIUS which is OA or OB

r = \(\sqrt{(-5+11)^2 +(3-7)^2}\) = √52

( x + 5 )² + ( y - 3 )² = 52

The probability of being dealt 4​, ​5, 6​, 7​, and 8​, not necessarily in the same​ suit is  0.00039.

The cards 4,5,6,7, and 8 are given to us. We must figure out the probability of obtaining these cards in a deal. As we already know, probability equals the number of possible card selection methods divided by the total number of possible card selection methods. The amount of card selection options will therefore be determined initially.

We know that there are four cards of each number, 4, 5, 6, 7 and 8, in a deck of 52 cards. This means that there will be an equal number of possibilities to choose one card from the decks of 4, 5, 6, 7 and 8 when raised to the power of five.

Possible ways= 4^5= 1024

Total selection= C(52,5)= 2598960

Probability of being dealt with  4​, ​5, 6​, 7​, and 8​ is 1024/2598960 which is equal to 0.00039.

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The measure of the largest exterior angle of the quadrilateral is 120 degrees

Quadrilateral are polygons that have four sides. They are regarded as a four sided polygon.

Therefore, the measures of the exterior angles are as follows;

The sum of all the exterior angles of a quadrilateral is 360°. Therefore,

3x + 8x + 9x + 10x = 360°

30x = 360

x = 360 / 30

x = 12

Therefore, the greatest/largest exterior angle is as follows;

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Answer:

214°

Step-by-step explanation:

The measure of an arc that sees the center angle of the circle is equal to the very same angle that it sees

Since the measure of circle is 360° and arc AB is given as 146° the measure of arc ACB should be 360 - 146 = 214°

The amount of each quarterly payment, rounded, for a $30,000 loan with a 6% annual interest rate to be paid off in 10 equal quarterly payments is $2,803 (option B).


To calculate the amount of each quarterly payment, we need to use the formula for calculating the equal payments on an installment loan. In this case, the loan amount is $30,000, the annual interest rate is 6%, and the loan term is 10 quarters.

Using the formula, we can determine that the amount of each quarterly payment is approximately $2,803. This amount is rounded to the nearest whole number, as specified in the question. Therefore, option B, $2,803, is the correct answer. The other options (A, C, and D) are not applicable to the calculation based on the given information.

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Answer:

1. sin(Z) = 0.6

2. sin(C) = 0.28

3. cos(Z) = 0.8

4. tan(C) = 0.75

5. tan(50°) = 1.1918

6. cos(40°) = 0.7660

7. sin (25°) = 0.4226

8. sin(75°) = 0.9659.

Step-by-step explanation:

The trigonometric ratios are

\(cos \ \theta = \dfrac{Adjacent\ leg \ length}{Hypotenuse \ length}\)

\(sin \ \theta = \dfrac{Opposite \ leg \ length}{Hypotenuse \ length}\)

\(tan \ \theta = \dfrac{Opposite \ leg \ length}{Adjacent \ leg \ length}\)

1. The length of the opposite leg to angle Z = 24

The length of the hypotenuse side = 40

∴ sin(Z) = 24/40 = 0.6

2. The length of the opposite leg to angle C = 14

The length of the hypotenuse side = 50

∴ sin(C) = 14/50 = 0.28

3. The length of the adjacent leg to angle Z = 24

The length of the hypotenuse side = 30

∴ cos(Z) = 24/30 = 0.8

4. The length of the opposite leg to angle C = 27

The length of the adjacent leg = 36

∴ tan(C) = 27/36 = 0.75

5. Using the calculator, and rounding the answers to the nearest 10,000, we have;

tan(50°) = 1.1918

6. Using the calculator, and rounding the answers to the nearest 10,000, we have;

cos(40°) = 0.7660

7. Using the calculator, and rounding the answers to the nearest 10,000, we have;

sin (25°) = 0.4226

8. Using the calculator, and rounding the answers to the nearest 10,000, we have;

sin(75°) = 0.9659.

The required domain and range of the given relation in the graph is domain: {-3, 0, 2), range: {3, 0, -2}. Option A is correct.

In mathematics, the domain and range are concepts used to describe the set of possible inputs and outputs, respectively, of a function.

The domain of a function is the set of all possible values of the independent variable (usually denoted by x) for which the function is defined. In other words, it is the set of all numbers that can be plugged into the function and still produce a valid output.

From the figure and from the definition,
Domain  = {-3, 0, 2}

Range = {-2, 0, 3}

Thus, the required domain and range of the given relation in the graph is domain: {-3, 0, 2), range: {3, 0, -2}. Option A is correct.

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The verbal expressions A. half of five more than a number, C. five more than half a number, and D. half of five less than a number represent the given algebraic expression when assigned with a variable. The expressions are 1/2(x + 5), 5 + 1/2x, and 1/2(x - 5).

The verbal expressions that represent the algebraic expressions are A. half of five more than a number, C. five more than half a number, and D. half of five less than a number. To convert these expressions into algebraic form, we need to assign a variable, say x, to the unknown number.

A. Half of five more than a number can be expressed algebraically as 1/2(x + 5). B. Twice a number and five can be written algebraically as 2x + 5. C. Five more than half a number can be expressed algebraically as 5 + 1/2x. D. Half of five less than a number can be written algebraically as 1/2(x - 5).

Therefore, the expressions that represent the given algebraic expression are A. half of five more than a number, C. five more than half a number, and D. half of five less than a number. Expression B represents a different algebraic expression altogether.

To summarize, three of the given verbal expressions represent the given algebraic expression, which can be converted to algebraic form by assigning a variable to the unknown number. These expressions are 1/2(x + 5), 5 + 1/2x, and 1/2(x - 5).

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When determining if the set of equations has a solution, this is when graphing is the best method to be used.

If an equation is written in the form axe + by + c=0, where a, b, and c are real integers and the coefficients of x and y, i.e., a and b, respectively, are not equal to zero, then it is said to be a linear equation in two variables.

When there is a system of equations, there are mainly three solutions for equations that are,

no solution, unique solution, and infinitely many solutions,

these solutions can be found by solving the equations or comparing their variables, hence the process takes more time,

but the same process for finding the solutions can be done by graphing method and it is easy as compared to the above method because,

As it offers the visual to record what they have actually looked for, it was seen to be the greatest way at the time it was taught to new students for solving the system of two equations in two variables.

Hence graph method is best to find the solution to equations.

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