slove for g : 9+3.5g=11-0.5g

The calculated volume of the cylinder is 891 cubic inches

From the question, we have the following parameters that can be used in our computation:

Diameter = 9 in

Height = 14 in

Using the above as a guide, we have the following:

r = 9/2 = 4.5

h = 14

So, we have

V = πr²h

Substitute the known values in the above equation, so, we have the following representation

V = 22/7 * (9/2)² * 14

Evaluate

V = 891

Hence, the volume is 891 cubic inches

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Question

For the following cylinder, find the volume. Round to the hundredths when necessary.

Diameter = 9 in

Height = 14 in

Volume = ___ in ³

Answer: 38.2°

Step-by-step explanation:

\(\dfrac{\sin 27^o}{11}=\dfrac{\sin x}{15}\\\\\\\text{Multiply both sides by 15:}\\\\\dfrac{15\sin 27^o}{11}=\sin x\\\\\\\text{Apply arcsin to both sides:}\\\\\sin^{-1}\bigg(\dfrac{15\sin 27^o}{11}\bigg)=x\\\\\\\text{Use a calculator (make sure it is set to DEG and not rad):}\\\\38.2488=x\\\\\\\text{Round to the nearest tenth:}\\\\\large\boxed{x=38.2}\)

Answer:

x = 350 gallons (amt of 60% solution that must be added)

Step-by-step explanation:

Amt of 60% solution = x gallons ; Amt of active ingredient = 0.6x gallons

Amt of 15% solution = 100 gallons ; Amt of active ingredient = 15 gallons

Amt of 50% solution = 100+x gallons ; Amt of active = 50 + 0.5x gallons

EQUATION:

Active ingredient: 0.60x + 15 = 50 + 0.50x

0.10x = 35

x = 350 gallons (amt of 60% solution that must be added)

The polynomial 6x² + 11 - 5x⁴ + 9x can be written in standard form as -5x⁴ + 6x² + 9x + 11. It is classified as a degree 4 polynomial with four terms.

To write the polynomial in standard form, we rearrange the terms in descending order of degree.

The given polynomial is: 6x² + 11 - 5x⁴ + 9x

Rearranging the terms in descending order of degree, we have:

-5x⁴ + 6x² + 9x + 11

Now, let's classify the polynomial by degree and number of terms.

Degree: The degree of a polynomial is the highest exponent of the variable. In this case, the highest exponent is 4, which belongs to the term -5x⁴. Therefore, the degree of the polynomial is 4.

Number of terms: The number of terms in a polynomial is determined by the number of separate expressions or groups of terms. In this case, we have four separate terms: -5x⁴, 6x², 9x, and 11. Therefore, the polynomial has four terms.

In summary, the polynomial 6x² + 11 - 5x⁴ + 9x can be written in standard form as -5x⁴ + 6x² + 9x + 11. It is classified as a degree 4 polynomial with four terms.

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Where are the questions?

Answer:

√104

Step-by-step explanation:

missing side = \(\sqrt{15^2-11^2} = \sqrt{225-121} = \sqrt{104}\)

Answer:

its 90 bc the angle has a square (tbh I'm just guessing

Answer:

$7.47

Step-by-step explanation:

Since a 8-ounce salad cost 2.49

You do 2.49+1 pound times 0.25

1 pound equals to 16 ounces

2.49 + 2.49 + 2.49

Correct. If I am wrong

Answer:

Step-by-step explanation:

the base is 2.49 for eight ozs so you already take off the ozs from 1 pound

since there are 16 ounces in one pound you multiply 16 by .25 and get 4 so you add 2.49 and 4 to get 6.49$ is the answer assuming there is no tax on the food

If PQRS are points on a circle with the centre O, PS is a diameter of the circle Angle PQR=136, the measure of angle RPS is 88 degrees.

Since QR is parallel to PS, we can use alternate interior angles to determine that angle QPS is equal to angle PQR. This means that angle QPS is also 136 degrees.

Angle PQR and angle QPS both subtend the same arc, which is the arc between points P and R on the circle. Therefore, the two angles are equal.

We can use this fact to find the measure of angle RPS. First, we know that the sum of angles in a quadrilateral is 360 degrees. Therefore, we can find the measure of angle PSR as follows:

Angle PSR = 360 degrees - Angle PQR - Angle QPS

Angle PSR = 360 degrees - 136 degrees - 136 degrees

Angle PSR = 88 degrees

Next, we use the fact that angles at the circumference of a circle subtended by the same arc are equal. Angle PSR and angle RPS both subtend the same arc, which is the arc between points P and R on the circle. Therefore, the two angles are equal.

Angle RPS = Angle PSR = 88 degrees

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Complete question is:

PQRS are points on a circle with the centre O PS is a diameter of the circle Angle PQR=136 Work out the size of angle RPS

There are 63 students are in the 2015 senior class, 5 students who are taking chemistry and biology, but not physics, and 18 students who are not taking science.

A Venn diagram is a graphic that employs circles to depict connections between objects or finite groups of objects.

Circles that overlap share characteristics, but circles that do not overlap do not.

In the Venn diagram the following data is observed;

Chemistry - 9                                          

Biology - 11                                            

Physics - 7                                            

Biology+Chemistry- 5

Biology+Physics - 4

Physics+Chemistry -6

Physics+Chemistry+Biology-3

None of the three - 18

Total -- 63      

We can clearly see from the table that the grand total of the table of data is the total number of pupils in the senior class. In other words, the total number of people is 63.

In addition, there are 7 students who are taking chemistry and biology but not physics.

The number of students who do not take science is equal to the number of students who do not take biology, chemistry, or physics, i.e. the 18 students outside the circle.

There are 63 students are in the 2015 senior class

There are 5 students who are taking chemistry and biology, but not physics.

There are 18 students who are not taking science.

Hence there are 63  students are in the 2015 senior class, 5 students who are taking chemistry and biology, but not physics, and 18 students who are not taking science.

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Answer:

x = 9

Step-by-step explanation:

divide both sides of the equation by 4 to isolate the x variable according to algerba. Hope it helps!

Answer:

=9

Step-by-step explanation:

9 times 4 is 36

Answer:2.500

Step-by-step explanation:

when rounding up to the nearest hundred you look at the tenths, if the tenths is 50 and above, you round up, when 49 and below, you round down.

Answer:

the midpoint would be (-2,-2)

Step-by-step explanation:

The 2021st term of the sequence is (- n - 2017).

Given,

A sequence is constructed by listing all the possible numbers that contain no digit greater than 3 in ascending order.

We need to find out what is the 2021st term of this sequence.

An arithmetic sequence is a sequence where the difference between the consecutive terms is the same.

Example: 2, 4, 6, 8, 10

4 - 2 = 2

6 - 4 = 2

8 - 6 = 2

The nth term of an arithmetic sequence is given by:

= a + ( n - 1 ) d

Where a = the first term

d = common difference

Let the sequence that contains no digit less than 3 in ascending order be:

3 - n, 3 - (n + 1), 3 - (n+2), 3 - (n+3), 3 - (n+4),......

Where n = any real number from 1.

We see that the common difference is -1.

3 - (n+1) - (3 - n)

= 3 - n - 1 - 3 + n

= -1

3 - (n+2) - [3-(n+1)]

= 3 - n - 2 - 3 + n + 1

= -1

Find the 2021st term.

We have,

a = 3 - n

d = -1

n = 2021

= a + ( n - 1 ) d

= (3 - n) + ( 2021 - 1 ) (-1)

= 3 - n - 2020

= - n - 2017

Thus the 2021st term of the sequence is - n - 2017.

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The percentage change in multifactor productivity is approximately 36.15%.

To calculate the percentage change in multifactor productivity, we need to compare the productivity before and after the improvement in the production process. The multifactor productivity is calculated by dividing the output value by the input value.

Given data for the old process:

Number of workers: 11

Output per hour: 4,873 units

Materials cost per unit: $56

Worker wage per hour: $17

Selling price per unit: $102

Given data for the improved process:

Materials cost reduction per unit: $14

Workers reduced: 3

Let's calculate the multifactor productivity before and after the improvement:

Before the improvement:

Output value = Output per hour * Selling price per unit = 4,873 * $102 = $497,046

Input value = (Number of workers * Worker wage per hour) + (Materials cost per unit * Output per hour) = (11 * $17) + ($56 * 4,873) = $5,661 + $272,488 = $278,149

Multifactor productivity before = Output value / Input value = $497,046 / $278,149 ≈ 1.785

After the improvement:

Output value remains the same = $497,046

Input value = [(Number of workers - Workers reduced) * Worker wage per hour] + [(Materials cost per unit - Materials cost reduction per unit) * Output per hour]

= [(11 - 3) * $17] + ($42 * 4,873) = $119 + $204,666 = $204,785

Multifactor productivity after = Output value / Input value = $497,046 / $204,785 ≈ 2.43

Now, let's calculate the percentage change in multifactor productivity:

Percentage change = ((Multifactor productivity after - Multifactor productivity before) / Multifactor productivity before) * 100

= ((2.43 - 1.785) / 1.785) * 100

= (0.645 / 1.785) * 100

≈ 36.15

Therefore, Multifactor productivity has changed by about 36.15 percent.

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Answer:

Square

A=bh

A=6(6)

A=36m²

Triangle

A=½bh

A=4(3)(½)

A=12(½)

A=6m²

total

36-6=30m²

Answer:

No, but if it was how many studens school like math then yes

in Step-by-step explanation:

Answer:

120 m²

Step-by-step explanation:

A = (1/2) · (p + q) · h
A = (1/2)(14 + 10)(10)
A = (1/2)(24)(10)
A = 120
Hope this helps :)

The method of least squares of residuals is commonly used to get the best fit with linear regression. The reason why the absolute value of residual's (|y- ypred|) is not used is as follows :

Although least squares purposefully square the error in the belief that it will respond better when values deviate from your projected value, you could run something similar if you so desired.

Consider the following scenario: You plot your data's real values on a graph, and you observe a straight line of numbers with a few outliers that have greater values than you would expect. You could be tempted to believe that the best fit is a straight line along the values. Because the real pattern must take into account all the values that occurred, least squares adapt more to the outliers than other values and purposefully squares values, sort of assuming that the straight line of actual values was a coincidence.

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Answer:

c=8p

Step-by-step explanation:

So, we know that 1 pound of chocolate will cost $8. Felipe is going to buy "p" pounds of chocolate, and "p" means "any number"; so Felipe is going to buy any number of pounds of chocolate.

The formula we would use to calculate this is cost of one pound of chocolate multiplied by number of pounds of chocolate. And the way we can form this algebraically is by writing c=8p.

The "c" stands for total cost and we don't have to put the multiply sign when using algebra, as long as the figures are touching.

Answer:

x = 5

Step-by-step explanation:

Cross Multiply the Terms

and 5^3 is 5*5*5 is 125

so Now the terms Of RHS Is Equal to 5^5*3^2

so now as Base are same So powers Are same so

5^x=5^5

so x = 5

3^(2x-8) = 3^2

so 2x-8 = 2

2x = 10

so indeed x = 5

Answer:

R'(-4,-3), Q'(-4,-4), S'(6,-4)

Step-by-step explanation:

Translating 7 units down means subtracting 7 from each y coordinate.

Answer:

2 for 25

Step-by-step explanation:

all you have to do is divide money by the number of items.

Answer:

B. 21

Step-by-step explanation:

The fractions are there to just make the problem seem complicated, but just rewrite it without the fractions.

"What is a common multiple for 7 and 3?"

In this problem it's easy, all you have to do is guess and check.

A: A doesn't work. 7 is not a factor of 18.

B: B works! Both 3 and 7 are factors of 21.

C: C doesn't work. 7 is not a factor of 3.

D: D doesn't work. Neither are a factor of 4.

They only leave us with one solution, B.

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Answer:

15÷4÷1/6.

first of all change ÷ to ×.

which will be 15×1/4×6/1.

which will be 15×1/2×3.

which is 15×3=45/2.

the answer is 22.5 or 22 whole number 1/2.

15 divided by 4 and 1/6 is equal to 18/5 or 3 and 3/5.

To divide 15 by 4 and 1/6, we can convert the mixed number 4 and 1/6 into an improper fraction.

4 and 1/6 can be written as (4 x 6 + 1) / 6 = 25/6.

Now, we can divide 15 by 25/6:

15 ÷ (25/6) = 15 x (6/25)

= (15 x 6) / 25

= 90/25.

Now, the fraction 90/25 can be simplified by dividing both the numerator and denominator by their greatest common divisor, which is 5:

= 90/25

= (90 ÷ 5) / (25 ÷ 5)

= 18/5.

Therefore, 15 divided by 4 and 1/6 is equal to 18/5 or 3 and 3/5.

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You can proceed with evaluating the integral, depending on the specific form of the function SA(x).

First, let's rewrite the given information to clarify the problem:

(a) Let R be the region enclosed by the lines y = x, y = 6 - 2x, and y = 53. We want to evaluate the double integral of the function SA(x) over the region R.

To find the limits of integration, we need to determine the intersection points of the given lines. Let's find the intersection of y = x and y = 6 - 2x:

x = 6 - 2x
3x = 6
x = 2
y = 2

The intersection point is (2, 2).

Now, let's evaluate the double integral of SA(x) over the region R. We can set up the integral as follows:

∬_R SA(x) dA = ∫(0 to 2) ∫(x to 6 - 2x) SA(x) dy dx

Now you can proceed with evaluating the integral, depending on the specific form of the function SA(x).

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Therefore, the total distance Gabe will paddle is 2x + 400 meters. The exact value of x depends on the width of the river, which is not provided in the given information.

To find the total distance Gabe will paddle, we need to consider the distance he will travel from Q to P, then from P to R, and finally from R back to Q.

First, let's consider the distance from Q to P. Since Gabe will paddle in a diagonal line across the river, this distance can be calculated using the Pythagorean theorem.

The length of the bridge (PR) is given as 400 meters, which is the hypotenuse of a right triangle. The width of the river can be considered as the perpendicular side, and the distance Gabe will paddle from Q to P is the other side. Let's call this distance x.

Using the Pythagorean theorem, we have:

x^2 + (width of the river)^2 = PR^2

Since the width of the river is not given, we'll represent it as w. Therefore:

x^2 + w^2 = 400^2

Next, let's consider the distance from P to R. Gabe will paddle along a route beside the bridge, which means he will travel the length of the bridge (PR) again. So, the distance from P to R is also 400 meters.

Finally, Gabe will paddle back from R to Q along the shore. Since he will follow the shoreline, the distance he will paddle is equal to the distance from Q to P, which is x.

To find the total distance, we add up the distances:

Total distance = QP + PR + RQ

= x + 400 + x

= 2x + 400

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Answer: -2.7 and -2.3 are your answers

on the number line: 2 dots behind -2.5 and 2 dots forward

The difference between the numbers -2.9 and -0.6 is -2.3 after using the number line.

It is defined as the representation of the numbers on a straight line that goes infinitely on both sides.

It is given that:

As we can see in the number line:

If we take the difference between these two numbers

From the number line:

= −2.9−(−0.6)

= -2.9 + 0.6

= -2.3

The arithmetic operation can be defined as the operation in which we do the addition of numbers, subtraction, multiplication, and division. It has a basic four operators that is +, -, ×, and ÷.

After using the arithmetic operation concept:

The difference between the numbers:

= −2.9−(−0.6)

= -2.9 + 0.6

= -2.3

Thus, the difference between the numbers -2.9 and -0.6 is -2.3 after using the number line.

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