Answer:
B. Similar discs
Step-by-step explanation:
Definitions
Cone: A three-dimensional solid figure that has a circle at one end (the "base"), a point at the other end (the [tex]\sf a\:\!pex[/tex]), and a curved side.
Right Cone: A cone where the [tex]\sf a\:\!pex[/tex] is aligned on the center of the base.
Oblique Cone: A cone where the [tex]\sf a\:\!pex[/tex] is not centered over the base.
Horizontal Cross-section: The intersecting plane parallel to the base of the solid figure.
Congruent: The same shape and size.
Similar: When one shape can become the other after being resized, reflected, translated or rotated.
Disc: The region in a plane bounded by a circle.
Polygon: A two-dimensional closed shape with a minimum of 3 straight sides.
Therefore, the horizontal cross-sections of an oblique cone are similar discs.
Laurel has an area in her yard that is in the shape of a parallelogram. It has a base of 30 feet and a height of 22 feet. She wants to cover this area with wildflower seeds. She finds out that 1 ounce of seeds covers 125 square feet of ground. How many ounces of seeds does she need to cover this area?
Answer:
Laurel has to cover this area with 2.64 ounces of seeds.
Step-by-step explanation:
Given
Base of Parallelogram = 30ft
Height of Parallelogram = 22ft
Area of Parallelogram = 1/2*base*height
Therefore, Area of Parallelogram = 1/2*30*22
= 330sq. ft
Given
One ounce of seed covers 125 sq. ft
Hence, No. of ounces needed to cover 330 sq. ft= 330/125
= 2.64
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Carefully follow the steps to find the solution to the three equation system.
1.2x+y+3:= 12
2. x-2y+z=-5
3.5.x- y+ 2z = 5
a. Use equations 2 and 3 and eliminate the z by multiplication and addition, creating a new equation with only two variables.
b. Use equations 1 and 2 and eliminate the z by multiplication and addition, creating a second equation with only two variables.
c. Use the two new equations, and eliminate the x-variable by multiplication and addition, finding the value for the y-variable.
d. Substitute y-value in the second new equation and find the x-value.
e. Substitute the z-and y-values into original equation 2 to find the z-value
Answer:
This answer assumes that the first equation is meant to read:
2x + y +3z = 12, and not
1.22x+y+3:= 12
Spoiler Alert: x = 1, y=4, and z=2
Step-by-step explanation:
1. 2x + y +3z = 12
2. x - 2y + z = -5
3. 5x - y+ 2z = 5
==============
Use equations 2 and 3 to eliminate z:
2. x - 2y + z= -5
3. 5x - y+ 2z = 5
-2(x - 2y + z) = -2(-5) [Multiply equation 2 by -2]
5x - y+ 2z = 5
Now subtract this new equation from equation 3:
-2x + 4y - 2z = 10 (Eq 3)
5x - y+ 2z = 5 [
3x +3y = 15 [Equation A]
=================
Use equations 1 and 2 to eliminate z:
2x + y +3z = 12 (Eq. 1)
x - 2y + z = -5 (Eq. 2)
2x + y +3z = 12
(-3)(x - 2y + z = -5) [Multiply Eq. 2 by (-3)]
-3x + 6y -3z = 15
Now add the resulting two equations.
2x + y + 3z = 12 (Eq. 1)
-3x + 6y -3z = 15 (Eq,2 times -3)
-x +7y = 27 [Equation B]
=============
Eliminate x with the 2 resulting equations (from above)
3x +3y = 15 [Equation A]
-x +7y = 27 [Equation B]
----
3x +3y = 15
3*(-x +7y = 27) [Multiply the Equation B by 3]
-3x +21y = 81 [Aha - this equation has a -3x term, exactly what we need to eliminate the x term in Equation A]
---
Now add the two resulting equations:
3x +3y = 15
-3x +21y = 81
24y = 96 [The x term disappears. But we'll "find x" later]
y = 4 [Divide both sides by 24]
Find y and z:
Since y = 4,
-x +7y = 27 (From above, Equation B]
-x = -7y + 27
x = 7y - 27
x = 7(4)-27
x = 1 [Looking good]
=====
Find z: (Use y = 4 and x = 1)
x - 2y + z = -5 [Equation 2]
(1) -2*(4) + z = -5
1 - 8 + z = -5
z = 2
Check:
Do the original equations work when x = 1, y = 4, and z = 2?
Results:
1. 2x + y +3z = 12
(1) + (4) +3(2) YES, this equals 12
2. x - 2y + z = -5
(1) -2*(4) + (2) YES, this equals -5
3. 5x - y+ 2z = 5
5(1) - (4) + 2(2) YES, this equals 5
x = 1, y=4, and z=2
can someone look at this image?
Answer:
image doesn't showing up ........What is the coefficient of the third term in the binomial expansion of (a b)6? 1 15 20 90
annalise makes rectangular patchworks quilts out of leftover fabric scraps. the first scrap she is using to make a quilt has a width of 2x feet and a length of 5x feet. when finished, the entire quilt will be 5 feet wider and 3 feet longer than the first scrap used. which of the following functions will give the area, f(x), of the quilt in square feet ?
The area is given by f(x) = 10x² + 31x + 15.
The function is a rectangle's area function. We know that a rectangle is a flat, four-sided shape with straight sides and right-angled interior angles. Additionally, the opposing sides are parallel and of the same length.
Rectangle Area = Length * Width
The length of fabric scrap is 5x. So, the rectangular patchwork's length will be 5x + 3.
Since the width of the fabric scrap will be 2x, the rectangular patchwork's width will be 2x + 5.
Then area = f(x) = (5x + 3)(2x + 5) = 10x² + 25x + 6x + 15 = 10x² + 31x + 15
Therefore the area is given by f(x) = 10x² + 31x + 15.
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Ayuda
Utilizando el teorema de Pitágoras, cual sería el valor del cateto C ?
What is the length of DE?
A A
12
DXE
A. 6
B. 8
C. 5
D. 7
Answer:
A
Step-by-step explanation:
these two triangles are similar
therefore corresping sides are proportionate
12/8=9/x
12x=72
x=72/12=6
Answer:
the answer is 6
Step-by-step explanation:
i hope this is helpful
Domain of y=5x+2 help!!!!
Howard drew a square in Quadrant IV and correctly reflected it across the y-axis.Which statement explains one method Howard could have used to determine the coordinates of the vertices of the image?
Using translation concepts, the method that Howard could have used to determine the coordinates of the vertices of the image is:
(x,y) -> (-x,y).
What is a translation?A translation is represented by a change in the function graph, according to operations such as multiplication or sum/subtraction in it's definition.
A reflection over the y-axis can be described according to the following rule:
(x,y) -> (-x,y).
Hence this rule can be applied to find the vertices.
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If f(x)=7^x and g(x)=15x/x+9, find a simplified formula for: g(f(x))=
Answer:
[tex]\frac{15*7^{x} }{7^{x} +9}[/tex]
Step-by-step explanation:
→ Substitute f(x) into g(x)
[tex]\frac{15*7^{x} }{7^{x} +9}[/tex]
The following data show the scores of some students in a competition:
12 points
21 points
29 points
17 points
24 points
23 points
28 points
Which box plot represents the data?
A box plot titled Scores of Participants and labeled Scores uses a number line from 10 to 35 with primary markings and labels at 10, 15, 20, 25, 30, and 35. The box extends from 21 to 28 on the number line. A line in the box is at 23 The whiskers end at 17 and 29.
A box plot titled Scores of Participants and labeled Scores uses a number line from 10 to 35 with primary markings and labels at 10, 15, 20, 25, 30, and 35. The box extends from 17 to 24 on the number line. A line in the box is at 23 The whiskers end at 12 and 28.
A box plot titled Scores of Participants and labeled Scores uses a number line from 10 to 35 with primary markings and labels at 10, 15, 20, 25, 30, and 35. The box extends from 17 to 28 on the number line. A line in the box is at 21 The whiskers end at 12 and 29.
A box plot titled Scores of Participants and labeled Scores uses a number line from 10 to 35 with primary markings and labels at 10, 15, 20, 25, 30, and 35. The box extends from 17 to 28 on the number line. A line in the box is at 23 The whiskers end at 12 and 29.
The plot represent the data A box plot titled Scores of Participants and labeled Scores uses a number line from 10 to 35 with primary markings and labels at 10, 15, 20, 25, 30, and 35.
The box extends from 17 to 24 on the number line.
A line in the box is at 23 The whiskers end at 12 and 28.
What is box- plot?A box plot is a graphical rendition of statistical data based on the minimum, first quartile, median, third quartile, and maximum.
Given:
12 points
21 points
29 points
17 points
24 points
23 points
28 points
According to the given data,
A box plot titled Scores of Participants and labeled Scores uses a number line from 10 to 35 with primary markings and labels at 10, 15, 20, 25, 30, and 35.
The box extends from 17 to 24 on the number line.
A line in the box is at 23 The whiskers end at 12 and 28.
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Please help me with my math
[tex] \sf{\qquad\qquad\huge\underline{{\sf Answer}}} [/tex]
Let's solve for x and z ~
[tex]\qquad \sf \dashrightarrow \: z + 68 = 180[/tex]
[ they form co - exterior angle pair ]
[tex]\qquad \sf \dashrightarrow \: z = 180 - 68[/tex]
[tex]\qquad \sf \dashrightarrow \: z = 112 \degree[/tex]
now, it's time for x :
First angle z is equal to its vertical opposite angle, and then that angle forms co - interior angle pair with (3x - 28)
[tex]\qquad \sf \dashrightarrow \: 3x - 28 + 112 = 180[/tex]
[tex]\qquad \sf \dashrightarrow \: 3x + 84 = 180[/tex]
[tex]\qquad \sf \dashrightarrow \: 3x = 180 - 84[/tex]
[tex]\qquad \sf \dashrightarrow \: 3x = 96[/tex]
[tex]\qquad \sf \dashrightarrow \: x = 96 \div 3[/tex]
[tex]\qquad \sf \dashrightarrow \: x = 32 \degree[/tex]
That's all... let me know if you have questions ~
in a test out of 40,the marks of 15 students were 31,18,6,26,36,24,23,14,28,28,32,9,11,22,21.
a.calculate the mean mark for the test
b.express the mean mark as a percentage
Answer:
a. The mean mark for the test was 20.667.
b. The mean mark as a percentage is 51.6%.
Step-by-step explanation:
a. Calculate the mean mark for the test.
Add all of the scores from each student. [tex]31+18+6+26+36+24+23+14+28+28+32+9+11+22+2=310[/tex]Divide the sum by the amount of students who took the test.[tex]310/15=20.667[/tex]Therefore, the mean mark for the test was 20.667.b. Express the mean mark as a percentage.
Put mean mark and total possible marks in fraction form.[tex]\frac{20.667}{40}[/tex]Divide the numerator by the denominator (essentially changing the fraction into the decimal form). [tex]20.667/40=0.516[/tex]Multiply the quotient by 100. [tex]0.516*100=51.6[/tex]Therefore, the mean mark as a percentage is 51.6%What’s the answer? I don’t know how I got it wrong
Answer:
C. Line PQ
Step-by-step explanation:
Tangent means touching, not crossing.
Find the general solution of the given differential equation. cos^2(x)sin(x)dy/dx+(cos^3(x))y=1 g
If the given differential equation is
[tex]\cos^2(x) \sin(x) \dfrac{dy}{dx} + \cos^3(x) y = 1[/tex]
then multiply both sides by [tex]\frac1{\cos^2(x)}[/tex] :
[tex]\sin(x) \dfrac{dy}{dx} + \cos(x) y = \sec^2(x)[/tex]
The left side is the derivative of a product,
[tex]\dfrac{d}{dx}\left[\sin(x)y\right] = \sec^2(x)[/tex]
Integrate both sides with respect to [tex]x[/tex], recalling that [tex]\frac{d}{dx}\tan(x) = \sec^2(x)[/tex] :
[tex]\displaystyle \int \frac{d}{dx}\left[\sin(x)y\right] \, dx = \int \sec^2(x) \, dx[/tex]
[tex]\sin(x) y = \tan(x) + C[/tex]
Solve for [tex]y[/tex] :
[tex]\boxed{y = \sec(x) + C \csc(x)}
which follows from [tex]\tan(x)=\frac{\sin(x)}{\cos(x)}[/tex].
is about and DC are parallel, which angles are congruent to D 3?
Answer:
A
Step-by-step explanation:
Angles 1 and 3 are congruent since they are vertical angles.
Angle 7 is congruent to angle 3 since they are corresponding angles.
Angle 5 is congruent to angle 1 since they are corresponding angles.
Answer: A
6,000+50+5 standard form
The expression 6000 + 50 + 5 in standard form is 6.055 * 10^3
How to express in standard form?The expression is given as:
6000 + 50 + 5
Evaluate the sum
6055
A number in standard form is represented as
a * 10^b
Where:
0 < a < 1
b is an integer
So, we have:
6055
Multiply by 1
6055 * 1
Express 1 as 1000/1000
6055 * 1000/1000
This gives
6.055 * 1000
Express 1000 as 10^3
6.055 * 10^3
Hence, 6000 + 50 + 5 in standard form is 6.055 * 10^3
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Find the indicated conditional probability
using the following two-way table:
Grade
Sophomore
Junior
Senior
Drive to school Take the bus
2
13
25
25
20
5
Walk
3
2
5
P(Drive to school | Sophomore ) = [? ]
Round to the nearest hundredth.
Answer:
[tex]0.07[/tex]
Step-by-step explanation:
FORMULA :
[tex]p\left( A|B\right) =\frac{p\left( A\cap B\right) }{p\left( B\right) }[/tex]
……………………………
then
[tex]p\left( \text{drive to school} |sophomore\right) =\frac{p\left( \text{drive to school} \cap \text{sophomore} \right) }{p\left( \text{sophomore} \right) }[/tex]
[tex]= \frac{2}{2+25+3}[/tex]
[tex]=\frac{2}{30}[/tex]
[tex]=\frac{1}{15}[/tex]
[tex]=0.066666666667[/tex]
ASAP!!! What is the least common denominator of the expression below?
Answer:
D
Step-by-step explanation:
factor the denominators of both fractions
x² - 16 ← is a difference of squares
= (x - 4)(x + 4)
8x + 2x² ← factor out 2x from each term
= 2x(4 + x) = 2x(x + 4)
then expression is
[tex]\frac{x^2}{(x-4)(x+4)}[/tex] + [tex]\frac{9x}{2x(x+4)}[/tex]
with LCD of 2x(x + 4)(x - 4)
What is the value of 3 in this number? 728. 36
Answer:
The place value of 3 is tens
the 3 is in the value of tens
Which is the graph of y-3 = -(x + 6)?
Graphing ?
Answer:
Step-by-step explanation:
Let's rearrange the equation (for my benefit):
y-3 = -(x + 6)
y = -x -6 + 3
y = -x -3
This is an equation of a straight line with slope of -1 and a y-intercept of -3 (y is -3 when x = 0).
See the attached graph.
Please solve it. It will help me for my exam preparation.
The solution of the given expression is [tex][p^{2}(p-y)^{y-1} (p-y)^{y-2} -2p(p-y)^{y} (p-y)^{y-2} +7(p-y)^{y} (p-y)^{y-1}]/ (p-y)^{y} (p-y)^{y-1}(p-y)^{y-2}[/tex]
Given [tex]p^{2} /(p-y)^{y} -2p/(p-y)^{y-1} +7/(p-y)^{y-2}[/tex]
We have to solve the above expression.
We know that expression is a combination of numbers, symbols, variables and coefficients, indeterminants. Expression shows relationship between variables. LCM is the smallest number that is divisible by both the numbers whose LCM has been taken. Coefficients are present in the beginning of variables. Symbols are arithmetic signs like addition, subtraction, multiplication and division, etc.
We have to take LCM of the expression and solve accordingly so that the expression can be solved =
[tex]p^{2} /(p-y)^{y} -2p/(p-y)^{y-1} +7/(p-y)^{y-2}[/tex]= [tex][p^{2}(p-y)^{y-1} (p-y)^{y-2} -2p(p-y)^{y} (p-y)^{y-2} +7(p-y)^{y} (p-y)^{y-1}]/ (p-y)^{y} (p-y)^{y-1}(p-y)^{y-2}[/tex]
Hence the expression [tex]p^{2} /(p-y)^{y} -2p/(p-y)^{y-1} +7/(p-y)^{y-2}[/tex] is equal to = [tex][p^{2}(p-y)^{y-1} (p-y)^{y-2} -2p(p-y)^{y} (p-y)^{y-2} +7(p-y)^{y} (p-y)^{y-1}]/ (p-y)^{y} (p-y)^{y-1}(p-y)^{y-2}[/tex]
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22*90 what 2+2 3 +3 3+3
[tex]\huge\textbf{Hey there!}[/tex]
[tex]\mathsf{ASSUMING: }\\\mathsf{22\times90}\\\mathsf{= 90 \times 22}\\\mathsf{= 1,980}[/tex]
[tex]\mathsf{ASSUMING: }\\\mathsf{2 + 2 + 3 + 3 + 3 + 3}\\\mathsf{= 2\times 2 + 3\times4}\\\mathsf{= 4 + 12}\\\mathsf{= 16}[/tex]
[tex]\huge\textsf{Answer \#1. 1,980 }\huge\checkmark\\\\\\\huge\textsf{Answer \#2. 16 }\huge\checkmark[/tex]
[tex]\huge\textbf{Good luck on your assignment \& enjoy}\\\huge\textbf{your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]
4
Which equation represents a linear function that has a slope of 5 and a y-intercept of -6?
4
O y=-6x+²/
O y=x-6
Oy=x+6
Oy=6x+
k
Answer:
y = 5x - 6
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
here m = 5 and c = - 6 , then
y = 5x - 6 ← equation of line
The equation represents a linear function with a slope of 5 and a y-intercept of -6 is y = 5x - 6.
The equation of a linear function is typically written in the form "y = mx + b," where "m" represents the slope and "b" represents the y-intercept.
Given that the slope is 5 and the y-intercept is -6, the equation becomes:
y = 5x - 6
Here's the calculation:
The slope (m) is 5, and the y-intercept (b) is -6. Therefore, the equation becomes:
y = 5x - 6
This equation represents a linear function with a slope of 5 and a y-intercept of -6.
Hence the equation represents a linear function with a slope of 5 and a y-intercept of -6 is y = 5x - 6.
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Which explains whether or not the function represents a direct variation? This function represents a direct variation because it passes through the origin and has a constant rate of change of $5 per hour. This function represents a direct variation because it has a positive, constant rate of change of $10 per hour. O This function does not represent a direct variation because it does not represent the cost for 1 hour. O This function does not represent a direct variation because the function rule for the cost is to add $10, not multiply by a constant. Which explains whether or not the function represents a direct variation ? This function represents a direct variation because it passes through the origin and has a constant rate of change of $ 5 per hour . This function represents a direct variation because it has a positive , constant rate of change of $ 10 per hour . O This function does not represent a direct variation because it does not represent the cost for 1 hour . O This function does not represent a direct variation because the function rule for the cost is to add $ 10 , not multiply by a constant .
The answer choice which explains whether the function is a direct variation or not is; This function represents a direct variation because it passes through the origin and has a constant rate of change of $5 per hour.
Which explains whether or not the function represents a direct variation?It follows from the task content that the function passes through the origin and hence, if the function was represents as a linear function, it's y-intercept would be zero.
Furthermore, the slope, otherwise termed it's rate of chage is constant and is evaluated as; $5 per hour. Hence, the aforementioned form the basis for the classification of the function as a direct variation.
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marcus needs to paint a large wall with a window centered in the middle of the wall (shown below).what is the area (in square feet)that marcus will need to paint.
A 336ft
B 256ft
C 300ft
D 264ft
To calculate the area that Marcus needs to paint we must calculate the area of the window and subtract it from the total area of the wall.
How to calculate the area of a wall?To calculate the area of a rectangular wall we must use the following formula:
area = a × bWhere a is the length of the height, and b is the length of the width.
Next, we need to calculate the area of the window. If it is a square or rectangular window we use the same formula "area = a × b".
If the window is circular we use this formula:
Area of the circle = π r²Once we know the area of the wall and the area of the window, we subtract the area of the window from the area of the wall and we will know what is the total area that Marcus must paint.
Note: This question is incomplete because some information is missing. However I can answer it based on my general prior knowledge.
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The local public pool is a rectangle with two semicircles.
The area of the rectangle is
.
Using 3.14 for π and rounding to the nearest meter, the area of each half circle is
m2.
The area of the surface of the pool is
m2.
The area of the surface of the pool is 7322.64 m².
What is Area of rectangle?The area of rectangle is product of length and its breadth.
i.e., length * breadth
Given: Length = 100 m, Width = 52 m and Diameter = 52 m
Area of rectangle,
= 100 × 52
= 5200 m²
Now,
Area of semicircle = 1/2 × πr²
=1/2 × 3.14 × 26²
= 1061.32 m²
Hence, area of the surface of the pool is
= 1061.32 + 1061.32 + 5200
= 7322.64 m²
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5200 square meters, 1061, 7322
PLEASE HELP!!
1.17−0.07a+(−3.92a) = ?
Simplify the equation.
Answer:
I think it's 1.17 - -3.85
what is mean by Expanded form power of 10 please answer it quickly urgent!
PLEASE HELP ASAP (timed)
Answer:
x = -19/7Step-by-step explanation:
-19 : 14 = x : 2
x = 19 * 2 : -14
x = 38 : -14
x = -19/7
