a cone is created by rotating an isosceles right triangle with leg length 2 about one of its legs. its surface area is times what number?

Answer:

he can buy 4 sheets of paper to print 16 pages

he will have 0.10 cents left

Step-by-step explanation:

With each piece of paper, he can print 4 pages

He has a full dollar

1/0.25 = 4

he can print 4 pages because the last 10 cents will not be enough to print another page

4 * 4 = 16

He will not be able to print all the pages

(a) The family of all solutions to Ax - b can be represented as x = x' + N(A). (b) A solution to Ax = b in part (a) with x = 5 is Ax = 0.

To find the family of all solutions to the equation Ax - b and a specific solution with x = 5.

(a) We know that Ax - b has the given solution x' = [10, 10, 0, 0]. This solution is also referred to as a particular solution. To find the family of all solutions, we need to find the general solution by adding the particular solution to the null space of matrix A. The null space contains all the solutions to the equation Ax = 0. Let's denote the null space vectors as N(A).

After finding the appropriate combination of null space vectors, add it to the particular solution x' to obtain the required solution with x = 5.

(b) To find a solution with x = 5, we need to find a suitable combination of vectors in the null space N(A) that, when added to the particular solution x', results in a new vector whose first component is 5. Keep in mind that the null space vectors are obtained from the equation Ax = 0, and their linear combinations represent the possible transformations of the particular solution.

Please note that without the specific matrix A and vector b, it's impossible to provide exact solutions. However, the method described above should guide you in solving this type of problem.

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Answer: About 0.2 gallons

Step-by-step explanation: 4/18=0.2 repeating, so each person gets about 0.2 gallons.

Each of her friend will get 4 and a half gallons of juice.

Division is one of the four main arithmetical operations by which we find the equal distribution of something.

Given that, At Lara's party, 4 gallon of fruit punch are shared equally among 18 friend.

To find how much each of them got, we will divide total amount of punch  by total number friends

Amount of juice each of them gets, = 18/4 = 4.5

Hence,  Each of her friend will get 4 and a half gallons of juice.

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Answer:

y = 5x

Step-by-step explanation:

Answer:

B, y= 5x

Step-by-step explanation:

If you look closely to the graph on the "bake sale items" side, when they sold 1 item they earned 5$. And when they sold 5 items they earned 25$. Which would mean every item they sold they get 5$ back which would make it B

Answer:

a) language

b) 2/15

Step-by-step explanation:

For the first part, you can start by making the denominators same

you take the LCM of 3 and 5 which is 15

Language books are now 10/15 since you multiply the nominator and denominator by 5

While science books are 3/15

10/15 : 3/15 making it obvious that language books are more

if the remaining are math books then

total books - (language + science books) = math books

10/15 + 3/15 = 13/15 (non math books)

15/15 - 13/15 are math books making 2/15 of them math books

It is true that statistics summarize and organize groups of numbers to make them easier to comprehend.

Statistics involves the collection, analysis, interpretation, presentation, and organization of numerical data. One of the key purposes of statistics is to summarize and organize groups of numbers to make them more meaningful and easier to comprehend. This can be done through various statistical techniques, such as measures of central tendency (e.g., mean, median, mode), measures of variability (e.g., range, standard deviation), graphical representations (e.g., histograms, bar charts), and summary statistics (e.g., percentiles, correlations). By summarizing and organizing data, statistics provide valuable insights and facilitate better understanding, interpretation, and communication of numerical information.

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The term you are looking for is the "z-value." The z-value for a point is the number of standard errors a point is away from the mean.

The z-value for a point is the number of standard errors a point is away from the mean. This is a long answer but it accurately explains the concept.

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When b is 3, the value of the expression \(2b^3 + 5\) is 59.

To evaluate the expression\(2b^3 + 5\) when b is 3, we substitute the value of b into the expression and perform the necessary calculations.

Given that b = 3, we substitute this value into the expression:

\(2(3)^3 + 5\)

First, we evaluate the exponent, which is 3 raised to the power of 3:

2(27) + 5

Next, we perform the multiplication:

54 + 5

Finally, we add the two terms:

59

Therefore, when b is 3, the value of the expression \(2b^3 + 5\) is 59.

In summary, by substituting b = 3 into the expression \(2b^3 + 5\), we find that the value of the expression is 59.

It's important to note that the provided equation has multiple possible solutions for x, but when b is specifically given as 3, the value of x is approximately 3.78.

It's important to note that in this equation, we substituted the value of b and solved for x, resulting in a specific value for x. However, if we wanted to solve for b given a specific value of x, we would follow the same steps but rearrange the equation accordingly.

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Answer:

D

Step-by-step explanation:

Same X, but different Y value, it is five apart in D

It is true that If two lines meet at a 90 angle, they are perpendicular. If two lines are perpendicular, they have opposite reciprocal slopes.

In geometry, perpendicular lines are two lines that intersect at a 90-degree angle. A right angle is formed where the lines cross each other, so that one line is at a 90-degree angle to the other. This means that the lines are orthogonal to each other, and their slopes are negative reciprocals of each other. For example, consider the Cartesian plane where the x-axis and y-axis are perpendicular lines. The slope of the x-axis is 0, and the slope of the y-axis is undefined, so their negative reciprocals are also undefined and 0, respectively. Perpendicular lines are used extensively in mathematics, physics, and engineering to describe relationships between objects and forces. In construction, perpendicular lines are important for building structures that are stable and level. In computer graphics, perpendicular lines are used to create images and animations with precise angles and proportions.

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Complete question:

If two lines meet at a 90 angle, they are perpendicular. If two lines are perpendicular, they have opposite reciprocal slopes. True or False.

Answer:

1, 2, 4

Step-by-step explanation:

the answer is (-9,-7) it flips into the 3rd quadrant.

Answer:

an exponential growth function to represent this situation is:

\(x\left(t\right)=100,000\times \left(1.09\right)^t\:\)

Step-by-step explanation:

We know that the exponential growth function is of the form

\(x\left(t\right)\:=\:x_0\:\times \:\left(1\:+\:r\right)^t\)

where

In our case,

Given that

A social media website had 100,000 followers its first year. Thus,

The number of followers increased by 9% each year. Thus,

Thus, substituting r = 0.09 and x₀  = 100,000 in the growth function

\(x\left(t\right)\:=\:x_0\:\times \:\left(1\:+\:r\right)^t\)

\(x\left(t\right)=100,000\times \left(1+0.09\right)^t\:\)

\(x\left(t\right)=100,000\times \left(1.09\right)^t\:\)

Therefore, an exponential growth function to represent this situation is:

\(x\left(t\right)=100,000\times \left(1.09\right)^t\:\)

As a car dealer lowers a vehicle that was worth 18300 to 16000 by applying the formula of change in percentage we get that by 12.569 percentage (approximately) the price gets lowered .

The initial price of the car is set at P = 18300 (units)

The price after lowering drom P becomes A= 16000 (units)

Hence the change in price (or value) of the car, that is the price of the car is lowered by, C = (initial price - lowered price) = (P - A) = (18300 - 16000) units = 2300 units.

The formula for calculating percentage change is given as follows,

Change in percentage = [(Change in value)/ ( Initial value) ]*100

⇒Change in percentage = (C/ P)*100

⇒ Change in percentage =( 2300/ 18300)*100 = 12.569% (approximately)

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Answer:

\(k =(2,1)\)

\(JK = 2\)

Step-by-step explanation:

Given

\(J = (0,1)\) ---- \((x_1,y_1)\)

\(H = (1,-2)\) --- \((x_2,y_2)\)

\(I = (3,-2)\) --- \((x_3,y_3)\)

See attachment for grid

Solving (a): The coordinates of K

The parallelogram has the following diagonals: IJ and HK

Diagonals bisect one another. So:

Midpoint of IJ = Midpoint of HK

This gives:

\(\frac{1}{2}(I + J) = \frac{1}{2}(H+K)\)

\(\frac{1}{2}(x_3+x_1,y_3+y_1) = \frac{1}{2}(x_2+x,y_2+y)\)

\(\frac{1}{2}(3+0,-2+1) = \frac{1}{2}(1+x,-2+y)\)

\(\frac{1}{2}(3,-1) = \frac{1}{2}(1+x,-2+y)\)

Multiply through by 2

\((3,-1) = (1+x,-2+y)\)

By comparison:

\(1 + x = 3\)

\(-2 + y = -1\)

Solve for x and y

\(x = 3 - 1 =2\)

\(y = -1 +2 = 1\)

So, the coordinates of k is:

\(k =(2,1)\)

The length of JK is calculated using distance (d) formula

\(d = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2\)

\(J = (0,1)\) ---- \((x_1,y_1)\)

\(k =(2,1)\) ---- \((x_2,y_2)\)

So:

\(d = \sqrt{(0 - 2)^2 + (1 - 1)^2\)

\(d = \sqrt{(- 2)^2 + (0)^2\)

\(d = \sqrt{4 + 0\)

\(d = \sqrt{4\)

\(d = 2\)

Hence:

\(JK = 2\)

Answer:

I'm not sure but if you need to graph go to desmos. That's a very helpful page.

Step-by-step explanation:

\(Hey\) \(there!\)

The best and most correct answer among the choices provided is D, because if you did that it would completely cancel out the \(y\)'s and leave you with \(x\).

Hope it helps and have a great day!

Answer:

add them together

Step-by-step explanation:

Answer:

I think it is D

Step-by-step explanation:

If you divide 6 x 10^-2 by 2 x 10^-8 you get 3x10^-10 and then you make it into a whole number.

Answer:

6x10-2 is 46 times as large as 2x10-8

Step-by-step explanation:

1) Solve for 6x10-2 ( PEMDAS)

6x10=60

60-2=58

2) Solve for 2x10-8 (PEMDAS)

2x10=20

20-8=12

3) Subtract

58-12=46

6x10-2 is 46 times as large

Answer:

math science and lot and etc

Therefore, the 99% confidence interval for the difference in means is approximately (-1.6, 3.6).

To find a 99% confidence interval for the difference in means between Prior Lake-Savage Public School district (group 1) and New Prague School district (group 2), we can use the formula:

Confidence interval = (mean1 - mean2) ± (critical value) * (standard error)

where:

mean1= mean of group 1 (Prior Lake-Savage)

mean2= mean of group 2 (New Prague)

critical value = value corresponding to the desired confidence level (99% in this case)

standard error = \(\sqrt{({standard deviation1}^2 / n1) + ({standard deviation2}^2 / n2)}\)

Plugging in the values from the given information:

mean1 = 35

mean2 = 34

standard deviation1 = 5

standard deviation2 = 3

n1= 28 (sample size for Prior Lake-Savage)

n2 = 27 (sample size for New Prague)

critical value for a 99% confidence level is approximately 2.62 (obtained from the t-distribution table)

Calculating the standard error:

standard error = \(\sqrt{(5^2 / 28) + (3^2 / 27)}\) ≈ 0.978

Now we can calculate the confidence interval:

Confidence interval = (35 - 34) ± (2.62 * 0.978) ≈ 1 ± 2.56

Therefore, the 99% confidence interval for the difference in means is approximately (-1.6, 3.6).

Interpretation: We are 99% confident that the difference in average class size between Prior Lake-Savage and New Prague School districts is between -1.6 and 3.6 students. This means that, on average, Prior Lake-Savage classes can have between 1.6 students fewer and 3.6 students more compared to New Prague classes.

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The inverse of the function y = 10x² - 4 is given by y = ±√[(x + 4) / 10].

To find the inverse of the function y = 10x² - 4, we need to interchange the variables x and y and then solve for y.

Let's start by rewriting the equation with x and y switched:

x = 10y² - 4

Next, let's isolate the term with y by adding 4 to both sides:

x + 4 = 10y²

To isolate y, divide both sides by 10 and then take the square root:

(y²) = (x + 4) / 10

y = ±√[(x + 4) / 10]

Therefore, the inverse of the function y = 10x² - 4 is given by y = ±√[(x + 4) / 10].

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The given matrix is used to answer the following questions:Image: The table above demonstrates a shipping rate schedule that includes shipping classes and weight ranges.

The first column indicates the shipping class, while the top row lists weight limits (pounds). Therefore, the charge for shipping a 1428 pound crate in shipping class (50) is $ 4.70.What are matrices?

Matrices are a collection of numbers that are organized into rows and columns. Matrices are frequently used to depict data that has multiple dimensions. They are utilized to depict data that has been arranged in tabular form, and they are useful for solving linear equations, system equations, and more.

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Using the product rule, we find g'(x) = xf''(x) + f'(x). Evaluating at x=0 gives g'(0) = f'(0) = 1, but we cannot determine if g(x) is differentiable at x=0 without more information about f''(x).

We can use the definition of the derivative to find the derivative of g(x):

g'(x) = [xf'(x)]'

Using the product rule, we get:

g'(x) = x[f'(x)]' + f'(x)[x]'

Simplifying:

g'(x) = xf''(x) + f'(x)

Now, we can evaluate g'(0) using the given information:

g'(0) = 0(f''(0)) + f'(0)

g'(0) = 0 + 1

g'(0) = 1

Therefore, we know that g(x) has a slope of 1 at x=0. We also know that g(x) is continuous since f'(x) is continuous. However, we cannot conclude anything about the differentiability of g(x) at x=0, since we don't have information about the continuity of f''(x) in a neighborhood of x=0. In general, the differentiability of g(x) at x=0 depends on the behavior of f''(x) near x=0.

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The five-number summary is:

Minimum: 9

First Quartile: 16.5

Median: 25.5

Third Quartile: 39

Maximum: 51

3. Range = 42

4. Interquartile range = 22.5

Given the data for the lengths as, 36, 15, 9, 22, 36, 14, 42, 45, 51, 29, 18, 20, to find the five-number summary of the data set, we would follow the steps below:

1. The numbers in ordered from the smallest to the largest would be:

9, 14, 15, 18, 20, 22, 29, 36, 36, 42, 45, 51

2. The five-number summary for the lengths in minutes would be:

3. Range of the data = max - min = 51 - 9 = 42

4. The interquartile range for the data set = Q3 - Q1 = 39 - 16.5

Interquartile range for the data set = 22.5

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Danielle knows that the point of intersection is also the y-intercept of 5x - 2y = 4 because when x=0, the equation simplifies to -2y = 4, which gives y = -2.

This means that the point of intersection is (0, -2), which is also the point where the line intersects the y-axis.

To find the point of intersection of the two rules given, we can substitute x=0 from the second equation into the first equation

which gives 5 - 2y = 4.

Solving for y we get y = 1/2.

Therefore, the point of intersection is (0, 1/2).

In summary, Danielle was able to determine that the point of intersection is the y-intercept of 5x - 2y = 4 by recognizing that the line x=0 is the y-axis. To find the actual point of intersection, we substituted x=0 into the first equation and solved for y, which gave us the coordinates (0, 1/2).

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The length of side b is approximately 44.21 meters.

The Law of Sines states that the ratio of the length of a side of a triangle to the sine of the angle opposite that side is equal for all three sides of the triangle. In other words, if we know two angles and one side of a triangle, we can use the Law of Sines to find the length of an unknown side.

In this case, we are given angle B, angle C, and side c, and we are asked to find the length of side b. We can use the Law of Sines formula to solve for b:

b / sin(B) = c / sin(C)

We can substitute in the known values:

b / sin(69.38 degrees) = 45.38 meters / sin(74.08 degrees)

Now we can solve for b by multiplying both sides by sin(69.38 degrees):

b = (sin(69.38 degrees) / sin(74.08 degrees)) * 45.38 meters

Evaluating the trigonometric functions with a calculator, we get:

b = (0.9386 / 0.9601) * 45.38 meters

b = 44.21 meters

So the length of side b is approximately 44.21 meters.

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Answer:

A: Linear

B: Linear

C: Linear

Step-by-step explanation:

So we have three functions:

\(f(x)=3x+1\\f(x)=x-6x+5\\f(x)=4x-x+1\)

To determine the type of graph for each function, simplify each of them and then we can determine whether it's linear or quadratic.

1)

We have:

\(f(x)=3x+1\)

This has a degree of 1. Quadratics have a degree of 2. In other words, quadratics have a x^2 term. There isn't one here, so this is a linear equation.

2)

We have:

\(f(x)=x-6x+5\)

Simplify:

\(f(x)=-5x+5\)

Again, this is of degree 1. There is no x^2 term. Thus, this is also a linear equation.

3)

We have:

\(f(x)=4x-x+1\)

Simplify:

\(f(x)=3x+1\)

This has a degree of 1. There is no x^2 term. Thus, this is also a linear equation.

Answer:

Step-by-step explanation:

a- f(x)=3x+1 it is linear equation

b: f(x)=x-6x+5

f(x)=-5x+5  linear equation

c: f(x)=4x-x+1

f(x)=3x+1  (linear equation)

(if there is no exponent then the graph is linear)

In this case, with 500 defects and a sample size of 40 units of output, the center line would be 12.5 defects per unit of output.

To determine the center line for monitoring the average number of defects per unit of output, we divide the total number of defects by the sample size. In this scenario, the sample consists of 40 units of output, and there are 500 defects.

Therefore, the center line would be calculated as 500 defects divided by 40 units of output, resulting in an average of 12.5 defects per unit of output. This center line serves as a reference point for monitoring and comparing future defect rates.

If the average number of defects per unit of output exceeds this center line, it may indicate a need for process improvements or corrective actions.

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