A rectangular lawn has an area of 126 square meters. Surrounding the entire lawn is a flower border that is 4 meters wide. The area of the flower border alone (not including the lawn) is 264 square meters. A sprinkler is installed in the middle of the lawn that sprays water in a circle. Rounded to the nearest 10th of a meter, what is the minimum spraying radius necessary in order for the sprinkler to water both the lawn AND the entire flower border?
[10 points]

Answer:

Step-by-step explanation:

Given a formula for the balance in an account earning compound interest, you want the balance after 4 years when the principal invested is $500, the interest rate is 11%, and compounding occurs once per year.

For P=500, r=0.11, n=1, t=4 the formula is ...

  A = 500(1 +0.11/1)^(1·4)

  A = 500(1.11^4) = 500(1.51807041) ≈ 759.04

There will be $759.04 in the account after 4 years.

The dimensions of the deck that has an area of 144 square feet a length of 18 feet and a width of 8 feet.

The area of the rectangle is the product of the length and width of a rectangle.

Area = length × width

Let the width of a rectangle be x and the length is 10 more than its width so, it is  x+10.

Area = length × width

Area of deck = 144 square feet

144 = x × (x+10)

So, x²+10x = 144

x²+10x-144 = 0

The factor of the quadratic equation

(x+18)(x-8) = 0

x = 8, x = -18

Neglecting the negative value because dimensions cannot be negative, therefore x = 8 only.

Length = x + 10

Length = 18

Width = 8

The dimensions of the deck that has an area of 144 square feet a length of 18 feet and a width of 8 feet.

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Answer:

The last one

Step-by-step explanation:

We need to keep the variable on one side of the inequality

y-5 is greater than or equal to -4

+5                                              +5

y is greater than or equal to 1

So the last one is correct

Answer: The answer is -118 :)

The statement, "the lateral surface area of cone A is exactly half of that of cylinder B" is: A. True.

Lateral surface area of cone = πrl

Lateral surface area of cylinder = 2πrh

Lateral surface area of cone A = πrl = πrh

Lateral surface area of cylinder B = 2πrh

This means the lateral surface area of cylinder B is twice that of cone A. Thus, lateral surface area of cone A is exactly half of that of cylinder B.

The answer is: A. True.

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let $p$ and $q$ be the two distinct solutions to the equation$$\frac{4x-12}{x^2 2x-15}=x 2.$$if $p > q$. The value of $p - q$ is 4.

To find the value of $p - q$, we first need to solve the given equation and determine the values of $p$ and $q$.

The equation is:

$$\frac{4x-12}{x^2 - 2x - 15} = x^2.$$

Step 1: Factorize the denominator:

The denominator can be factored as $(x - 5)(x + 3)$.

Step 2: Simplify the equation:

$$\frac{4x-12}{(x - 5)(x + 3)} = x^2.$$

Step 3: Multiply both sides of the equation by $(x - 5)(x + 3)$ to eliminate the denominator:

$$(4x - 12) = x^2(x - 5)(x + 3).$$

Step 4: Expand and rearrange the equation:

$$4x - 12 = x^4 - 2x^3 - 15x^2 + 25x.$$

Step 5: Rearrange the equation and combine like terms:

$$x^4 - 2x^3 - 15x^2 + 21x - 12 = 0.$$

Step 6: Factorize the equation:

$$(x - 3)(x + 1)(x - 2)(x + 2) = 0.$$

From this, we get four possible solutions: $x = 3$, $x = -1$, $x = 2$, and $x = -2$.

However, we are interested in the two distinct solutions $p$ and $q$, where $p > q$. Therefore, the values of $p$ and $q$ are $p = 3$ and $q = -1$.

Finally, we can find the value of $p - q$:

$$p - q = 3 - (-1) = 3 + 1 = 4.$$

Hence, the value of $p - q$ is 4.

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Answer:

almonds cost $3.25 per pound and jelly beans $2.50

Step-by-step explanation:

system of linear equations

2a+3j=14

4a+8j=33

solution is (3.25, 2.5)

Answer:

rate of change: -3000 feet per minute

the rate of change is showing how many feet the plane descents each minute

Answer:

guchahdhxjvabdnx

Step-by-step explanation:

guvnhsnvcjbcgn

Answer:

Would you consider teaching high school algebra 1? I would not for many reasons. One for example is the students, you need to make up a plan to make sure the students don't fall asleep while I am teaching. Also I would not because you have to learn the math too and it would be really hard. Lastly I would not want to be rude to the students and it is a lot of stress working to make them happy and myself happy. Those are the reasons why I would not want to teach High School algebra 1.

Step-by-step explanation:

Hope this helps you and can I have a brainliest maybe?

First, we have to express all the weights in pounds only.

We know that 1 pound is equivalent to 16 ounces. Let's transform each ounce.

Then, we sum to the first weight.

Now, we transform the ounces of the second birth.

Then, we sum.

Then, we sum.

Then, we sum.

At last, we have to sum all the pounds.

Answer:

(8(2 + 4)

Step-by-step explanation:

16 + 32 ← factor out 8 from each term

= 8(2 + 4)

Answer: The square root of 15 is a rational number

explanation: if 15 is a perfect square. ... Since 15 is not a perfect square, it is an irrational number. This means that the answer to the square root of 15 will have an infinite number of decimals. The decimals will not terminate and you cannot make it into an exact fraction.

Answer:

1) y=3.5+(5•x)

2) 103.5

3) No, because 5•20 is 100 and 5•10 is 50, BUT with both you still have to add 3.5 no matter what because of the $3.50 to pick up the rider

Answer:

im gonna go with c

Answer:

three of them contain exactly two presidents, thus the probability of flipping exactly three heads is 3/8.

Step-by-step explanation:

Answer:

An odd number times an even number is always even

e.g 2 × 3 = 6

4 × 5 = 20

adding 1 to an even number makes it odd

6 + 1 = 7

20 + 1 = 21

hope this helps...

Answer:

P is an odd number

Q is an even number

Now, product of a odd number and even number is always even number.

Therefore, P×Q is a even number

Now, by adding 1 to the even number it becomes odd.

Hence, P×Q+1 is always an odd number.

Step-by-step explanation:

the answer is 62

I am sure

It is important to approach statements like this with caution and consider the complexity of the factors at play in career advancement and leadership positions.

While research may indicate that ethnicity can be a significant barrier to advancement in some cases, it is crucial to recognize that experiences can vary based on individual circumstances, industries, and regions. Gender and ethnicity intersect in complex ways, and the challenges faced by women of different ethnic backgrounds can differ significantly.

It is essential to avoid generalizations and recognize that multiple factors contribute to the barriers individuals face in reaching top leadership positions. These factors can include implicit biases, cultural norms, lack of representation, access to opportunities, networking, and organizational structures. Intersectionality, which considers how different aspects of a person's identity can intersect and create unique experiences, is also a crucial perspective to consider when discussing barriers to advancement.

To fully understand and address the barriers individuals face in reaching top leadership positions, it is necessary to consider a comprehensive range of factors and engage in ongoing research, dialogue, and efforts to promote equity, diversity, and inclusion in the workplace.

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If |G| = pq for some primes p and q then either G is abelian or |Z(G)| = 1

Here G is a group and the order of group G is |G| = pq for some primes p and q.

We need to prove with group G is abelian or the center of group Z(G) is 1

We know that a group G is abelian group if every element in the group is its own inverse.

By Lagrange theorem, |Z(G)| = 1, p, q or pq

If |Z(G)| = p or |Z(G)| = q the quotient group G/Z(G) has prime order (respectively q or p).

This means that G/Z(G) is cyclic, and so G is abelian.

But we know that if G is abelian, then Z(G) = G.

This means that |Z(G)|=pq

So there is a contradiction.

Therefore, |Z(G)| = pq  or 1.

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The complexity, reliability, and context of the evidence collected are some of the reasons why it is not possible to define a simple analytical scheme that can be applied to all types of evidence.

There are several reasons why it is not possible to define a simple analytical scheme that can be applied to all types of evidence.

Firstly, different types of evidence require different analytical techniques, as they have varying degrees of complexity. For example, analyzing DNA evidence requires a different set of analytical tools compared to analyzing physical evidence like fingerprints or footprints.

Secondly, the reliability of the evidence also plays a significant role in the analytical scheme. Some types of evidence may be more subjective than others, and the interpretation of the results may be open to bias or misinterpretation. In such cases, a simple analytical scheme may not provide accurate or reliable results.

Finally, the context in which the evidence is collected also plays a crucial role in determining the analytical scheme. The location, timing, and circumstances of the evidence collection may affect the reliability and accuracy of the results. Therefore, a simple analytical scheme may not be able to accommodate all the variables and nuances of the evidence collected in different contexts.

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False. if you are given a graph with two shif table lines, the correct answer will always require you to move both lines.

In a graph with two shiftable lines, the correct answer may or may not require moving both lines. It depends on the specific scenario and the desired outcome or conditions that need to be met.

When working with shiftable lines, shifting refers to changing the position of the lines on the graph by adjusting their slope or intercept. The purpose of shifting the lines is often to satisfy certain criteria or align them with specific points or patterns on the graph.

In some cases, achieving the desired outcome may only require shifting one of the lines. This can happen when one line already aligns with the desired points or pattern, and the other line can remain fixed. Moving both lines may not be necessary or could result in an undesired configuration.

However, there are also situations where both lines need to be shifted to achieve the desired result. This can occur when the relationship between the lines or the positioning of the lines relative to the graph requires adjustments to both lines.

Ultimately, the key is to carefully analyze the graph, understand the relationship between the lines, and identify the specific criteria or conditions that need to be met. This analysis will guide the decision of whether one or both lines should be shifted to obtain the correct answer.

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The solutions for x₁, x₂, and x₃ are x₁ = -6/9, x₂ = 10/9, x₃ = -2/9.To solve the given system of equations using matrix inversion technique and Cramer's rule, let's first write the system in matrix form:

| 1  -1   0 |   | x₁ |   |  2 |

| 1   5  -2 | * | x₂ | = | -4 |

|-1   2   2 |   | x₃ |   | -2 |

a) Using matrix inversion technique:

To find the solutions for x₁, x₂, and x₃, we need to find the inverse of the coefficient matrix and multiply it by the constant matrix:

| x₁ |   |  2 |        | 1  -1   0 |⁻¹   |  2 |

| x₂ | = | -4 | * (A⁻¹) | 1   5  -2 |  * |-4 |

| x₃ |   | -2 |        |-1   2   2 |    | -2 |

Let's calculate the inverse of the coefficient matrix:

A⁻¹ = 1/(det(A)) * adj(A)

where det(A) is the determinant of A and adj(A) is the adjugate of A.

Calculating the determinant of A:

det(A) = | 1  -1   0 | = 1*(5*2 - 2*(-1)) - (-1)*(1*2 - (-1)*(-1)) + 0*(-1*(-1) - 2*5) = 9

        | 1   5  -2 |

        |-1   2   2 |

Calculating the adjugate of A:

adj(A) = | 5   2   1 |

        |-7  -1   1 |

        |-1  -3   3 |

Now, we can find the inverse of A:

A⁻¹ = 1/9 * | 5   2   1 |

           |-7  -1   1 |

           |-1  -3   3 |

Multiplying A⁻¹ by the constant matrix:

| x₁ |   | 1/9 * ( 5*2 + 2*(-4) + 1*(-2)) |   | -6/9 |

| x₂ | = | 1/9 * (-7*2 + (-1)*(-4) + 1*(-2)) | = | 10/9 |

| x₃ |   | 1/9 * (-1*(-4) + (-3)*(-4) + 3*(-2))|   | -2/9 |

Therefore, the solutions for x₁, x₂, and x₃ are x₁ = -6/9, x₂ = 10/9, x₃ = -2/9.

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Answer: the maximum profit per holiday is 31050 pesos

Step-by-step explanation:

y=-0,015x²+45x-2700   (1)

It`s a quadratic equation like y=ax+bx+c

Therefore, the value of x at which y is maximal is:

\(\displaystyle\\x=\frac{-b}{2a} \\\\x=\frac{-45}{2(-0.015)} \\\\x=\frac{-45}{-0.03} \\\\x=\frac{45(100)}{0.03(100)}\\\\x=\frac{4500}{3} \\\\x=\frac{3(1500)}{3} \\\\x=1500\)

Substitute the value of x into equation (1):

\(y=-0,015(1500^2)+45(1500)-2700\\\\y=-0.015(15*10^2)^2+67500-2700\\\\y=-0.015(15^2)(10^4)+64800\\\\y=-0,015*225*10^4+64800\\\\y=-150*225+64800\\\\y=-33750+64800\\\\y=31050 \ pesos\)

Answer: d = 5/8

Step-by-step explanation:

first, you divide both sides.

16d / 16 = 10 / 16

then, you divide and rewrite.

d = 16/10

then, reduce the fraction.

d = 5/8

Answer:

d=1

Step-by-step explanation:

kfkfkdlsldkfnskkd THAT'S THE ANSWER

9514 1404 393

Answer:

  2 years

Step-by-step explanation:

Use the interest formula with the given information. Solve for t.

  I = Prt

  30 = 500×0.03×t

  30/15 = t = 2 . . . . . . divide by the coefficient of t

The account lasted 2 years.

Answer:

360 in

Step-by-step explanation:

To figure out how many inches the dressmaker has in 10, 3 ft rolls, we can multiply by the conversion ratio:

\(\dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies (10 \cdot 3 \text{ ft}) \cdot \dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies 30 \text{ ft} \cdot \dfrac{12 \text{ in}}{1\text{ ft}} \\ \\ \text{} \ \ \implies 30\cdot 12 \text{ in} \\ \\ \text{} \ \ \implies \boxed{360 \text{ in}}\)

So, the dressmaker has 360 in of ribbon.

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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