If the circumference of a circleis 88m,find its diameter.​

Answer:

Today: Thursday, 15 October 2020

Hour: 04.17 WIB (in Indonesian)

____________________________

-2.73 = -042r

r = -2.73/0.42

r = 6.5

Answer:

r = 13/2

hope this is grateful

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Answer:

first answer is 1 second is negative -1 answer for edge 2021

Step-by-step explanation:

correct

Answer:

the first one is 1 , -1

the second one is 4, 0 , -4 , -8

Step-by-step explanation:

i just did it

Answer:

Brand b

Step-by-step explanation:

Answer:

29%

Step-by-step explanation:

200-142=58, 58 is 29% of 200

The general form of the solution is y(x) = ∫ f(x) dx + C If f is continuous for all real numbers dy/dx=f(x) and y(2)=4 then y(x)= 4.

I need to provide concise answers. However, I'll do my best to address your question while incorporating the mentioned terms. Given that f is continuous for all real numbers and dy/dx = f(x), we need to find the function y(x) given the initial condition y(2) = 4.
Since dy/dx = f(x), we can interpret this as a first-order differential equation, where the derivative of y(x) with respect to x is equal to the function f(x). To find y(x), we need to solve this differential equation and apply the initial condition provided.
To do this, we will integrate both sides of the equation with respect to x:
∫ dy = ∫ f(x) dx
y(x) = ∫ f(x) dx + C
where C is the constant of integration. Now, we can use the initial condition y(2) = 4 to determine the value of C:
4 = ∫ f(2) dx + C
Since we don't have an explicit expression for f(x), we cannot determine an exact formula for y(x) or the value of C. However, the general form of the solution to the given problem is:
y(x) = ∫ f(x) dx + C
with the initial condition y(2) = 4. To find the exact solution, we would need more information about the function f(x).

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The two positive numbers are 6 and 11

From the question, we understand that:

There are two positive numbers

Represent these numbers with x and y

So, we have the following equations

x = y - 5

6x - 3y = 3

Substitute x = y - 5 in 6x - 3y = 3

6(y - 5) - 3y = 3

Open the brackets

6y - 30 - 3y = 3

Evaluate the like terms

3y = 33

Divide by 3

y = 11

Substitute y = 11 in x = y - 5

x = 11 - 5

So, we have

x = 6

hence, the numbers are 6 and 11

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Answer:

185.68 cm3

Step-by-step explanation:

SA = 2 (L x W) + 2 (L x H) + 2 (W x H)

     = 2 (8.2 x 3.4) + 2 (8.2 x 5.6) + 2 (3.4 x 5.6)

     = 2 (27.88)      + 2 (45.92)      + 2 (19.04)

     =     55.76       +     91.84         +     38.08

     SA = 185.68 cm3

Complete Question

The complete question is shown on the first uploaded image

Answer:

Yes, the AA similarity postulate can be used because a reflection over line f will establish that ∠ABC ≅ ∠DEC.

Step-by-step explanation:

Generally from the question we are told that

      m∠ABC = 53°

      m∠ECD = 37°

Generally from the diagram we see that  

       m∠BAC = 90°

and

       m∠EDC = 90°

So

     m∠DEC = 90- 37 °

=>   m∠DEC = 53 °

Since   m∠DEC =  m∠ABC  then

Yes, the AA similarity postulate can be used because a reflection over line f will establish that ∠ABC ≅ ∠DEC.

Answer:

The asnwer is A

Step-by-step explanation:

I'm taking the test

B. The corresponding sides of the triangles are congruent.

I c. The corresponding angles of the triangles are congruent.

D. The triangles have the same size and shape.

Step-by-step explanation:

.

Answer:

225 minutes

Step-by-step explanation:

rate x time x people = 1 job

The rate:

\(\frac{1 job}{3poplex5 hours}\)

\(\frac{1}{15}\) x t x 4 = 1

\(\frac{4}{15}\) t = 1  Multiply both sides by \(\frac{15}{4}\)

\((\frac{15}{4})\)\(\frac{4}{15}\) t = 1 \((\frac{15}{4})\)

t = \(\frac{15}{4}\) hours

\(\frac{15}{4}\) x \(\frac{60}{1}\)  To find out how many minutes.  4 and 60 share a factor of 4.  I will use that to work with smaller numbers

\(\frac{15}{1}\) x \(\frac{15}{1}\) = \(\frac{225}{1}\) = 225 minutes

Any measurement greater than or equal to 56 fluid ounces falls within this range,

so there are many possible answers.

To find which measurements are greater than or equal to 56 fluid ounces,

we need to look at various units of measurement.

There are many different units of measurements, including volume, weight, and length.

For the purpose of this question, we will focus on volume measurements in fluid ounces.
One gallon is equal to 128 fluid ounces.

Therefore, any measurement greater than or equal to 56 fluid ounces would be less than half a gallon.

Half a gallon is equal to 64 fluid ounces.

So, any measurement greater than or equal to 56 fluid ounces but less than 64 fluid ounces would work.
Here are some examples of measurements greater than or equal to 56 fluid ounces:
1. 56 fluid ounces
2. 60 fluid ounces
3. 64 fluid ounces (equal to half a gallon)
4. 70 fluid ounces
5. 80 fluid ounces
6. 100 fluid ounces

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Step-by-step explanation:

given that 1.5 gram of fat =3% of 2000 calorie diet.

Thus, 1.5 gram of fat contributes to 3/100*2000= 60 calorie of diet.

Generally 6% of the diet must be fat.(recommended)

Since, 1.5 gram = 3%

thus, 3 gram =6%.

Yusuf's age is 9.

Let's assume William's age as x. Since Yusuf is older, his age can be represented as x + 2, as they are consecutive odd integers.

According to the given information, the sum of the square of Yusuf's age and 5 times William's age is 116. We can express this mathematically as:

\((x + 2)^2 + 5x = 116\)

Expanding the square term, we get:

\(x^2 + 4x + 4 + 5x = 116\)

Combining like terms:

\(x^2 + 9x + 4 = 116\)

Now, let's rearrange the equation to bring all the terms to one side:

\(x^2 + 9x + 4 - 116 = 0\)

Simplifying:

\(x^2 + 9x - 112 = 0\)

To solve this quadratic equation, we can factorize it or use the quadratic formula. In this case, let's factorize:

(x + 16)(x - 7) = 0

Setting each factor to zero:

x + 16 = 0 or x - 7 = 0

If x + 16 = 0, then x = -16

If x - 7 = 0, then x = 7

Since we are considering age, we can discard the negative value. Therefore, William's age, x, is 7.

Yusuf's age, x + 2, is then:

7 + 2 = 9

So, Yusuf's age is 9.

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To determine Yusuf's age, we can solve a quadratic equation derived from the given information.we know Yusuf is older.

Let's assume William's age as x. Since Yusuf is older, his age would be x + 2. The sum of the square of Yusuf's age and 5 times William's age can be expressed as (x + 2)^2 + 5x. According to the given information, this sum is equal to 116. Simplifying the equation, we have x^2 + 4x + 4 + 5x = 116. Combining like terms, we get x^2 + 9x + 4 = 116. Rearranging the equation, we have x^2 + 9x - 112 = 0. Solving this quadratic equation will give us the value of x, which represents William's age. Then, Yusuf's age can be determined by adding 2 to x.

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Answer: 3mn^2.

Step-by-step explanation: GCF stands for Greatest Common Factor, as you know. The greatest common factor of 75 and 27 is 3. For the rest, we just use the smallest values. Thus, the answer is 3mn^2.

Step-by-step explanation:

a. Product of sum and difference.

4x² - 1

b. Square of binomial.

4x² + 4x + 1

c. Square of binomial.

4x² - 4x + 1

d. Subtraction

4x² + 4x + 1 - (4x² - 4x + 1) = 8x

(2x + 3) (x^2 - 6x + 9)

Answer:

768 dollars

Step-by-step explanation:

By engaging in these exercises, students can develop a deeper understanding of conditional statements and logical reasoning, which are essential skills for further studies in mathematics and logic.

In Unit 2 of a logic and proof course, homework 3 focuses on conditional statements.

Conditional statements are fundamental concepts in logic and mathematics, representing logical implications between two statements.

They are typically expressed in "if-then" format, where the "if" part is the hypothesis and the "then" part is the conclusion.

The homework may involve tasks such as:

Identifying conditional statements: Students are given a set of statements and asked to identify which ones are conditional statements.

They need to recognize the "if-then" structure and correctly identify the hypothesis and conclusion.

Analyzing the truth value of conditional statements:

Students may be given conditional statements and asked to determine whether they are true or false.

They need to evaluate the hypothesis and conclusion to determine if the implication holds in each case.

Writing converse, inverse, and contrapositive statements:

Students may be required to manipulate given conditional statements to form their converse, inverse, and contrapositive statements.

This involves switching the positions of the hypothesis and conclusion or negating both parts.

Applying the laws of logic:

Students may need to apply logical laws, such as the Law of Detachment or the Law of Modus Tollens, to deduce conclusions based on conditional statements.

Constructing counterexamples:

Students may be asked to provide counterexamples to disprove statements that are falsely claimed to be universally true based on a given conditional statement.

They also help students develop critical thinking and problem-solving abilities, as they have to analyze and manipulate logical structures.

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In simple linear regression, the predictor variable is the independent variable, which is used to predict the value of the dependent variable. It is also referred to as the explanatory variable, as it is used to explain the variability in the response variable.

For example, in a study that examines the relationship between the hours studied and exam scores, the predictor variable is the number of hours studied, and the dependent variable is the exam score.

The predictor variable is plotted on the x-axis, while the dependent variable is plotted on the y-axis in a scatter plot. The relationship between the predictor and the dependent variable is represented by a straight line, which is determined by the regression equation.

The slope of the line represents the change in the dependent variable for each unit change in the predictor variable.

In summary, the predictor variable is the variable that is used to predict or explain the changes in the dependent variable in simple linear regression.

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Answer:

Both Rectangles have a width of 4

Step-by-step explanation:

Answer:

The equation is

\(y = 2 x + 4\)

We can use a proportion to determine how long it would take a worker to make 45 days.

Let's set up the proportion:

(5 hours) / (300 deyas) = (x hours) / (45 deyas)

To solve for x, we can cross-multiply and then divide:

5 hours * 45 deyas = 300 deyas * x hours

225 hours = 300 deyas * x hours

Now, divide both sides by 300 days to isolate x:

x hours = 225 hours / 300 deyas

Simplifying the right side:

x hours = 0.75 hours

Therefore, a worker would take approximately 0.75 hours (or 45 minutes) to make 45 days.

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Interval should we restrict cosine so as to obtain a one-to-one function, so that the resulting inverse is a function will be 0 ≤ x ≤π.

The standard trig functions repeat themselves means they are periodic. Therefore, multiple input values of the function, the same output value appeaed. This makes inverse functions impossible to construct. To solve equations involving trig functions, it is imperative for inverse functions to exist. Thus, mathematicians have to restrict the trig function to create these inverses.

To define an inverse function, the original function must be one-to-one. For a one-to-one correspondence to exist. (a) each value in the domain must correspond to exactly one value in the range, and (b) each value in the range must correspond to exactly one value in the domain. The second is not but the first restriction is shared by all functions. The sine function, for example, does not satisfy the second restriction, since the same value in the range corresponds to many values in the domain.

Sine function is not one to one. To define the inverse functions for sine and cosine, the domains of these functions are restricted. The restriction that is placed on the domain values of the cosine function is 0 ≤ x ≤ π . This restricted function is called Cosine. Note the capital ^ C deg in Cosine.

Graph of restricted cosine function. The inverse cosine function is defined as the inverse of the restricted Cosine function Cos -1 (cos x) = x ≤ π Therefore

Graph of inverse cosine function.

y = Cos ^ - 1 * x where 0 <= y <= π and - 1 ≤ x ≤1

Identities for the cosine and inverse cosine:

cos(Cos ^ - 1 * x) = x

- 1 ≤ x ≤1

Cos ^ - 1 * (cos x) = x

0 ≤ x ≤π

The inverse sine function's development is similar to that of the cosine. The restriction that is placed on the domain values of the sine function is

- π/2 ≤ x ≤ π/2

Graph of inverse sine function.

- π/2 ≤ x ≤ π/2

The graphs of the functions y = cos x and y = cos - 1 x are reflections of each other about the line y = x The graphs of the functions y = sin x and y = Sin - 1 xare also reflections of each other about the line y = x.

Interval should we restrict cosine so as to obtain a one-to-one function, so that the resulting inverse is a function will be 0 ≤ x ≤π.

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Answer:

C. x = 63

Step-by-step explanation:

X ÷ 3 = 21 is the same as 3 × 21 which is 63.

The solutions for x are x < 16 and x < 7/ 3 respectively

The absolute value of a real number can be defined as the non-negative value of that number without regard or consideration to its sign.

It is also described as the modulus of a number.

Given the inequality;

||x+4|-7|<5

Take the absolute value

x + 4 + 7 < 5

collect like terms

x < 5 + 4 + 7

Add like terms

x < 16

||3x-1|+5|<1

Take the absolute value

3x + 1 + 5 < 1

collect like terms

3x < 1 + 5 + 1

3x < 7

Make 'x' the subject

x < 7/ 3

Thus, the solutions for x are x < 16 and x < 7/ 3 respectively.

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