PLEASE HELP FAST!!!!!!

Answer:

r = 8

Step-by-step explanation:

To find the radius with only the area you do r = \(\sqrt{A/\pi }\)

Since your area 64\(\pi\) = 201.0619298 then 201.0619298/\(\pi\) = 64

\(\sqrt{64}\) = 8

Hope this helps!!

We are given three points

F(4, 7)

G (5, 7)

H (5, 9)

This ordered of pairs can be represented using x and y

For point F

x = 4, and y = 7

For point G

x = 5, and y = 7

For point H

x = 5, and y = 9

Step-by-step explanation:

The congruent angles of the isocels triangle's opposite sides's are congruent.

linearly independent sets of vectors form the building blocks of vector spaces, and understanding when sets of vectors are linearly dependent is crucial to understanding the structure of these spaces.

Suppose {u, v} is linearly dependent. Then there exist scalars a and b, not both zero, such that au + bv = 0. Without loss of generality, assume a is not zero. Then we can write u = -(b/a)v, which shows that u is a multiple of v. Similarly, if we assume b is not zero, we can write v = -(a/b)u, which shows that v is a multiple of u. Therefore, we have shown that if {u, v} is linearly dependent, then either u or v is a multiple of the other.

Conversely, suppose u = kv for some scalar k. Then ku + (-1)v = 0, so {u, v} is linearly dependent. Similarly, if v = ku for some scalar k, then (-1)u + kv = 0, so {u, v} is linearly dependent. Therefore, we have shown that if either u or v is a multiple of the other, then {u, v} is linearly dependent.

In conclusion, we have shown that {u, v} is linearly dependent if and only if u or v is a multiple of the other. This result is important in linear algebra because linearly independent sets of vectors form the building blocks of vector spaces, and understanding when sets of vectors are linearly dependent is crucial to understanding the structure of these spaces.

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Answer:

That is correct. The probability of rolling a 2 and a 5 when rolling two dice is 1 in 36, which is considered likely.

Answer:

not enough information

Step-by-step explanation:

The tire is shaped like a cylinder. The tread of a tire is the lateral surface of a cylinder. We know the diameter of the cylinder, 32 inches, but we are not given the width of the tire which is the height of the cylinder, so we cannot calculate the area.

Answer: not enough information

The formula relating to Rmv2 = G R2Mm is used to solve for v. To solve for v, one needs to use the formula and apply the right math operations.Here's how to solve for v in the formula Rmv2 = G R2Mm.The first step is to isolate v on one side of the equation.

To do this, divide both sides of the equation by R:Rmv2/R = G R2Mm/Rm * v2 = (G Rm)/R2 * Mm * v2 = GMm/R * v2This simplifies to v2 = GMm/R * Rm which can be further simplified to:v = sqrt(GM/R) * sqrt(1/m)Where:v is the velocity of the objectR is the distance between the two objectsm is the mass of the objectM is the mass of the planetG is the universal gravitational constantTherefore, to solve for v, the formula becomes:v = sqrt(GM/R) * sqrt(1/m).

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Answer:

Step-by-step explanation:

(x + x) ÷ x

= 2x ÷ x

= 2x/x

= 2

Answer:=2.718282abd 7ux3y

Step-by-step explanation:its small 7 and 3 at the top

The equation of the line that is perpendicular to the line x+4y = -4 and passes through the origin (0,0) is 4x - y = 0.

To find the equation of a line perpendicular to another line, we need to determine the negative reciprocal of the slope of the given line.

The given line, x+4y = -4, can be rewritten in slope-intercept form as y = (-1/4)x - 1. The slope of this line is -1/4.

The negative reciprocal of -1/4 is 4/1, which is the slope of the perpendicular line.

Using the point-slope form of a line, we have y - y₁ = m(x - x₁), where (x₁, y₁) represents a point on the line. Since the perpendicular line passes through the origin (0,0), we can substitute x₁ = 0 and y₁ = 0 into the equation.

Therefore, the equation of the line perpendicular to x+4y = -4 and passing through the origin is y - 0 = (4/1)(x - 0), which simplifies to 4x - y = 0.

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let's call that point C, thus we get the splits of AC and CB

\(\textit{internal division of a line segment using ratios} \\\\\\ A(0,0)\qquad B(6,9)\qquad \qquad \stackrel{\textit{ratio from A to B}}{2:1} \\\\\\ \cfrac{A\underline{C}}{\underline{C} B} = \cfrac{2}{1}\implies \cfrac{A}{B} = \cfrac{2}{1}\implies 1A=2B\implies 1(0,0)=2(6,9)\)

\((\stackrel{x}{0}~~,~~ \stackrel{y}{0})=(\stackrel{x}{12}~~,~~ \stackrel{y}{18}) \implies C=\underset{\textit{sum of the ratios}}{\left( \cfrac{\stackrel{\textit{sum of x's}}{0 +12}}{2+1}~~,~~\cfrac{\stackrel{\textit{sum of y's}}{0 +18}}{2+1} \right)} \\\\\\ C=\left( \cfrac{ 12 }{ 3 }~~,~~\cfrac{ 18}{ 3 } \right)\implies C=(4~~,~~6)\)

Exdplanation

Step1

we have a rigth triangle

Let

opposite side=3

adjacent side=y

hypotenuse=x

angle=30 degrees

Step 2

apply

The dimension of rectangular piece of land is 17 x 12 square units in size.

The space surrounding a shape is known as its perimeter. It is the length of the shape's sides taken together.

The space occupied by a flat shape or an object's surface can be referred to as the area.

What is the rectangular area formula?

Rectangle area equals length x width

Let the rectangle plot's length and breadth be x and y, respectively.

Juliet has a 58-meter fence.

The rectangular piece of land's perimeter is 58 meters.

2(length + width) = 58

x + y = 58\2

⇒ x + y = 29

Moreover, the plot's total area is 204 square units.

x × y = 204

⇒ x × (29 - x) = 204

\(29x-x^{2} =204\\x^{2} -29x+204=0\\x^{2} -12x-17x+204=0\)

(x-12) (x-17) = 0

x = 12, x = 17

When, x= 17

y = 29 - 17 = 12m

when x = 12

y = 29 - 12 = 17m

As a result, the rectangular land parcel has dimensions of 17 x 12 square units.

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Rounded to the nearest tenth, the height of the neighbouring building is approximately 117.3 feet.

The tangent function is a trigonometric function that relates the angle of a right triangle to the ratio of the length of its opposite side to the length of its adjacent side.

We can use trigonometry to solve this problem. Let h be the height of the neighbouring building in feet. Then, we can use the tangent function, which is defined as the opposite side (height of the neighbouring building) over the adjacent side (distance between the buildings),

to find h:  tan(30°) = h/30

                h = 30 * tan(30°)

                h ≈ 17.3 feet

However, this value is the height from the ground to the top of the neighbouring building. Since we are on a 100-foot tall building, we need to add 100 feet to get the total height from the ground to our line of sight. Therefore, the height of the neighbouring building is approximately:

Rounded to the nearest tenth, the height of the neighbouring building is approximately 117.3 feet.

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The probability that you are correct by making a random guess is 1/5.

According to the given question.

On a multiple choice test, each question has 5 possible answers.

As we know that probability, is a measure of the likelihood of an event to occur. It is calculated by taking the ratios of favorable outcomes to the total number of outcomes.

Here, it is given that there are 5 possible answers of one question.

⇒ Total number of outcomes = 5

Also, only one answer will correct out of 5 possible answers.

Which means, total number of favorable outcomes = 1

Therefore, the probability that you are correct by making a random guess

= favorable outcomes/total number of outcomes

= 1/5

Hence, the probability that you are correct by making a random guess is 1/5.

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The answer is False.

What is Probability ?

Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one. Probability was introduced in mathematics to predict how likely events are to occur.

The meaning of probability is basically the extent to which something is likely to happen. This is a basic theory of probability that is also used in probability distributions, where you learn the possibilities of outcomes for a random experiment.

To find the probability of a single event occurring, we should first know the total number of possible outcomes.

We can use the central limit theorem to approximate the distribution of the sample mean as normal, with a mean of μ = 70 and a standard deviation of σ/√n = 10/√4 = 5. Therefore, we need to find the probability of obtaining a sample mean greater than 65:

Z = (x - μ) / (σ/√n) = (65 - 70) / (5/2) = -2

Using a standard normal distribution table or calculator, we can find that the probability of obtaining a Z-score of -2 or less is approximately 0.0228.

Therefore, the probability of obtaining a sample mean greater than 65 is 1 - 0.0228 = 0.9772, which is not equal to 0.8413. So the statement is false.

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Answer:

8411?

Step-by-step explanation:

I am not entirely sure because you put an x without any spaces soo I don't know if that supposed to be a variable or multiplication sign. If its a multiplication sign then its 8411 because 36+65=99. 99 x 85=8415. 8415 - 4 = 8411.

Answer:

|2y|=3+2

3ˣ⁺⁴=4

4cos²(\(x\))-1=0

Step-by-step explana|tion:

The approximate number of students with Scores between 68 and 83 is 98.Answer: a. 98

The five-number summary for scores on a statistics exam is: 35, 68, 77, 83 and 97. In all, 196 students took this exam About how many students had scores between 68 and 83?

The five-number summary consists of the minimum value, the first quartile, the median, the third quartile, and the maximum value.

The interquartile range is the difference between the third and first quartiles. Interquartile range (IQR) = Q3 – Q1, where Q3 is the third quartile and Q1 is the first quartile. The 5-number summary for scores on a statistics exam is given below:

Minimum value = 35

First quartile Q1 = 68

Median = 77

Third quartile Q3 = 83

Maximum value = 97

The interval 68–83 is the range between Q1 and Q3.

Thus, it is the interquartile range.

The interquartile range is calculated as follows:IQR = Q3 – Q1 = 83 – 68 = 15

The interquartile range of the scores between 68 and 83 is 15. Therefore, the number of students with scores between 68 and 83 is roughly half of the total number of students. 196/2 = 98.

Thus, the approximate number of students with scores between 68 and 83 is 98.Answer: a. 98

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Answer:

the 4th one

Step-by-step explanation:

Answer:

Step-by-step explanation:

Using the number line, the numbers that are 9 units from -5 are: -14 and 4.

To find two numbers that cover the same units from a given point on a number line, we can simply do the following:

Thus, we are asked to find the numbers that would be 9 units from -5, using the number line.

Count 9 units backwards/to the left from -5 to get the first number, which is: -14

Count 9 units forwards/to the right from the -5 to get the second number, which is: 4.

Therefore, the numbers that are 9 units from -5 on the number line, are: -14 and 4.

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The minimum time for completing the project, based on the critical path analysis, is 18 weeks. The critical path, which consists of activities with zero slack time, includes activities A, B, C, F, G, and H. By summing up the durations of these critical activities, we find that the minimum time for completing the project is 18 weeks.


To calculate the minimum time for completing the project, we need to identify the critical path, which consists of activities with zero slack time. Here are the step-by-step calculations:

1. Assign forward and backward pass values:

  Start by assigning the project start time as Early Start (ES) = 0 for Activity A. Then, calculate the Early Finish (EF) for each activity by adding the duration to the ES. The backward pass starts from the project completion time, which is the Late Finish (LF) for Activity I, initially set at 26 weeks. Calculate the Late Start (LS) for each activity by subtracting the duration from the LF.

  Activity A: ES = 0, EF = ES + 4 = 4, LS = LF - 4 = 26 - 4 = 22, LF = 26

  Activity B: ES = 4, EF = ES + 3 = 4 + 3 = 7, LS = LF - 3 = 26 - 3 = 23, LF = 26

  Activity C: ES = 7, EF = ES + 2 = 7 + 2 = 9, LS = LF - 2 = 26 - 2 = 24, LF = 26

  Activity D: ES = 7, EF = ES + 6 = 7 + 6 = 13, LS = LF - 6 = 26 - 6 = 20, LF = 26

  Activity E: ES = 13, EF = ES + 5 = 13 + 5 = 18, LS = LF - 5 = 26 - 5 = 21, LF = 26

  Activity F: ES = 13, EF = ES + 4 = 13 + 4 = 17, LS = LF - 4 = 26 - 4 = 22, LF = 26

  Activity G: ES = 18, EF = ES + 2 = 18 + 2 = 20, LS = LF - 2 = 26 - 2 = 24, LF = 26

  Activity H: ES = 20, EF = ES + 3 = 20 + 3 = 23, LS = LF - 3 = 26 - 3 = 23, LF = 26

  Activity I: ES = 9, EF = ES + 5 = 9 + 5 = 14, LS = LF - 5 = 26 - 5 = 21, LF = 26

2. Calculate slack time:

  Slack time (ST) can be calculated by subtracting the EF from the LS or the ES from the LF for each activity.

  Activity A: ST = LS - EF = 22 - 4 = 18

  Activity B: ST = LS - EF = 23 - 7 = 16

  Activity C: ST = LS - EF = 24 - 9 = 15

  Activity D: ST = LS - EF = 20 - 13 = 7

  Activity E: ST = LS - EF = 21 - 18 = 3

  Activity F: ST = LS - EF = 22 - 17 = 5

  Activity G: ST = LS - EF = 24 - 20 = 4

  Activity H: ST = LS - EF = 23 - 23 = 0

  Activity I: ST = LS - EF = 21 - 14 = 7

3. Identify the critical path:

  The critical path consists of activities with zero slack time. In this case, the critical path includes activities A, B, C, F, G, and H.

4. Calculate the minimum project completion time:

  Sum up the durations of the activities on the critical path to find the minimum time for completing the project.

 Minimum Time = Duration of Activity A + Duration of Activity B + Duration of Activity C + Duration of Activity F + Duration of Activity G + Duration of Activity H

              = 4 + 3 + 2 + 4 + 2 + 3

              = 18 weeks

Therefore, the minimum time for completing the project is 18 weeks.

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Using the hypergeometric distribution, it is found that the distribution is:

P(X = 0) = 0.0152

P(X = 1) = 0.1818

P(X = 2) = 0.4545

P(X = 3) = 0.3030

P(X = 4) = 0.0455

Hence:

A) There is a 0.0455 = 4.55% probability that all selected rats are female.

B) There is a 0.1818 = 18.18% probability that only one of the selected rats is female.

C) There is a 0.803 = 80.3% probability that at least two of the selected rats is female.

D) The mean of the probability distribution is of 2.18.

E) The standard deviation of the probability distribution is of 0.833.

The rats are chosen without replacement, hence the hypergeometric distribution is used to solve this question.

The formula is:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}C_{N-k,n-x}}{C_{N,n}}\)

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

The parameters are:

In this problem:

The distribution is the probability of each outcome, hence:

\(P(X = x) = h(x,N,n,k) = \frac{C_{k,x}C_{N-k,n-x}}{C_{N,n}}\)

\(P(X = 0) = h(0,11,4,6) = \frac{C_{6,0}C_{5,4}}{C_{11,4}} = 0.0152\)

\(P(X = 1) = h(1,11,4,6) = \frac{C_{6,1}C_{5,3}}{C_{11,4}} = 0.1818\)

\(P(X = 2) = h(2,11,4,6) = \frac{C_{6,2}C_{5,2}}{C_{11,4}} = 0.4545\)

\(P(X = 3) = h(3,11,4,6) = \frac{C_{6,3}C_{5,1}}{C_{11,4}} = 0.3030\)

\(P(X = 4) = h(4,11,4,6) = \frac{C_{6,4}C_{5,0}}{C_{11,4}} = 0.0455\)

Item a:

P(X = 4) = 0.0455, hence:

There is a 0.0455 = 4.55% probability that all selected rats are female.

Item b:

P(X = 1) = 0.1818, hence:

There is a 0.1818 = 18.18% probability that only one of the selected rats is female.

Item c:

\(P(X \geq 2) = P(X = 2) + P(X = 3) + P(X = 4) = 0.4545 + 0.3030 + 0.0455 = 0.803\)

There is a 0.803 = 80.3% probability that at least two of the selected rats is female.

Item d:

The mean of the hypergeometric distribution is:

\(\mu = \frac{nk}{N}\)

Hence:

\(\mu = \frac{4(6)}{11} = 2.18\)

The mean of the probability distribution is of 2.18.

Item e:

The standard deviation of the hypergeometric distribution is:

\(\sigma = \sqrt{\frac{nk(N-k)(N-n)}{N^2(N-1)}}\)

Hence:

\(\sigma = \sqrt{\frac{4(6)(11-6)(11-4)}{11^2(11-1)}} = 0.833\)

The standard deviation of the probability distribution is of 0.833.

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Answer:

c

Step-by-step explanation:

The red line represents the critical value, and the shaded region on the right-hand side of the red line represents the rejection region. If the calculated test statistic is greater than the critical value of z, which is 1.88 in this case, we will reject the null hypothesis.

The critical value(s) and rejection region(s) for the type of z-test with a level of significance a = 0.03 and a right-tailed test are as follows :Step 1: Determine the critical value of  zThe critical value is calculated by using the normal distribution table and the level of significance. A right-tailed test will have a critical value of zα. For a level of significance of 0.03, we will look for the z-value that corresponds to 0.03 in the normal distribution table.Critical value for a = 0.03 is z = 1.88 (approx).Step 2: Determine the Rejection Region The rejection region for a right-tailed test is defined as any z-value that is greater than the critical value. That is, if the test statistic is greater than 1.88, we reject the null hypothesis at the 0.03 level of significance, and if it is less than or equal to 1.88, we fail to reject the null hypothesis.Therefore, the rejection region for a right-tailed test with a level of significance of 0.03 is as follows:Rejection Region: Z > 1.88  OR  Z ≤ -1.88Graph: The graph for the given values will be as follows:The red line represents the critical value, and the shaded region on the right-hand side of the red line represents the rejection region. If the calculated test statistic is greater than the critical value of z, which is 1.88 in this case, we will reject the null hypothesis.

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Answer:

the answer is 6

Step-by-step explanation:

A differential equation's existence and uniqueness in mathematics refers to the existence of a single, clearly defined solution that meets a certain set of requirements.

A differential equation is a type of mathematical equation that links a number of known functions or variables to an unknown function and its derivatives. If a differential equation has existence and uniqueness of solution, it means that there is only one function that satisfies the equation and corresponds to the given conditions for a given set of beginning circumstances.

The terms and structure of the differential equation, such as linearity and initial conditions, decide whether or not a solution exists. The Piccard-Lipschitz theorem, which asserts that if a function and its derivatives are locally Lipschitz continuous, then the solution to the differential equation is unique in a neighbourhood of the initial conditions, frequently ensures the uniqueness of the solution.

In conclusion, the existence and uniqueness of a solution in differential equations is a crucial idea in mathematical modelling and aids in making sure that the solutions to a given problem are clear-cut and consistent with the underlying conditions.

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Answer:

6 5/12

Step-by-step explanation:

LDC= 12

4•6+1=25

25/6

2•4+1=9

9/4

25•2

6•2

50/12

9•3=27

4•3=12

50/12

4 2/12

27/12

2 3/12

2+4=6

3/12+2/12=5/12

Answer:

Step-by-step explanation:

Regular pentagon has 5 equal sides

Perimeter = 5* (23√149)

                 = 115√149

The interpretation of the interval is that the solution set is all real numbers equal or greater to -4.

The standard interval notation of an interval of lower bound a and upper bound b is given by:

[a,b].

For the interval given in this problem, we have that:

Hence the interpretation of the interval is that the solution set is all real numbers equal or greater to -4.

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Applying the corresponding angles theorem, the measure of angle 3 is: C. 121°.

Using the figure below that shows that line a is parallel to line b, where angle 1 and angle 2 are corresponding angles, based on the corresponding angles theorem, the measure of angle 1 is equal or congruent to angle 2.

Given the following:

Measure of angle 1 = 9x - 4

Measure of angle 2 = 13x - 32

m<1 = m<2 [corresponding angles theorem]

Substitute

9x - 4 = 13x - 32

Solve for the value of x

9x - 13x = 4 - 32

-4x = -28

x = 7

Measure of angle 3 = 180 - (13x - 32)

Plug in the value of x

Measure of angle 3 = 180 - (13(7) - 32)

m<3 = 121°

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Answer: Rational functions are defined as the ratio of two polynomials. A rational function has the most solutions in common with the function y = 2x + 6 if their graphs intersect at the most points.

If a rational function has the same degree as the polynomial function y = 2x + 6, which is degree 1, and has a leading coefficient that is the same sign as the leading coefficient of y = 2x + 6, then their graphs will intersect at the most points.

One such rational function that has the same degree as y = 2x + 6 and has a leading coefficient that is the same sign is:

y = (2x + 6) / 1

So the rational function y = (2x + 6) / 1 has the most solutions in common with the function y = 2x + 6.

Step-by-step explanation:

Answer:The answer is 10!

Step-by-step explanation:

Answer:

greatest common factor 10 and 40 is 10

Step-by-step explanation:

Assuming 129 is given in base 10, notice that

129 = 128 + 1 = 2⁷ + 1

More clearly, we have

129 = 1•2⁷ + 0•2⁶ + 0•2⁵ + 0•2⁴ + 0•2³ + 0•2² + 0•2¹ + 1•2⁰

so that

129 = 1000 0001₂

(I put a space between each block of 4 bits for ease of reading)