what is the area of a 4 cm tall triangle

If the base of the exponent in an exponential growth function were 1, the function would become constant, with a fixed value of 1 regardless of the value of x.

In exponential growth functions, the base of the exponent represents the factor by which the function grows at each step. When the base is greater than 1, the function experiences exponential growth, with the values increasing rapidly over time. However, if the base of the exponent were 1, the function would change significantly.

When the base of the exponent is 1, the function becomes constant. This is because any number raised to the power of 1 remains unchanged. Therefore, if the base is 1, the exponential function will have a constant value and will not exhibit any growth or decay.

Mathematically, an exponential function with a base of 1 can be represented as:

f(x) = 1^x

No matter what value of x is used, the result will always be 1. For example, if we substitute different values for x, such as x = 2 or x = -3, we get:

f(2) = 1^2 = 1

f(-3) = 1^(-3) = 1

In both cases, the result is always 1.

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Answer:

B. 2.2π m² : 3.2π m²

Step-by-step explanation:

Given:

Slant height (l) = 2.2 m

Diameter (d) = 2 m

Radius (r) = ½(2) = 1 m

Required:

Lateral area and surface area

Solution:

✔️Formula for lateral area of a cone = πrl

Plug in the values

Lateral area of the cone = π*1*2.2

Lateral area = 2.2π m²

✔️ Formula for surface area of a cone = πr(l + r)

Plug in the values

Surface area of the cone = π*1(2.2 + 1)

Surface area = π(3.2)

Surface area = 3.2π m²

The answer would therefore be:

2.2π m² : 3.2π m²

In order to solve for x in this equation, we must divide 75 by 9. Dividing 75 by 9 gives us 8.3 as the answer. So, x = 8.3.

An equation is a mathematical statement that expresses the equality of two expressions, usually containing one or more variables. It is used to describe the relationships between different variables, such as the area of a circle or the slope of a line. Equations can be used to describe the behavior of physical systems, calculate the solutions to problems, and make predictions about future events.

This is happening because when we divide 75 by 9, we are essentially asking "how many 9s go into 75?". 75 divided by 9 is equal to 8.3, meaning 8 and 3/9ths of 9 go into 75. Therefore, x = 8.3.

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In order to solve for x the given equation, we must divide 75 by 9. Dividing 75 by 9 gives us 8.3. So, x = 8.3.

An equation is a mathematical statement that expresses the equality of two expressions, usually involving one or more variables. Used to describe relationships between different variables. Area of ​​circle or slope of line. Equations can be used to describe the behavior of physical systems, calculate solutions to problems, and predict future events.

That's because when you divide 75 by 9, you're essentially asking, "How many 9s are there in 75?" 75 divided by 9 is 8.3. So 3/9 of 8 and 9 is 75. So x = 8.3.  

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The complete question is as follows:

Solve for x. Round to the nearest tenth, if necessary.

75 = 9x

The probability that at least one of the 5 people selected has been vaccinated is 0.998, or 99.8%.

To solve this problem, we can use the complement rule, which states that the probability of an event happening is equal to 1 minus the probability of the event not happening. In this case, the event we're interested in is at least one person being vaccinated.
First, we need to find the probability that none of the 5 people selected have been vaccinated. Since 62% of the population has been vaccinated, that means 38% have not been vaccinated. So the probability of any one person not being vaccinated is 0.38.
Using the multiplication rule for independent events, the probability that all 5 people have not been vaccinated is:
0.38 x 0.38 x 0.38 x 0.38 x 0.38 = 0.002
Now we can use the complement rule to find the probability that at least one person has been vaccinated:
1 - 0.002 = 0.998
So the probability that at least one of the 5 people selected has been vaccinated is 0.998, or 99.8%.

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Answer:

7/8,5/6

Step-by-step explanation:

Two fractions are equivalent when their division is equal to one.

When we are dividing fractions, we multiply the numerator by the inverse of the denominator.

1/9,2/18

7/8,5/6

The division is not 1, so this par of fractions is not equivalent.

3/16, 9/48

6/15, 4/10​

Answer:

The answer is the first option; 6^1/12

Step-by-step explanation:

We can simplify the question by using the radical rule to rewrite it as
6^1/3 ÷ 6^1/4

Then we use exponent rule which states that when we are dividing exponents of the same base, we have to subtract them. We see that the exponents are 1/3 and 1/4. So we use basic fractional division, here's the subtraction:

= 1/3 - 1/4
= 4/3 - 3/4 (we criss-crossed)
= 1/12 (we subtracted the denominators and multiplied the denominators)

Now that we have subtracted the exponents, we can write the answer as 6^1/12

Answer:

Option #1: \(6\frac{1}{2}\)

Step-by-step explanation:

#1: Multiply \(\frac{\sqrt[3]{6}}{\sqrt[4]{6}}\) and \(\frac{\sqrt[3]{6}}{\sqrt[4]{6}}\):

\(\frac{\sqrt[3]{6}}{\sqrt[4]{6}} * \frac{\sqrt[3]{6}}{\sqrt[4]{6}}\)

#2: Combine and simplify the denominator:

- Multiply \(\frac{\sqrt[3]{6}}{\sqrt[4]{6}}\) by \(\frac{\sqrt[3]{6}}{\sqrt[4]{6}}\) = \(\frac{\sqrt[3]{6} \sqrt[4]{6}^{3} }{\sqrt[4]{6} \sqrt[4]{6}^3}\)

- Raise \(\sqrt[4]{6}\) to the power of 1

- Use the power rule \(a^{m} a^{n} =a^{m+n}\) to combine exponents: \(\frac{\sqrt[3]{6} \sqrt[4]{6}^{3} }{\sqrt[4]{6}^{1+3}}\)

- Add 1 and 3

- Rewrite \(\sqrt[4]{6}^4\) as 6: \(\frac{\sqrt[3]{6} \sqrt[4]{6}^3}{6}\)

#3: Simplify the numerator:

- Rewrite the expression using the least common index of 12: \(\frac{\sqrt[12]{6^4} \sqrt[12]{216^3}}{6}\)

- Combine using the product rule for radicals: \(\frac{\sqrt[3]{6^4 *216^3}}{6}\)

- Rewrite 216 as \(6^3\): \(\frac{\sqrt[3]{6^{4}*(6^{3})^{3}}}{6}\)

- Multiply the exponents in \((6^{3})^3\): \(\frac{\sqrt[12]{6^{4}*6^{9}}}{6}\)

- Use the power rule \(a^{m}a^{n}=a^{m+n}\) to combine exponents and add \(4+9\):

\(\frac{\sqrt[12]{6^{13}}}{6}\)

- Raise 6 to the power of 16: \(\frac{\sqrt[12]{13060694016}}{6}\)

- Rewrite 13060694016 as \(6^{12}*6\): \(\frac{\sqrt[12]{6^{12}*6}}{6}\)

- Pull terms out from under the radical: \(\frac{6\sqrt[12]{6}}{6}\)

#4: Cancel the common factor of 6:

\(\frac{\sqrt[12]{6}}{6}=6\frac{1}{2}\)

The correct simplified answer for \(\frac{\sqrt[3]{6}}{\sqrt[4]{6}}\) is Option #1: \(6\frac{1}{2}\).

The 98% confidence interval of 93 course evaluation the estimation of the population standard deviation is (0.454, 0.681). For 93 professor evaluations, it is (0.318, 0.457). The course evaluations have a wider interval, indicating more variability compared to professor evaluations.

The construction of 98% confidence interval from which the 93 course evaluations were obtained, by using the formula

Confidence interval = (√((n-1)*s²)/√(chi-square upper)-√((n-1)*s²)/√(chi-square lower)),

where n is the sample size, s is the sample standard deviation, and chi-square upper and chi-square lower are the values from the chi-square distribution table with degrees of freedom (df) equal to n-1 and a cumulative probability of 0.99/2 = 0.495.

Using the given data, we have n = 93 and s = 0.56. From the chi-square distribution table with df = 92 and cumulative probability of 0.495, we obtain chi-square upper and chi-square lower as 67.339 and 49.645, respectively.

putting the values in the formula, we get

Confidence interval = (√((93-1)*0.56²)/√(67.339)-√((93-1)*0.56²)/√(49.645))

Confidence interval = (0.454, 0.681)

Therefore, we are 98% confident that the standard deviation of the population from which the 93 course evaluations were obtained falls within the interval (0.454, 0.681).

To construct a 98% confidence interval estimate of the standard deviation of the population from which the 93 professor evaluations were obtained, we can use the same formula as in above part, but with n = 93 and s = 0.41 (the sample standard deviation for professor evaluations).

From the chi-square distribution table with df = 92 and cumulative probability of 0.495, we obtain chi-square upper and chi-square lower as 67.339 and 49.645, respectively.

putting the values in the formula, we get

Confidence interval = (√((93-1)*0.41²)/√(67.339)-√((93-1)*0.41²)/√(49.645))

Confidence interval = (0.318, 0.457)

Therefore, we are 98% confident that the standard deviation of the population from which the 93 professor evaluations were obtained falls within the interval (0.318, 0.457).

Comparing the results from other parts, we can see that the confidence interval for the standard deviation of the population from which the course evaluations were obtained is wider than that for the population from which the professor evaluations were obtained. This suggests that there is more variability in the course evaluations than in the professor evaluations.

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Answer:

12

Step-by-step explanation:

Step 1:

They spilt 1/5 on the way to the lemonade stand.

180 x 1/5

= 180/5

= 36

So they spilt 36 cups of lemonade on the way to the stand.

Number of cups left = 180 - 36

= 144

Step 2:

They sold 75% of 144 cups of lemonade

75/100 x 144      (divide both 75 and 100 by 25)

= 3/4 x 144         (divide 144 by 4)

= 3 x 36

= 108

So they sold 108 cups of lemonade.

Number of cups left = 144-108

= 36

Step 3:

They spilt 1/3 of 36 cups of lemonade on the way home.

36 x 1/3

= 36/3

= 12

Therefore they brought back 12 cups of lemonade home.

Answer:

A. 12 cups

Step-by-step explanation:

1/5 of 180 is 36

to find 1/5 of something multiply it by 1/5

1/5 * 180 = 36

180 - 36 = 144

they have 144 cups after spilling 1/5

75% of 144 is 108

to find 75% of something is to multiply the number by 0.75

0.75 * 144 = 108

to find the remaining lemonade subtract sold from remaining

144 - 108 = 36

1/3 of 36 is 12

to find 1/3 of something multiply the number by 1/3

1/3 * 36 = 12

12 cups made it to the house

your answer is A.

hope this helps:)

Answer:

32.5

Step-by-step explanation:

Hope this helps:)

The students eligible to ride the bus are: Marinna, Kaleb and Thomas

The distance between two points \((x_1,y_1),(x_2,y_2)\) is,

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

An equation of circle with center at (h, k) and radius 'r' is,

\((x-h)^2 + (y-k)^2=r^2\)

For given example,

Town hall is located downtown at point (0,0). A new school is located 3 miles north and 2 miles east of town hall.

Considering positive x-axis = East

negative x-axis = West

positive y-axis = North

negative y-axis =South

Also, locate the position of each student on the graph.

Then the given situation would as shown in following diagram.

We have been given, only students who live outside a 5-mile radius from the school are eligible to ride the school bus.

Using the equation of the circle,

the equation for the area within a circle of 5-mile radius from the school would be,

\((x-2)^2+(y-3)^2=5^2\)

From the graph we can observe that, Marinna, Kaleb and Thomas live outside a 5-mile radius from the school.

Therefore, the students eligible to ride the bus are: Marinna, Kaleb and Thomas

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Answer:

all real numbers

Step-by-step explanation:

The graphs of positive and negative x^2 parabolas will always have a domain of all real numbers.  Even though you only have a portion of the graph and see a "restriction" on your domain values, it is incorrect to assume that the domain is limited to what you can see.  As the branches of the parabola keep going up and up and up, the values of x keep getting bigger and bigger and bigger.  Again, this is true for all + or - parabolas.      ....... Can consider brainlist*:)

Answer:

20 pine trees

Step-by-step explanation:

No of pine trees today = 63

No of pine trees there = 43

So no of pine trees planted today= 63-43= 20

Answer:

y=-1/12x+61/12

Step-by-step explanation:

y=-1/12x+61/12

If you go twice as fast, your stopping distance will increase by four times (option C).

This relationship is based on the laws of physics and the principles of motion.

When an object is in motion, its stopping distance is influenced by its initial speed, reaction time, and braking capabilities. The stopping distance consists of two components: the thinking distance (the distance traveled during the reaction time) and the braking distance (the distance needed to bring the object to a complete stop).

According to the laws of physics, the braking distance is directly proportional to the square of the initial speed. This means that if you double your speed, the braking distance will increase by a factor of four. In other words, going twice as fast will require four times the distance to come to a stop.

It is important to note that this relationship assumes other factors, such as road conditions and braking efficiency, remain constant. However, in real-world scenarios, these factors may vary and can affect the stopping distance to some extent.

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Answer:

AC=AB+BC

60=2x+3+3x+7

60=2x+3x+3+7

60=5x+10

60-10=5x

50=5x

x=10

Jeff should purchase 25 , 2 ounce box and it will cost him $27.5 .

Ounce is defined as 1/16 part of a pound.

It is given that

price of a 2-ounce box is $1.10,

a 16-ounce box is $8.98

a 32-ounce box is $17.98.

As Jeff wants to purchase total 48 ounce chocolates , the box which is more cheaper has to be determined  

The price of 1 ounce in a 2 ounce box is $1.1 /2 = $ 0.55

The price of 1 ounce in a 16 ounce box is $8.98 /16 = $ 0.56

The price of 1 ounce in a 32 ounce box is $17.98 /32 = $ 0.56

Therefore Jeff should purchase 25 , 2 ounce box and it will cost him $27.5 .

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Answer:

pls where is the table pls

Answer:

3*r = 3

Step-by-step explanation:

\(\dfrac{24}{r}=3\\\\24 = r*3\\\\\dfrac{24}{3}=r\\\\6 = r\)6 is a solution.

\(3*r=3\\\r =\dfrac{3}{3}\\\\r = 1\\\)

6 is not a solution.

\(7r = 42\\\\r =\dfrac{42}{7}\\\\r = 6\)

6 is a solution

Answer:

My best answer is A

Step-by-step explanation:

if you plug in 6 for r, it doesn't work for A.

B is hard to see so can't tell

C works with r=6, so it's not C

and D works as well, so it's not D

Answer:

Step-by-step explanation:

56.1,12.1,23.6

Answer:

36

Step-by-step explanation:

(2 x 10)+(2 x 8) = 36

The total area is 36 cm squared.

Answer:

The correct option is (C) (-4, 5).

Step-by-step explanation:

To be a function each input (x value) should have one output value (y)

There is a point (-4,3) then there is another point with -4 that has a y value of 5 but the next point in line with x of 9 also has a y value of 5

so you should remove (-4,5)

answer: (-4 5)

Answer:4

Step-by-step explanation:22-4=18-4=14-4=10-4=6=2

The equation of the line is \(y = kx\) . The special thing about k in this equation is that, it is the slope of the line.

Slope of Line: It is the measure of the steepness. It is calculated as 'rise over run' means change in y divided by x.

Equation of a line using slope-intercept form is:

y = ax + b

where,

Here, in the equation \(y = kx\)

k = slope of the line

and y-intercept is zero

Therefore, the special about k in the equation is that k is the slope of the equation \(y = kx\).

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Answer: 3/2*4/15

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

Answer:

The Median is 75

Step-by-step explanation:

median is the middle number in a set of given numbers

arranging in order will be

30,64,70,80,90,110

the middle numbers are 70 and 80

Median=80+70/2

=150/2

Median=75

Answer:

A.) Two sides and the included angle of a triangle are congruent to the CP of another triangle

Step-by-step explanation:

So, SAS. The Side-Angle-Side congruence postulate.

To have SAS congruence, 2 adjacent sides of a triangle need to be congruent to another triangle's adjacent sides, AND the angles between (re: included angles) them need to be congruent as well.

The answer most similar to that would be A!

By the way, is that Savvas? We use that in our class too!

Anyhow, have a nice day fam. Spread The Love

Answer:

I don't know is this answer correct or not

The shopkeeper will make a profit of £3.47 if someone buys 3 boxes of washing powder.

To calculate the profit made by the shopkeeper when someone buys 3 boxes of washing powder, we need to determine the selling price and subtract the cost price.

The shopkeeper purchased 16 boxes of washing powder for £24.

So, the cost price of each box is £24 divided by 16, which equals £1.50 per box.

The shopkeeper sells each box for £2.97, but there is also a special offer of 2 boxes for £5.

So, if someone buys 3 boxes, they would pay for 2 boxes at the special offer price and an additional box at the regular price.

Let's break down the cost for 3 boxes:

2 boxes at the special offer price: £5

1 box at the regular price: £2.97

The total selling price for 3 boxes would be £5 + £2.97 = £7.97.

To calculate the profit, we subtract the cost price from the selling price:

Profit = Selling Price - Cost Price

Profit = £7.97 - (3 \(\times\) £1.50)

Profit = £7.97 - £4.50

Profit = £3.47.

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Answer:

Step-by-step explanation:

overall the answer is wrong i say it is the first one  

Answer:

The first one is theost plausible because root 16 is 4, 30 + 4 is 34, the actual answer is 25.38