What is the volume of a cone with a diameter of 30 feet and a height of 60 feet use 3.14 for pie

Answer:

\(( - 12 \div 3) \times ( - 8 + ({ - 4})^{2} - 6) + 2\)

\( = ( - 4) \times ( - 8 + 16 - 6) + 2\)

\( = ( - 4) \times (2) + 2\)

\( = - 8 + 2\)

\( = - 6\)

Step-by-step explanation:

\(( - 12 \div 3) \times ( - 8 + {( - 4)}^{2} + 2 \\ = - 4 \times ( - 8 + 16 - 6) + 2 \\ = - 4 \times ( - 8 + 10) + 2 \\ = - 4 \times 2 + 2 \\ = - 8 + 2 \\ = - 6 \\ thank \: you\)

Answer:

#1. > (13.5 > 12)

#2. >(25 > 20)

#3. 15 * 1/3 = 5

8 * 3/5 = 24/5 or 4.80

5/6 * 8/5 = 4/3 or 1.333

Step-by-step explanation:

I hope this helped!!!

Answer:

x = 16, y = -1

Step-by-step explanation:

3x - 12y = 60------> x - 4y = 20

x + 2y = 14--------> x + 2y = 14

---------------

-6y = 6

y = -1

x + 2(-1) = 14

x - 2 = 14

x = 16

Answer:

The answer is x= -5 1/4

Step-by-step explanation:

Let's solve your equation step-by-step.

2/3x−4 1/2=−8

Step 1: Simplify both sides of the equation.

2/3x+−9/2=−8

Step 2: Add 9/2 to both sides.

2/3x+−9/2+9/2=−8+9/2

2/3x=−7/2

Step 3: Multiply both sides by 3/2.

(3/2)*(2/3x)=(3/2)*(−7/2)

x=−21/4

Answer:

x= −5 1/4

Back in the 1990s, there was a television show called, “Kids Say the Darndest Things!” It was based on a feature that was heard on Art Linkletter’s old-time radio show and long-running T.V. series in which kids would share their candid – and unintentionally funny – thoughts and reactions.

Well, it’s not just kids who say the darndest things. How about adults?

Findings from an annual survey conducted by the opinion and polling gurus at Harris Interactive, Inc. for CareerBuilder, indicate that the most common excuse employees have given for not showing up to work is being sick.

Thirty percent of workers, however, have called in sick when they have not actually been ill. This speaks to the work ethic of those individuals who called in sick even when they weren't.

The study was conducted online and included 2,494 hiring managers and human resource professionals and 3,976 workers across industries and company sizes.

Employees gave all sorts of excuses for not coming to work. Just didn’t feel like going. Needed to relax. Had to catch up on sleep. Needed to run errands. Had a doctor's appointment.

Then there are the more creative explanations.

   My toe got stuck in the faucet.

   I was too upset after watching “The Hunger Games.”

   I forgot I had been hired for the job.

   My dead grandmother was being exhumed for a police investigation.

   My dog was having a nervous breakdown.

   I was suffering from a broken heart.

   A bird bit me.

   I got sick from reading too much.

   I dyed my hair at home and turned it orange.

   My sobriety tool wouldn't allow the car to start.

While you could admire the honesty (and ingenuity) of these employees, most of us would agree that their work ethic needs, well… some work. In order to develop a strong work ethic, follow these five easy steps for work ethic development outlined below and explained in the next section.

Steps for Developing a Good Work Ethic

   Practicing Punctuality

   Developing Professionalism

   Cultivating Self-Discipline

   Using Time Wisely

   Staying Balanced

Here are some things you can do now to develop a good work ethic.

1. Practice punctuality.

Develop the habit of being on time or early for all appointments. Getting to class ahead of schedule gives you the opportunity to talk with your professor or get mentally prepared by reviewing notes. If you’re taking classes online, stick with your study schedule, hitting the books at the time you planned.

2. Develop professionalism.

Professionalism goes beyond a crisp white shirt and tie. It includes your attitude, values, and demeanor. Practice being positive and cordial. Refrain from gossip. Be respectful of others. Develop a reputation of integrity, which means being honest, just, and consistent in what you say and do.

3. Cultivate self-discipline.

Anything worthwhile achieving takes discipline – staying focused on the long-term goal and not being side-tracked by short-term gratification. Train yourself to be persistent and to follow through on projects. Strive for excellence in your assignments.

4. Use time wisely.

You might have heard it from your grandmother, but Benjamin Franklin was actually the first to say, “Never leave that ‘till tomorrow which you can do today.” It’s age-old advice, but far from outdated. Complete assignments on time. Ban procrastination from your life, keeping in mind something else Franklin, said: “Time is money.”

5. Stay balanced.

Having a good work ethic does not mean keeping your eyes glued to your computer monitor. It includes knowing how to take care of yourself. Getting proper sleep. Eating right. Taking time to relax and recharge. Keeping your priorities in life clear helps you maintain the proper perspective at work.

Maya Angelou said, “Nothing will work unless you do.”

Develop a good work ethic now, and who knows? It could prevent you from getting your toe stuck in a faucet later in life.

Do you agree? Can you develop a strong work ethic? Or is it something you’re either born with or not? Share your thoughts in the comments.

The probability that suits of cards are spades, hearts, and spades is 39/850 or 0.046.

According to the give question.

Three cards are drawn from a standard deck of cards without replacement.

Since,

The total number of cards in a standard deck = 52

Total number of spade cards = 13

Total number of heart cards = 13

Now,

The probabbility of getting first card as a spade card = 13/52 = 1/4

The probability of getting second card as heart card

= 13/(52 -1)     (cards are drawn without replacement)

= 13/51

The probability of getting third card as a spade card

= (13 - 1)/52 -2

= 12/50

= 6/25

Therefore, the probability that suits of the cards are spades, hearts, spades

= 1/4 × 13/51 × 6/25

= 39/850

= 0.046

Hence, the probability that suits of cards are spades, hearts, and spades is 39/850 or 0.046.

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Answer:

oh wait i got it! those are oppisite from eachother so theyre angle is the same. the answer would be 59°

Answer:

b=59º

Step-by-step explanation:

Vertical angle theorem states that if angles are vertical, they are congruent.

Answer:

5.wy

6.?

7.?

Step-by-step explanation:

sorry i dont have that book

maybe too the other

Answer:

34°

Step-by-step explanation:

consider the triangles YZX and WZX

YZ = WZ (given)

YX = WX (given)

XZ is common in both

hence, triangle YZX & WZX are congrent to each other with the criteria SSS (side side side).

in triangle WQZ angle Q is 90°

hence,

56° - angle WZQ = 90°

=> 56° + x = 90°

=> x = (90 - 56)°

=> x = 34°

=> angle WZQ = 34°

YZX congrent to WZX

=> angle WZX = angle YZX = 34°

Hence the value of angle YZX = 34°

Answer: x=4

               x=12

Step-by-step explanation:

7x=28

divide 7 on both sides

28/7=4

x=4

4x=48

divide 4 on both sides

48/4=12

x=12

Answer:

To determine how the golfer ended in terms of par, tally up all of her scores and deduct them from the total par for the seven rounds.

The total par for seven rounds multiply by eighteen is 126 (assuming the course is a regular par 72).

The golfer's score in relation to par for each round is:

1 round at 3 over par = 75 (72 + 3)

2 rounds with 1 over par = 73 (72 + 1) x 2 = 146

3 rounds with 3 under par = 69 (72 - 3) x 3 = 207

1 round at 1 under par = 71 (72 - 1)

you add all the pars working above, which is

75 + 146 + 207 + 71 = 499

Her score of 499 is 27 below par (126 - 499 = -373), meaning she ended significantly below par.

There are 360 black counters and 306 white counter in 20:17 ratio.

Let's denote the number of black counters by B and the number of white counters by W. We know that the ratio of black to white counters is 20:17, which means that:

B/W = 20/17

We also know that there are 54 more black counters than white counters, which means that:

B = W + 54

We can use substitution to solve for B. Substituting the second equation into the first equation, we get:

(W + 54)/W = 20/17

Cross-multiplying, we get:

17(W + 54) = 20W

Expanding the left side, we get:

17W + 918 = 20W

Subtracting 17W from both sides, we get:

918 = 3W

Dividing both sides by 3, we get:

W = 306

Now we can use the second equation to find B:

B = W + 54 = 306 + 54 = 360

Therefore, there are 360 black counters in the bag.

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The steps that are used for creation of the graph of a polynomial function are listed below.

In Mathematics, the steps that are used for creation of the graph of a polynomial function are:

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Answer:

Step-by-step explanation:

If f(-4) = 10, that means that the function, whatever it is, evaluated at an x value of -4 returns a y value of 10. In coordinate form: (-4, 10).

The function θ : p(z) → p(z) defined as θ(x) = x is injective and surjective, therefore bijective.

The function θ(x) = x takes an element x from the set p(z) and returns the same element x. This means that for any input x in p(z), the function simply returns x as the output.

To determine whether θ is injective, we need to check if distinct inputs produce distinct outputs. In this case, since the function θ simply returns the input element x, it is evident that if two different elements are provided as input, they will always produce different outputs. Thus, θ is injective.

To assess the surjectivity of θ, we need to determine if every element in the codomain p(z) has a corresponding preimage in the domain p(z). In this scenario, since the function θ returns the same element x that is provided as input, it covers all elements in p(z). Therefore, for any given element in the codomain, there exists a preimage in the domain. Hence, θ is surjective.

Since the function θ is both injective and surjective, it is bijective. This means that for every input element x, there is a unique output element x, and every element in the codomain p(z) has a corresponding preimage in the domain p(z).

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The coordinates for H are,

(20,-3)

The coordinates for I are,

(5,5)

Just completed the quiz and got this correct. Hope this helps! :)

The coordinate for H' and I' will be (20, -3) and (5, 5), respectively.

A spatial transformation is each mapping of feature space to itself and it maintains some spatial correlation between figures.

A sequence of translations maps GHI to G’H’I’. GHI has vertices at G(-8, 2), H(13, 2), I(-2, 10) The coordinates of G’ are (-1, -3).

Let the point is shifted by (x, y). Then the value of (x, y) will be given as,

G' ⇒ G

(-1, -3) ⇒ (-8 + x, 2 + y)

Compare the terms, then we have

-1 = -8 + x

x = 7

-3 = 2 + y

y = -5

Then the coordinate for H' will be given as,

H' ⇒ (13 + 7, 2 - 5)

H' ⇒ (20, -3)

Then the coordinate for I' will be given as,

I' ⇒ (-2 + 7, 10 - 5)

I' ⇒ (5, 5)

The coordinate for H' and I' will be (20, -3) and (5, 5), respectively.

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Answer:

90

Step-by-step explanation:

The number of square centimeters in the area of rectangle $A_3$ is 105.

The area of the rectangle is the region enclosed by the perimeter of the rectangle and is equal to product of length and width. We have two squares $A_1$ and $A_2$ with areas of 25 and 49 square centimeters, respectively. Let's find the side lengths of the squares by taking the square root of their areas:\(A1s=25=s2=25−−√=5 cm$$A2s=49=s2=49−−√=7\)cm.

We know that the area of a rectangle is equal to the product of its length and width. Therefore, the area of rectangle  A3$is:$A3=7⋅15=105 cm2. Therefore, the number of square centimeters in the area of rectangle $A_3$ is 105.

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The missing step in this proof is option b, ∠bca ≅ ∠bde.

This can be proven by using the Transitive Property of Congruence, which states that if two shapes are congruent to each other, and a third shape is congruent to one of those two shapes, then it is also congruent to the other.

In other words, if triangle ABC is congruent to triangle DEF, and triangle DEF is congruent to triangle GHI, then triangle ABC is also congruent to triangle GHI. Since we know that ∠bac ≅ ∠bde, and ∠bca ≅ ∠bac (by the Reflexive Property of Congruence), we can conclude that ∠bca ≅ ∠bde.

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The class interval 0.15 - 0.30 has a frequency of 2, so there are 2 individuals in the sample with commuting times of at most half an hour. Therefore, the probability is 2/total sample size.

To construct a frequency table with a class interval width of 0.15 for the given commute times, we can organize the data into the following table:

Class Interval     Frequency

0.15 - 0.30            2

0.30 - 0.45            4

0.45 - 0.60            8

0.60 - 0.75            4

0.75 - 0.90            3

0.90 - 1.05            3

1.05 - 1.20            0

1.20 - 1.35            0

1.35 - 1.50            1

Regarding the histogram, without specific information about the data and the format required, it is difficult to generate a representative histogram. However, based on the frequency table, a histogram can be created by plotting the class intervals on the x-axis and the corresponding frequencies on the y-axis.

To calculate the probability that a person chosen at random from the sample will have a commuting time of at least an hour, we sum the frequencies of the class intervals representing times equal to or greater than an hour. In this case, the class intervals 1.05 - 1.20 and 1.20 - 1.35 have frequencies of 0, so there are no individuals in the sample with commuting times of at least an hour. Therefore, the probability is 0 (0/total sample size).

To determine the probability that a person chosen at random from the sample will have a commuting time of at most half an hour, we sum the frequencies of the class intervals representing times equal to or less than half an hour. The class interval 0.15 - 0.30 has a frequency of 2, so there are 2 individuals in the sample with commuting times of at most half an hour. Therefore, the probability is 2/total sample size.

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Answer:

4 pizzas are needed.

Step-by-step explanation:

See image. You could totally think this through and use mental math to figure out how many pizzas are needed. See first image. Picture a pizza, cut it into 6 slices. It feeds 6 people. 2 pizzas feed 12 people. 3 pizzas feed 18 people. 4 pizzas feed 24 people.

If you have to write equations and show math work, you can write a single-variable equation or use a proportion. See image.

Answer:

x=52

Step-by-step explanation:

90+34

124

180 (sum of all interior angles) - 124

56

x+72+56=180 (straight line)

x+128=180

 -128  -128

x=52

*replace to verify*

52+72= 124

124+56= 180 (straight line)

So to find any last digit of 3^2011 divide 2011 by 4 which comes to have 3 as remainder. Hence the number in units place is same as digit in units place of number 3^3. Hence answer is 7.

Answer:

\(\Large \boxed{\sf\ \ (0,-9) \ \ }\)

Step-by-step explanation:

Hello,

We know that when the parabola equation is

   \(y=a(x-h)^2+k\)

the vertex is (h,k) and the focus is

   \((h,k+\dfrac{1}{4a})\)

Here, the equation is

   \(y=-\dfrac{1}{12}x^2-6\)

so

   \(a=-\dfrac{1}{12}\\\\h = 0\\\\k =-6\)

So,

\(k+\dfrac{1}{4a}=-6-\dfrac{12}{4}=-6-3=-9\)

Then, the focus is

\(\large \boxed{\sf\ \ (0,-9) \ \ }\)

I attached the graph, included the focus so that you can see it :-)

Hope this helps.

Do not hesitate if you need further explanation.

Thank you

Answer:

ok so lets right this is slope intercept form

y=mx+b

ok so first we have to find how much it goes up by ok so loking at it it goes up one for every one over so just 1 so

y=(1)x+b

then we have to see where it is on the graph at zero x 23 can see it 3

y=x+3

Hope This Helps!!!

m + s = 42

m - 10 = s

2m - 10 = 42

2m = 52

m = 26

42 - 26 = 16

s = 16

By combining these measures, the Republic of Texas aimed to establish a system that safeguarded the rights and freedoms of its citizens, providing a foundation for civil, political, and religious freedom within its borders.

The Republic of Texas ensured civil, political, and religious freedom for its citizens through a combination of measures, including:

A. The writers of the Texas constitution adopted a Declaration of Rights, which explicitly outlined the fundamental rights and liberties of the citizens. This declaration provided a framework for safeguarding individual freedoms and protections.

B. The writers of the Texas constitution incorporated the principle of separation of powers in government. This division of powers among the executive, legislative, and judicial branches ensured a system of checks and balances, preventing any one branch from acquiring excessive authority and protecting the rights of the citizens.

C. The Texas delegates voided the Mexican Constitution of 1824, asserting their independence and autonomy from Mexican governance. This allowed the Republic of Texas to establish its own constitution and laws, providing the opportunity to shape a system that respected civil, political, and religious liberties.

D. The Texas delegates recognized the importance of periodic review and made all laws subject to such review. This ensured that the laws remained relevant and aligned with the changing needs and values of the citizens, allowing for adjustments and amendments to better protect civil, political, and religious freedoms.

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9514 1404 393

Answer:

  D B C A

Step-by-step explanation:

The decimal equivalents are ...

  A 0.15 = 0.15

  B 1/10 = 0.10

  C 12% = 0.12

  D 1/20 = 0.05

Least-to-greatest, the order is D B C A.

The answer is 45 degree to the left of the vertical line.

A vertical line is a straight line that moves only up and down and stays the same distance from left to right. It is a one-dimensional figure that has no thickness and extends infinitely in both directions. Vertical lines are used in a variety of ways in mathematics, including graphing equations and drawing diagrams. They can also be used to represent data in a linear fashion, such as in a line graph or a histogram.

This is because the maximum torque occurs when the force vector is aligned with the lever arm. Since the ratio of the two arms of the handle is 1: squareroot, the handle forms a 45 degree angle with the vertical line. Therefore, when you pull down on the end of the handle at 45 degree to the left of the vertical line, you will maximize the torque your force causes.
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The difference quotient of f(x) is \(\frac{-\frac{1}{h}+ 5}{5x+ h -12}\) .

According to the given question.

We have a function

f(x) = -1/(5x -12)

As we know that, the difference quotient is a measure of the average rate of change of the function over and interval.

The difference quotient formula of the function y = f(x) is

[f(x + h) - f(x)]/h

Where,

f(x + h) is obtained by replacing x by x + h in f(x)

f(x) is a actual function.

Therefore, the difference quotient formual for the given function f(x)

= [f(x + h) - f(x)]/h

= \(\frac{\frac{-1}{5(x+h)-12} -\frac{-1}{5x-12} }{h}\)

= \(\frac{\frac{-1}{5x + 5h -12}+\frac{1}{5x-12} }{h}\)

= \(\frac{\frac{-1+5h}{5x + 5h-12} }{h}\)

= \(\frac{-1+5h}{(5x +h-12)(h)}\)

= \(\frac{-1+5h}{5xh + h^{2} -12h}\)

= \(\frac{h(-\frac{1}{h}+5) }{h(5x+h-12)}\)

= \(\frac{-\frac{1}{h}+ 5}{5x+ h -12}\)

Hence, the difference quotient of f(x) is \(\frac{-\frac{1}{h}+ 5}{5x+ h -12}\) .

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