HELP WANTED TYY!!! Charlie has two different-sized vases for flowers. The dimensions of his small vase with a diameter of 6 cm are shown below.

A vase shaped like a cylinder is shown. A dashed line drawn across the bottom of the vase is labeled six centimeters. The height of the vase is labeled twenty-one centimeters.

His large vase has the same height as the small vase, but its diameter is 2 times greater. How do the volumes of Charlie’s two flower vases compare? Use 3.14 for π.

Select the answers from the drop-down lists to correctly complete each sentence.

The volume of his large vase is ________ = A) 2,373.84 B) 593.46 C) 791.28
D) 1582.56 cm^3.

This is _______ = A) 4 B) 2 C) 3
times the volume of his small vase.

An equation which can represent a baby manatee's growth include the following: B. x + 4 ≤ 13.

The variable x represent the baby manatee's growth after birth.

In order to write and solve an inequality that represents a baby manatee's growth, we would take note of the following important information;

Now, we can write an inequality that represents the value of x for which a baby manatee's growth as follows;

x + 4 ≤ 13

By subtracting 4 from both sides of the inequality, we have the following:

x + 4 - 4 ≤ 13 - 4

x ≤ 11

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A's x- intercept is 3 and y-intercept is 5. Both are favourable.

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True, When assessing schedule feasibility, a systems analyst must consider the interaction between time and costs.

When assessing the viability of scheduling a project, an organisation determines the anticipated completion time. The feasibility analysis assists in identifying any potential obstacles the proposed project may encounter, such as: Internal project constraints, including those related to technology, finances, and resources

The expansion and acceptance of project management training have undergone significant changes over the past few years, and it is projected that these developments will continue and accelerate. And as project management becomes more popular, feasibility studies become more important. It may be exhilarating to begin a difficult, extensive project that will have a significant influence on your organization.

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An exponential model has the formula A is A0(b)t/c, so, we get 1071371.

A = A0(b)t/c,

97532 ( 455277)1/ 41446 = 1071371.

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The change in the function per unit over a specific period of time is the average rate of change. Between x is 5 and x is 7, the average rate of change is -4.

The y = f graph

The points on f(x) that connect x = 5 to x = 7 are in the attachment. A green line serves as the line segment's representation.

The following values can be used to calculate the line segment's average rate of change.

If x = 5, then y = 8.

Y Equals 0 when x = 7

Consequently, the typical rate of change (m) is

(Delta*y/(Delta*x)) = m

Where:

Delta*y equals y 2 - y 1.

Sigma*y = 0 to 8

Delta*y equals -8

Delta*x equals x 2 - x 1.

x = 7 - 5 for delta.

x*Delta = 2

We therefore have:

(Delta*y/(Delta*x)) = m

m = - 8/2 m = - 4

Hence, the average rate of change from x = 5 to 7 is -4

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The value of x which holds true for the given system of equations as required is; x = 4 / 5.

It follows from the task content that the value of x which holds true for the given system of equations be determined.

Since the given system is;

2x - 3y = 7........(i)

-4x + y = -5........(ii)

The value of x which holds true for the given system of equations can be determined by making y the subject of the formula in (ii) and substitution into (i) as follows;

y = 4x - 5.

Therefore;

2x - 3 (4x - 5) = 7

2x - 12x + 15 = 7

-10x = -8

x = 4/5

Ultimately, the value of x which holds true for the given system of equations is; x = 4 / 5.

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2 x – 3 y = 7 –4 x + y = –5 Wh

The percentage and decimal values of the given fraction are 26.67% and 0.267 respectively.

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to compute a percentage of a number, we should divide it by its whole and then multiply it by 100. The proportion, therefore, refers to a component per hundred. Per 100 is what the term percent signifies. The letter "%" stands for it.

Given a fraction number 4/15

To convert it into decimals we need to divide 4 by 15

Thus, the Decimal value = 0.2666...

the Decimal value = 0.267

To convert it into a percentage we need to multiply it with 100

So,

The percentage values of the given fraction = 4/15 * 100

The percentage values of the given fraction = 26.67%

Therefore, the percentage and decimal values of the given fraction are 26.67% and 0.267 respectively.

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According to the given vector, the component form of u is (−3.87, 1.048)

The term vector in math is known as a quantity or phenomenon that has two independent properties such as magnitude and direction

Here we have given that the value of the following are obtained through the given diagram.

θ = 165°

Then the value of |u| is calculated by using the formula,

=> ∣u∣ = 4θ

When we apply the value on it, then we get,

=> ∣​u​​​∣=4

Now, we have to calculate the value of

=> ∣​u​​​∣cos165° ​​​= −3.864

=> ∣​u​∣sin165° ​ ​= 1.035

Then the component form of the vertor u is written as,

=> ​u ​​= (∣​u​​​∣cos165°​​, ∣​u​​​∣sin165​°​​)

When we apply the values on it, then we get the resulting form as,

=> ​u ​= (−3.87, 1.048)

Complete question:

The vector u is shown below. Find the component form of u.

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all the mentioned angles have been found.

What is are of triangle?

The territory included by a triangle's sides is referred to as its area. Depending on the length of the sides and the internal angles, a triangle's area changes from one triangle to another. Square units like m2, cm2, and in2 are used to express the area of a triangle.

The sum of all angles of triangle = 180

∠ICA =180-20 =160

∠EAF = 20

∠ICB =180

∠GAF = 120 -20 =100

∠CAB= 180-80=100

∠HAG=180-120 =60

∠CBA=180-120=60

∠HAC.= 20

Hence all the mentioned angles have been found.

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Answer:i think it is yes! this )--89+98

Step-by-step explanation:

Answer:

The distance between -19 and 12 is 31.

Step-by-step explanation:

Answer:

Step-by-step explanation:

The value of x for the given expression will be x = 0.1535.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the expression is [tex]15^{5x}=8[/tex]. The expression will be solved as below,

[tex]15^{5x}=8[/tex]

Take log on both the sides and solve for the value of x.

5x = 3log₁₅(2)

x = (3/2)log₁₅(2)

x = 0.1535

Hence, the value of x will be 0.1535.

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The value of x in the equation,  X^3= -125 is -5.

To find x in the above polynomial equation, we need to collect like terms and equate the expression to 0. To begin we can arrange the expression this way:

x^3 + 125 = 0

This means that we should find the figure which when multiplied three times would equate to 125. This figure is -5. So, when solved, we have:

-5³ + 125 = 0

-125 +125 = 0

So, the value for x in the equation above is -5.

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The length of side x is given as follows:

[tex]x = \frac{11\sqrt{3}}{3}[/tex]

The three trigonometric ratios are defined as follows:

For this problem, we have that:

Applying the tangent, the length x is obtained as follows:

tan(60º) = 11/x

x = 11/tan(60)º

[tex]x = \frac{11}{\sqrt{3}}[/tex]

[tex]x = \frac{11\sqrt{3}}{3}[/tex]

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If the residual is negative, it means the observed number of wins is lower than the predicted number of wins, indicating that the team performed worse than expected based on their yards allowed.

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The class width of each class is 17.

Class width is the distance between a class's upper and lower bounds (category). It may also refer to one of the following more precisely, depending on the author:

the difference between the upper and lower limits of two (nearby) consecutive classes, or the lowest and higher limits of two classes.

The width of each class in a frequency distribution table must be the same. Due to the fact that you are only working with a single width, this makes calculating the class width relatively simple (as opposed to varying ones).

To find the class width in this, we subtract the lower limits of two consecutive class. i.e.

47 - 30 = 17

64 - 47 = 17

81 - 64 = 17

98 - 81 = 17

So that, The class width of each class is 17.

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One of the steps in statistical inference, to check the claim is hypothesis testing. In this method, we determine whether to reject or accept the null hypothesis.

Hypothesis testing is the procedure in statistical inference that helps to decide whether the result of the research study supports a particular hypothesis when applied to a population. This helps to test the relationship between two statistical variables.

This includes two types null and alternate hypotheses. If the results say that there is no relationship seen between the two variables, then the null hypothesis is accepted. But if the results so there is a relationship seen between two variables, then an alternate hypothesis is accepted. So to check our claim, we do hypothesis testing.

The complete question is -

The following question is from the four steps of statistical inference. If you respond with a summary of all four steps, you will receive no credit on this problem:

What do we do to check a claim?

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a) E(e^(taY)) = m(at), then the moment-generating function of U is e^(tb)m(at).

b) µ is the mean of Y and σ^2 is the variance of Y.

c) the moment-generating function of X =e^((−3µ + 4)t + (9/2)σ^2t^2) and The distribution of X is normal.

a) If Y is a random variable with moment-generating function m(t), and U is given by U = aY + b, then the moment-generating function of U is e^(tb)m(at). This can be shown by using the definition of a moment-generating function:

E(e^(tU)) = E(e^(taY + tb)) = E(e^(taY)e^(tb)) = e^(tb)E(e^(taY))

Since E(e^(taY)) = m(at), then the moment-generating function of U is e^(tb)m(at).

b) To find the mean and variance of U using the moment-generating function, we can take the first and second derivatives of e^(tb)m(at) and set t = 0. The first derivative with respect to t evaluated at t = 0 is:

(d/dt)e^(tb)m(at) = be^(tb)m(at) + ae^(tb)m'(at)

Setting t = 0, we get the mean of U:

E(U) = be^(0)m(a0) + ae^(0)m'(a0) = b + a*(m'(0)) = b + a*µ

Where µ is the mean of Y.

The second derivative of e^(tb)m(at) is:

(d^2/dt^2)e^(tb)m(at) = b^2e^(tb)m(at) + 2abe^(tb)m'(at) + a^2e^(tb)m''(at)

Setting t = 0, we get the variance of U:

Var(U) = b^2e^(0)m(a0) + 2abe^(0)m'(a0) + a^2e^(0)m''(a0) = b^2 + 2ab*(m'(0)) + a^2*(m''(0)) = b^2 + 2abµ + a^2σ^2

Where µ is the mean of Y and σ^2 is the variance of Y.

c) If the moment-generating function of a normally distributed random variable Y with mean µ and variance σ^2 is m(t) = e^(µt + (1/2)t^2σ^2), then the moment-generating function of X = −3Y + 4 is e^((−3µ + 4)t + (1/2)(−3)^2σ^2t^2) = e^((−3µ + 4)t + (9/2)σ^2t^2)

The distribution of X is normal with mean (-3µ + 4) and variance (9/2)σ^2. This can be deduced by the fact that if Y is normally distributed, then a linear transformation of Y (such as X = aY + b) is also normally distributed with mean aµ + b and variance a^2σ^2.

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The average of given set of integers is -17.

In maths, the average value in a set of numbers is the middle value, calculated by dividing the total of all the values by the number of values. When we need to find the average of a set of data, we add up all the values and then divide this total by the number of values.

The given set of integers are -20, -54, -93, 37 and 45.

Here, average = Sum of all the observations/Number of observations

= (-20-54-93+37+45)/5

= -85/5

= -17

Therefore, the average of given set of integers is -17.

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The number of notepads per department used in the Southeast location is given as follows:

6.

The number of notepads per department is obtained applying the proportions in the context of this problem, considering the graph.

The number of departments of the Southeast location is given as follows:

6.

Which is given from the table given in the second image for this problem.

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Answer:

4.59 × 10^(5)

Step-by-step explanation:

Answer: 4.59 x 10^5

Step-by-step explanation:

If we move the decimal place over 5 times in the answer we get 459,000.

I hope this was able to help you :D

The Average Acceleration of the car will be 14.67 ft/[tex]s^{2}[/tex].

What is Acceleration?

The rate at which an object's velocity with respect to time changes is referred to as acceleration in mechanics. Any procedure where the velocity varies is referred to as acceleration. There are only two ways to accelerate: changing your speed or changing your direction, or changing both. This is because velocity is both a speed and a direction.

Formula: a = (v(final) - v(initial))/t

In the given formula, it is given that:

v(initial) = 30mph = 44 ft/s

v(final) = 70mph = 102.67 ft/s

t(time) = 4s

Putting these values in our formula, we get:

a(acceleration) = (102.67 - 44)/4

a = 14.67 ft/[tex]s^{2}[/tex].

Therefore as per the given problem, the acceleration of the given car is 14.67 ft/[tex]s^{2}[/tex].

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Answer: 15

Step-by-step explanation:

The range is the set of all Y values, in this question -8 is the minimum and +7 is the maximum, therefore the range is (-8-7) = -15, but range is not negative so we get 15

The equation of the word sentence, "5 is one-fourth of a number c" is: 5 = 1/4c.

To write a word sentence as an equation, you need to identify the variables and the operations being described in the sentence, and then use mathematical symbols to represent them.

For example, we are given the sentence "5 is one-fourth of a number c,", in this case, the variable is "c" and the operation is "one-fourth of," which is represented by the fraction 1/4 or the multiplication by 1/4.

Therefore, the equation would be:

5 = 1/4c.

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The unit vector orthogonal to the plane can be found by taking the cross product of the vectors p-q and p-r. The vector should have a positive y-component if the cross product points in the positive y direction.

To find a unit vector orthogonal to the plane through the points p, q, and r, with a positive y-component, we will use the cross product of two of the vectors. The cross product of two vectors is a vector perpendicular to both of them. First, we will create vector p-q, which is a vector from point p to point q. We can do this by subtracting the coordinates of point q from the coordinates of point p. Next, we will create vector p-r, which is a vector from point p to point r. We can do this by subtracting the coordinates of point r from the coordinates of point p. Finally, we will take the cross product of the two vectors. This will give us a vector orthogonal to the plane through the three points. If the vector has a positive y-component, then it is the unit vector orthogonal to the plane that we are looking for.

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Answer:

Yes

Step-by-step explanation:

328/8 = 41

Thus if 41 members are in each line, there should be no members left without a spot and it should be equal all across

EASY just say THANK YOU!!!

Answer:

1. 3 ones

2. 3

3. 3 tens

4. 3

5. 3 hundreds

6. 3

7. 3 halves

8. 3 (not 3/2)

9. 3 fourths

10. 3

11. 3

12. 2

13. 1/2

14. 3

15. 5/2

16. 3/4

17. 3

18. 3/2

19. 3/4

20. 7/2

21. 2/3

22. 4/11

NOTE: Read the step-by-step explanation on how we arrive on these final answers. Don't just copy-paste it and try to understand the concept so that next time you already know how to solve this type of expressions.

Step-by-step explanation:

This is a simple mathematic problem which requires basic strategies to be solved. People should already know on how to calculate these simple mathematic tasks. Most especially to the first 7 items, we will just use division to get the final answer (numerator/denominator).

[tex]\frac{9}{3}[/tex] = 3 or

9 ÷ 3 = 3

Similar, with the rest of items that includes fractions. We will just reciprocate the denominator and multiply it to the numerator to get the final answer.

Example was the item 8:

= [tex]\frac{9}{2}[/tex] ÷ [tex]\frac{3}{2}[/tex]

= [tex]\frac{9}{2}[/tex] x [tex]\frac{2}{3}[/tex]

= [tex]\frac{18}{6}[/tex]

= 3

a) The total interest that Charlie, who borrows $700 at a simple interest rate of 4% per annum, will pay after 4 years is $112.

b) The total repayment amount after 4 years, including interest, is $812.

The simple interest system is one that does not add interest to the principal before calculating subsequent years' interest.

The simple interest system is different from compound interest.

The simple interest formula is given as Principal x Time x Rate.

Principal loan = $700

Loan period = 4 years

Annual interest rate = 4%

Interest system = Simple Interest

Simple interest after 4 years = $112 ($700 x 4% x 4)

Amount to be repaid = Principal + Interest

= $812 ($700 + $112)

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