Find the volume of the hemisphere. Round to the nearest tenth.
Could someone please help me?

Answer:

256ft²

Step-by-step explanation:

White squares=

2 (8x8) =

2 (64) = 256

Whole Rectangle=

8 + 8 = 16

A = bh = 16 x 32 = 512

512 - 256 = 256

In the given problem, we find that Luis is wrong because the probability of getting a Yahtzee in one roll of the dice is 1/6^5.

Luis is wrong because the probability of getting a Yahtzee in one roll of the dice is 1/6^5. This is approximately 0.00077 or 0.077%.

A Yahtzee is a combination of five dice with the same number on each dice. The probability of rolling any specific combination of five dice is 1/6^5 and this is because each dice has a 1/6 probability of showing the required number.

The probability of rolling a Yahtzee in one roll of the dice is 6 times the probability of rolling any specific combination, which is 6 x 1/6^5 or 1/6^4  since there are only six possible combinations of a Yahtzee (one for each number on the dice). Therefore, the correct probability of getting a Yahtzee in one roll of the dice is 1/6^5 and not 1/6b5 as Luis had stated.

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Answer: 3,64

Step-by-step explanation:

If the representative fraction scale is 1:48000, then the verbal scale from inches to feet is  1 inch represents 0.00025 feet.

We have to find the verbal (written) scale from inches to feet that represents a map with a representative-fraction (RF) scale of 1:48,000,

We use the formula:

⇒ Verbal scale = RF × Inches per foot,

We know that the RF scale is 1:48,000, which means that one unit on the map represents 48,000 units in the real world.

There are 12 inches in a foot,

So, we can convert the verbal scale to inches-per-foot by dividing by 12:

⇒ Inches per foot = (Verbal scale)/(12),

⇒ Inches per foot = (1/48000) × (12/1) = 0.00025

Therefore, the verbal scale from inches to feet is : 1 inch represents 0.00025 feet.

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Answer:

c. [tex]p^2+2p-24[/tex]

Step-by-step explanation:

[tex](p + 6)(p - 4)\\\\= (p)(p) + (6)(p) + (-4)(p) + (6)(-4)\\\\= p^2+6p-4p-24\\\\=p^2+2p-24[/tex]

Answer:

A) The slope is negative.  It is -30

B)The slope is positive.  It is 2.5

Step-by-step explanation:

Graph A:

I selected two points on the graph.

(1, 220) and (7, 40)

The slope is the change in y over the change in x.  The y values are 40 and 220.  The x values are 7 and 1.  You find the change by subtracting.

[tex]\frac{40 - 220}{7-1}[/tex] = [tex]\frac{-180}{6}[/tex] = -30

Graph B:

This graph is proportional because it is a straight line and it goes through the original.  This means that the slope can be found with any ordered pair in the form [tex]\frac{y}{x}[/tex].  I am going to use the point (2, 5).  [tex]\frac{5}{2}[/tex] = 2.5

Helping in the name of Jesus.

The swimming pool's actual measurements are[tex]1500m^{2}[/tex], which solves the area issue that was presented.

By calculating how much space would be needed to fully enclose its exterior, its overall size can be calculated. The surrounding region is considered when selecting a comparable product for the rectangular design.

We know, [tex]area = length *breadth[/tex] of a rectangle

[tex]length(l) = 10[/tex] squares and [tex]breadth (b) = 6[/tex] squares

Given [tex]1 cm = 5 m[/tex]

∴ length = [tex]5 *10 = 50 m[/tex], breadth = [tex]6*5 = 30 m[/tex]

    =[tex]50*30= 1500m^{2}[/tex]

Therefore area of the pool is [tex]1500m^{2}[/tex]

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It will take approximately 3.33 hours for both persons working together to complete the job.

What is distance?

Distance is the measure of how far apart two objects or locations are from each other. It is usually measured in units such as meters, kilometers, miles, or feet.

To solve this problem, we can use the following formula:

1 / T = 1 / t1 + 1 / t2

Where T is the time it takes for both persons working together to complete the job, t1 is the time it takes for the first person to complete the job alone, and t2 is the time it takes for the second person to complete the job alone.

Plugging in the given values, we get:

1 / T = 1 / 5 + 1 / 10

Simplifying the right side, we get:

1 / T = 3 / 10

Multiplying both sides by 10T, we get:

10 = 3T

Dividing both sides by 3, we get:

T = 10 / 3 = 3.33 hours

Therefore, it will take approximately 3.33 hours for both persons working together to complete the job.

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To check if Line L1 and Line L2 are parallel, we need to check if their slopes are equal.

Given L1 is y=2x+1

The slope of L1 is the coefficient of x, which is 2.

since L1 is in the form of y=mx+c where m is the slope

Given  L2 is 4y-8x+1=0

To find the slope of L2, we need to rearrange it to slope-intercept form

y = mx + b, where m is the slope and b is the y-intercept.

4y - 8x + 1 = 0

4y = 8x - 1

y = 2x - 1/4

Now the above equation is in the form of y=mx+c

The slope of L2 is also 2.

Since both lines have the same slope, we can conclude that they are parallel. Therefore, we can say that Line L1 and Line L2 are parallel.

To find the circle and radius of equation x2 + y2 +12x +6y +20=0, we need to complete the square for both x and y terms.

First, we can simplify the equation by rearranging the constant term to the right-hand side:

x^2 + y^2 + 12x + 6y = -20

Next, we can complete the square for the x-terms by adding (12/2)^2 = 36 to both sides of the equation:

x^2 + 12x + 36 + y^2 + 6y = -20 + 36

Simplifying further:

(x + 6)^2 + (y + 3)^2 = 13

This is now in the standard form of a circle: (x - h)^2 + (y - k)^2 = r^2, where (h, k) is the center of the circle and r is the radius.

So the center of the circle is (-6, -3) and the radius is the square root of 13. Therefore, the equation x^2 + y^2 + 12x + 6y + 20 = 0 represents a circle with center (-6, -3) and radius sqrt(13).

That g(x) is a vertical stretch of f(x) by a factor of 3, followed by a vertical shift of 3 units upward.

The function g(x) = 3[tex]2^{x}[/tex] is a transformation of the parent function f(x) = [tex]2^{x}[/tex]. Specifically, g(x) is obtained by first stretching f(x) vertically by a factor of 3, and then shifting it upward by some amount.    

To understand this transformation more clearly, consider the effect of changing the value of x on both functions. For the parent function f(x) = [tex]2^{x}[/tex], increasing x by 1 corresponds to multiplying the output (y-value) by 2. For example, if we evaluate f(x) at x=0, we get f(0) = [tex]2^{0}[/tex] = 1, and if we evaluate it at x=1, we get f(1) =[tex]2^{1}[/tex]  = 2, which is double the value of f(0).

Now, let's consider the function g(x) =3[tex]2^{x}[/tex] . When we evaluate g(x) at x=0, we get g(0) = 3[tex](2)^{0}[/tex] = 3, which is triple the value of f(0). Similarly, when we evaluate g(x) at x=1, we get g(1) = 3[tex](2)^{1}[/tex] = 6, which is triple the value of f(1). This shows that g(x) is a vertical stretch of f(x) by a factor of 3.

Finally, notice that the function g(x) has the same shape as f(x), but is shifted upward by an amount of 3 units. We can see this by comparing the graphs of the two functions. The graph of f(x) starts at the point (0,1) and increases rapidly as x gets larger. The graph of g(x) starts at the point (0,3) and increases at the same rate as f(x). This shows that g(x) is a vertical stretch of f(x) by a factor of 3, followed by a vertical shift of 3 units upward.

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The 99% confidence interval for the mean GPA of all accounting students at this university is approximately (3.12272, 3.27728). This means we are 99% confident that the true mean GPA of all accounting students at this university falls between 3.12272 and 3.27728.

To construct the 99% confidence interval for the mean GPA of all accounting students at this university, follow these steps:
Identify the sample size, mean, and standard deviation: In this case, the sample size (n) is 25, the mean (x) is 3.20, and the standard deviation (s) is 0.15.
Determine the confidence level: The problem states we need a 99% confidence interval, so the confidence level is 99%.
Find the critical value (z-score) for the confidence level: For a 99% confidence interval, the critical value (z) is 2.576 (you can find this value in a standard z-score table).
Calculate the standard error (SE) of the sample mean: SE = s / √n = 0.15 / √25 = 0.15 / 5 = 0.03.
Calculate the margin of error (ME): ME = z * SE = 2.576 * 0.03 = 0.07728.
Find the lower and upper limits of the confidence interval:
- Lower limit = x - ME = 3.20 - 0.07728 = 3.12272.
- Upper limit = x + ME = 3.20 + 0.07728 = 3.27728.

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The domain, ranges and piecewise functions are;

10. D = (-∞, 3], R = [-2, ∞)

11. D = (-∞, -1), R = (-∞, 3)

12. [tex]f(x) =\begin{cases}\frac{2}{5}\cdot x + 4 & \text{ if } x\leq 0 \\x-5 & \text{ if } x > 0 \end{cases}[/tex]

13. [tex]f(x) =\begin{cases}-x-2 & \text{ if } x < -1 \\5 & \text{ if } -1 < x < 3\\ -2\cdot x + 5& \text{ if } 3 \leq x < \infty\end{cases}[/tex]

14. [tex]f(x) = \begin{cases}-2 & \text{ if } x < 4 \\\frac{1}{2} \cdot x + 4 & \text{ if } -4 < x \leq 2 \\-x& \text{ if} 2 < x < \infty\end{cases}[/tex]

A piecewise function comprises of two or more functions that set the definition or rule of the function based on the specified interval.

10. The piecewise function indicates;

p(x) = -3·x + 7 if x ≤ 3

When x = 3,  p(x) = -3 × 3 + 7 = -2

When x approaches -∞, p(x) → ∞

The domain and range in the interval x ≤ 3 are;

Domain = (-∞, 3]

Range = [-2, ∞)

P(x)  = x if 3 < x < 5

The domain and range in the interval 3 < x < 5 are;

Domain; (3, 5)

Range; (3, 5)

P(x) = -1 if x ≥ 5

The domain and range in the interval x ≥ 5 are;

Domain; [5, ∞)

Range; -1

Therefore;

D = (-∞, ∞)

R = [-2, ∞)

11. k(x) = x + 4 if x < -1

k(x) = 5 if -1 < x < 2

k(x) = -(1/2)·x + 1 if x ≥ 2

The domain and range in the interval x < -1 are;

Domain; (-∞, -1)

Range; (-∞, 3)

The domain and range in the interval -1 < x < 2 are;

Domain; (-1, 2)

Range; 5

The domain and range in the interval x ≥ 2 are;

Domain; [2, ∞)

Range; (-∞, 0]

The function is undefined for x = -1

The domain and range of the piecewise function is therefore;

D; (-∞, -1) ∪ (-1, ∞)

R; (-∞, 3) ∪ [5, 5]

12. The points on the graph where x ≤ 0 are; (0, 2), and (-5, 0)

The slope is; 2/5

The y-intercept is; (0, 4)

The equation is therefore; y = (2/5)·x + 4

Therefore; f(x) = (2/5)·x + 4 if x ≤ 0

The points on the graph when x > 0 are; (0, -5), and (5, 0)

The slope is; 5/5 = 1, the y-intercept is; (0, -5)

The equation is therefore; y = x - 5

Therefore; f(x) = x - 5 if x > 0

The piecewise function is therefore;

[tex]f(x) =\begin{cases} \frac{2}{5}\cdot x +4 & \text{ if } x\leq 0 \\x -5 & \text{ if } x > 0 \end{cases}[/tex]

13. The points on the graph when x < -1 are; (-1, -1), and (-2, 0)

The slope is; 1/-1 = -1

The equation is; y - 0 = -1×(x - (-2)) = -x - 2

y = -x - 2

Therefore, f(x) = -x - 2 if x < -1

The points on the graph when -1 < x < 3 are; (-1, 5), and (3, 5)

The slope is; 0, the equation is; y = 5

Therefore; f(x) = 5 if -1 < x < 3

The points on the graph when 3 ≤ x < ∞ are; (3, -1), and (5, -5)

The slope is; -4/2 = -2

The equation is; y - (-1) = -2×(x - 3) = -2·x + 6

y = -2·x + 6 - 1 = -2·x + 5

y = -2·x + 5

Therefore; f(x) = -2·x + 5 if 3 ≤ x < ∞

The piecewise function is therefore;

[tex]f(x) =\begin{cases} -x -2 & \text{ if } x < -1 \\5 & \text{ if } -1 < x < 3\\-2\cdot x + 5 & \text{ if } 3 \leq x < \infty \end{cases}[/tex]

14. The functions in the piecewise function graph are;

f(x) = -2 if x < -4

The points in the interval -4 < x ≤ 2 are; (-4, 2), (0, 4)and (2, 5)

The slope is; 3/6 = 1/2

The y-intercept is; (0, 4)

The function is therefore; f(x) = (1/2)·x + 4

The points in the interval 2 < x < ∞ are; (2, -2), and (4, -5)

The slope is; -3/2 = -1.5

The equation is; y - (-2) = (-3/2) × (x - 2) = -x + 2

y = -x + 2 - 2 = -x

y = -x

The function is therefore; f(x) = -x

The piecewise function is therefore;

[tex]f(x) =\begin{cases} -2 & \text{ if } x < -4 \\\frac{1}{2}\cdot x + 4 & \text{ if } -4 < x \leq 2\\-x & \text{ if } 2 < x < \infty \end{cases}[/tex]

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Answer:

7

Step-by-step explanation:

Since Nancy has 4 pencils, we know Byron has 3 times that amount

4 groups of 3 is equivalent to 12.

We know that is how many pencils Byron has. Mac has 5 less.

So, 12-5 = 7.

The correct option:D. x = -10. The value of 'x' for the given linear equation in one variable is found as -10.

If the degree n with in equation is equal to 1, then a linear equation only contains ONE variable. The highest exponent a single variable can have is referred to as the equation's degree.

Given equation:

10 = −4x + 3x

Adding the variable'x' with sign, the coefficient will be added and the sign with the larger value will be taken.

10 = −1x

10 = -x

Divide both side by -1.

x = -10.

Thus,  the value of 'x' for the given linear equation in one variable is found as -10.

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Correct question:

Solve 10 = −4x + 3x

Option:

A. x = 2

B. x = 10

C. x = -6

D. x = -10

Answer:

892 m squared

Step-by-step explanation:

Answer:14.54

Step-by-step explanation: CALCULATOR

Answer:

61

Step-by-step explanation:

11^2 + 60^2 = 3721

square root of that is 61

put it in a calculator

Answer:

-2i² - 4i + 4

Step-by-step explanation:

(1−2i) ⋅ (4+i)

= 4 + i - 8i - 2i²

= -2i² - 7i + 4

So, the answer is -2i² - 7i + 4

The smallest positive integer of the set of the positive integers divisible by 15 and 35 is 105.

The set of all those positive integers that are divisible by both 15 and 35 is infinite because there is no limit to the numbers which are divisible by 15 as well as 35.

We have to find the least positive integer of this set.

In order to do so we will find the least common multiple of 15 and 35.

The LCM of 15 and 35 is 105 so this LCM will be the smallest positive integer that is divisible by 15 and 35.

The reason why the LCM is the smallest positive integer is because the LCM is the first value that is common in the tables of 15 and 35.

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The length of the entire trip is equal to the time required to travel [tex]22 km[/tex], the boat's average speed on calm water is [tex]3.24 km/h[/tex]

In mathematics, an equation is a statement that all equations are the same.

A variable is a symbol that represents an unknowable value or a value that is subject to vary within a given range, and an equation may contain one or more of these symbols.

Mathematics can be used to identify hidden quantities in problems and to express interactions between variables.

As an example, the equations [tex]2x+5= 13[/tex] contain the response variable, which stands for an indeterminate value.

To determine the value of[tex]x[/tex] that makes the equation remain true, this equation can be solved.

Since [tex]2(4)+5=13[/tex], the solution in this case is [tex]x=4[/tex] Equations come in a variety of different forms, such as linear equations, quadratic equations, and systems of equations.

Given

We can create another equation since the duration of the full journey is equal to the duration needed to travel [tex]22 km[/tex] along the lake:

The sum of the times against and with the current is the total time.

By simplifying and substituting the formula

[tex]15/(b-2) +6/(b+2) = 22/b[/tex]

After multiplying both sides by [tex]b(b-2)(b+2)[/tex] we get

[tex]22(b-2)(b+2) = 15b(b+2) +6b(b-2)[/tex]

Adding and subtracting

[tex]15b^{2} +30b +6b^{2} - 12b =22(b^{2} -4)\\21b^{2} +42b -22b^{2} +88 = 0\\-b^{2} +2b+4[/tex]

The boat speed cannot be negative so we considered positive value

[tex]3.24 km/h for b =1+\sqrt{5}[/tex]

Therefore the length of the entire trip is equal to the time required to travel [tex]22 km[/tex], the boat's average speed on calm water is [tex]3.24 km/h[/tex]

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[tex]y\sqrt[3]{6y}-14\sqrt[3]{48y}~~ = ~~-11y\sqrt[3]{6y} \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ \square y\sqrt[3]{6y}-14\sqrt[3]{48y^{\square }}\implies \square y\sqrt[3]{6y}-14\sqrt[3]{2^3\cdot 6y^{\square }}\implies \square y\sqrt[3]{6y}-28\sqrt[3]{6y^{\square }} \\\\\\ \underline{17} y\sqrt[3]{6y}-28\sqrt[3]{6y^{\underline{4}}}\implies 17y\sqrt[3]{6y}-28\sqrt[3]{6y^3\cdot y} \\\\\\ \stackrel{ \textit{like-terms} }{17y\sqrt[3]{6y}-28y\sqrt[3]{6y}}\implies \boxed{-11y\sqrt[3]{6y}}[/tex]

Adele has walked 7 1/20 miles so far this week.

To find out how many miles Adele has walked so far this week, we need to add the miles she walked on Monday, Tuesday, and Wednesday.
Step 1: Convert the mixed numbers into improper fractions.
- Monday: 2 3/5 = (2 × 5 + 3)/5 = 13/5
- Tuesday: 1 3/4 = (1 × 4 + 3)/4 = 7/4
- Wednesday: 2 7/10 = (2 × 10 + 7)/10 = 27/10
Step 2: Find a common denominator and add the fractions.
- Common denominator: 20 (least common multiple of 5, 4, and 10)
- Convert the fractions: 13/5 = 52/20,

7/4 = 35/20,

27/10 = 54/20
- Add the fractions:

52/20 + 35/20 + 54/20

= (52 + 35 + 54)/20

= 141/20
Step 3: Convert the improper fraction back to a mixed number.
- 141/20 = 7 + 1/20

= 7 1/20.

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Answer:

A, D, and E

Hope this helps<3

The proportion of individuals to land area is known as the population density. The Population Density is 148.38 people/m².

The proportion of individuals to land area is known as the population density. People per square kilometre is the metric. The term "population density" refers to the number of people in a given area, typically expressed as "per square kilometre" or "per square mile," and may include or exclude features like glaciers or bodies of water.

The number of members of a species in a given geographic area is known as population density. Demographic data can be measured and examined in relation to infrastructure, environments, and human health using population density data.

Population Density = the nation's population ÷ Area of country

Population of country = 23,023

Area of country = (18*8)+(4*5)

               = 164 m²

Population Density= 23023÷164

                 = 148.38 people/m²

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The angle A and D will be equal by the help of side angle side theorm.

What is side angle side theorem?

The Side-Angle-Side (SAS) theorem is a concept in geometry that states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent. In other words, if two triangles have the same length of two sides and the angle between those sides is also the same, then the two triangles are identical in shape and size. The SAS theorem is one of the several postulates that can be used to prove congruence between two triangles.

The angle ABC is equal to angle DBE by vertical opposite angle

AC  is equal to DE

and CB is equal to EB

therefore angle A and angle D

Congruent triangles are triangles that have the same shape and size. When two triangles are congruent, it means that they have the same angles and side lengths. In other words, they are identical in every way, and one can be superimposed onto the other by rotating, reflecting or translating.

There are several ways to prove that two triangles are congruent, including:

Side-Side-Side (SSS) theorem: if all three sides of one triangle are congruent to the corresponding sides of another triangle, then the two triangles are congruent.

Side-Angle-Side (SAS) theorem: if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent.

Angle-Side-Angle (ASA) theorem: if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.

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Step-by-step explanation:

For the number to be even, it needs to end in an even number ,,,,there are no even numbers that are primes ( because the number would be divisible by 2)

According to the information, the actual width of the item is 21.6 yards.

We can use the scale factor to find the actual width of the item from its model width. The scale factor is 1:12, which means that every 1 unit on the model represents 12 units in actual size. The model width is given in feet, so we need to convert it to yards before we can use the scale factor.

Now we can use the scale factor to find the actual width:

So,

To solve for x, we can cross-multiply:

Therefore, the actual width of the item is 21.6 yards.

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27/2 or 13.5 pieces.

To find the quotient, we need to divide the length of the sub sandwich by the length of each piece she wants to cut it into:

9 ÷ (2/3)

We can simplify this by multiplying the numerator by the reciprocal of the denominator:

9 ÷ (2/3) = 9 × (3/2)

Multiplying straight across:

9 × (3/2) = 27/2

So Jenny will be able to cut the sub sandwich into 27/2 or 13.5 pieces.

Step-by-step explanation:

Cutting a 9 inch sub into 2/3 inch pieces ?

9 inch / 2/3 inch / piece = 9 * 3/2= 27/2 = 13.5 pieces ~ 13 with a bit left over

Answer:

12a-b

Step-by-step explanation:

Given expression = 12a -b

The factored form for the given expression, cannot be determined because the given expression is a simplified expression its factor cannot be possible.

Answer: 1 (12a-b)

Step-by-step explanation: You would do distributive property to solve this, and 1 * 12 equals 12, so that works. 1 * b equals b, because multiplying it by 1 doesn't change its value. Hope this helps

Thus, the radius of circle KM for the given value of tangent is found as: MK = 6 mm.

A tangent is really the line that follows the curve's slope at a specific location. It is the line that contacts the curve at any specific point and follows the curve in that location.

Given:

MK ⊥ NM (property of tangent drawn to any circle)

Using the Pythagorean theorem in right triangle NMK

NK² = MK² + NM²

MK² = NK² -  NM²

MK² = 10² + 8²

MK² = 100 - 64

MK = 6 mm

Thus, the radius of the circle KM for the given value of tangent is found as: MK = 6 mm.

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