A square prism and a cylinder have the same height. the area of the cross-section of the square prism is 157 square units, and the area of the cross-section of the cylinder is 50π square units. based on this information, which argument can be made?

Answer:

130542

Step-by-step explanation:

FV=48000(2.7196)

FV=130542

The equation that represents the situation in which case the percent of successful free throws is 75% during the game is; ( 8 + x ) = 0.75 ( 15 + x ).

It follows from the task content that the equation which represents the situation in which case the percent of successful free throws rises to 75% is to be determined.

As evident in the task content; Initially, Shaq made 8 out of 15 free throws he attempted.

Therefore, let the number of consecutive free throws he has to make to raise the success rate to 75% be; x.

Therefore, it follows from percent proportion that;

( 8 + x ) / ( 15 + x ) = 75 / 100

The simplified equation which represents the required situation is therefore;

( 8 + x ) = 0.75 ( 15 + x ).

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Answer:

y = 9

Step-by-step explanation:

6 (y-8)=6

Divide each side by 6

6/6 (y-8)=6/6

y-8 = 1

Add 8 to each side

y-8+8 = 1+8

y = 9

Answer:

Yep

Step-by-step explanation:

undo in reverse order-

first, divide the six, then, add the eight

good luck with your math :)

The number of adult tickets that were sold would be = 435 tickets.

A ticket is an official document that gives an individual access to an event.

The cost of adult tickets = $8

The cost for student tickets = $4

The number of students tickets sold = X

The number of adults tickets sold = X +30

The told number of tickets sold = 840

To find X;

X + X + 30 = 840

2x + 30 = 840

2x = 840-30

2x = 810

X = 810/2

X = 405

Therefore, the number of tickets sold for adults = 405 +30 = 435 tickets.

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Answer:

Answer:

-3x - 12=-3(x+4)

Answer: positive 4

Step-by-step explanation:

Answer: I think it's A. But correct me if I'm wrong. I don't really do a lot of this math.

Two pyramids are similar, so ratio of the corresponding sides are equal.

Determine the height of large pyramid.

The formula for the volume of pyramid is,

Here, A is base area of pyramid.

Determine the volume of pyramid.

So answer is V = 8533.3 inches cube.

Answer:

Step-by-step explanation:i need you to add

Since the black and white areas are equal, the folded sheet has four congruent right triangles with legs x and \frac{6}{2x}.  This is the same as the area of the unfolded sheet, so x satisfies the equation x^2 + (\frac{6}{2x})^2 = 6. Simplifying, we get x^4 - 6x^2 + 9 = 0$. This factors as (x^2 - 3)^2 = 0, so x^2 = 3. Therefore, a is \sqrt{3} centimeters from its original position.

We're given that the square sheet of paper has an area of 6 cm². To find the side length of the square, we'll take the square root of the area:

Side length = √(area) = √6 cm

Now let's focus on the folding part. When point A is folded onto the diagonal, a smaller square is formed with one of its vertices at point A. Let's call the side length of this smaller square x cm.

Since the visible black area is equal to the visible white area, that means the area of the smaller square is equal to half of the total area:

Area of smaller square = (1/2) * 6 cm² = 3 cm²

Now we can find the side length of the smaller square:

x = √(area of smaller square) = √3 cm

Since the smaller square is formed by folding, its diagonal is equal to the side length of the original square (√6 cm). We can now use the Pythagorean theorem to find the distance of point A from its original position:

Diagonal² = (side length of smaller square)² + (distance of A from original position)²

(√6 cm)² = (√3 cm)² + (distance of A from original position)²

6 cm² = 3 cm² + (distance of A from original position)²

3 cm² = (distance of A from original position)²

√3 cm = distance of A from the original position

So the distance of point A from its original position is √3 cm.

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Answer:

126 students

Step-by-step explanation:

18+2=20

140 divided by 20=7

7x18=126

140-126=14 chaperones

The main criticism of differential opportunity theory is that it overlooks the fact that most delinquents become law-abiding adults (option c).

Differential opportunity theory, developed by Richard Cloward and Lloyd Ohlin, focuses on how individuals in disadvantaged communities may turn to criminal activities as a result of limited legitimate opportunities for success.

However, critics argue that the theory fails to account for the fact that many individuals who engage in delinquency during their youth go on to become law-abiding adults.

This criticism highlights the idea that delinquent behavior is not necessarily a lifelong pattern and that individuals can change their behavior and adopt prosocial lifestyles as they mature.

While differential opportunity theory provides insights into the relationship between limited opportunities and delinquency, it does not fully address the complexities of individual development and the potential for desistance from criminal behavior.

Critics suggest that factors such as personal growth, social support, rehabilitation programs, and the influence of life events play a significant role in individuals transitioning from delinquency to law-abiding adulthood.

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Answer:

its d i just the test

Step-by-step explanation:

StartRoot 4 Superscript 5 EndRoot expression is equivalent to (2 Superscript one-half Baseline times 2 Superscript three-fourths Baseline) squared.

Definition of equivalent

1: equal in force, amount, or value also: equal in area or volume but not superposable a square equivalent to a triangle.

2a: like in signification or import. b: having logical equivalence equivalent statements. 3: corresponding or virtually identical especially in effect or function.

The definition of equivalent is something that is essentially the same or equal to something else. An example of an equivalent is (2+2) and the number 4. Since 2+2= 4, these two things are equivalent. adjective.

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Answer:

40 degreses

Step-by-step explanation:

there is a right angle and that means it is 90 degreese then it gives you 50 degreese so you add them up and get 140 then you subtract that 140 from 180 and get 40 degreese.

Answer:

c

Step-by-step explanation:

cause it is

Answer:88

Step-by-step explanation: cause it say 88 students in class then it say how many students per class its 88 i think

Answer:

22

Step-by-step explanation: divided 88 by 4

Answer:

= 2/25 2 in 25 ft

Step-by-step explanation:

Answer:  B    3x\(\sqrt{2xy}\)

Step-by-step explanation:

\(\sqrt{18x^{3}y }\)                             > break up into perfect squares

=\(\sqrt{2(9)x^{2} xy}\)                       >√9=3   and        √x² =x

=3x\(\sqrt{2xy}\)

1. (4a - 5)+(3a + 6) = 7a + 1.
To solve, you simply combine the like terms (4a and 3a) to get 7a, and then combine the constants (-5 and 6) to get 1.

2. (6x + 9)+ (4x^2 - 7) = 4x^2 + 6x + 2.
To solve, you combine the like terms (6x and 4x^2) to get 4x^2 + 6x, and then combine the constants (9 and -7) to get 2.

3. (6xy + 2y + 6x) + (4xy - x) = 10xy + 2y + 6x - x = 10xy + 2y + 5x.
To solve, you combine the like terms (6xy and 4xy) to get 10xy, then combine the constants (2y and -x) to get 2y - x, and finally combine the like terms (6x and 5x) to get 11x. The final answer is 10xy + 2y + 5x.

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The polynomial function of least degree possible using the given information.

Real roots: −1 (with multiplicity 2), 1 and (2,

f(2)) = (2, 7) is f(x) = x³ - 3x² + 3x - 1.

Since the polynomial function has real roots at -1 (with multiplicity 2) and 1, we know that the factors of the polynomial are (x + 1)² and (x - 1).

Let the polynomial be of the form f(x) = ax³ + bx² + cx + d. We know that f(2) = 7, so:

a(2³) + b(2²) + c(2) + d = 7

8a + 4b + 2c + d = 7

Now we need to use the fact that the roots are -1 (with multiplicity 2) and 1. Since the polynomial has factors of (x + 1)² and (x - 1), we can write the polynomial as:

f(x) = a(x + 1)²(x - 1)

Expanding this expression, we get:

f(x) = a(x² - 2x + 1)(x - 1)

f(x) = ax³ - 3ax² + 3ax - a

Now we can equate the coefficients of this expression with the coefficients of our assumed polynomial f(x) = ax³ + bx² + cx + d:

a = a

-3a = b

3a = c

-a = d

Therefore, our polynomial function is:

f(x) = x³ - 3x² + 3x - 1

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Answer: (1,3)and (-4,-12)

Step-by-step explanation:

Step-by-step explanation:

Original cost = 900

Cost after VAT = 990

VAT amount = 990 - 900 = 90

Rate of VAT = 90/900×100 = 90/9 = 10%

Answer:

y=-1/2+3

Step-by-step explanation:

I am so sorry. Before I accidentally flipped the 1 and the 2

Answer:

B

Step-by-step explanation:

Answer:

x = 4\(\sqrt{3}\) , y = 4

Step-by-step explanation:

using the cosine and sine ratios in the right triangle and the exact values

cos30° = \(\frac{\sqrt{3} }{2}\) , sin30° = \(\frac{1}{2}\) , then

cos30° = \(\frac{adjacent}{hypotenuse}\) = \(\frac{x}{8}\) = \(\frac{\sqrt{3} }{2}\) ( cross- multiply )

2x = 8\(\sqrt{3}\) ( divide both sides by 2 )

x = 4\(\sqrt{3}\)

and

sin30° = \(\frac{opposite}{hypotenuse}\) = \(\frac{y}{8}\) = \(\frac{1}{2}\) ( cross- multiply )

2y = 8 ( divide both sides by 2 )

y = 4

Hence, the answer is 120 dollars.

It has been mentioned that each one of the family members will participate in a saving challenge where they will save $2 in the first week and double the amount every week afterward. The problem is asking to calculate the amount of money that has been saved in the third month.

Now, let's see how much money they will save in the first week, second week, third week, and fourth week.Week 1 = $2Week 2 = $2 × 2 = $4Week 3 = $4 × 2 = $8Week 4 = $8 × 2 = $16

Now, let's calculate how much they will save in the first month by adding the amount of money saved in all four weeks.$2 + $4 + $8 + $16 = $30

So, in the first month, they will save $30.Next, let's calculate how much they will save in the second month.$30 (First month saving) × 2 = $60So, in the second month, they will save $60.

Finally, let's calculate how much they will save in the third month.

$60 (Second-month saving) × 2 = $120

So, in the third month, they will save $120.

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Answer:

b = -36

Step-by-step explanation:

In other words, solve this given equation -5/6b = 30 for b.

For clarity we rewrite this as (-5/6)b = 30.

To isolate b, we multiply both sides of the above equation by (-6/5):

(-6/5)(-5/6)b = (30)(-6/5), or

b = -36

The statement says that you've triggered the Penalty APR so that it has now increased to 28.99%. What action triggered this? You failed to pay the minimum payment by the due date.

You failed to make the minimum payment by the due date. This is an action that can result in a message that "you've triggered the Penalty APR so that it has now climbed to 28.99%."

A charge APR is a charge that can be applied if you don't pay your bills on time. It may be set up so that future transactions may be subject to a penalty APR that is higher than the card's standard rate.

If the minimum payment was not made by the due date, Penalty APR would be applied.

But if the card also has a penalty APR and you trigger it, you will likely lose that promotional offer. Federal consumer protections that limit penalty APRs don't apply to small-business credit cards. That means issuers can be more punitive, such as applying penalty APRs sooner than 60 days after not making payments.

Therefore,

The statement says that you've triggered the Penalty APR so that it has now increased to 28.99%. What action triggered this? You failed to pay the minimum payment by the due date.

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T/F Solution that can be analytically obtained but is not an actual answer to the equation often due to restrictions in the type of function such as a negative in the log

This statement is true.

Because, Sometimes, when solving an equation using analytical methods, we may arrive at a solution that is mathematically correct but is not a valid answer due to the restrictions in the type of function used.

For example, if a negative value appears in the logarithmic function, the solution may not be valid because the logarithmic function is only defined for positive values.

In such cases, we need to go back and recheck our work and take into account the restrictions of the function to arrive at a valid solution.

Sometimes when solving an equation analytically, the resulting solution may not be a valid answer due to restrictions in the domain of the function.

For example, if we solve an equation involving a logarithmic function, we may end up with a negative value inside the logarithm, which is not defined for real numbers. In such cases, the solution obtained analytically is not a valid answer to the equation.

Another example is when solving for the roots of a quadratic equation using the quadratic formula, we may obtain complex solutions even though we are only interested in real solutions.

Thus, it is important to always check the solutions obtained to ensure that they satisfy any domain or range restrictions of the functions involved in the equation.

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The range of the possible values of r^2 is 0 to 1. It represents the proportion of the dependent variable’s variance that can be explained by the independent variable(s).


The coefficient of determination, often denoted as r^2, measures the proportion of the dependent variable’s variance that can be explained by the independent variable(s) in a statistical model. The value of r^2 ranges from 0 to 1.
A value of 0 for r^2 indicates that the independent variable(s) does not explain any of the variance in the dependent variable. On the other hand, a value of 1 implies that the independent variable(s) fully explain the observed variance in the dependent variable.
Therefore, the range of the possible values of r^2 is 0 to 1. Any positive numerical value within this range indicates a degree of explanatory power, while values outside this range are not meaningful in the context of r^2. It serves as a useful tool for assessing the strength of a statistical relationship and the predictive ability of a model.

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The probability that at least 1 of the next 4 customers who go to the service department will ask for help finding an item is 0.68.

Given data ,

According to store records, approximately  1/ 4 of all customers who go to the service department ask for help finding an item.

All the  customers who go to the service department will not ask for help.

Now, the probability that at least 1 of the next 4 customers who go to the service department will ask for help finding an item is

P(X>=1)   = 1 - P(X<1)

               = 1 - (1/4)⁰ (3/4)⁴

               = 1 - (3/4)⁴

               = 0.68

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 has been introduced to predict how likely events are to happen.

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

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