Please help ASAP I’ll mark you brainliest

The closest approximation of the volume of the cone that can be filled with flavored ice is approximately 5.379 cubic inches.

To find the volume of the cone that can be filled with flavored ice, we need to calculate the volume of the entire cone and subtract the volume of the bubble gum ball.

The volume of a cone can be calculated using the formula:

V_cone = (1/3) * π * r² * h

where r is the radius of the cone and h is the height of the cone.

Given:

Radius of the cone (r) = 1.75 inches

Height of the cone (h) = 3.5 inches

Diameter of the bubble gum ball = 0.5 inches

First, let's calculate the radius of the bubble gum ball using the diameter:

Radius of the bubble gum ball = Diameter / 2 = 0.5 / 2 = 0.25 inches

Now, we can calculate the volume of the cone:

V_cone = (1/3) * π * (1.75)² * 3.5

V_cone ≈ 5.444 cubic inches (rounded to three decimal places)

Next, let's calculate the volume of the bubble gum ball:

V_ball = (4/3) * π * (0.25)³

V_ball ≈ 0.065 cubic inches (rounded to three decimal places)

Finally, we subtract the volume of the bubble gum ball from the volume of the cone:

Volume of flavored ice = V_cone - V_ball

Volume of flavored ice ≈ 5.444 - 0.065 ≈ 5.379 cubic inches (rounded to three decimal places)

Therefore, the closest approximation of the volume of the cone that can be filled with flavored ice is approximately 5.379 cubic inches.

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The yy-component of vector a a is -y-direction, which is equal to 0 m/s2.the product of the second term of the vector with unit vector j^j^, which is in the direction of the y-axis.

Given a vector, a⃗ a→ = (5.0 m/s2, −y−direction)Find the yy -component of the given vector a⃗ a→.Solution: The yy-component of the given vector a⃗ a→ = -y-directionTo find the yy-component of the given vector a⃗ a→, we have to take the product of the second term of the vector with unit vector j^j^, which is in the direction of the y-axis.Therefore, the yy-component of vector a⃗ a→ is :a_yy = -y-direction = (-1)(0) = 0 m/s²  Answer: 0 m/s².

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The yy-component of vector a⃗ a→ is -y-direction.

The yy-component of a vector represents the magnitude of the vector in the y-direction.

In this case, the vector a⃗ a→ is given as (5.0 m/s2, −y-direction).

Since the yy-component is the magnitude in the y-direction, the yy-component of the vector a⃗ a→ is -y-direction.

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The required solution of the given inequality is given as x > 4, and the answer for the blanks is to Divide both sides by -8 and change the inequality sign.

Inequality can be defined as the relation of the equation containing the symbol of ( ≤, ≥, <, >) instead of the equal sign in an equation.

Here,
Given inequality,
-8x < 32
Divide both sides by -8
x > 4

The sign of the inequality change because multiplication with the negative value changes the inequality sign and the higher negative value is the least value.

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Answer:

(5x-2)

Step-by-step explanation:

first factor the quadratic equation

10x²+26x-12 by factoring out the gcf of 2

2(5x²+13x-6)    to factor the quadratic, first multiply ac (5)(-6)

find factors of -30 that multiply to give you -30 and add to give you the middle term 13.

factors -2, 15

take your leading term 5x and put it over the 2 factors, then reduce when necessary.  it is not necessary to use the 5x² because the x in the denominator cancels one out)

5x/-2 and 5x/15 (this one can be reduced to x/3

(5x-2)(x+3) are the factors.

the shared factor is (5x-2)

Answer:

they share 5x-2 as common factor

Step-by-step explanation:

10x² + 26x – 12 and 2(5x – 2)(x – 3)

10x² + 26x – 12  take 2 as common factor

2(5x²+13x-6)     factorize

2(5x-2)(x+3)

they share 5x-2 as common factor

These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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Answer:

1. b  2. b  3. c  4. a  5. c

Step-by-step explanation:

hope this helps! i can give an explanation if needed

Answer:

What he said

Step-by-step explanation:

The statement is partially correct. because, If the study used volunteers who self-selected to participate, then it may not be a representative sample of the entire population with a moderate case of the disease, and therefore the results may not be generalizable to the population.

However, it is important to note that not all studies need to use random sampling in order to draw meaningful conclusions. In some cases, non-random samples may still provide valuable insights into the topic of interest.

In any case, if the study did use volunteers who self-selected to participate, it is important for the researchers to acknowledge this limitation in their conclusions and to avoid overgeneralizing the findings beyond the sample they studied.

The statement is partially correct. because, If the study used volunteers who self-selected to participate, then it may not be a representative sample of the entire population with a moderate case of the disease, and therefore the results may not be generalizable to the population.

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Answer:

cost of slices=2x

cost=monthly fee+cost of slices

15x+2x

-Hope this helps<3

Answer: Anna would have to pay the pizza shop $37.00.

Step-by-step explanation:

11x2=22

22+15=37.

Answer:

x = t(a+p)/4

Step-by-step explanation

Given the expression

​a=4x/t - p

We are to make x the subject of the formula

a=4x/t - p

Add p to both sides

a+p = 4x/t - p+p

a+p = 4x/t

Cross multiply

t(a+p) = 4x

Rearrange

4x = t(a+p)

Divide both sides by 4

4x/4 = t(a+p)/4

x = t(a+p)/4

Answer:

-3

Step-by-step explanation:

What is positive 27 divided by 9? 3.

This time it's the opposite

negative 27 divided by positive 9 is -3

The trigonometric function gives the ratio of different sides of a right-angle triangle. The given problems can be solved as given below.

The trigonometric function gives the ratio of different sides of a right-angle triangle.

\(\rm Sin \theta=\dfrac{Perpendicular}{Hypotenuse}\\\\\\Cos \theta=\dfrac{Base}{Hypotenuse}\\\\\\Tan \theta=\dfrac{Perpendicular}{Base}\\\\\\Cosec \theta=\dfrac{Hypotenuse}{Perpendicular}\\\\\\Sec \theta=\dfrac{Hypotenuse}{Base}\\\\\\Cot \theta=\dfrac{Base}{Perpendicular}\\\\\\\)

where perpendicular is the side of the triangle which is opposite to the angle, and the hypotenuse is the longest side of the triangle which is opposite to the 90° angle.

1st.) x = 5 /Sin(30°)

x = 10

!) sin(45°) = 4/x

x = 4/sin(45°)

x = 4√2

I) Cos(45°) = √3 / x

x = √3 / Cos(45°)

x = √6

E) Tan(60°) = 3√3 / x

x = 3√3 / 3

W) For isosceles right-triangle, the angle made by the legs and the hypotenuse is always 45°.

x = 45°

N) x² + x² = (7√2)²

x = 7

V) Tan(60°) = 7 / x

x = 7√3/3

K) x² + x² = (9)²

x = 9/√2

Y) Sin(60°) = 7√3/x

x = 14

M) Sin(30°) = x/11

x = 11/2

T) Sin(45°) = x/√10

x = √5

A) x + 2x + 90° = 180°

x = 30°

O) Sin(45°) = √2 / x

x = 2

R) Tan(30°) = x / 4

x = 4/√3 = 4√3 / 3

S) Sin(60°) = x / (10/3)

x = 5√3 / 3

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\( \huge \bf༆ Answer ༄\)

The distance between points can be solved using Distance formula (similar to Pythagoras theorem)

\( \boxed { \sf D = \sqrt{(x2 - x1) {}^{2} + {(y2 - y1) {}^{2} } }}\)

Put the values : -

Distance between the points = 3√13 units

\(꧁ \: \large \frak{Eternal \: Being } \: ꧂\)

Answer:

If you are trying to find the line, simply use a graph.

Step-by-step explanation:

Marshall is wondering whether he can participate in the LLP again next year. The statement that is true is "He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

The Lifelong Learning Plan is a program that helps Canadian residents finance their post-secondary education through their registered retirement savings plans (RRSP). If an individual is attending school full-time, they can withdraw up to $10,000 a year from their RRSP under the program, or up to $20,000 in total. There are certain rules that must be followed by an individual participating in the LLP. For example, withdrawals must be made within four years of enrolling in an eligible educational program, and repayments must begin within the same period.

Here are the statements: Provided he repays his LLP balance in full by the end of this year, Marshall can participate in the LLP again next year.Marshall can only participate in the LLP once over his lifetime. However, his wife can make a LLP withdrawal from her RRSP on his behalf. He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000. He can only participate in the LLP a second time if he repays his LLP balance in full and waits 5 years before he returns to school.The correct statement is: He can participate in the LLP again, but only to the extent that his existing LLP balance is less than $20,000.

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Your answer would be be subtract 3

hope it helps

(a) The probability that two bombs hit an area of 1 square mile in a minute is given by the Poisson distribution formula P(X = 2) = (λ^2 * e^-λ)/2!, where λ = 5. Therefore, the probability of two bombs hitting is P(X = 2) = (5^2 * e^-5)/2! = 0.144.

(b) The probability of at most two bombs hitting is given by the sum of the probabilities of 0, 1, and 2 bombs hitting, which can be found using the Poisson distribution formula. Thus, the probability of at most two bombs hitting is P(X <= 2) = (5^0 * e^-5)/0! + (5^1 * e^-5)/1! + (5^2 * e^-5)/2! = 0.54.

(c) The expected number of bombs hitting an area of 1 square mile in a minute is given by the mean of the Poisson distribution, which is equal to λ = 5. Thus, the expected number of bombs hitting is 5.

(d) The variance of the number of bombs hitting an area of 1 square mile in a minute is given by the variance of the Poisson distribution, which is equal to λ = 5. Thus, the variance of the number of bombs hitting is 5.

In conclusion, the probability that two bombs hit an area of 1 square mile in a minute is 0.144, the probability of at most two bombs hitting is 0.54, the expected number of bombs hitting is 5, and the variance of the number of bombs hitting is 5.

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Answer:

< b = 73°

Step-by-step explanation:

The angle with a measure of < 73° has the same measure as < b because they are vertical angles. Two angles are vertical angles if they are opposite angles formed by the intersection of two lines. Vertical angles are congruent.

Therefore, the correct answer is: < b = 73°

For the function that is locate any absolute extreme points over the given interval  h (x) - x 3 - 5x2 - 6x, 10 a we get absolute maximum for x and y  (-0.380, 0.488) (10, 350) and  absolute minimum for x and y (-2, -22) and (4.38, -52.924)

Both critical point lies in domain -2 \(\leq\) n \(\leq\) 10. We know that h (n) is not define at both side of interval end point so n = -2 and n = 10 are critical point,

The critical point are point where f(n) is defined and its derivative is zero or undefined.

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Answer:

7x^2+x+3

Step-by-step explanation:

collect the like terms:

3x^2-2x+1+4x^2+3x+2

7x^2-2x+1+3x+2

7x^2+x+1+2

solution:

7x^2+x+3

Regarding the graphs of the functions \(h(x) = x^2 - 4\) and \(g(x) = (x - 4)^2,\) the following statements are true:

The vertex of the graph of h(x) is located at (0, -4), while the vertex of the graph of g(x) is located at (4, 0).

The vertex represents the minimum or maximum point of the parabola.

The graph of h(x) opens upwards, indicating a positive coefficient for the \(x^2\)  term, while the graph of g(x) also opens upwards due to the positive coefficient of the squared term \((x - 4)^2.\)

The graph of h(x) intersects the x-axis at x = -2 and x = 2, indicating the solutions to the equation \(x^2 - 4 = 0.\)

On the other hand, the graph of g(x) intersects the x-axis at x = 4, representing the solution to the equation \((x - 4)^2 = 0.\)

It's important to note that the graph of h(x) is a standard quadratic function, while the graph of g(x) is a quadratic function with a horizontal shift of 4 units to the right.

The differences in their vertex, x-intercepts, and shape indicate these variations between the two functions.

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Answer:

Hey Mate

Here is Your answer

The typical Eighth grader has more homework than the typical Seventh grader

The given function is a probability mass function. Given function is:

f(x)=65/ (4x+5), x = 0, 1, 2, 3, 4

(a) The probability of getting X = 4 is P(X = 4)

Let's find the value of f(4)f(4) = 65/ (4(4) + 5)= 65/21P(X = 4) = f(4) = 65/21

Therefore, P(X = 4) = 65/21.

(b) The probability of getting X ≤ 1 is P(X ≤ 1)P(X ≤ 1) = P(X = 0) + P(X = 1)

Let's find the value of f(0) and f(1)f(0) = 65/ (4(0) + 5) = 65/5f(1) = 65/ (4(1) + 5) = 65/9

Now, P(X ≤ 1) = f(0) + f(1) = 65/5 + 65/9 = 52/9

Therefore, P(X ≤ 1) = 52/9.

(c) The probability of getting 2 ≤ X < 4 is P(2 ≤ X < 4)P(2 ≤ X < 4) = P(X = 2) + P(X = 3)

Let's find the value of f(2) and f(3)f(2) = 65/ (4(2) + 5) = 65/13f(3) = 65/ (4(3) + 5) = 65/17

Now, P(2 ≤ X < 4) = f(2) + f(3) = 65/13 + 65/17= (1105/221)

Therefore, P(2 ≤ X < 4) = 1105/221.

(d) The probability of getting X > -10 is P(X > -10)

As the value of x is given from 0 to 4, this means the minimum value of X is 0, hence X can never be less than -10.

Therefore, P(X > -10) = 1So, the probabilities are:

(a) P(X=4) = 65/21

(b) P(X≤1) = 52/9

(c) P(2≤X<4) = 1105/221

(d) P(X>-10) = 1

Given function:

f(x)= 65/ (4x+5), x = 0, 1, 2, 3, 4

The formula to check whether a function is a probability mass function or not is:

∑f(x) = 1, for all x=0, 1, 2, 3, 4

Therefore,

∑f(x) = f(0) + f(1) + f(2) + f(3) + f(4) = 65/5 + 65/9 + 65/13 + 65/17 + 65/21= 1

Hence, the given function is a probability mass function.

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Answer: 143.089 or 143.1

well, the smaller triangle is a miniature replica of the big triangle, so you have to find the scale between both triangles bases by doing 122/1.62=75.31 and then use that number to multiply by the height of the smaller triangle giving you the height of the bigger triangle so 75.31*1.9=143.089 or 143.1

Step-by-step explanation:

mistah... clean

Answer:

3250

Step-by-step explanation:

There are 3 cups of ketchup for every 1/2 cup of mustard, then the rate in cups of ketchup per cup of mustard is:

3÷1/2 = 3*2 = 6 cups of ketchup per cup of mustard

Answer:

x = -2±i

Step-by-step explanation:

The sign before the blank is "+" (Example: +300). (b) The value of the portfolio with European put options increases as the stock price decreases, providing a protective benefit to the overall portfolio.

The sign before the blank is "+" (Example: +300).

(b) The value of the portfolio with European put options increases as the stock price decreases. The put options provide a protective benefit to the portfolio, as they allow the holder to sell the stock at a predetermined price (strike price).

When the stock price is below the strike price, the put options become valuable as they enable the investor to sell the stock at a higher price than the market value. However, if the stock price is above the strike price, the put options have no value and do not contribute to the portfolio's overall worth.

Therefore, the benefit of the put options is realized when the stock price is below the strike price, and it diminishes as the stock price rises above the strike price.

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Answer:

Step-by-step explanation:

Given: AC = CB

CD Bisects AB 

Prove: ΔADC= ΔBDC

AC≅CB Given

AD ≅ DB are congruent because of the segment bisector theorem.

DC≅DC reflexive property

ΔADC≅ ΔBDC  SSS theorem

Answer:

A = 5 units²

Step-by-step explanation:

The area (A) of a rhombus is calculated as

A = \(\frac{1}{2}\) × d₁ × d₂

d₁ = x + 4 = 1 + 4 = 5

d₂ = 2y - 4 = 2(3) - 4 = 6 - 4 = 2 , then

A = \(\frac{1}{2}\) × 5 × 2 = 5 units²

Answer:

A= 5m

Step-by-step explanation:

The equation to find the area of a rhombus, when knowing the diagonals, is:

To solve this, we have to find first d1 and d2, which are marked in a parenthesis:

d1= 5m. Now, let's find d2:

Knowing the values of both diameters, we can solve the equation for the area:

The area of the rhombus is 5 meters.

Hope it helps!!

Answer:

0

Step-by-step explanation:

2(n - 1) + 4n = 2 ( 3n - 1 )

2n - 2 + 4n = 6n - 2

6n - 2 = 6n - 2

6n - 6n = -2 + 2

0 = 0