This 3rd and 2nd grade lvl paper dont ask why

Answer:

( x + 5 )^2 + ( y - 3 )^2 = 2^2

Step-by-step explanation:

The equation for a circle is ( x - h )^2 + ( y - k )^2 = r^2.

We know that h=-5 and k=3, so we just need to solve for r.

To do that, we need to envision the circle on a graph. If the edge of the circle touches the horizontal line y=1, how many units is it between the edge of the circle and the middle of the circle?

The middle of the circle is at y=3, and the edge is at y=1, so there are 2 units between the edge and the middle. Which means r=2.

so, ( x + 5 )^2 + ( y - 3 )^2 = 2^2.

Answer:

ytlyguk

Step-by-step explanation:

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The annual interest is $22.

Simple interest is a method of calculating the interest charge. Simple interest can be calculated as the product of principal amount, rate and time period.

Simple Interest = (Principal × Rate × Time) / 100

Given;

Amount invested= $550

Annual interest= 4%

SI= 550*4*1/100

=5.5*4

=22

Therefore, the simple interest will be $22.

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Answer:

\(M=6\)

Step-by-step explanation:

\(M=\frac{3\cdot8}{4}\)

Solve

Step 1: Multiply the numbers

\(3\cdot \:8=24\)

Step 2: Divide

\(\frac{24}{4}=6\)

\(M=6\)

Answer:

it can be negative or positive. You can change the number after the equal to a negative, or a positive depending on what the number is.

Answer:

c. Cluster sampling

Step-by-step explanation:

Taking into account that the exercise researcher is looking with limited resources to study a population that is divided, her best option is cluster sampling, which is a method applicable to this type of population, we could select in each group randomly her sample, the observational study is discarded because she does not have much availability of time or resources, nor would the stratified study be useful because she should select subgroups and create them to take samples and this would take more time and resources and sampling systematic is not adequate because it must have all the individuals and after having the list select the sample, but as we know, it is a process that will study the number of individuals so this option is not feasible.

Answer:

Cluster sampling

Step-by-step explanation:

Cluster sampling is almost always more economical or more practical than stratified sampling or simple random sampling as it reduces costs by increasing sampling efficiency. Due to the fact that she has limited resources, this method is better to observe clusters of units in a population than randomly selected distributed in the local nature preserve and this method is more economical and quick.

Answer:

Puts the dots where the A,B,C,D dots are and move them 5 units to the right.

Example:

Original place

A=(2,5)

Moved 4 units to the right:

A'=(6,5)

Here are some tips:

Up= Y value goes up

Down= Y value goes down

Right= X value goes up

Left X value goes down

The subsets of the set {e, n, t} are given as follows:

{{}, {e}, {n}, {t}, {e,n}, {e,t}, {n,t}, {e,n,t}}.

Considering a set with n elements, the number of subsets in the set is the nth power of 2, that is:

\(2^n\)

The set for this problem is given as follows:

{e, n, t}

The cardinality is given as follows:

n = 3.

Hence the number of subsets is given as follows:

2³ = 8.

The subsets are given as follows:

{{}, {e}, {n}, {t}, {e,n}, {e,t}, {n,t}, {e,n,t}}.

In which {} is the empty set.

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By graphing or visualizing the parabolic shape, we can observe where the graph intersects the x-axis, which represents the solutions to the equation. In this case, the solutions are x = -3 and x = 1.

To solve the quadratic equation x^2 + 2x - 3 = 0 by graphing, we can plot the graph of the equation and find the x-values where the graph intersects the x-axis.

First, let's rearrange the equation to the standard form: x^2 + 2x - 3 = 0.

We can create a graph by plotting points for different values of x and then connecting them. However, I can describe the process and the key points on the graph.

1. Find the x-intercepts: These are the points where the graph intersects the x-axis. To find them, set y (the equation) equal to zero and solve for x:

  0 = x^2 + 2x - 3.

  This quadratic equation can be factored as (x + 3)(x - 1) = 0.

  Therefore, x = -3 or x = 1.

2. Plot the points: Plot the points (-3, 0) and (1, 0) on the graph. These are the x-intercepts.

3. Draw the graph: The graph of the equation x^2 + 2x - 3 = 0 is a parabola that opens upward. It will pass through the x-intercepts (-3, 0) and (1, 0).

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Answer:

The sample proportion of undergraduate students that used library books is 0.5286.

Step-by-step explanation:

The sample proportion is the number of desired outcomes divided by the size of the sample.

In this question:

Sample of 70 undergraduate students, 37 had used library books.

\(p = \frac{37}{70} = 0.5286\)

The sample proportion of undergraduate students that used library books is 0.5286.

Answer:

Not a solution of the system

Step-by-step explanation:

Substitute 2 for x and -1 for y

\(7(2)+2(-1)=12\\6(2)-3(-1)=20\)

Simplify

\(14-2=12\\12+3=20\)

Simplify

\(12=12\\15\neq 20\)

Answer:

(a) 1/6. One out of six sides will give you the desired result.

(b) 3/6. 3 out of 6 sides will give you the desired result.

(c) 2/3. 4 out of 6 sides will give you the desired result.

Multiply each term of 82 by each broken term of 34, i.e.

\( \tt \multimap \: 80 \times (30 + 4) + 2 \times (30 + 4)\)

\( \tt \nrightarrow \: 80 \times 34 + 2 \times 34\)

\( \tt \Rrightarrow \: 2720 + 68\)

\( \tt \rightharpoonup \: 2788\)

Multiply each term of 69 by each broken term of 12, i.e.

\( \sf \multimap \: 70 \times (10 + 2) - 1(10 + 2)\)

\( \sf \nrightarrow \: 70 \times 12 - 1 \times 12\)

\( \sf \Rrightarrow \: 840 - 12\)

\( \sf \rightharpoondown \: 828\)

25% of the students in the seminar are shorter than 65 inches.

To find the percentage of students who are shorter than 65 inches, we first need to find the number of students whose height is less than 65 inches:

There are three students who are shorter than 65 inches: 62, 60, and 58.

Therefore, the percentage of students who are shorter than 65 inches is:

(3 students / 12 students) × 100% = 25%

Note that the value given for 1% × 5 does not appear to be relevant to this question, and is not necessary for the calculation of the percentage of students who are shorter than 65 inches.

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Answer:

A

Step-by-step explanation:

hope you have a great day!!

Answer:

The points are: (16.12,0),(-8.12,0).

Step-by-step explanation:

Solving a quadratic equation:

Given a second order polynomial expressed by the following equation:

\(ax^{2} + bx + c, a\neq0\).

This polynomial has roots \(x_{1}, x_{2}\) such that \(ax^{2} + bx + c = a(x - x_{1})*(x - x_{2})\), given by the following formulas:

\(x_{1} = \frac{-b + \sqrt{\bigtriangleup}}{2*a}\)

\(x_{2} = \frac{-b - \sqrt{\bigtriangleup}}{2*a}\)

\(\bigtriangleup = b^{2} - 4ac\)

Distance between two points:

Suppose we have two points, \((x_1,y_1)\) and \((x_2,y_2)\). The distance between them is given by:

\(D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

Find all points on the x-axis that are 14 units from the point (4, -7).

Being on the x-axis mean that they have y-coordinate equal to 0, so the point is (x,0).

The distance is 14. So

\(\sqrt{(x-4)^2+(0-(-7))^2} = 14\)

\(\sqrt{x^2 - 8x + 16 + 49} = 14\)

\(\sqrt{x^2 - 8x + 65} = 14\)

\((\sqrt{x^2 - 8x + 65})^2 = 14^2\)

\(x^2 - 8x + 65 - 196 = 0\)

\(x^2 - 8x - 131 = 0\)

So \(a = 1, b = -8, c = -131\)

\(\bigtriangleup = (-8)^{2} - 4(1)(-131) = 588\)

\(x_{1} = \frac{-(-8) + \sqrt{588}}{2} = 16.12\)

\(x_{1} = \frac{-(-8) - \sqrt{588}}{2} = -8.12\)

The points are: (16.12,0),(-8.12,0).

Answer:

3,0,-6,0

Step-by-step explanation:

x1=3 because 3+0+0=3

since x2 and s2=0.

The expression is given as

Determine the inequality,

Hence the answer is

Answer:

\(50\; {\rm ft} \times 50\; {\rm ft}\) would maximize the area for a rectangle with the given circumference of \(200\; {\rm ft}\). (Note, that a circle of the same circumference would have an even larger area.)

Step-by-step explanation:

Assume that the base of the house is a rectangle. Let the length of the two sides be \(x\; {\rm ft}\) and \(y\; {\rm ft}\), respectively. The goal is to find the \(x\) and \(y\) that:

\(\begin{aligned} \text{maximize} \quad & x\, y \\ \text{subject to} \quad & 2\, (x + y) = 200 \\ & x > 0 \\ & y > 0 \end{aligned}\).

Using the equality constraint \(2\, (x + y) = 200\) (or \(x + y = 100\)), the variable \(y\) could be replaced with \((100 - x)\) to obtain an equivalent problem of only one variable:

\(\begin{aligned} \text{maximize} \quad & x\, (100 - x) \\ \text{subject to} \quad & x > 0 \\ & (100 - x) > 0 \end{aligned}\).

Simplify to obtain:

\(\begin{aligned} \text{maximize} \quad & -x^{2} + 100\, x \\ \text{subject to} \quad & x > 0 \\ & x < 100 \end{aligned}\).

The objective function of this problem is \(f(x) = -x^{2} + 100\, x\). Derivatives of this function include

Since \(f^{\prime\prime}(x)\) is constantly less than \(0\), \(f(x)\) is concave and would be maximized when \(f^{\prime}(x) = 0\).

Setting \(f^{\prime}(x) = -2\, x + 100\) to \(0\) and solving for \(x\) gives:

\(-2\, x + 100 = 0\).

\(x = 50\).

Notice that \(x = 50\) satisfies both constraints: \(x > 0\) and \(x < 100\). Therefore, \(x = 50\) is indeed the solution that maximizes the area \(f(x) = -x^{2} + 100\, x\) while at the same time meeting the requirements.

With the length of one side being \(x = 50\) (\(50\; {\rm ft}\),) the length of the other side would be \(100 - x = 50\) (\(50\; {\rm ft}\!\).) Hence, a rectangular house of dimensions \(50\; {\rm ft} \times 50\; {\rm ft}\) would maximize the area under the given requirements.

Answer:

x = 24

Step-by-step explanation:

x + 11 = 35

x = 35 - 11

x = 24

x+11=35

Subtract 11 on both sides.

Subtract 11 from 35 to get 24.

a) To find the number of students getting more than 45 marks, we count the students whose marks are greater than 45 in the given list.

In the given list, the students with marks greater than 45 are: 50, 49, 47, 48, 49, 48, 47, 49, 48, 50, 47, 49, 48, 46, 47, 48, 47.

Counting these numbers, we find that there are 17 students who obtained more than 45 marks.

b) To find the number of students getting less than 45 marks, we count the students whose marks are less than 45 in the given list.

In the given list, the students with marks less than 45 are: 44, 44, 42, 41, 41, 42, 41, 44, 44, 42, 45, 45, 45, 44, 45.

Counting these numbers, we find that there are 15 students who obtained less than 45 marks.

c) To find the maximum number of students getting the same marks, we look for the mark that appears most frequently in the given list.

In the given list, the marks obtained by the students are: 44, 50, 44, 49, 42, 47, 45, 42, 44, 48, 49, 48, 47, 49, 47, 41, 45, 48, 41, 48, 41, 42, 47, 49, 49, 48, 50, 47, 49, 48, 46, 44, 45, 45, 46, 44, 42, 47, 48, 45.

Counting the frequency of each mark, we find that the marks 47 and 48 appear most frequently, with a count of 6 each. Therefore, the maximum number of students getting the same marks is 6.

d) To find the average marks obtained by the students in the class, we sum up all the marks and divide by the total number of students.

Total marks = 44 + 50 + 44 + 49 + 42 + 47 + 45 + 42 + 44 + 48 + 49 + 48 + 47 + 49 + 47 + 41 + 45 + 48 + 41 + 48 + 41 + 42 + 47 + 49 + 49 + 48 + 50 + 47 + 49 + 48 + 46 + 44 + 45 + 45 + 46 + 44 + 42 + 47 + 48 + 45

           = 1912

Total number of students = 40

Average marks = Total marks / Total number of students

                 = 1912 / 40

                 = 47.8

Therefore, the average marks obtained by the students in the class is 47.8.

e) To find the number of students getting more than the average marks, we count the students whose marks are greater than 47.8.

In the given list, the students with marks greater than 47.8 are: 50, 50, 49, 48, 49, 48, 49, 48, 50, 49, 49, 48, 48, 50, 49, 49, 48, 48, 47, 49, 49, 48, 50, 47,

49, 49, 48, 50, 47, 49, 49, 48, 48, 49, 48, 47, 48, 49, 49, 48, 50, 49.

Counting these numbers, we find that there are 40 students who obtained more than the average marks.

The angle measure that belongs in the green box is given as follows:

70.67º.

We consider a triangle with side lengths and angles related as follows, as is the case for this problem:

Then the lengths and the sines of the angles are related as follows:

sin(A)/a = sin(B)/b = sin(C)/c.

The relation for this problem is given as follows:

sin(x)/12  = sin(76º)/12.34

Applying cross multiplication, the missing angle measure is given as follows:

sin(x) = 12 x sine of 76 degrees/12.34

sin(x) = 0.9436.

x = arcsin(0.9436)

x = 70.67º.

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Answer:

46

Step-by-step explanation:

520-355 = 165

165/355 = 0.46

0.46 x 100 = 46

Answer:

The function y=cos(x-π) is the left graph

Step-by-step explanation:

y=cos(x-π) represents a horizontal shift to the right by π units from the parent function y=cos(x). Since y=cos(x) starts at the maximum, then shifting the function to the right by π units gives the leftmost graph.

The solution to the quadratic equation is given as follows: \(q = -\frac{1}{3}\)

A quadratic function is given according to the following rule:

\(y = ax^2 + bx + c\)

The solutions are:

In which:

\(\Delta = b^2 - 4ac\)

In this problem, the equation is:

9q² + 6q + 1.

The coefficients are a = 9,b = 6, c = 1, hence:

\(\Delta = 6^2 - 4(9)(1) = 0\)

\(q_1 = \frac{-6 + \sqrt{0}}{2(9)} = -\frac{1}{3}\)

\(q_2 = \frac{-6 - \sqrt{0}}{2(9)} = -\frac{1}{3}\)

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Answer:

-3

Step-by-step explanation:

Answer:

-3

Have fun!!

Step-by-step explanation:

Answer: 433.5 square miles or 433 1/2 square miles

Step-by-step explanation

\(SA = 6x^{2}\)

\(SA = 6 *(8.5)^{2} \\\\SA = 6*72.25\\\\SA = 433.5\)

The total surface area of the tomato ketchup given in the diagram can be determined as follows:

The total surface area of a shape is the addition of the areas of its individual surface.

So that the questions can be answered as thus:

A. To find the area of the given circle;

i. Area of a circle = \(\pi r^{2}\)

where r is the radius of the circle.

area of the circle = π\((2.5)^{2}\)

                            = 6.25\(\pi\)

ii. There are two identical circles in the cylinder.

iii. The total area of all circles = 2(6.25\(\pi\))

                                                 = 12.5\(\pi\) square inches

B. To find the area of the rectangle;

i. one side of the rectangle is 5 inches.

ii. The other side of the rectangle = 2\(\pi\)r

                                     = 2(2.5)\(\pi\)

                                     = 5\(\pi\) inches

iii. The area of the rectangle = l x b

                             = 5\(\pi\) x 5

                             = 25\(\pi\) square inches

C. Total surfce area of the cylinder = 5\(\pi\) + 25\(\pi\)

                                         = 30\(\pi\) square inches

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Answer:

Step-by-step explanation:

First box

6.25

2

12.5

------

Second box

------

5

5

25

------

Last box

------

37.5

Answer:

Step-by-step explanation:

option (d) 4hrs 40mins