Answer:
The volume of a cylinder is given by the formula: V = πr^2h where r is the radius and h is the height. Substituting the given values, we get: V = π(4 in)^2(3 in) V = π(16 in^2)(3 in) V = 48π in^3 Therefore, the volume of wax needed to make one candle is 48π cubic inches. To find the amount of wax needed for 120 candles, we can multiply the volume of one candle by the number of candles: Amount of wax = 48π in^3/candle × 120 candles Amount of wax = 5760π in^3 So the company will need 5760π cubic inches of wax to make 120 candles.
Your car holds 50 litres
of gas. If the price is 116.8 ($1.168) how much
money will you spend on gas?
l will spend $58.40 on gas.
What is Multiplication?
Multiplication is an arithmetic operation that involves combining two or more numbers to produce a third number called the product. The symbol for multiplication is "×" or "*".
For example, if you have 3 apples and want to know how many apples you would have if you tripled the amount, you can multiply 3 by 3 to get the answer: 3 × 3 = 9. So, if you tripled the amount of apples you had, you would have 9 apples in total.
Multiplication can be thought of as repeated addition. For instance, 3 × 4 is the same as 3 + 3 + 3 + 3, which equals 12. In this example, 3 is added to itself four times.
Here given, a car holds 50 litres of gas and the price is 116.8 ($1.168) per litre.
We want to calculate the total cost of the gas.
We can find it by multiplying the number of litres by the price per litre
Total cost = [tex]50 \times 1.168[/tex]
Total cost = $58.40
Therefore, l will spend $58.40 on gas.
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Correct question is "Your car holds 50 litres
of gas. If the price is 116.8 ($1.168) per litre then how much money will you spend on gas?"
given the circle below with chords NO and PQ find the length of NR round to the nearest tenth if necessary
the length of NR is approximately 22.8, rounded to the nearest tenth.
To find the length of NR, we need to first identify any relationships between the chords and the arcs they intercept in the circle. From the diagram, we can see that chord PQ intersects arc ONR and chord NO intersects arc PQN.
There are two main properties we can use to solve this problem: the chord-chord power theorem and the angle-arc theorem. The chord-chord power theorem states that if two chords intersect in a circle, the product of the lengths of their segments is equal. That is:
(PQ)(QR) = (NO)(NR)
We know that PQ = 48 and NO = 21, so we can plug those values into the equation and solve for NR:
(48)(QR) = (21)(NR)
QR = (21NR)/48
To find QR, we can use the angle-arc theorem. This theorem states that the measure of an angle formed by two intersecting chords is equal to half the sum of the measures of the arcs they intercept. That is:
∠QNR = (arc PN + arc OQ)/2
We know that arc PN is equal to arc PQ (since they are intercepting the same arc), and we know that arc OQ is equal to the entire circumference of the circle minus arc PQ. The circumference of a circle is given by 2πr, where r is the radius. We don't know the radius of the circle, but we can find it using the Pythagorean theorem. We know that NO and PQ are both chords, so they must intersect at the center of the circle. Therefore, the line segment connecting the center of the circle to the midpoint of chord NO is a perpendicular bisector of NO. This gives us a right triangle with legs of 10.5 and 24 (half of 21 and half of 48). Using the Pythagorean theorem, we can find that the radius of the circle is approximately 26.2.
Now we can plug in our values for arc PN and arc OQ:
∠QNR = (arc PQ + (2πr - arc PQ))/2
∠QNR = πr
We know that QR is the side opposite the angle ∠QNR in right triangle QNR. Therefore, we can use the sine function to find QR:
sin(∠QNR) = QR/r
sin(πr) = QR/26.2
QR = 26.2sin(πr)
Now we can substitute this value for QR into our equation from the chord-chord power theorem:
(48)(26.2sin(πr)) = (21)(NR)
NR ≈ 22.8
Therefore, the length of NR is approximately 22.8, rounded to the nearest tenth.
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PLEASE HELP WILL MARK BRAINLIEST
20 points
write an explicit formula for each sequence
1,4,7,10….
SHOW WORK PLS
Answer:
aₙ = 3n - 2
Step-by-step explanation:
The given sequence is an arithmetic sequence with the first term a₁ = 1 and the common difference d = 3.
The explicit formula for an arithmetic sequence is:
aₙ = a₁ + (n - 1)d
where aₙ represents the nth term in the sequence.
Substituting the values we have:
aₙ = 1 + (n - 1)3
Simplifying the equation we get:
aₙ = 3n - 2
Therefore, the explicit formula for the given sequence 1, 4, 7, 10, ... is aₙ = 3n - 2.
Solve for z in the proportion.
60
90
Z =
22
Z + 17
Submit
The equation is not a proportion, and the value of z in the equation is 17
Calculating the value of z in the equationGiven that
2Z = Z + 17
To solve for z in the proportion:
2z = z + 17
We can start by simplifying the equation by subtracting z from both sides:
2z - z = 17
Simplifying further, we get:
z = 17
Therefore, the solution to the proportion is z = 17.
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Problem 5.2 A cone has volume V, radius r, and a height of 12 cm. Another cone has the same height and 3 times the radius of the original cone. Write an expression for its volume. | Submit
Answer: The volume of a cone is given by the formula V = (1/3)πr^2h, where r is the radius and h is the height.
For the original cone with radius r and height 12 cm, we have:
V = (1/3)πr^2h
V = (1/3)πr^2(12)
V = 4πr^2
For the second cone with 3 times the radius of the original cone and the same height of 12 cm, we have:
V' = (1/3)π(3r)^2h
V' = (1/3)π9r^2(12)
V' = 36πr^2
Therefore, the expression for the volume of the second cone is 36πr^2.
Step-by-step explanation:
Review the information on FICO score calculations to answer the question:
Category Percentage
Payment History 35%
Amount Owed 30%
Length of Credit History 15%
New Credit and Inquiries 10%
Credit Mix 10%
A borrower has a credit score of 725. How many points come from amount owed and length of credit history?
290
322.65
363
326.25
From the given percentage values, 326.25 points come from amount owed and length of credit history.
What is percentage?
Percentage is a method of representing a value as a fraction of 100. This is frequently used to make comparisons, demonstrate ratios, or determine a fraction of a whole.
The borrower's credit score is 725, and we need to find out how many points come from amount owed and length of credit history.
From the information given, we know that these two categories make up a total of 45% of the score calculation (30% for amount owed and 15% for length of credit history).
We can set up a proportion:
(30% + 15%) / 100% = x / 725
Simplifying the left side:
45% / 100% = 0.45
0.45 = x / 725
Multiplying both sides by 725:
x = 0.45 * 725
x = 326.25
Therefore, 326.25 points come from amount owed and length of credit history.
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6x^2-12x-18 factor the polynomial
Answer:
6x² - 12x - 18
the factors are -18 and 6
6x² - 18x + 6x - 18
6x(x - 3) + 6 (x - 3)
(6x + 6) or (x - 3)
the factors are:
(6x + 6) or (x - 3)
a recent study suggested that 77% of teenagers have texted while driving. a random sample of 27 teenage drivers in atlanta was taken and 15 admitted to texting while driving. construct a 99% confidence interval for the population proportion of teens who text while driving.
With the confidence interval, it can be concluded with 99% confidence that the true proportion of teenage drivers in Atlanta who text while driving lies between 35.89% and 75.23%.
The confidence interval (CI) is equal to the sample proportion (p) plus or minus the product of the critical value (z*) and the standard error of the proportion, where the standard error is calculated by taking the square root of the product of the sample proportion, its complement (1 - p), and the reciprocal of the sample size (n), formed in an equation.
where:
p is the sample proportion (15/27 in this case)
z* is the critical value from the standard normal distribution for the desired confidence level (99% in this case, which corresponds to a z* value of 2.576)
n is the sample size (27 in this case)
Substituting the given values, we get:
CI = 0.5556 ± 2.576*√((0.5556(1-0.5556))/27)
Simplifying this expression, we get:
CI = 0.5556 ± 0.1967
So the 99% confidence interval for the population proportion of teens who text while driving is:
(0.3589, 0.7523)
Therefore, we can be 99% confident that the true proportion of teenage drivers in Atlanta who text while driving lies between 35.89% and 75.23%.
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Brie earns $3,000 a month. She spends $1,400 on rent and bills, $700 or
groceries, $200 on a car payment, and $100 on gas each month. She say
the rest of her money. How much money does Brie save? Show your work
Brie saves $600 each month.
What is equation?
An equation is a statement that shows that two expressions are equal. It typically consists of variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division
To determine how much money Brie saves each month, we need to subtract her expenses from her income.
Income = $3,000
Expenses = $1,400 + $700 + $200 + $100 = $2,400
Savings = Income - Expenses
Savings = $3,000 - $2,400
Savings = $600
Therefore, Brie saves $600 each month.
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Which of the following is not a correct description of the graph of the function (photo below)
Answer:
the answer is d
Step-by-step explanation:
hope this helps
if the average (arithmetic mean) of n consecutive odd integers is 10, what is the least of the integers? the range of the n integers is 14. the greatest of the n integers is 17.
The least of the integers in arithmetic mean of n consecutive odd integers is 3.
The formula to calculate average or arithmetic mean of evenly distributed set is -
Average = sum of first and last term/2
Keep the values in formula to find the least integer. Since these are consecutively arranged, the first number will be the least number.
10 = first number + 17/2
First number + 17 = 10×2
Performing multiplication on Right Hand Side
First number + 17 = 20
First number = 20 - 17
Performing subtraction
First number = 3
Hence, the least integer is 3.
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Question 1 (Multiple Choice Worth 2 points)
(Multiplying Linear Expressions MC)
Simplify ---
O
45
m²
8.
45
8
45
2
m²-m
35
2
-m² + m
35
8
45
2
·m² + m
35
Answer:
[tex] - \frac{2}{5} m( - \frac{4}{9} m - \frac{1}{7} ) = [/tex]
[tex] \frac{8}{45} {m}^{2} + \frac{2}{35} [/tex]
please help with this question?!!
Answer: SHawn
Step-by-step explanation:
Very confused on this question, unsure of the answer
Answer:
a = 9 , b = 5 , c = 25
Step-by-step explanation:
using the Cosine rule in the triangle
a² = b² + c² - 2bc cosA
where a is the side opposite ∠ A and b, c the sides adjacent to ∠ A
here
a = y , b = x + 5 , c = 3x and A = Θ , then
y² = (x + 5)² + (3x)² - [ 2(x + 5) × 3x × cosΘ ]
y² = x² + 10x + 25 + 9x² - [ 6x(x + 5) × [tex]\frac{1}{6}[/tex] ]
y² = 10x² + 10x + 25 - x(x + 5)
y² = 10x² + 10x + 25 - x² - 5x
y² = 9x² + 5x + 25 ← in the form y² = ax² + bx + c
with a = 9 , b = 5 , c = 25
Here is a pyramid with a base that is a pentagon with all sides the same length (see image for full problems)
If the pyramid is sliced horizontally (parallel to the base), the resulting cross section would be a regular pentagon with the same side length as the base of the pyramid
Describe the cross section that will result if the pyramid is sliced?If the pyramid is sliced horizontally (parallel to the base), the resulting cross section would be a regular pentagon with the same side length as the base of the pyramid. This is because a horizontal slice would intersect all five sides of the pentagonal base at equal distances from the apex of the pyramid, resulting in a regular pentagon.
If the pyramid is sliced vertically through the top vertex (perpendicular to the base), the resulting cross section would be a triangle. The triangle's shape would depend on the height of the pyramid and the angle of the slice. The base of the triangle would be a regular pentagon, with the height of the pyramid as the altitude. The apex of the triangle would be the top vertex of the pyramid. The shape of the triangle would change depending on the angle of the slice, but it would always be an isosceles triangle since the slice passes through the apex, which is the vertex of the pyramid where all the edges meet.
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Draw the image of triangle△ABC under a dilation whose center is C and scale factor is 2
The original triangle ABC is down below.
PLEASE HELP
The resulting triangle would have twice the area and all sides would be twice as long as the original triangle, but the angles would remain the same.
What is triangle?A triangle is a geometric shape that consists of three straight line segments or sides that are connected at three points called vertices. Triangles are two-dimensional and are the simplest polygon that can exist in Euclidean space. Triangles can be classified according to the size and shape of their sides and angles. Triangles are used in many different areas of mathematics, science, and engineering. They are also common in everyday life, for example in construction, architecture, and design.
Here,
To dilate a triangle with a center point C and a scale factor of 2, you would first draw a ray from C through each vertex of the triangle. Then, you would measure the distance from C to each vertex of the original triangle and multiply it by the scale factor (2 in this case) to find the distance from C to each corresponding vertex of the dilated triangle. Finally, you would draw lines connecting the dilated vertices to form the dilated triangle.
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The standard form of a circle is (x-5)^2+(y-5)^2=16. Convert the standard form into general form.
Therefore, the general form of the circle is:
[tex]x^2 + y^2 - 10x-10y+34=0[/tex].
What is circle?A circle is a geometric shape that is defined as the set of all points in a plane that are at a fixed distance (called the radius) from a given point (called the center). The distance from the center to any point on the circle is always the same. Circles are often represented using the symbol "O" or "⚪" and are important in mathematics, geometry, and physics. They have many properties, such as circumference (the distance around the circle), area (the space inside the circle), and diameter (the distance across the circle through the center). Circles are used in various fields, including architecture, engineering, and art.
To convert the standard form of a circle to the general form, we expand and simplify the equation as follows:
[tex](x - 5)^2 + (y - 5)^2 = 16[/tex]
[tex]x^2 - 10x + 25 + y^2 - 10y + 25 = 16[/tex] (using the identity [tex](a - b)^2 = a^2 - 2ab + b^2)[/tex]
[tex]x^2 + y^2 - 10x-10y+34=0[/tex]
Therefore, the general form of the circle is:
[tex]x^2 + y^2 - 10x-10y+34=0[/tex]
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Pedro's teacher asks him to classify the shape below. He claims it is a rectangle. His teacher
tells him to prove it. Help Pedro support his claim using mathematical evidence. Remember:
Opposite sides of a rectangle have the same length and are parallel, and the sides of a
rectangle meet at right angles.
As, AD = BC, the given shape on the graph shows the rectangle found using distance formula.
Explain about the rectangle:An enclosed 2-D shape called a rectangle has four sides, four corners, and four right angles (90°). A rectangle has equal and parallel opposite sides. A rectangle has two dimensions—length and width—because it is a two-dimensional form. The rectangle's longer side is its length, while its shorter side is its breadth.
From the given graph, The coordinates of A,B, C and D are-
A = (-3,1)
B = (0,3)
C = (4, -3)
D = (1, -5)
Find the distance AD and BC, if both are equal it forms a rectangle:
Using the distance formula:
d = √[(x2 - x1)² + (y2 - y1)²]
AD = √[(- 3 - 1)² + (1 + 5)²]
AD = √(16 + 36)
AD = √53
BC = √[(0 - 4)² + (3 + 3)²]
BC = √(16 + 36)
BC = √53
As, AD = BC, the given shape on the graph shows the rectangle found using distance formula.
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students arrive at the administrative services office at an average of one every 14 minutes, and their requests take, on average, 8 minutes to be processed. the service counter is staffed by only one clerk, judy gumshoes, who works eight hours per day. assume poisson arrivals and exponential service times. a. what is the utilization rate? b. the average number of students in line. c. the average time of waiting in line.
A. The Utilization rate is 0.5714 or 57.14%, B. The average number of students in line is 0.9 students and C. The average time of waiting in line was 4.57 minutes.
The utilization rate refers to the proportion of time Judy Gumshoes spends processing student requests.
To calculate this rate, divide the average service time by the average time between arrivals. In this case, the average service time is 8 minutes, and students arrive every 14 minutes on average.
a) Utilization rate: 8 minutes / 14 minutes = 0.5714 or 57.14%
b) To determine the average number of students in line,
we can use the formula L = λW, where L represents the average number of students in the system, λ is the arrival rate (1 student per 14 minutes), and W is the average time a student spends in the system (waiting and being served). Since we know the utilization rate,
we can calculate the average waiting time (Wq) using the formula,
Wq = (U^2) / (1 - U), where U is the utilization rate.
In this case, Wq = (0.5714^2) / (1 - 0.5714) = 0.3265 or 32.65% of 14 minutes = 4.57 minutes.
W = Wq + service time
= 4.57 minutes + 8 minutes
= 12.57 minutes.
Finally, L = λW = (1 student / 14 minutes) * 12.57 minutes
= 0.9 students.
c) The average time of waiting in line is the same as the average waiting time in the system (Wq), which we calculated as 4.57 minutes.
In summary, the utilization rate of the service counter is 57.14%, the average number of students in line is 0.9, and the average waiting time in line is 4.57 minutes.
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dustin has 3 cups of buttermilk.does he have enough to make four batches of muffins.explain(he needs 3/4 cup butter milk to make 1 batch)
Answer:
Step-by-step explanation:
The math used shows how much cups it would take to make 4 batches, 3 cups. Therefor yes, he does have exactly enough to make 4 batches of muffins.
simplify completely
sin(90°-x)co(180°-X)+tanX×cos(-x)sin180°+x)
Therefore , the solution of the given problem of trigonometry comes out to be -1 is the simplified formula.
What is a trigonometry?Some claim that the fusion of various fields contributed to the development of astrophysics. With the aid of precise mathematical methods, many metric issues can be resolved or the output of a computation can be determined. The scientific investigation of all six fundamental geometric calculations is known as trigonometry. They are known by a number of names and abbreviations, such as sine, variance, angle, and others. (csc).
Here,
Let's first use trigonometric identities to separately simplify each term:
=> cos(x - 90°) equals sin(x)
=> cos(x - 180°) = -cos(x)
=> tan(x) = cos(x) / sin(x)(x)
=> x(cos(-)) = x(x)
=> (180° + x) sin = -sin(x)
When we replace the equation with these simplifications, we get:
=> cos(x) * sin(180° plus x) * cos(x) * (-cos(x)) + (sin(x) / cos(x))
=> sin(180° plus x) * sin(-cos2(x))
=> -cos²(x) - sin(x)*sin(180° + x) (using the equation sin(x)*sin(x)) = -sin^2(x))
Using the identity sin2(x) +cos2(x) = 1, we get = -1.
Consequently, -1 is the simplified formula.
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44% of c is 72. find the value of c
Answer: 163.6363...
Step-by-step explanation:
44% of c is 72, so then [tex]0.44*c=72\\[/tex].
Divide both sides by 0.44 to solve for c, and you get c=163.6363...
Tip: if you are ever trying to figure out what a number is a percentage of, like in this problem, just divide the number by the percent in decimal form.
pippa's play place is a new indoor playground. there is a large ball pit shaped like a rectangular prism for kids to play in. the ball pit is 20 feet long and 12 1 2 feet wide. it has a volume of 875 cubic feet. which equation can you use to find how deep the ball pit is, d? how deep is the ball pit? write your answer as a whole number, proper fraction, or mixed number. feet
Answer:
Step-by-step explanation:
Volume of a rectangular prism = l x w x h
I am reading the width as 12 1/2 ft
Treat the depth of the ball pit as height
Vol = l x w x h
875 = (20)(12 1/2)(h)
875 = 250(h)
875/250 = 250h/250
3 1/2 = height
depth of the ball pit is 3 1/2 ft
The ball pit is 3.5 feet deep. This can be answered by the concept Surface area.
To find the depth of the ball pit, we can use the equation: Volume = length x width x depth.
The volume of the ball pit is given as 875 cubic feet, the length is 20 feet and the width is 12.5 feet. Let d be the depth of the ball pit. Therefore, the equation we can use is:
875 = 20 x 12.5 x d
To solve for d, we can divide both sides of the equation by (20 x 12.5):
d = 875 / (20 x 12.5)
d = 3.5 feet
Therefore, the ball pit is 3.5 feet deep
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The weight of a puppy is modeled by 2x - y=-2, where x represents the puppy's age in
weeks and y represents its weight in pounds. Which graph models the puppy's growth?
Answer:
Graph H
Step-by-step explanation:
intercept (0,2)
Can 2x divided by 3y be simplified
Answer:
No, you cannot simplify it.
Step-by-step explanation:
Because 2 and 3 are one of the lowest numbers that cannot be simplified.
One card each is drawn from four different standard decks of cards. Find the total number of outcomes
Since there are 52 cards in a standard deck, there are 52 possible outcomes for the first draw from the first deck. Similarly, there are 52 possible outcomes for the first draw from the second, third, and fourth decks. Therefore, the total number of outcomes for the first draw is 52 + 52 + 52 + 52 = 208.
For the second draw, there are only 51 possible outcomes for each deck, since one card has already been drawn. Therefore, the total number of outcomes for the second draw is 51 + 51 + 51 + 51 = 204.
For the third draw, there are only 50 possible outcomes for each deck, since two cards have already been drawn. Therefore, the total number of outcomes for the third draw is 50 + 50 + 50 + 50 = 200.
For the fourth draw, there are only 49 possible outcomes for each deck, since three cards have already been drawn. Therefore, the total number of outcomes for the fourth draw is 49 + 49 + 49 + 49 = 196.
The total number of outcomes for drawing one card each from four different standard decks of cards is the product of the outcomes for each draw: 208 x 204 x 200 x 196 = 338,401,792.
Hey, we're doing IXLs in pre-alg rn
After solving the given equation 1/4b - 2 = -1/2b + 4, the resultant value of b is 8/3 respectively.
What are equations?An equation is a mathematical expression with two equal sides and an equal sign.
4 + 6 = 10 is an illustration of an equation.
On the left side of the equal sign, you can see 4 + 6, and on the right, you can see 10.
A formula exists in every equation.
Some equations do not have formulae.
Equations are designed to be solved for a variable.
We look over formulas.
So, we have the equation:
1/4b - 2 = -1/2b + 4
Now, solve the equation for b as follows:
1/4b - 2 = -1/2b + 4
1/4b = -1/2b + 6
1/4b + 2/1b = 6
1+8/4b = 6
9/4b = 6
b = 6 * 4/9
b = 2 * 4/3
b = 8/3
Therefore, after solving the given equation 1/4b - 2 = -1/2b + 4, the resultant value of b is 8/3 respectively.
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Are these right? If not, can you tell the right answers so I can change them please?
Answer:
O=0
T=-5
c = 0
R = -2
6 = 8
2 = 8
11=-3
Step-by-step explanation: Sorry for the late answer It took me a bit to solve all the problems but I hope this helps you!!
Write an expression that can be a rule for the number sequence below.
6, 9, 12, 15, 18, … (PLS ANSWER FAST!!)
3n, where n is equal to 2, 3, 4, 5, 6
3 + n, where n is equal to 2, 3, 4, 5
6n, where n is equal to 0, 1, 2, 3, 4
6 + n, where n is equal to 1, 2, 3, 4
The arithmetic sequence expression for the given sequence 6, 9, 12, 15, 18....... would be aₙ = 6+(n-1)3.
What is an arithmetic sequence?A progression or sequence of numbers known as an arithmetic sequence maintains a consistent difference between each succeeding term and its predecessor.
The common difference of that mathematical progression is the constant difference.
'n' denotes the term's position in the supplied arithmetic sequence in the formula for obtaining the general term: a = a1 + (n - 1) d. For instance, a2 denotes the second phrase in the sequence.
So, the given sequence is:
6, 9, 12, 15, 18
Common difference (d) is: 9 - 6 = 3
Then, the sequence expression would be:
aₙ = 6+(n-1)3
Therefore, the arithmetic sequence expression for the given sequence 6, 9, 12, 15, 18....... would be aₙ = 6+(n-1)3.
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Find the height of the basketball hoop using similarity ratios. Explain step by step.
The height of the basketball hoop is 13.32'.
What is law of similarity?
The Law of Similarity in mathematics states that if two geometric figures have the same shape but different sizes, then they are considered similar. This means that the corresponding angles of the two figures are congruent, and the corresponding sides are proportional in length.
Formally, if we have two geometric figures A and B, and if every angle of figure A is congruent to the corresponding angle of figure B, and if the ratio of the length of any pair of corresponding sides of A and B is constant, then we can say that A and B are similar figures.
Here we can see two triangle and base of two triangle is given.
Here base of small triangle is 12' and the base of big triangle is (12'+25') = 37'.
It is also given that height of small triangle is 4'3.84".
Now we want to find the height of the basketball hoop which is equal to height of big triangle.
Let the height of the basketball hoop be x.
So, by law of similarity ratios,
12'/37' = 4'3.84"/x
Now, 4'3.84" = 4.32'
So, 12'/37' = 4.32'/x
Therefore, x = 13.32'
Therefore, the height of the basketball hoop is 13.32'.
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