The volume of a cylinder is 81n in. 3 and the height of the cylinder is 1 in. What is the radius of the cylinder?

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Explanation:

You'll have to go through each answer choice one by one to check if those dimensions lead to to a volume of roughly 9.5 m^3

For choice A, we have a radius of 0.7/2 = 0.35 meters and a height of 6.2 meters. The volume of the cylinder is pi*r^2*h = 3.14*(0.35)^2*6.2 = 2.38483 which rounds to 2.4 cubic meters. We can rule out choice A because we want 9.5 as a result instead of 2.4

We follow the same steps for choices B through D. You should find that choice D is the answer because:

V = pi*r^2*h = 3.14*(1.4/2)^2*6.2 = 9.53932 which rounds to 9.5 m^3.

Note the 1.4/2 is dividing the diameter 1.4 in half to get the radius.

Answer:

4y / x-y

Step-by-step explanation:

First change 1 to y/y. This allows us to rewrite the first term as a single fraction.

We can also factor the denominator of the second term.

x^2 - y^2 factors into (x - y)(x + y)

The y cancels and also the term x+y cancels. See image.

Answer:

It's an acute triangle

Step-by-step explanation:

The vertices are all under 90*

Answer:

It's an acute triangle.

Step-by-step explanation:

all the angles are less than 90.

Answer:

c

Step-by-step explanation:

Jessica planted a rosebush in her garden. The rosebush has a height of 30 cm. Each month the rosebush increases by 6 cm. Which equation can be used to determine the height of the plant in centimetres, y, after x months?

the rate of increase of the bush every month is 6 cm

Rate of increase of the bush in x months = 6x

because the bush increases every month, 6x would be added to 30cm

y = 6x + 30

If the bush decreased at a rate of 6cm every month, the equation would be y = 30 - 6x

Answer:

Step-by-step explanation:

x + 4 + 2x - 6 + 10 > 50

4 - 6 + 10 = 8

x + 2x = 3x

3x + 8 > 50

Subtract 8 from both sides

3x > 50 - 8

3x > 42

Divide 3 from both sides

42/3 = 14

x > 14

As per the given probability, the flipped coin is Coin A.

Probability in math is know as the entire possible set of outcomes of a random experiment is the sample space or the individual space of that experiment.

Here we have given that you have two biased coins. Coin A comes up heads with probability 0. 1 and Coin B comes up heads with probability 0. 6.

Here we know that you are not sure which is which, so you choose a coin randomly and flip it.

As per the given situation here we have to know that if the flip is heads, then you guess that the flipped coin is B.  

Which is defined that if the the flip is tails, then you guess that the flipped coin is A.  

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Answer:

Sine                                                                                                                                                                                                                                         AB is perpendicular to sides AE and BC/                                                                                                                                                  

Step-by-step explanation:

The slope is the change in y over the change in x.

Line segment AE has a slope of 3/4

(0,4)(4,7)

The y values are 7 and 4.

The x values are 4 and 0.  

You find the change by subtracting

[tex]\frac{7-4}{4-0}[/tex] = [tex]\frac{3}{4}[/tex]

Line segment BC has the same slope

((3,0)(7,3)

The y values are 3 and 0.

The x values are 7 a d 3.  

You find the change by subtracting

[tex]\frac{3-0}{7-3}[/tex] = [tex]\frac{3}{4}[/tex]

Since line segments Ae and BC has the same slope.  They are parallel.

Line segments that are perpendicular will have opposite reciprocals slopes.  In this case the slope should be  - [tex]\frac{4}{3}[/tex].

Let's look at line segment AB

(0,4)(3,0)

The y values are 0 and 4.

The x values are 3 and 0.

You find the change by subtracting  

[tex]\frac{0-4}{3-0}[/tex] = [tex]\frac{-4}{3}[/tex]

Since the slopes are opposite reciprocals, side AB is perpendicular to sides AE and BC                                                                                                                                        

Therefore , the solution to the given problem of algorithm comes out to be it fall under the category of undecidable questions, which is a subtype of unsolvable problems.

An algorithm is a process for carrying out a computation or resolving a challenge. Algorithms work as a detailed set of guidelines that lead hardware- or software-based routines through a series of predetermined actions step by step. Algorithms are frequently used in all areas of IT.

Here,

A problem is considered undecidable if there is no algorithm that can be created that will consistently return a true or false answer for each input value.

Only issues that should have a yes-or-no response (such as: does my code contain a bug?) fall under the category of undecidable questions, which is a subtype of unsolvable problems.

Therefore , the solution to the given problem of algorithm comes out to be it fall under the category of undecidable questions, which is a subtype of unsolvable problems.

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Answer:

the first one is b and the second one is 17 I think

to solve you do the mixed number (4) times the denominator (5) plus the numerator (3)

Answer:

idont

Step-by-step explanation:

Answer:the last one is right, because you cannot control when rain happens, or where at that matter.

Answer:

13.86

Step-by-step explanation:

it's 13.8564 so it rounds to 13.86

Answer:

p = -7/4 or -1 3/4

Step-by-step explanation:

-1 23/40 = 9/10p

-1 23/40 = -63/40

So, our equation is

-63/40 = 9/10p

Divided both sides by 9/10

p = -7/4

So, the answer is

p = -7/4

or

-1 3/4

Answer:

11-60-61

Step-by-step explanation:

For right triangle, leg^2+Another leg^2=hypotenuse^2

11^2+60^2=61^2

Answer:

11 inches, 60 inches, 61 inches

Step-by-step explanation:

This is a right triangle, so the Pythagorean Theorem applies.

The Pythagorean Theorem states that the legs of the triangle, 'a' and 'b'—squared—must equal the hypotenuse, squared.

**Hypotenuse: the longest side of a triangle.**

[tex]a^{2} + b^{2} = c^2[/tex]

This sounds a bit complicated, so allow me to explain this to you.

11 and 60: legs of the triangle.

61: hypotenuse

If I were to plug in the numbers into the formula, it would look like this:

[tex]11^2 + 60^2 = 61^2[/tex]

This is the same as:

[tex]11 * 11 + 60 * 60 = 61 * 61[/tex]

[tex]121 + 3600 = 3721[/tex]

If the legs of the triangle, 121 and 3600, have a sum of the hypotenuse, 3721, then these side lengths can form a right triangle.

The other answer choices, however, do not follow the Pythagorean Theorem.

Answer:

100% -> 75

1% -> 0.75

75-55=20

20 ÷ 0.75 =26.666666.........

               ≈ 27%

Answer:

8 : 60

12 : 90

16 : 120

20 : 150

24 : 180

Step-by-step explanation:

Answer:

Step-by-step explanation:

I assume that you mean c squared o+ 1/2, but without brackets, there are all sorts of possibilities.  I'll do the one I think it is first.

c^2 + a

9^2 + 1/2

81 + 1/2

81.5

But it could also be

2* 9 + 1/2

18 1/2

18.5

And to make things worse, it could be

9^( 2 + 1/2)

9^(2.5)

243

Perimeter is the total length of all sides of a shape, also known as the circumference.

Perimeter is a measure of the distance around a two-dimensional shape. It is the sum of the lengths of all the sides of a shape. Perimeter is also known as the circumference. When calculating perimeter, you measure the length of each side of the shape and add them together. For example, the perimeter of a square with sides of 4 inches each would be 16 inches. Perimeter is an important concept in geometry, and it can be used to calculate area, the space within a shape or figure. It can also be used to calculate the distance between two points. Knowing the perimeter of a shape can help you solve many problems in math, design, and science.

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Pick a random selection of students who attend the work lab.

Picking a random sample of students is the most effective strategy to ensure accurate results. The findings of a survey that the student conducts among those sat in the lab's front rows might be skewed.

The students seated in front of the lab could exhibit a certain trait (e.g., they might be particularly diligent students), which would undoubtedly yield a different outcome.  The survey is in good shape. No special equipment is required to evaluate our comprehension of statistical analysis.

Additionally, there won't be much of a difference if more students are included in the sample that are sat in front of the lab. Finally, it makes no sense to administer instruments to a group that does not visit the work laboratory. Effectiveness cannot be evaluated based on students who do not participate in class.

Therefore the correct option is B)  Select a random sample of students who go to the work laboratory

The complete question is:

A student researcher wishes to examine the effectiveness of a statistical work laboratory on graduate students' overall understanding of application of statistical analyses. The researcher administers a survey to 15 students who are seated at the front of the laboratory. How could this study be improved? Select all that apply.

A. Use an instrument to test statistical analysis understanding.

B. Select a random sample of students who go to the work laboratory

C. Use a larger sample size.

D. Administer instruments to a group who does not go to the work laboratory, as well.

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A)  13 meters

B)  2.3 centimeters

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Work Shown:

Part A

The ruler diagram shows the building on paper is 6.5 cm wide. The right side of the building lines up with the midpoint marker between 6 and 7.

1 cm = 2 m

6.5*(1 cm) = 6.5*(2 m)

6.5 cm = 13 m is the width of the building in real life

Or you can solve it like this

(1 cm)/(2 m) = (6.5 cm)/(x meters)

1/2 = 6.5/x

1*x = 2*6.5

x = 13

------------------------

Part B

(1 cm)/(2 m) = (x cm)/(4.6 m)

1/2 = x/4.6

1*4.6 = 2*x

4.6 = 2x

x = 4.6/2

x = 2.3 centimeters is the height of the building in the drawing

Answer:

Its 10:4 so its 5:2 when dividing

5:2 is the answer

The ratio of orange fish to green fish in the fish tank is given by 5 : 2

The proportion formula is used to depict if two ratios or fractions are equal. The proportion formula can be given as a: b::c : d = a/b = c/d where a and d are the extreme terms and b and c are the mean terms.

The proportional equation is given as y ∝ x

And , y = kx where k is the proportionality constant

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Given data ,

Let the proportion equation be represented as A

Now , the value of A is

Let the total number of fishes in the fish tank be = 14 fishes

The number of orange fishes = 10 fishes

The number of green fishes = 5 fishes

Now , the ratio of orange fish to green fish in the fish tank is = number of orange fishes / number of green fishes

On simplifying , we get

The ratio of orange fish to green fish in the fish tank is = 10 / 4

The ratio of orange fish to green fish in the fish tank is = 5/2

Hence , the proportion is 5 : 2

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Consequently, y-1 = 2 is the point-slope form linear equation for the line passing through (1, 3) and having a slope of 2. (x-3).

A linear equation is one that has the form y=mx+b in algebra. B is the slope, and m is the y-intercept. It's usual to refer to the previous clause as a "linear equation with two variables" because y and x are variables. The two-variable linear equations known as bivariate linear equations. There are several instances of linear equations: 2x - 3 = 0, 2y = 8, m + 1 = 0, x/2 = 3, x + y = 2, and 3x - y + z = 3. It is referred to as being linear when an equation has the form y=mx+b, where m stands for the slope and b for the y-intercept.

Here,

Y = mx + c in this instance.

(y- y₁) = m(x - x₁)

where,

The coordinate for the x-axis is x and x1,

The coordinate for the y-axis is y and y1.

The slope of the line is m, and

The y-intercept can be represented by the letter c.

Replace the value of the slope and the point in the general equation to obtain the equation for the line passing through (1, 3) and having a slope of 2.

y-1 = 2(x-3) (x-3)

Consequently, y-1 = 2 is the point-slope form equation for the line passing through (1, 3) and having a slope of 2. (x-3).

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Answer:

[tex]\frac{1}{16}[/tex]

Step-by-step explanation:

We will start by calculating the probability of drawing a spade from one deck, and then square it since we need to get the chance of getting two spades. We know there are 13 spades in a deck, out of 52 cards, giving us:

[tex]\frac{13}{52}[/tex]

Which can be simplified to :

[tex]\frac{1}{4}[/tex]

Then, we will square this fraction since we need two spades in a row:

[tex]\frac{1}{4} * \frac{1}{4} = \frac{1}{16}[/tex]

So the probability is [tex]\frac{1}{16}[/tex].

Hope this helped!

To simplify the expression 20-10y-7y + 9, we can combine like terms.

Like terms are terms that have the same variables raised to the same exponents. For example, 10y and -7y are like terms because they both have the variable y raised to the exponent 1.

We can start by combining the like terms:

20 - 10y - 7y + 9

= 20 + (-10y - 7y) + 9

= 20 + (-17y) + 9

Next, we can combine the constants:

20 + (-17y) + 9

= (20 + 9) + (-17y)

= 29 + (-17y)

The simplified expression is: 29 + (-17y)

[tex]20-10y-7y + 9[/tex]

Combine Like Terms:

[tex](-10y+-7y)+(20+9)[/tex]

[tex]-17y+29[/tex]

[tex]\fbox{Option E}[/tex]

Answer:

Step-by-step explanation:

GAAAAAAAAAAAAAAAAAAAAAAAAAA

[tex](\stackrel{x_1}{-7}~,~\stackrel{y_1}{-8})\qquad (\stackrel{x_2}{-5}~,~\stackrel{y_2}{6}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{6}-\stackrel{y1}{(-8)}}}{\underset{\textit{\large run}} {\underset{x_2}{-5}-\underset{x_1}{(-7)}}} \implies \cfrac{6 +8}{-5 +7} \implies \cfrac{ 14 }{ 2 } \implies \text{\LARGE 7}[/tex]

solution of the linear equation is x = (2a - 16)/ 3 and y = - (a+16)/ 9

An algebraic expression that shows a relationship between two variables   that have only first order term. One of the main criteria for linear equation is that we get a straight line when plot this equation in a coordinate system.

.

we are given, two linear equations x - a -3y = 0

and a - 2x -3y - 16 =0

from the first equation, x = a + 3y

we put the value of x in the second equation, a - 2(a +3y) - 3y -16= 0

                                                                     a - 2a - 6y - 3y -16 = 0

                                                          - a - 9y -16 =0

                                                   - (a + 16) = 9y

                                              y = - (a+16) / 9

now we put the value of y in the equation, x = a + 3y

                                    get, x = a+ 3 [ - (a+16)] / 9

                                      x = a + [ - (a+16)] / 3

                                          x = (3a - a -16) / 3

                              x = (2a - 16)/ 3

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