A regular hexagon has an apothem of 14. 7 inches and a perimeter of 101. 8 inches. What is the area of the hexagon?.

The term "arc" is used to describe units of measure for angular distance because it refers to the length of an arc on a circle.

Angular distance is the measure of the separation between two points on a circle or an arc. The term "arc" is used to describe this measure because it refers to the length of the arc connecting the two points on the circle.

This length is a fraction of the circumference of the circle and is proportional to the angle between the two points. The use of the term "arc" in this context is a nod to the geometric origins of angular measurement, which is based on the properties of circles and their angles.

The most common units of angular measurement are degrees, minutes, and seconds, which are all based on the division of a circle into 360 equal parts (degrees) and further subdivisions (minutes and seconds).

Other units of angular measurement, such as radians and gradians, are also based on the properties of circles and their angles.

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Answer:

1. 81        2. -20      3.  168       4.  -24

Step-by-step explanation:

I hope this is right :)

The array A after the first PARTITION() call is ⟨8, 7, 3, 5, 9, 10, 30, 18, 15, 25⟩ and after the second PARTITION() call is {3, 5, 7, 8, 9, 10, 18, 15, 25, 30}.

The Quicksort algorithm partitions an array into two sub-arrays and sort them recursively.

The partitioning method is the core part of Quicksort. In this problem, we are running the Quicksort algorithm on the array A=⟨25,8,30,9,7,15,3,18,5,10⟩.

We will use the PARTITION() call to split the elements into sub-arrays and sort them.

The first PARTITION() call selects a pivot element and partitions the array such that all the elements less than pivot are on the left, and all the elements greater than pivot are on the right.

This pivot position is the correct position of the element in the sorted array.

Here, the pivot element is 10.

We select it as the pivot and partition the array.

We will now write the array A after the first PARTITION() call:⟨8, 7, 3, 5, 9, 10, 30, 18, 15, 25⟩.

The second PARTITION() call will partition the left and right sub-arrays.

Here, the left sub-array is {8, 7, 3, 5, 9} and the right sub-array is {30, 18, 15, 25}.

For the left sub-array, the pivot element is 9, and for the right sub-array, the pivot element is 18.

We will now write the array A after the second PARTITION() call:{3, 5, 7, 8, 9, 10, 18, 15, 25, 30}.

Hence, the array A after the first PARTITION() call is ⟨8, 7, 3, 5, 9, 10, 30, 18, 15, 25⟩ and after the second PARTITION() call is {3, 5, 7, 8, 9, 10, 18, 15, 25, 30}.

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Answer:

3

Step-by-step explanation:

For a graph not to be a function, it means that a particular value of x has more than one corresponding value of y. Looking at the graph, at the point where x = 3 on the horizontal axis, there are so many value of y. Plus, the graph below is not a function at x = 3

The correct option is 3

Answer:

0.22 square units

Step-by-step explanation:

Area of the left over fabric = Area of the square piece - Area of the circle

let the side length of the square piece be 1 unit

Area of the square piece = 1 * 1

Area of the square piece = 1 square units

Area of the circle = πd²/4

d is the diameter of the circle = 1 unit (equivalent to the side length of the square)

Area of the circle = π(1)²/4

Area of the circle = 3.14/4

Area of the circle = 0.785square units

Area of the left over fabric = 1- 0785

Area of the left over fabric = 0.215 square units

Hence the amount of fabric that would be leftover is 0.22 square units

Answer:

0.22 square units

Step-by-step explanation:

Hope this helps

Answer:

The points would be:

1.5

4.5

-2

-4

1

-2.5

4

3

-3.5

5

Step-by-step explanation:

Answer:

0.64

Step-by-step explanation:

0.64

64% = 0.64 in decimal form.

Answer:

0.64

Step-by-step explanation:

Remove the percent, put a decimal at the end, and move it over twice.

Answer:

Yes! It is TRUE

Hope my answer helps you ✌️

To determine whether there is sufficient evidence to support the mayor's claim that over 47% of the residents favor construction of a new community, we need to perform a hypothesis test.

Let's define the null hypothesis (H0) and the alternative hypothesis (H1) as follows:

H0: The proportion of residents favoring construction of a new community is 47% or less.

H1: The proportion of residents favoring construction of a new community is greater than 47%.

We will conduct a one-tailed test since we are interested in determining if the proportion is greater than 47%.

Next, we need to gather a sample of residents and determine the proportion in favor of construction. Let's assume we collect a random sample of residents and find that 53 out of 100 residents favor the construction.

To perform the hypothesis test, we will use a significance level (α) of 0.10. Using this information, we can calculate the test statistic and compare it to the critical value or p-value to make a decision.

The test statistic for testing a proportion is given by:

z = (p - P) / sqrt((P * (1 - P)) / n)

where p is the sample proportion, P is the hypothesized proportion under the null hypothesis, and n is the sample size.

Let's calculate the test statistic:

p = 53 / 100 = 0.53 (proportion from the sample)

P = 0.47 (hypothesized proportion under the null hypothesis)

n = 100 (sample size)

z = (0.53 - 0.47) / sqrt((0.47 * (1 - 0.47)) / 100)

 = 0.06 / sqrt(0.2494 / 100)

 = 0.06 / 0.04994

 = 1.2012

To determine whether there is sufficient evidence to support the mayor's claim, we compare the test statistic (z = 1.2012) to the critical value from the standard normal distribution at the 0.10 significance level. The critical value for a one-tailed test at a significance level of 0.10 is approximately 1.28.

Since the test statistic (1.2012) is less than the critical value (1.28), we fail to reject the null hypothesis. This means that there is not sufficient evidence at the 0.10 level to support the mayor's claim that over 47% of the residents favor construction of a new community.

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Answer:

       \(\frac{2}{7}\)

Step-by-step explanation:

3.5 = \(\frac{7}{2}\)

swap the numerator and denominator (flip the fraction):

reciprocal of \(\frac{7}{2}\) is \(\frac{2}{7}\)

Answer:

In the given numbers, one of them is rational while other one is irrational. To make the comparison, first make the given irrational number into rational number and then carry out the comparison. So, square both the given numbers.

answer

To compare rational and irrational numbers, you must first find rational approximations of the irrational numbers. You can approximate irrational numbers using perfect squares or by rounding.

Answer:

To regroup means to rearrange groups in place value to carry out an operation.

Answer:

C) 8

Step-by-step explanation:

5x=2x+24

5x-2x=24

3x=24

x=8

The algebraic expression for this problem is given as follows:

2C - D = -2x² + 2x + 11.

The definition for C in this problem is given as follows:

C = x + 3.

We applying the distributive property to multiply by 2 as follows:

2C = 2(x + 3) = 2x + 6.

The definition for D in this problem is given as follows:

D = 2x² - 5.

The subtraction is then obtained as follows:

2C - D = 2x + 6 - (2x² - 5)

2C - D = 2x + 6 - 2x² + 5

2C - D = -2x² + 2x + 11.

Meaning that the second option is correct.

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Answer:

x is 20 and y is 23

Step-by-step explanation:

Answer:

x = 15

y = 4

Step-by-step explanation:

In a triangle a line parallel to any of the sides of the triangle divides the remaining two sides in the proportion. Therefore,

\( \frac{12}{y} = \frac{x}{5} = \frac{18}{6} \\ \\ \frac{12}{y} = \frac{x}{5} = \frac{3}{1} \\ \\ \implies \:\frac{x}{5} = \frac{3}{1} \\ \\ x = 5 \times 3 \\ \\ x = 15 \\ \\ \\ \frac{12}{y} = \frac{3}{1} \\ \\ 3y = 12 \\ \\ y = \frac{12}{3} \\ \\ y = 4\)

Answer:

45? I'm not 1000% sure tog

Step-by-step explanation:

Answer:

1/4=0.25

Step-by-step explanation:

The probability that both students pick the same tire is (1/4) * (1/4) = 1/16

The probability of the first student picking a specific tire is 1 in 4, or 1/4. The probability of the second student also picking that same tire is also 1 in 4. To find the probability that both students pick the same tire, we need to multiply the probabilities of each event.

So, the probability that both students pick the same tire is (1/4) * (1/4) = 1/16. This means that the chance of both students picking the same tire is 0.0625 or 6.25%.

To summarize, there are four possible tires that could have gotten a flat, and two students are asked to identify the tire. If each student randomly chooses a tire, the probability that both students will pick the same tire is 1 in 16, or 0.0625. This means that the chance of both students picking the same tire is low, and the likelihood of them choosing different tires is much higher.

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The general solution to the differential equation y''-8y'+20y=0 is y = c₁e^(4x)cos(2x) + c₂e^(4x)sin(2x).

To find the general solution to y''-8y'+20y=0, we can assume a solution of the form y=e^(rt), where r is a constant. Substituting this into the differential equation, we get:

r^2e^(rt) - 8re^(rt) + 20e^(rt) = 0

We can factor out e^(rt) and simplify to get:

(e^(rt))(r^2 - 8r + 20) = 0

Since e^(rt) is never zero, we can focus on solving the quadratic equation r^2 - 8r + 20 = 0. Using the quadratic formula, we get:

r = (8 ± √(8^2 - 4(1)(20))) / 2

r = 4 ± 2i

Thus, the general solution is a linear combination of the two solutions:

y = c₁e^(4x)cos(2x) + c₂e^(4x)sin(2x)

where c₁ and c₂ are arbitrary constants determined by the initial conditions of the problem.

This is the general solution to the differential equation y''-8y'+20y=0. The solution consists of two parts, each containing an exponential term with a constant factor and a trigonometric function with a different phase shift.

The constants c1 and c2 are determined by the initial conditions, such as the value of y and its derivative at a certain point. The solution represents all possible solutions to the differential equation, and any specific solution can be obtained by setting appropriate initial conditions.

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Answer: 1/216

Step-by-step explanation: please mark me brainly

Answer:

f(3)=0.005

Step-by-step explanation:

Plug in 3 for x

f(3)=(1/6)^3

f(3)=0.005

Hope this helps!

If not, I am sorry.

Answer:

173522

Step-by-step explanation:

1764(98) is 172872. Then add 650, giving you 173522.

Answer:

173522

Step-by-step explanation:

Answer:

3/4

Step-by-step explanation:

Answer:

can you send a more clear photo its quite blurry

Answer:

79-22=8h

Step-by-step explanation:

hope this helps!

Answer:

thx

Step-by-step explanation:

To increase usability in a spreadsheet, you can use comments, descriptive labels, and data validation.

To increase usability in a spreadsheet, you can utilize the following techniques:

1. Comments: Comments allow you to add explanatory notes or instructions within cells. They can provide additional context or clarify the purpose of certain data or formulas. Users can view comments by hovering over the respective cell, making it helpful for collaboration and documentation.

2. Descriptive Labels: Instead of relying solely on cell references or generic labels, use descriptive labels that clearly indicate the purpose of each column, row, or range of cells. This approach enhances readability and makes it easier for users to understand the data and navigate through the spreadsheet.

3. Data Validation: Implement data validation rules to ensure the accuracy and integrity of the data entered into the spreadsheet. Data validation allows you to define constraints or conditions for input, such as numeric ranges, predefined lists, or specific text formats. It helps prevent errors and assists users in entering valid data.

4. Formatting: Properly formatting the cells, columns, and rows can greatly enhance usability. Use consistent formatting for similar types of data, apply color schemes or conditional formatting to highlight important information or trends, and adjust the column widths and row heights to optimize readability.

5. Sheet Organization: Organize the spreadsheet by using multiple sheets if needed. Group related information on separate sheets, and provide clear sheet names that reflect the content or purpose of each sheet. This helps users locate and navigate to specific sections or data within the spreadsheet.

6. Clear Instructions or Documentation: Provide clear instructions or documentation either within the spreadsheet or as separate documentation. Explain the purpose of the spreadsheet, any specific procedures or workflows, and how to interpret the data or use any embedded formulas or macros. This helps users understand the spreadsheet's functionality and ensures consistent usage.

7. Error Handling: Implement error handling mechanisms to provide informative error messages or alerts when users input incorrect or incompatible data. Clear error messages guide users in correcting their input and reduce frustration when dealing with potential errors.

By incorporating comments, descriptive labels, data validation, formatting, sheet organization, clear instructions/documentation, and error handling, you can significantly enhance the usability of your spreadsheet and make it more user-friendly for both yourself and others who interact with it.

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Al-Fatihah is an Islamic prayer recited during the five daily prayers. Comparing radio and television in reading Al-Fatihah from its beginning requires an analysis of how each medium conveys the prayer to its audience. Radio precedes television in reading Al-Fatihah from its beginning.

This is because radio broadcasting began in the early 1900s while television broadcasting began in the late 1940s.

This delay can range from a few seconds to a few minutes depending on several factors such as the geographical location of the audience, the strength of the signal, and the quality of the receiver. Therefore, the time difference between radio and television in reading Al-Fatihah can vary depending on the factors mentioned above.

Mathematically, the time difference between radio and television can be calculated using the formula: d = s / tWhere d is the distance between the transmitter and the receiver, s is the speed of the signal, and t is the time it takes for the signal to reach the receiver.

In this case, d is the distance between the broadcasting station and the audience, s is the speed of the signal which is constant (i.e., the speed of light), and t is the time it takes for the signal to reach the audience. Since the speed of light is approximately 299,792,458 m/s, the time it takes for the signal to reach the audience can be calculated using the following formula:t = d / s

Therefore, the time difference between radio and television in reading Al-Fatihah can be calculated by subtracting the time it takes for the radio signal to reach its audience from the time it takes for the television signal to reach its audience. This difference can range from a few milliseconds to a few minutes depending on the factors mentioned above.

In network concepts, the time difference between radio and television in reading Al-Fatihah can be affected by the bandwidth of the network. The bandwidth is the amount of data that can be transmitted over a network in a given time. If the bandwidth is low, it can cause a delay in the transmission of the signal which can affect the time difference between radio and television.

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The perpendicular bisector is a line that bisects the line segment into two equal halves and forms a right angle with the line segment.

What is a Perpendicular bisector?
A line that divides another line segment into two equal halves by intersecting it perpendicularly is known as a perpendicular bisector. A rule, compass, and pencil can be used to draw a perpendicular bisector. When two lines cross at right angles or 90 degrees, they are said to be perpendicular to one another. A line that splits a line into two equally sized parts is known as a bisector. A line segment's perpendicular bisector suggests that it meets the segment at a 90-degree angle and splits it into two equal halves.
So, In the given question, We can say that A bisector that divides the line segment into two parts is called a perpendicular bisector;
We can also, find the proof of it: as: It divides AB into two equal halves or bisects it. It makes right angles with (or is perpendicular to) AB.
Every point in the perpendicular bisector is equidistant from points A and B.A ruler and compass are needed. The process for creating a line segment's perpendicular bisector is as follows:

Draw the first segment of the line PQ.

Step 2: Set the compass to a length that is a little longer than half of PQ's length.

Draw arcs above and below the line by positioning the compass pointer at point P in step 3.

Step 4: Set the compass pointer at point Q while maintaining the same length. Draw two arcs above and below the line, in the same manner, maintaining the compass's pointer at Q.
Hence, The perpendicular bisector is a line that bisects the line segment into two equal halves and forms a right angle with the line segment

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Answer:

5.97 ● 10^24 in standard form is: 5.97⋅10^24

Step-by-step explanation:

Answer:

a or b (probably a)

Step-by-step explanation:

Answer:

108πin³

Step-by-step explanation:

The volume of a cone = ⅓ of the volume of a cylinder

Thus, volume of cylinder = 2πr²h

Where, r = radius, h = height of cylinder.

Volume of cone = ⅓×πr²h

So therefore, the volume of a cone given = ⅓ of the volume of a cylinder with the same height and and base of the cone

Thus,

If Volume of cone = 36πin³ , volume of cylinder would be 3 × 36πin³

Volume of cylinder = 108πin³