Find the area of the figure. 8.5 cm 9.5 cm 24 cm The area of the figure is_______cm2
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Using the digits 1,2,3 and 4 , the smallest number formed is 1234 .

In the question ,

the digits are given as 1 , 2 , 3 and 4 .

we need to write the smallest number formed using these digits ,

So , to make the smallest number , the smallest digit should come first ,

So, the smallest of {1,2,3,4} is 1 , hence 1 will come in thousands place .

the second smallest number is 2 , so it will come in hundreds place .

the third smallest number is 3 , so it will come in tens place .

at last , the largest number 4 will come ,

hence on combining , we the smallest number as 1234 ,

which is , one thousand two hundred  thirty four .

Therefore , Using the digits 1,2,3 and 4 , the smallest number formed is 1234 .

The given question is incomplete , the complete question is

Use the digits 1,2,3 and 4 to form the smallest number .

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What is this, never seen anything like it before:(

Answer:

J-QR =0.96

Step-by-step explanation:

Quoted interest rate(QR) is nominal interest rate that does not take compounding into consideration

Effective interest rate(J) is real interest rate that accounts for compounding

face value of tbill = 100,000

price = 95,000

time remaining for maturity, n = 180

QR T-Bill = [(Face Value - Price)/(Face Value)] *(360/n) = [(100,000-95,000)/100,000]*(360/180) = (5000/100,000)*2 = 0.10 or 10%

j = (1+ ((Face Value - Price)/price))(365/n) -1 = (1+((100,000-95,000)/95,000))(365/180) -1 = (1+(5000/95000))2.027778 -1 = 0.1096131

j = 0.1096131 or 10.96131% or 10.96%

Therefore j-QR = 10.96-10 = 0.96%

This is a twο-tailed test because nο directiοn is specified.

The sοciοlοgy prοfessοr claims that the average amοunt οf time adults spend οn sοcial media daily is different frοm 3.6 hοurs. Based οn this claim, a directiοn is nοt specified, which means this is a twο-tailed test.

If this were a οne-tailed test, then the claim may read "the average amοunt οf time adults spend οn sοcial media daily is greater than 3.6 hοurs."

As an illustratiοn, suppοse yοu were dοing a z testing with a 5% alpha level (0.05). The full 5% wοuld fall intο a single tail in a οne-tailed test. On the οther hand, a twο-tailed test divides that 5% intο twο tails, prοviding yοu 2.5% (0.025) fοr each tail.

If yοu wish tο ascertain if the grοups that are cοmparing vary in any way, a 2 test is acceptable.

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Answer:

15%

65%

7.5%

Step-by-step explanation:

1.) Percentage of boys who bought 1 Sharkys

Number of boys that bought 1 sharkys = 15

Total number of boys = 100

= 15 / 100 * 100% = 15%

2.)

Percentage of girls who bought 2 or more sharkys :

Number of girls who bought 2 or more sharkys

= 65

Total number of girls = 100

= 65 / 100 * 100% = 65%

3.)

Percentage of people who bought no sharkys

Number of people who bought no sharkys = 15

Total number of people = 200

15 / 200 * 100% = 7.5%

\(~~~~~~ \textit{Simple Interest Earned Amount} \\\\ A=P(1+rt)\qquad \begin{cases} A=\textit{accumulated amount}\dotfill & \$20000\\ P=\textit{original amount deposited}\\ r=rate\to 8\%\to \frac{8}{100}\dotfill &0.08\\ t=years\dotfill &18 \end{cases} \\\\\\ 20000=P[1+(0.08)(18)]\implies \cfrac{20000}{1+(0.08)(18)}=P \\\\\\ \cfrac{20000}{2.44}=P\implies 8196.72\approx P\)

The 19  tykes  given away by the Shelter, that have room for only 4  tykes  per family.        

The number of different canine families that could be created from the 19  tykes  given away by the  sanctum, we need to calculate the number of combinations. room for only 4  tykes , we need to choose 4  tykes  from the aggregate of 19  tykes . The order of the  tykes  in the family doesn't count, as long as we choose different  tykes  for each family.  The number of combinations can be calculated using the formula for combinations  C( n, r) =  n!/( r!( n- r)!)  Where C( n, r) represents the number of combinations of choosing r  particulars from a set of n  particulars.  In this case, we've n =  19( total number of  tykes ) and r =  4( number of  tykes  per family).  Plugging these values into the formula, we get  C( 19, 4) =  19!/( 4!( 19- 4)!)  Calculating the factorial values  19! =  19 × 18 × 17 × 16 × 15 × 14 × 13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 =  ! =  4 × 3 × 2 × 1 =  24  15! =  15 × 14 × 13 × 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2 × 1 =   Substituting these values into the formula  C( 19, 4) = /( 24 ×)  ≈ 91,390  The 19  tykes  given away by the  sanctum, considering that you have room for only 4  tykes  per family.

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X₁: science GPA for those who left their profession after graduation

X₂ science GPA for those who remained in their profession after graduation.

The working hypothesis is that the GPA of those who stayed is higher than those who left.

Which is the same as saying that the GPa of those who left is less than those who stayed.

μ₁ represents the population mean of the science GPA of those who left.

μ₂ represents the population mean of the science GPA of those who remained.

Part one

You can express the working hypothesis as follows:

The hypothesis does not include the equal sign, so this hypothesis can be considered as the alternative hypothesis.

The null hypothesis of this test will be the complement of the alternative hypothesis, and always carries the equal sign within. So if the alternative hypothesis states that "the mean of the leavers is less than the mean of the stayers", then the null hypothesis will be that "the mean of the leavers is greater than or equal to the mean of the stayers" you can symbolize this as:

Since the null hypothesis carries the equal sign you can also write it as:

Both options are equally valid.

So, the second answer is null hypothesis.

Part two

Considering that we are studying the population means of two normal variables and that we know the population standard deviation for both populations, the test statistic to use is the standard normal for the difference of means which is defined as follows:

Subindex 1 indicates the values corresponding to the "leavers":

X₁bar= 3.16

n₁= 103

σ₁= 0.52 → σ₁²= 0.2704

Subindex 2 indicates the values corresponding to the "stayers":

X₂bar= 3.28

n₂= 225

σ₂= 0.46 → σ₂²= 0.2116

Under the null hypothesis both population means are equal, which means that their difference is equal to zero:

If μ₁ = μ₂, then μ₁ - μ₂ = 0

Replace all values on the formula to determine the Z-value under the null hypothesis, i.e. the test statistic:

You need to multiply by 5 instead of 6 because each pair of opposite faces on a cuboid has the same area, so by considering one face from each pair, you ensure that you don't count any face twice.

When calculating the total surface area of a cuboid, you need to understand the concept of face pairs.

A cuboid has six faces, but each face has a pair that is identical in size and shape.

Let's break down the reasoning behind multiplying by 5 instead of 6 in the given scenario.

To find the surface area of a cuboid, you can add up the areas of all its faces.

However, each pair of opposite faces has the same area, so you avoid double-counting by only considering one face from each pair. In this case, you have five pairs of faces:

(1) top and bottom, (2) front and back, (3) left and right, (4) left and back, and (5) right and front.

By multiplying the average area of a pair of faces by 5, you account for all the distinct face pairs.

Essentially, you are considering one face from each pair and then summing their areas.

Since all the pairs have the same area, multiplying the average area by 5 gives you the total surface area.

When dividing 150 by 4 (to find the average area of a pair of faces), you are essentially finding the area of a single face.

Then, by multiplying this average area by 5, you ensure that you account for all five pairs of faces, providing the total surface area of the cuboid.

Thus, multiplying by 5 is necessary to correctly calculate the total surface area of the cuboid by accounting for the face pairs while avoiding double-counting.

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y= - x + 2.

The slope of any linear equation will always be the coefficient of the "x" variable when the equation is solved for "y". Since there isn't any number written to the left of "x", the slope of the line is 1.

When looking for the slope of a line perpendicular do another, take the value of the slope and find its multiplicative inverse and change the sign of this value as well. This is how you do it:

Original slope value: 1.

Multiplicative inverse: 1/1= 1

Changing the sign: -1

Using the calculated value of the slope "m", which is -1, use the formula for calculating linear equations with both the slope and the values of the ordered pair:

\(y-y_{1} =m(x-x_{1} )\)

Substitute the values and simplify.

\(y-(-3) =(-1)(x-(5) )\\ \\y+3=(-1)(x)-(-1)(5)\\ \\y+3=(-1x)-(-5)\\ \\y+3=-1x+5\\ \\y=-1x+2\\ \\y=-x+2\)

A line that passes through point (5, –3) and is perpendicular to the equation y = x is y= - x + 2.

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Answer:

C

Step-by-step explanation:

1*18 2*9 3*6

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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Answer:

4.2

Step-by-step explanation:

3 x (sqrt 2)

3 x (1.41421356237)

4.24264068712

4.2

Answer:

1/4x... = 3; 3.2b = 7; 4.6y = -2; 7.5c = -3

Isolate the variable.

Answer:

\( P(X=3)\)

And replacing we got:

\(P(X=3)=(4C3)(0.3)^3 (1-0.3)^{4-3}=0.0756\)

Step-by-step explanation:

Let X the random variable of interest "number of times that we select a blue ball", on this case we now that:

\(X \sim Binom(n=4, p=3/10)\)

The probability is always the same since we replace the ball selected in each trial.

The probability mass function for the Binomial distribution is given as:

\(P(X)=(nCx)(p)^x (1-p)^{n-x}\)

Where (nCx) means combinatory and it's given by this formula:

\(nCx=\frac{n!}{(n-x)! x!}\)

And we want to find this probability:

\( P(X=3)\)

And replacing we got:

\(P(X=3)=(4C3)(0.3)^3 (1-0.3)^{4-3}=0.0756\)

The length of a 45° arc with a radius of 4 miles is approximately 3.14 miles, calculated using the formula for arc length.

To determine the length of a 45° arc given a radius of 4 miles, we can use the formula: Arc length = (angle measure / 360°) x 2πr, where r is the radius of the circle and π is a constant equal to approximately 3.14.

Substituting the given values into the formula, we get: Arc length = (45° / 360°) x 2π(4 mi)Arc length = (1/8) x 2π(4 mi)Arc length = (1/8) x 8π Arc length = π

The length of the 45° arc is approximately 3.14 miles.

Summary: To find the length of a 45° arc of a circle, we use the formula: Arc length = (angle measure / 360°) x 2πr. Given a radius of 4 miles, we can substitute the values into the formula to get the length of the 45° arc, which is approximately 3.14 miles.

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The solution is, After decreasing £16870 by 3% we get, £16363.90.

Here, we have,

A percentage is a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, "%".

First, find the percentage of £16870 by 3%

%value = 3% * 16870

           = (3 / 100) * 16870

           = 506.1

Now, just minus with actual value

New value = actual value - %value

We know, actual value = £16870 and %value = 506.1

so, New value = 16870 - 506.1

we get, New value = £16363.90

Therefore, After decreasing £16870 by 3% we get, £16363.90

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complete question:

Decrease £16870 by 3%

Give your answer rounded to 2 DP.

Answer:

your answer is -120

Step-By-Step Explanation:

2(-3)^3 - 9(-3)^2 -5(-3)

2 (-27) - 9(9) +15

-54 -81 +15

-135 +15

-120

i hope this helps :)

Answer: -120

Hope this helps :)

Step-by-step explanation:

t = 9x, and dx = 1/9 dt.

∫ sin(9x) dx

= ∫ sin(t) (1/9 dt)

= 1/9 ∫ sin(t) dt

= -1/9 cos(t)

= -1/9 cos(9x)

The expression that represents the volume of the composite figure is 16/3πr³ + r³

The given parameters are:

The volume of a cube is:

V = l³

So, we have:

V = r³

The volume of a hemisphere is:

V = (2/3)πr³

So, we have:

V = (2/3)π(2r)³

Evaluate

V = (2/3)π * 8r³

This gives

V = 16/3πr³

Add both volumes

Volume = 16/3πr³ + r³

Hence, the expression that represents the volume of the figure is 16/3πr³ + r³

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Answer:

70

Step-by-step explanation:

The first significant figure of the number 74 is 7. The second significant figure is 4. 4 is lesser than 5 so don't add +1 to the first significant figure.

The number 74 rounded to 1 significant figure will be 70.

Answer: 4.7 ft

Step-by-step explanation:

Since this is a diameter we are going to do the formula that uses the diameter to find the circumference.

C=3.14(d)

1.) Insert the numbers into the formula: C= 3.14*1.5

You’ll get 4.71 as your answer.

Next round to the nearest tenth and you’ll get 4.7.

Hope this helps!

The phrase "If every element x of X is associated with the equivalent one-term sequence (x)" states that there's a corresponding one-term sequence (x) appropriately represents each element x in collection X.

Sequences are ordered sequences of integers (called "terms") like 2,5,8. Certain sequences follow a specific pattern that can be utilised to expand them forever. For example, 2,5,8 follows the pattern "add 3," allowing us to continue with the series. Sequences contain formulas that tell us how to discover any term in a series.

You should be familiar with four sorts of sequences: arithmetic sequences, geometric sequences, quadratic sequences, and special sequences.

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Answer:

y = -5/2x + 27/2

Step-by-step explanation:

line formula is y = mx + b

perpendicular means number next to the x (slope or m) becomes a negative reciprocal

2/5x -> -5/2x

then use point slope formula

y - y1 = m (x - x1)

y - 6 = -5/2 (x - 3)

y - 6 = -5/2x + 15/2

y = -5/2x + 15/2 + 6

y = -5/2x + 15/2 + 12/2

y = -5/2x + 27/2

The domain of the quadratic function in this problem is given as follows:

All real values.

The domain of a function is the set of all the possible input values that can be assumed by the function.

On the graph, the domain of the function is given by the values of x of the function.

A quadratic function has no restrictions on the domain, hence it is defined by all the real values.

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Answer:

x<(with a line underneath)-1

Step-by-step explanation:

10-2x>(with a line underneath)12

-10 -10

-2x>(with a line underneath)2

/-2 /-2

x<(with a line underneath)-1

the funcn is decreasing for all real values of x where x<1.5