The radius of a circle is 3 inches . What is the circumference of the circle ?

Answer:

the 2 in 32,000 is in the thousands place and the 2 in 26,000 is in the ten thousands place.

Step-by-step explanation:

Nothing much to explain

Henry opens a savings account with an annual interest rate of 4.5 percent. After a year, he gets $75,000 in payment. He made a deposit into the savings account of $72,831.68.

Here are the steps on how to calculate the amount Henry invested:

Convert the annual interest rate to a monthly rate.

\(\begin{equation}4.5\% \div 12 = 0.375\%\end{equation}\)

Calculate the number of years.

\(\begin{equation}\frac{18 \text{ months}}{12 \text{ months/year}} = 1.5 \text{ years}\end{equation}\)

Use the compound interest formula to calculate the amount Henry invested.

\(\begin{equation}FV = PV * (1 + r)^t\end{equation}\)

where:

FV is the future value ($75,000)

PV is the present value (unknown)

r is the interest rate (0.375%)

t is the number of years (1.5 years)

\(\begin{equation}\$75,000 = PV \cdot (1 + 0.00375)^{1.5}\end{equation}\)

\$75,000 = PV * 1.0297

\(\begin{equation}PV = \frac{\$75,000}{1.0297}\end{equation}\)

PV = \$72,831.68

Therefore, Henry invested \$72,831.68 in the savings account.

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Answer:

5/6 = 0.83

multiply the decimal by 100 to get the answer in percentage = 83%

83% is what they made

100 - 83 = 17% this is what he missed

Answer:

adfftep explanation:

ADFWAD

Answer:

The correct representations of the inequality –3(2x – 5) < 5(2 – x) are:

-6x - 5 < 10 - x

-6x + 15 < 10 - 5x

Therefore, the first and second options are the correct representations.

For the number line, we first need to solve the inequality for x:

-3(2x - 5) < 5(2 - x)

-6x + 15 < 10 - 5x

-x < -5

x > 5

Using this solution, we can plot the open circle at 5 and the bold line pointing to the right on a number line from -3 to 3 in increments of 1. This matches the first option provided. The second option represents a number line with an open circle at -5 and a bold line pointing to the left, which does not correctly represent the solution to the inequality.

The diameter of the given circle with a circumference of 28.6 centimeters is approximately 9.11 cm.

The circumference of a circle is given by the simple formula: C = πd, where C is the circumference, π is the constant pi and d is the diameter of the circle.

Given that the circumference of the circle is 28.6 cm, we can use the formula to find the diameter:

28.6 = πd

d = 28.6/π

Using 3.14 as an approximation for π, we get:

d ≈ 28.6/3.14 ≈ 9.11

Therefore, the diameter of the circle is approximately 9.11 cm.

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Answer:

180.68

Step-by-step explanation:

D) $180.68

At the beginning you have 68.02 plus the 169.23 deposit which makes a new total of 237.25.Then you spend 31.57 so the new equation is (237.25-31.57)

which is 205.68 then you spend another 25 for gas (205.68-25=180.68)

So your answer is $180.68

Answer:

$6.31 per lb of coffee

Step-by-step explanation:

for the top part

Step-by-step explanation:

See the attached image.  I numbered angles differently so as not to make an assumption that angles numbered the same are congruent.

\(\overline{AB} \parallel \overline{CD}\\\angle1 \cong \angle3\) (alternate interior angles are congruent)

\(\overline{AD} \parallel \overline{BC}\\\angle 2 \cong \angle 4\) (alternate interior angles are congruent)

\(\overline{AB} \cong \overline{CD}\)  (opposite sides of a parallelogram are congruent)

\(\triangle{ABO \cong \triangle{CDO}\)  (ASA - side/angle/side)

\(\overline{AO} \cong \overline{CO}\\\overline{BO} \cong \overline{DO}\)  (corresponding parts of congruent triangles are congruent)

The diagonals bisect each other!

Whenever possible, research should be designed so that the data can be anlyzed using option (a) statistics

-This includes both parametric tests (which assume that the data is normally distributed and meet certain assumptions) and non-parametric tests (which do not make these assumptions and are useful for non-normal data). SPSS is a software program commonly used for statistical analysis, but it is not necessary for conducting statistical analyses.

a. statistics

Research should be designed so that the data can be analyzed using statistics. Statistics provide a set of methods and tools for analyzing and interpreting data, which can help researchers draw meaningful conclusions from their findings. Statistical analysis can be used to identify patterns, trends, and relationships in data, as well as to test hypothesis and make predictions.

Depending on the research question, data type, and sample size, different types of statistical tests may be appropriate. Both parametric and non-parametric tests can be used to analyze data, depending on the assumptions made about the underlying distribution of the data and the level of measurement of the variables. SPSS is a statistical software program that can be used to perform statistical analysis, but it is not necessary for designing research studies or analyzing data.

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The vectors are:

To find the vectors:

Use the graph to solve the problem:

We can add and subtract the vectors:

-To find b - a subtract a from b:

2a means multiply vector a by 2:

Now let's find the resulting vector 2a - b.

- Subtract b from 2a:

The resulting vector 2a - b is <8, -9>

Therefore, the vectors are:

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The complete question is given below:

The graph shows vectors a and b the resulting vector for b - a is blank, blank >, and the resulting vector for 2a -b is < blank, blank >.

Answer:

Pack of 6 apples for £1.65 is better because the price of 1 apple is less in this answer.

Answer:

Step-by-step explanation:

(a) and (b) see diagram

(c) you can see from the graph, the purple line hits the parabola twice which is y=6   or k=6

(d)  Solving simultaneously can mean to set equal

6x - x² = k                        >subtract k from both sides

6x - x² - k = 0                  >put in standard form

- x² + 6x - k = 0               >divide both sides by a -1

x² - 6x + k = 0

(e) The new equation is the same as the original equation just flipped (see image)

(f)  The discriminant is the part of the quadratic equation that is under the root. (not sure if they wanted the discriminant of new equation or orginal.  I chose new)

discriminant formula = b² - 4ac

equation:   x² - 6x + 6 = 0            a = 1      b=-6    c = 6

discriminant = b² - 4ac

discriminant= (-6)² - 4(1)(6)

discriminant = 36-24

discriminant = 12

Because the discriminant is positive, if you put it back in to the quadratic equation, you will get 2 real solutions.

The given statement "As the level of confidence increases the number of item to be included in a sample will decrease when the error and the standard deviation are held constant." is False because error increases.

As the level of confidence increases, the required sample size will increase when the error and standard deviation are held constant.

This is because as the level of confidence increases, the range of the confidence interval also increases, which requires a larger sample size to ensure that the estimate is precise enough to capture the true population parameter with the desired level of confidence.

For example, if we want to estimate the mean height of a population with a 95% confidence interval and a margin of error of 1 inch, we would need a larger sample size than if we were estimating the same mean height with a 90% confidence interval and the same margin of error.

The larger sample size ensures that the estimate is more precise and that we have a higher level of confidence that it captures the true population parameter.

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The answer to #11 is: x = 15

The answer to #12 is: x = 5

Step-by-step explanation:

so, MN + NO = MO

MO = 50 miles

MN = 45 miles

therefore,

45 + NO = 50

NO = 50 - 45 = 5 miles

The standard error of a statistic is defined to be the standard deviation of the statistic when it is estimated from the sample data.

The standard error is a measure of the variability or precision of a statistic when it is estimated from a sample. It quantifies the average amount of deviation that can be expected between the sample statistic and the true population parameter it is estimating.

.

The standard deviation of the sample (Option A) is a different concept from the standard error. The standard deviation of the sample measures the dispersion or spread of the individual data points within the sample.

Similarly, the standard deviation of the population (Option B) is a measure of the variability of the entire population, not specifically related to the estimation of a statistic.

The standard error (Option C) is specifically associated with the estimation of a statistic from sample data. It reflects the sampling variability and accounts for the fact that different samples from the same population may yield slightly different estimates of the statistic.

Option D, "difference between the value of the statistic and the value of the parameter it estimates," does not accurately describe the standard error. The difference between the statistic and the parameter is the sampling error, which is not the same as the standard error.

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The second derivative of v with respect to t, denoted as d²v/dt², is equal to 4

The second derivative of v with respect to t, we will differentiate v twice.

v = 2t² + 7t + 11

First, let's find the first derivative of v with respect to t (dv/dt):

dv/dt = d/dt (2t² + 7t + 11)

Using the power rule of differentiation, we differentiate each term separately:

dv/dt = 2(2t) + 7(1) + 0

dv/dt = 4t + 7

Now, let's find the second derivative of v with respect to t (d²v/dt²):

d²v/dt² = d/dt (4t + 7)

Again, using the power rule of differentiation, we differentiate each term separately:

d²v/dt² = 4(1) + 0

d²v/dt² = 4

Therefore, the second derivative of v with respect to t, denoted as d²v/dt², is equal to 4.

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Answer:

2.1

Step-by-step explanation:

using cosine theorem or substraction of two vector

b = AC = 5

c = AB = 6

a² = b² + c² - 2bc cos A

a² = 5² + 6² - 2*5*6 cos 20°

a² = 4.62

a = √4.62

a = 2.149

a ≈ 2.1

Solution. To graph f, we graph the equation y=f(x).

To this end, we use the techniques outlined in Section 1.2.1. Specifically, we check for intercepts, test for symmetry, and plot additional points as needed. To find the x -intercepts, we set y=0. Since y=f(x), this means f(x)=0.

\($$\begin{aligned}f(x) & =x^2-x-6 \\0 & =x^2-x-6 \\0 & =(x-3)(x+2) \quad \text { factor } \\x-3=0 & \text { or } x+2=0 \\x & =-2,3\end{aligned}$$\)

So we get (-2,0) and (3,0) as x-intercepts. To find the y-intercept, we set x=0. Using function notation, this is the same as finding f(0) and f(0)=0^2-0-6=-6. Thus the y-intercept is (0,-6). As far as symmetry is concerned, we can tell from the intercepts that the graph possesses none of the three symmetries discussed thus far. (You should verify this.) We can make a table analogous to the ones we made in Section 1.2.1, plot the points and connect the dots in a somewhat pleasing fashion to get the graph below on the right.

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Therefore, the value of n that makes the system of equations true is n = 10.

Given:

p = 2n

p - 5 = 1.5n

Substituting the value of p from the first equation into the second equation, we have:

2n - 5 = 1.5n

Next, we can solve for n by subtracting 1.5n from both sides of the equation:

2n - 1.5n - 5 = 0.5n - 5

Simplifying further:

0.5n - 5 = 0

Adding 5 to both sides of the equation:

0.5n = 5

Dividing both sides by 0.5:

n = 10

Therefore, the value of n that makes the system of equations true is n = 10.

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The common difference is 0.42. The comparison of each ratio's successive values over time for a single firm.

Now, According to the question:

What is meant by ratio?

Therefore, simplifying the equation then we get,

if you take the ranges (y) and subtract one from the other you get 0.42.

(22.84 - 22.42)/(2 - 1) = 0.42/1 = 0.42

(23.26 - 22.84)/(3 - 2) = 0.42

(23.68 - 23.26)/(4 - 3) = 0.42

Hence, The common difference is 0.42

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Answer:

+ 38,000

Step-by-step explanation:

Given that:

Altitude of airplane = 38,000

The altitude of an object such as airplane in this scenario refers to the height of the airplane above sea level. The sea level is represented as a zero point (mid level) such that distance below are negative and those above are positive.

Hence, at an altitude of 38000 feets, altitude of airplane can be represented as +38,000 feets.

Answer:

Excuse me but there doesn't seem to be a question here, please let me know if there is so I can help you

Step-by-step explanation:

Have a great rest of your day

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Answer:

5.2 pounds will be needed

Step-by-step explanation:

TEXAS INSTRUMENTS TI-30X IX

- calculator i used

Answer:

5.2 approximately 5 pounds of steak

Step-by-step explanation:

if 5 people : 2 pounds of steak

then 13 people : ?

if more , less divides

13/5×2

26/5

5.2

Answer: Y=-5

Step-by-step explanation:

The reason is because if you look down the y axis from the origin you can see the location where the line crosses over the y axis in this case it was at (0,-5)

Answer:5 Hours

Step-by-step explanation:

160/4 = 40 miles per hour

200/40 = 5

Answer:

8 hours

Step-by-step explanation:

there are 360 miles total because it already covered 160 and there are 200 left.  160 / 4 = 4 hours per 40 miles.  200 is 40 more miles than 160.  This means that it is the 4 hours of 160 miles in that 200 + 4 more hours for 40 miles.  Add them together and you get 8 hours.

Positive, non-linear correlation curves upward as you travel from left to

right across a scatterplot. The correct Option is C. Positive, non-linear

As you travel from left to right across a scatterplot, if the correlation curve curves upward, it indicates a positive relationship between the variables but with a non-linear pattern.

This means that as the value of one variable increases, the other variable tends to increase as well, but not at a constant rate. The relationship between the variables is not a straight line, but rather exhibits a curved pattern.

For example, if we have a scatterplot of temperature and ice cream sales, as the temperature increases, the sales of ice cream also increase, but not in a linear fashion.

Initially, the increase in temperature may result in a moderate increase in ice cream sales, but as the temperature continues to rise, the increase in ice cream sales becomes more significant, leading to a curve that is upward but not straight.

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