the store sells dried pineapple for $0.25 per ounce. mags spent a total of $2.65 on pineapple. how many ounces did she buy?

Step-by-step explanation:

a² + b²

difference of two square

= (a + b)(a - b)

Answer:

see explanation

Step-by-step explanation:

(a + b)(a - b)

each term in the second factor is multiplied by each term in the first factor, that is

a(a - b) + b(a - b) ← distribute parenthesis

= a² - ab + ab - b² ← collect like terms

= a² - b²

If, the cylinder has a radius of x and a height of y. The cone has a radius of 13x. Then, the height of the cone in terms of y is h = (3/169)y.

The volume of a cylinder will be given by the formula V_cylinder = \(πr^{2h}\), where r is the radius and h is the height. The volume of a cone is given by the formula V_cone = (1/3)\(πr^{2h}\), where r is radius and h is height.

If the cylinder and cone have the same volume, then we can equate their volume formulas;

\(πX^{2y}\) = (1/3)\((π13X)^{2h}\)

Simplifying, we get;

\(πX^{2y}\) = π169\(X^{2h/3}\)

Dividing both sides by \(πX^{2}\), we get;

y = 169h/3

Therefore, the height of the cone in terms of y is h = (3/169)y.

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Answer:

Simplifying

5x + 0(x + y) + -3y + 14 + -3(y + -1x) = 0

Anything times zero is zero.

5x + 0(x + y) + -3y + 14 + -3(y + -1x) = 0

Reorder the terms:

5x + 0 + -3y + 14 + -3(-1x + y) = 0

5x + 0 + -3y + 14 + (-1x * -3 + y * -3) = 0

5x + 0 + -3y + 14 + (3x + -3y) = 0

Reorder the terms:

0 + 14 + 5x + 3x + -3y + -3y = 0

Combine like terms: 0 + 14 = 14

14 + 5x + 3x + -3y + -3y = 0

Combine like terms: 5x + 3x = 8x

14 + 8x + -3y + -3y = 0

Combine like terms: -3y + -3y = -6y

14 + 8x + -6y = 0

Solving

14 + 8x + -6y = 0

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-14' to each side of the equation.

14 + 8x + -14 + -6y = 0 + -14

Reorder the terms:

14 + -14 + 8x + -6y = 0 + -14

Combine like terms: 14 + -14 = 0

0 + 8x + -6y = 0 + -14

8x + -6y = 0 + -14

Combine like terms: 0 + -14 = -14

8x + -6y = -14

Add '6y' to each side of the equation.

8x + -6y + 6y = -14 + 6y

Combine like terms: -6y + 6y = 0

8x + 0 = -14 + 6y

8x = -14 + 6y

Divide each side by '8'.

x = -1.75 + 0.75y

Simplifying

x = -1.75 + 0.75y

Step-by-step explanation:

I'm not sure if the graph or equation answers your question or not sorry if I did it wrong.

Statement 8 (x = 10/5 or x = 2) is given by the division property of equality. Then the correct option is B.

Division means the separation of something into different parts, sharing of something among different people, places, etc.

Suppose that we're taking about

It means, we divide p into q equal parts.

And each part is of value p/q

Statement 7 is given below.

5x - 10 = 0

Then statement 8 is given by the division property of equality.

5x = 10

 x = 10/5

 x = 2

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9514 1404 393

Answer:

  6283 cm

Step-by-step explanation:

The circumference of the wheel is given by ...

  C = πd

  C = π(20 cm) ≈ 62.83185 cm

100 turns of the wheel will be a distance 100 times this value, or ...

  race = 100C = 100(62.83185 cm) = 6283.185 cm

Chubby ran about 6283 cm.

__

Additional comment

To get the required 4 significant figures in the answer, we used the "pi button" on the calculator. Alternatively, you could use the ratio π ≈ 355/113, which is good for 6 significant figures.

Answer:

Option C

Step-by-step explanation:

The chi square test of independence is used to determine if there is a significant association between two categorical variables from a population.

It tests the claim that the row and column variables are independent of each other.

The degrees of freedom for the chi-square are calculated using the following formula: df = (r-1) (c-1) where r is the number of rows and c is the number of columns.

According to the given information, the value of the surface integral is 8/3.

The space occupied by a two-dimensional flat surface is called the area. It is measured in square units. The area occupied by a three-dimensional object by its outer surface is called the surface area.

The surface integral of a vector field F over a surface S is given by:

∬S F ⋅ dS = ∬R (F ⋅ ru × rv) dA

where R is the parameter domain of the surface S, ru and rv are the partial derivatives of the position vector r(u,v) with respect to u and v, and dA = ||ru × rv|| dudv is the area element on the surface.

In this case, we want to evaluate the surface integral:

∫∫H 4y dA

where H is the helicoid given by the vector parametric equation:

r(u,v) = <u cos(v), u sin(v), v>, 0 ≤ u ≤ 1, 0 ≤ v ≤ 9π.

The position vector r(u,v) has partial derivatives with respect to u and v given by:

ru = <cos(v), sin(v), 0>

rv = <-u sin(v), u cos(v), 1>

The area element is given by:

dA = ||ru × rv|| dudv = ||<cos(v), sin(v), u>| dudv = u dudv

Therefore, the surface integral can be written as:

\($\int\int_H 4y dA = \int_0^{9\pi} \int_0^1 4(u\sin v)u dudv$\\$= \int_0^{9\pi} \sin v \int_0^1 4u^2 du dv$\)

\($= \int_0^{9\pi} \sin v \left(\frac{4}{3}\right) dv$\\$= \left[-\frac{4}{3} \cos v\right]_0^{9\pi}$\)

= 8/3

Hence, According to the given information the value of the surface integral is 8/3.

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Answer: -2x

Step-by-step explanation:

i'm pretty sure that's right ;)

Step-by-step explanation:

the area of a triangle is baseline × height / 2.

we have 2 major triangles that define this quadrilateral :

A-D-B and C-D-B.

both triangles have the same baseline : M_D + M_B = 14 cm

what we need to do is get the 2 heights M_C and N_A.

N_A we know already : 8 cm

so,

area A-D-B = 14×8/2 = 14×4 = 56 cm²

M_C we get via Pythagoras of the right-angled triangle D-M-C :

D_C² = M_C² + M_D²

10² = M_C² + 6²

100 = M_C² + 36

64 = M_C²

M_C = 8 cm

so,

area C-D-B = 14×8/2 = 56 cm²

so, the total area of the quadrilateral is

56 + 56 = 112 cm²

Derrick will receive total of $340 from all of his deductions

To create a histogram for these values using four classes, we must first determine the class width, which is determined as the data range divided by the number of classes. The data range is 151 - 58 = 93, which is the difference between the biggest and smallest numbers. The breadth of the class is 93/4 = 23.25. We'll round it up to 24 because we can't have a fractional class width.

Then, for each of the four classes, we'll start with the smallest number (58) and add the class width (24) again until we reach the maximum value (151). The lowest class boundaries for the four classes are as follows:

Class 1: 58

Class 2: 82

Class 3: 106

Class 4: 130

We'll determine the upper class limit for each lower class limit by adding the class width (24) - 1. The upper class restrictions are as follows:

Class 1: 81

Class 2: 105

Class 3: 129

Class 4: 153

Finally, we'll tally the amount of deductions made in each class and utilise that data to create the histogram. Each class has the following number of deductions:

Class 1: 1 (58)

Class 2: 3 (97, 98, 101)

Class 3: 3 (103, 127, 144)

Class 4: 3 (144, 151, 65)

We can compute the total amount Derrick will earn from all of his deductions now that we know the number of deductions in each class. He will earn $25 for each deduction of less than $130, and $45 for each deduction of $130 or more.

Derrick will receive the following total from all of his deductions:

$25 * 1 (for the single deduction of less than $130) + $45 * 7 (for the seven deductions of $130 or over) = $25 + $315 = $340

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Answer:

A

Step-by-step explanation:

v=πr2h

r=(3)²* 5

45π unit³

Answer:

53\(x_{123}\) == 134 cf

Step-by-step explanation:

A - on the po boyds at a emase the foot, 1, of building. He. Observes an obje- et on the top, P of the building at an angle of ele- building of 66 Aviation of 66 Hemows directly backwards to new point C and observes the same object at an angle of elevation of 53° · 1P) |MT|= 50m point m Iame horizontal level I, a a​

The height of the building is approximately 78.63 meters.

The following is a step-by-step explanation of how to solve the problem. We'll need to use some trigonometric concepts and formulas to find the solution.

Therefore, the height of the building is approximately 78.63 meters.

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Answer:

(a)31.42 inches

(b)942.48 Square Inches

Step-by-step explanation:

Given a sector of a circle with the following dimensions:

Radius of the circle =60 inches

Central Angle of the sector =30°

(a)Arc Length

Arc Length \(=\dfrac{\theta}{360^\circ}X2\pi r\)

\(=\dfrac{30}{360^\circ}X2*60*\pi\\\\=10\pi\\\\=31.42$ Inches (correct to the nearest hundredth)\)

(b)Area of the sector

Area of the sector \(=\dfrac{\theta}{360^\circ}X\pi r^2\)

\(=\dfrac{30}{360^\circ}X\pi*60^2\\\\=300\pi\\\\=942.48$ Square Inches (correct to the nearest hundredth)\)

Answer:

(a)31.42 inches

(b)942.48 Square Inches

Step-by-step explanation:

Answer:

-6

Step-by-step explanation:

V = 6x + b

 1/2 V -3 x = -3

V - 6x = -6

V - 6x  =  b

Answer:

D is your answer

Step-by-step explanation:

Just did it and it was right : )

Also for anyone else who needs the other answers they are as follows:

1. D. \(6x^4\)  then  C. \(3x^4\)

2. B. \(-30x^2 \sqrt{2x}\)  then  C. \(4x^4^3 \sqrt{2x^2}\)

3. D. \(2x\sqrt{10x} - 2x \sqrt{5}\)

4. B. \(32x^2 \sqrt[3]{2x} -8x^3\)

5. A. \(-22\)  then  C. \(4x^4 \sqrt{5} +2x^2 \sqrt{3x} + 4x^3 \sqrt{30} +6x \sqrt{2x}\)

6. B. \(x^\frac{2}{12}* y^\frac{9}{12}\)  then  C. \(\sqrt[12]{x^2*y^9}\)

NC Math 2 -22092x0

Multiplying Radicals

Assignment

Due March 11

Multiplying radicals with like indices.

The solution of the given equation will be 2√5x(√2-1).

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

The expression will be solved as below:-

= √5x ( √8x² - 2√x)

= √5x ( 2√2x - 2√x)

= √5x(√2-1)(2√x)

= 2√5x(√2-1).

Therefore the solution of the given equation will be 2√5x(√2-1).

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the answers is 0 cause there's no any line in the picture of symmetry image

The average rate of change of the function f(x) = √(x+4) over the interval 2 ≤ x ≤ 6 is approximately 0.29 to the nearest hundredth.

To find the average rate of change of the function f(x) = √(x+4) over the interval 2 ≤ x ≤ 6, we need to calculate the change in the function divided by the change in the input variable over that interval.

The change in the function between x = 2 and x = 6 is:

f(6) - f(2) = √(6+4) - √(2+4) = √10 - √6

The change in the input variable between x = 2 and x = 6 is:

6 - 2 = 4

So, the average rate of change of the function over the interval 2 ≤ x ≤ 6 is:

(√10 - √6) / 4

To approximate the answer to the nearest hundredth, we can use a calculator or perform long division to get:

(√10 - √6) / 4 ≈ 0.29

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1 solution

Linear equations are first-degree polynomials.

Linear Equations

We can tell that this equation is linear because the highest exponent is one. This means the equation is first degree, aka linear. There are 3 possibilities for linear equations: 1 solution, 0 solutions, and infinite solutions. Zero solutions occur when no x-value makes the equation true. There are infinite solutions when any value can be plugged in and make the equation true. However, in linear equations, there is usually only one solution.

Solving for x

Now, we can solve for x through the properties of equality. First, subtract 4x from both sides.

Then, subtract 6.

Finally, divide by 2.

The statement, x = -1, is only true under one situation, when x is -1. This means the equation only has 1 solution.

Answer: 94

Step-by-step explanation: use photo math :)

Answer:

y=(X+1)(x+9)

Step-by-step explanation:

To evaluate f(-x) when f(x) = x/(x^2 + 1), we need to substitute -x for x in the function.

So f(-x) = (-x)/((-x)^2 + 1)

Simplifying the denominator we get:

f(-x) = (-x)/(x^2 + 1)

The function f(-x) is equivalent to the function f(x) with the x-value negated. The value of the function f(-x) is the same as the value of the function f(x) but with the x-value negated.

It's important to note that we can also express this as f(-x) = -f(x)

So the value of f(-x) is x/(x^2 + 1) with the x-value negated.

The placement results provided, the student should start with Math 100.

The placement results indicate that the student has placements for Math 111, Math 100, and Math 102+. Math 111 typically corresponds to a higher-level course than Math 100, and Math 102+ implies a placement beyond Math 102.

To progress towards Math 103E, it is essential to follow the recommended course sequence. Usually, Math courses are designed to build upon previously learned concepts and skills. Starting with Math 100 would provide the foundational knowledge necessary to succeed in subsequent courses.

Therefore, the student should first start with Math 100, and upon successful completion, they can proceed to Math 103E. It is important for the student to consult with their academic advisor or the mathematics department at their institution for specific course placement and sequencing information to ensure they are following the appropriate path.

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The two positive numbers are 55, and 55.

Given that,

Two positive numbers whose product is a maximum and whose sum is 110.

To Find :  Two positive real numbers with a maximum product whose sum is 110.

x + y = 110

x = 110-y

Area = xy = (110-y)y

A = 110y-y^2

Maximum A occurs when y = -b/(2a) = -110/(2*-1) = 55

x + y = 110

x + 55 = 110

x = 55

and y is also 55.

Therefore, the two positive numbers are 55, and 55.

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Answer:

Answer found by the following formula/e: CI = A – P

Answer:

okay easy peasy..

first we know that 1 inch represent 50 miles

therefore 550 miles is represented by

= 550/50 = 11 inch

so with this we know that on map the cities are 11 inch apart..

Ratio remains same

\(\\ \rm\rightarrowtail \dfrac{1}{50}=\dfrac{x}{550}\)

\(\\ \rm\rightarrowtail x=550/50\)

\(\\ \rm\rightarrowtail x=11in\)

The Probability that a randomly selected senior is both in the band and on the honor roll is 8/25.

To find the probability that a randomly selected senior is both in the band and on the honor roll, we need to divide the number of seniors who are in both categories by the total number of seniors.

Given:

Total number of seniors = 200

Number of seniors in the band = 32

Number of seniors in the band or on the honor roll = 64

Let's calculate the probability using these values:

Probability = Number of seniors in both categories / Total number of seniors

Probability = 64 / 200

To simplify this fraction, we can divide both the numerator and denominator by their greatest common divisor, which is 8:

Probability = (64 ÷ 8) / (200 ÷ 8)

Probability = 8 / 25

Therefore, the probability that a randomly selected senior is both in the band and on the honor roll is 8/25.

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The percentage of the students who are absent when 81 of the 1350 students are absent is 6%.

Percentage in simple words can be defined as a part per hundred.

In other words, it is the ratio which can be defined as a fraction of 100. It  is usually denoted by the symbol %.

Percentage can also be said as dimensionless number as it does not have any dimensions.

Percentage of a number can be calculated by dividing the number with the whole part and then multiplying by 100.

Total number of students in the school = 1350

Number of students absent = 81

Here we have to calculate the percentage of 81 out of 1350.

Percentage of the students who are absent = \(\frac{81}{1350}\) × 100 = 6%

Hence 6% of the students are absent that day.

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