Ue what you know about decimal or fraction to explain why 0. 2×0. 002 equal 0. 4

The volume of the remaining portion of the sphere is V1 - V2 = (500π/3) - (256π/3) = 244π/3. Among the given answer choices, the closest option to 244π/3 is (b) 36π.

To find the volume of the remaining portion of the sphere after a hole is bored through its center, we can subtract the volume of the hole from the volume of the original sphere. The volume of a sphere is given by the formula V = (4/3)πr^3, where r is the radius of the sphere. The volume of the original sphere with radius 5 is V1 = (4/3)π(5^3) = (4/3)π(125) = 500π/3. The volume of the hole can be calculated as the volume of a smaller sphere with radius 4: V2 = (4/3)π(4^3) = (4/3)π(64) = 256π/3.

Therefore, the volume of the remaining portion of the sphere is V1 - V2 = (500π/3) - (256π/3) = 244π/3. The volume of sphere is the capacity it has. It is the space occupied by the sphere. The volume of sphere is measured in cubic units, such as m3, cm3, in3, etc. The shape of the sphere is round and three-dimensional. It has three axes as x-axis, y-axis and z-axis which defines its shape. All the things like football and basketball are examples of the sphere which have volume. The volume here depends on the diameter of the radius of the sphere since if we take the cross-section of the sphere, it is a circle. The surface area of sphere is the area or region of its outer surface.

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Answer:

Overtime hours = [h - 40] hours

Step-by-step explanation:

Given:

Weekly hour work = 40 hours per week

Total hour work = h hours

Find:

Overtime hours

Computation:

Overtime hours = Total hour work - Weekly hour work

Overtime hours = [h - 40] hours

Answer:

90.69 Rounded to the nearest tenth is 90.7

Step-by-step explanation:

✓  Rounded to the nearest 0.1 or

the Tenths Place.

✓  Hopefully this helps you! :)

wishing you a amazing day! ･ﾟ★,｡･

-Keira <33

Answer:

y = 1/4x +2

Step-by-step explanation:

y -4 = 1/4 (x -8)

This is point slope form

Distribute

y-4 = 1/4x -2

Add 4 to each side

y-4+4 = 1/4x -2+4

y = 1/4x +2

This is slope intercept form ( y= mx+b) where m is the slope and b is the y intercept

Answer:

7.2 miles

Step-by-step explanation:

52-16= 36

36/5= 7.2

Answer:

option C and D

Step-by-step explanation:

the two triangles are said to be congruent if their all the three sides as well as the angles between the sides are congruent to one another where the triangles can be drawn in any direction

Answer:

4 IS THE ANSWER MATE

Step-by-step explanation:

Absolutely, I can do that!

Let's take a look at each statement:

1) f(x) has a y-intercept at (0,2)

To find the y-intercept, we need to set x to 0 and solve for y. Plugging in x = 0 into the equation for f(x), we get:

f(0) = -log(0+4) + 2

f(0) = -log(4) + 2

f(0) = -0.602 + 2

f(0) = 1.398

Since the y-coordinate of the y-intercept is 1.398, not 2, this statement is false.

2) The function -f(x) has a y-intercept at (0,2)

Since the negative sign in front of f(x) reflects the graph of f(x) across the x-axis, we can determine the y-intercept of -f(x) by taking the opposite of the y-intercept of f(x). Since the y-intercept of f(x) is not 2, this statement is also false.

3) As x approaches positive infinity, the function f(x) approaches negative infinity.

The function f(x) is a logarithmic function with a negative coefficient, which means it approaches negative infinity as x approaches positive infinity. Therefore, this statement is true.

4) As x approaches -4 from the right, the function f(x) approaches negative infinity.

As x approaches -4 from the right, the value of f(x) becomes more and more negative without bound, which means that f(x) approaches negative infinity as x approaches -4 from the right. Therefore, this statement is also true.

In summary, statements (1) and (2) are false, while statements (3) and (4) are true.

Answer:

y=2x+4

Step-by-step explanation:

2 is the slope, you can see that with rise over run. 4 is the y intercept

Answer:

y=2x+4

Step-by-step explanation:

Look at the y-axis if the point that touches the y-axis is 4

Then the slope is 2

you go down 2 which is -2 (Since down is negative)

and you go left 1 which is -1 (Since left is negative)

now the equation looks like this:

y=-2/-1x+4

Simplify: (negative and negative cancel each other out making it positive)

y=2x+5

Answer:

S.A. = 15.7

Step-by-step explanation:

S. A. = \(\pi r^{2} + \pi rl\)

1 x 1 x 3.14 = 3.14

3.14 x 1 x 4 = 12.56

12.56 + 3.14 = 15.7

Answer:

7.6 times 10 to the 6th power

Step-by-step explanation:

7.6 for the first two digits and there are 6 zeros so to the 6th power. Hope this helped!

Step-by-step explanation:

7.6 x 10^7

Answer:

\(\frac{3}{2}\)

Step-by-step explanation:

Divide the top and bottom on the fraction by 4

Answer:

I wanna say its B. Vera's only

Answer:

18

Step-by-step explanation:

The false statement is: "They go through routine diagnostic tests such as colonoscopies."

Routine diagnostic tests such as colonoscopies are typically recommended for individuals over the age of 50 as a preventive measure against colon cancer. People between the ages of 18 and 25 are generally not advised to undergo such tests unless they have specific risk factors or symptoms. It is important to note that there may be exceptions in certain cases, but colonoscopies are not typically considered routine for this age group.

On the other hand, the other statements are generally true for people between 18 and 25. Diet and exercise practices tend to improve during this time period as young adults become more conscious of their health and adopt healthier lifestyles. Death from disease is rare at this age due to the overall good health of young adults. Additionally, it is possible for some people to outgrow childhood ailments like asthma as they reach young adulthood, although this varies from person to person.

In summary, while diet and exercise practices tend to improve and death from disease is rare during the ages of 18 to 25, routine diagnostic tests such as colonoscopies are not typically performed during this time period.

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Answer:

Bottom left

Step-by-step explanation:

It covers the most points

Answer:

Periodicity of 2cos(3x-2π)=

\( \frac{2\pi}{3} \)

Step-by-step explanation:

\(periodicity \: of \: 2 \cos(3x - 2\pi) \\ periodicity \: of \: a. \cos(bx + c) + d = \\ \frac{periodicity \: of \: \cos(x) }{|b|} \\ periodicity \: of \: \cos(x) \: is \: 2\pi = \frac{2\pi}{|3|} \\ simplify = \frac{2\pi}{3} \)

Answer:

\(\sf Period=\dfrac{2}{3} \pi\)

Step-by-step explanation:

The cosine function is periodic, meaning it repeats forever.

Standard form of a cosine function

f(x) = A cos(B(x + C)) + D

where:

Given function:

y = 2 cos (3x - 2π)

Therefore:

Period of given function:

\(\sf \implies Period=\dfrac{2 \pi}{B} = \dfrac{2 \pi}{3}\)

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Answer:

64 miles

Step-by-step explanation:

if you divide 28 by 3.5, this gives you the number of miles per hour, I got 8. Multiply that by 8 because that is the number of hours we are looking for and you get 64. That is the answer.

The total amount to be paid at the end of the 10-year period is $24,465. The correct answer is option d. To calculate the total amount to be paid, we need to consider the compounded interest on the borrowed amount.

The nominal interest rate of 12% compounded quarterly means that interest is added to the principal four times a year. Using the formula for compound interest, we can calculate the future value of the loan. The formula is given as:

Future Value = Principal * (1 + (Nominal Interest Rate / Number of Compounding Periods))^Number of Compounding Periods * Number of Years

In this case, the principal is $7,500, the nominal interest rate is 12% (or 0.12), the number of compounding periods per year is 4 (quarterly), and the number of years is 10.

Plugging in these values into the formula, we get:

Future Value = $7,500 * (1 + (0.12 / 4))^(4 * 10) = $24,465

Therefore, the total amount to be paid at the end of the 10-year period is $24,465. The correct answer is option d.

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Answer:

60/15 =4, 45/15=-3

Step-by-step explanation:

Answer:

Because 4 and 3 both equally times by 15.

Step-by-step explanation:

4 × 15 : 3 × 15 = 60 : 45

Answer:

complete graph

Step-by-step explanation:

In the mathematical field of graph theory, a complete graph is a simple undirected graph in which every pair of distinct vertices is connected by a unique edge. A complete digraph is a directed graph in which every pair of distinct vertices is connected by a pair of unique edges

hope it helps :)

please mark it the brainliest!

Answer:

it would be a complete graph

Step-by-step explanation:

The linear system shown is "inconsistent" in nature.

A linear equation is an equation that has the variable of the highest power of 1. The standard form of a linear equation is of the form Ax + B = 0.

The given figure is represented linear system represents two parallel lines.

Now, the solution set of the two system of equations could be find by finding their points of intersection.

And when the lines do not intersect then it is said the linear system of the two lines do not have any solution.

Now, we have been given two parallel lines and parallel lines never intersect each other. thus the solution set of both the system of equations represented by these parallel lines is an empty set.

And when the system of linear equation has no solution , then the system is said to be inconsistent.

Hence, The linear system shown is "inconsistent" in nature.

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The complete question is;

The linear system shown is _____.

independent

equivalent

inconsistent

A scatter plot or scatter gram chart can highlight the distribution patterns or demonstrate and compare the two data sets.

What is scatter plot ?

Dots are used to indicate values for two separate numeric variables in a scatter plot . The values for each data point are shown by the position of each dot on the horizontal and vertical axes.

Scatter plot shows the relationships between variables are visualized using scatter plots.

The given data can highlight the distribution patterns or demonstrate two sets of rainfall data for two different time periods in the same location.

From the given data, it is observed that the given data is observed in the scatter plot.

Hence, a scatter plot or scatter gram chart can highlight the distribution patterns or demonstrate and compare the two data sets.

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100 times 7= 700 any number times 100 you would add two zeros, 700+23=723

Hope this helps :]

Answer:

The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²vvvThe diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²v

Step-by-step explanation:

its E and A

Answer:

The solutions to the inequality are B, E, and F: 25, 36, and 9.

Step-by-step explanation:

The solutions to the inequality √x < 10 are the values of x that make the inequality true when plugged in. To find these values, we can square both sides of the inequality:

√x < 10

x < 10^2 = 100

So, the values of x that make the inequality true are those that are less than 100. The options that satisfy this condition are:

A. 100 (not a solution)

B. 25 (solution)

C. -100 (not a solution)

D. 105 (not a solution)

E. 36 (solution)

F. 9 (solution)

Mathematics is a fundamental subject in education that is essential in the development of an individual’s critical thinking and problem-solving skills. It is one of the primary subjects that are taught in elementary schools and must be taught appropriately for children to understand and gain the required skills. One true statement about mathematics teaching in elementary schools is that it should be student-centered.

Teachers should focus on the child's understanding, individual learning abilities and styles, and progress.The learning experience should not be centered on the teacher but on the students. Teachers should also make the subject engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject. Besides, teachers should develop a personalized learning approach that allows students to learn and understand the subject at their own pace while creating opportunities for individual and group learning. Through such learning approaches, students can develop the required mathematical concepts and competencies such as critical thinking, problem-solving, and decision-making skills that will be beneficial in their future endeavors.

In elementary schools, mathematics teaching should be student-centered. It should be engaging and interactive to enable students to grasp the content easily and maintain their interest in the subject.

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The equivalent equation solved for y is y = a/πx. Half the length of the smaller diameter of the ellipse is 2.12 units, and the ellipse has dimensions of 6 units by 2.12 units. (Option 3)

To solve for y, we start with the equation for the area of an ellipse:

a = πxy

Dividing both sides by πx, we get:

a/πx = y

Therefore, the equivalent equation solved for y is y = a/πx. This equation gives us the value of y, which is half the length of the smaller diameter of the ellipse, in terms of the area of the ellipse and half the length of the larger diameter.

For example, if the area of an ellipse is 20 square units and half the length of the larger diameter is 6 units, we can use the equation y = a/πx to find the value of y:

y = 20/π(6) = 1.06 units

Therefore, half the length of the smaller diameter of the ellipse is 2.12 units, and the ellipse has dimensions of 6 units by 2.12 units.

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Complete Question:

The area, a, of an ellipse can be determined using the formula a = πxy, where x and y are half the lengths of the largest and smallest diameters of the ellipse. which is an equivalent equation solved for y?

Answer:

y = - \(\frac{5}{2}\) x - 1

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (2, - 6 ) and (x₂, y₂ ) = (- 2, 4 )

m = \(\frac{4-(-6)}{-2-2}\) = \(\frac{4+6}{-4}\) = \(\frac{10}{-4}\) = - \(\frac{5}{2}\) , then

y = - \(\frac{5}{2}\) x + c ← is the partial equation

to find c substitute either of the 2 points into the partial equation

using (- 2, 4 ) , then

4 = 5 + c ⇒ c = 4 - 5 = - 1

y = - \(\frac{5}{2}\) x - 1 ← equation of line

Answer:

not a right triangle

Step-by-step explanation:

you can use the pythagorean theorem to prove whether not this is a right triangle

if this triangle is a right triangle then the following equality should be true

a²+b²=c²

(9.75)²+(3.45)²=(10.24)²

(95.06)+(11.90)=(104.86)

106.96≠104.86

since the following equality is not true, this is not a right triangle.

The slope in the regression equation is the coefficient that represents the change in the response variable (in this case, hurricane wind speed) for every one-unit increase in the predictor variable (central pressure).

In the context of hurricane wind speed and central pressure, the slope represents the strength of the relationship between these two variables. A higher slope value indicates a stronger relationship between central pressure and wind speed, meaning that changes in central pressure have a larger impact on wind speed. Therefore, the slope is an important factor to consider when predicting or analyzing hurricane intensity.

In the context of hurricane wind speed and central pressure, the slope in the regression equation represents the relationship between the two variables. It shows how much the wind speed changes with respect to a change in central pressure.

To interpret the slope in this context, follow these steps:

1. Obtain the regression equation for the data on hurricane wind speed and central pressure. This equation will be in the form of y = mx + b, where y is the wind speed, x is the central pressure, m is the slope, and b is the y-intercept.

2. Identify the slope (m) in the equation. The slope represents the change in wind speed for every unit change in central pressure.

3. Interpret the slope value: If the slope is positive, it means that as central pressure increases, wind speed also increases. If the slope is negative, it indicates that as central pressure increases, wind speed decreases. The magnitude of the slope shows the strength of this relationship.

In conclusion, the slope in the regression equation between hurricane wind speed and central pressure helps us understand how the wind speed changes with respect to changes in central pressure, allowing for better prediction and analysis of hurricane behavior.

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