NEED HELP WITH PROBLEM D PLEASE

9514 1404 393

Answer:

  A. 53.5cm^2

Step-by-step explanation:

The area of the circle is ...

  A = πr²

  A = 3.14(5 cm)² = 78.5 cm²

The area of the triangle is ...

  A = 1/2bh

  A = 1/2(10 cm)(5 cm) = 25 cm²

The shaded area is the difference between the circle area and the triangle area:

  shaded = 78.5 cm² -25 cm² = 53.5 cm²

_____

Additional comment

As with many multiple-choice questions, you can simply pick the answer that is not outlandish. The circle will fit into a square that is 10 cm on a side, so its total area is less than 100 cm² (eliminates choice B).

The shaded area is definitely more than 1/4 of that 100 cm² square, so choices C and D are eliminated, too. The only choice that is not unreasonable is choice A.

Answer:

A.) 53.5 cm2

Step-by-step explanation:

I got it correct on founders edtell

Answer:

The answer is

9xy2-6x2y+5x3

The additive inverse of a polynomial is the same polynomial with the signs of the terms changed.

The additive inverse of the given polynomial is (9xy² - 6x²y + 5x³).

The additive inverse of a polynomial can be obtained by multiplying the  polynomial with (- 1).

The given polynomial is (- 9xy² + 6x²y - 5x³)

Therefore, the additive inverse of the given polynomial is

= - (- 9xy² + 6x²y - 5x³)

= (9xy² - 6x²y + 5x³)

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Answer:

25

Step-by-step explanation:

The graph is going up by 25 each block or point of the way, if im wrong, im sory

Answer:

30%

Step-by-step explanation:

since his entire allowance is $150

He spends $45 on college savings so we divide this into 150 to find percent

45/150

0.3

Multiple by 100 to get percent

0.3x100

30%

Hopes this helps please mark brainliest

Given:

\(m\angle ABC=65^\circ\)

\(m\angle BCD=105^\circ\)

To find:

Whether it is possible that Line AB intersects line CD​.

Solution:

We have,

\(m\angle ABC=65^\circ\)

\(m\angle BCD=105^\circ\)

The angles \(m\angle ABC\) and \(m\angle BCD\) are same sided interior angles.

If two lines are parallel and a transversal line intersect them, then the same sided interior angles are supplementary angles and their sum is 180 degrees.

\(m\angle ABC+m\angle BCD=65^\circ+105^\circ\)

\(m\angle ABC+m\angle BCD=170^\circ\)

\(m\angle ABC+m\angle BCD\neq 180^\circ\)

So, the lines AB and CD are not parallel to each other.

Therefore, the intersection of lines AB and CD is possible.

The crank angle value when the piston is at Top Dead Center (TDC) is 0 radians or 0 degrees. The maximum ratio of the crank radius to the connected length is 0.3.

The crank angle value refers to the angle between the crankshaft and a reference point when measuring the position of the piston. When the piston is at Top Dead Center (TDC), it is at its highest point in the cylinder. The crankshaft is positioned such that the connecting rod is aligned with the crank radius and the piston is at the topmost position. This corresponds to a crank angle value of 0 radians or 0 degrees.

Regarding the maximum ratio of the crank radius to the connected length, this value is given as 0.3. The crank radius is the distance from the center of the crankshaft to the center of the crank pin, and the connected length is the distance from the center of the crank pin to the center of the piston pin. The maximum ratio of 0.3 indicates that the crank radius is 0.3 times the connected length.

It's important to note that these values are specific to the context of the problem statement provided. Different engines or mechanisms may have different values for the crank angle at TDC and the maximum ratio of crank radius to connected length.

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Answer:

value of √5 is 2.25

Step-by-step explanation:

it should be on second small mark after 2

Answer:

Explain below

Step-by-step explanation:

U: (1,-3) (4,-1) (4,-9) (3.-9)

==> clockwise rotate 90° ( or counterclockwise rotation 270°): (x,y) -> (y,-x)

U': (-3,-1) (-1,-4) (-9,-4) (-9,-3)

==> reflection over x axis: (x,y) -> (x,-y)

V: (-3,1) (-1,4) (-9,4) (-9,3)

Answer: 10 Miles

Step-by-step explanation:

It is actually 9.94194 miles, but if you round it up, you get ten.

The value of the objective function at this point is Z = 840.  The solution (7, 7) is feasible.

a. Formulation of linear programming model:To solve this problem, the following linear programming model can be used:x1 = Activity 1 (in units)x2 = Activity 2 (in units)Maximize Z = 60x1 + 50x2 subject to30x1 + 126x2 ≤ 4,752 (Acceptable limit)60x1 + 126x2 ≤ 8,436 (Benefit 1)Step-by-step explanation is given below:Function: Linear Programming modelSolution:

a. Formulation of linear programming model:To solve this problem, the following linear programming model can be used:x1 = Activity 1 (in units)x2 = Activity 2 (in units)Maximize Z = 60x1 + 50x2 subject to30x1 + 126x2 ≤ 4,752 (Acceptable limit)60x1 + 126x2 ≤ 8,436 (Benefit 1)  

b. Checking for feasible solutionsWe need to check the following solutions:(x1, 32) (7, 7) (7, 8) (8, 7) (8, 8) (8, 9) (9, 8)Let us substitute the values in the linear programming model for each solution:Solution: (x1, 32)30x1 + 126(32) = 4,752 + 4,032 = 8,784 > 4,752 (Infeasible)Solution: (7, 7)30(7) + 126(7) = 966 < 4,752 (Feasible)60(7) + 126(7) = 1,092 < 8,436 (Feasible)Solution: (7, 8)30(7) + 126(8) = 5,070 > 4,752 (Infeasible)Solution: (8, 7)30(8) + 126(7) = 5,016 > 4,752 (Infeasible)Solution: (8, 8)30(8) + 126(8) = 5,196 > 4,752 (Infeasible)Solution: (8, 9)30(8) + 126(9) = 5,322 > 4,752 (Infeasible)Solution: (9, 8)30(9) + 126(8) = 5,358 > 4,752 (Infeasible)Therefore, only the solution (7, 7) is feasible.

c. Expressing the model in algebraic form:We have,x1 = Activity 1 (in units)x2 = Activity 2 (in units)Maximize Z = 60x1 + 50x2 subject to30x1 + 126x2 ≤ 4,752 (Acceptable limit)60x1 + 126x2 ≤ 8,436 (Benefit 1)The solution x = (7, 7) is feasible and optimal, with Z = 60(7) + 50(7) = 840.d. Using the graphical method:Below is the graph plotted for the above linear programming model:graph{(y-4752)/126<=-(3/2)x+316}The feasible region is given by the shaded region in the graph. The optimal solution is (7, 7), which is at the point of intersection of the two lines. The value of the objective function at this point is Z = 840.

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80°,20° or 50°,50° are possible for the other two angles.

Given:

One angle of an isosceles triangle measures 80°.

we assumed that the 80° is one of the equal angles, then there is another 80° angle.That makes 160°.

Since a triangle always totals 180°,

180° - 160° = 20°.

if the 80° was the only different angle instead,the two remaining angles total:

180 - 80 = 100

Since we have two identical angles remaining, we need only divide the 100° in half to get the final answer:

100/2 = 50°.

Therefore 80°,20° or 50°,50° are possible for the other two angles.

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Answer:

240 seventh graders passed

Step-by-step explanation:

300 x 0.8 = 240

Solving for M, we get M = 5. Therefore, Michael is currently 5 years old.

Let's represent Ana's age as "A" and Michael's age as "M". We know that A = 2M since Ana is twice as old as Michael. Three years ago, Ana's age was (A-3) and Michael's age was (M-3). We also know that (A-3) = (M-3)+2 since Ana was two years older than Michael is now.
Now we can simplify and solve for M:
A-3 = M-1
2M-3 = M-1
M = 2
Therefore, Michael is 2 years old.
To solve this problem, let's represent Michael's age with the variable M, and Ana's age with the variable A. We know that A = 2M and that A - 3 = M + 2.
Now, substitute A with 2M: 2M - 3 = M + 2. Solving for M, we get M = 5. Therefore, Michael is currently 5 years old.

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Inverse function:

f(x)= 9x - 14

Put y for f(x) and solve for x

y = 9x-14

Solve for x:

y-14=9x

(y-14)/9 =x

According to the question and after using the Pythagorean theorem the length of one side of the roof is 7.416 metres.

The Pythagorean Theorem is a mathematical formula used to determine the length of the sides of a right triangle. It is named after the Greek mathematician Pythagoras, who is credited with discovering the formula in the 6th century BC. The theorem states that the sum of the squares of the two shorter sides of the triangle is equal to the square of the hypotenuse (the longest side of the triangle). In equation form, it is expressed as a² + b² = c², where a and b are the lengths of the two shorter sides of the triangle and c is the length of the hypotenuse.

We know that the hypotenuse is 8 metres (the width of the shed) and the two shorter sides are 3 metres (the height of the walls) and y (the length of the side of the roof).
Therefore, using the Pythagorean theorem, we have:
3² + y² = 8²
9 + y² = 64
y² = 55
y = √55
y = 7.416 metres
Therefore, the length of one side of the roof is 7.416 metres.

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Answer:

c: Fugitive Slave Act

Step-by-step explanation:

Search on Google.

Answer:

answer is (A) the Kansas Nebraska Act

Step-by-step explanation:

The number of megafilns-per-strord should be smaller than the number of filns-per-strord since a mega is a conversion factor of 10³ and is greater than 1, hence 1 megafiln is greater than 1 filn.

(a) The given units can be converted as follows: 6 glints = 1 filn...

(1)12 grees = 1 zool...

(2)2 grees = 10 twibbs...

(3)5 grees = 1 bic...

(4)Note that the grees are in both the numerator and denominator of the second unit conversion factor (3). Hence we can cancel out the grees by using it twice in the numerator and denominator. Now using the given conversion factors in equation (1), we get:

7 glint/twibb=7 glint/ (10 grees/2 grees)=14 glint/10 grees=14 glint/ (5 grees/12 grees)=16.8 filn/strord

(b) We need to convert the result of part (a) from filn/strord to megafiln/strord.

1 mega = 106

Thus 1 megafiln = 106 filn

16.8 filn/strord = (16.8 filn/strord) x (1 megafiln/106 filn) = 1.68 x 10-5 megafiln/strord

The number of megafilns-per-strord should be smaller than the number of filns-per-strord since a mega is a factor of 10³ and is greater than 1, hence 1 megafiln is greater than 1 filn. Similarly, going 1 foot-per-hour would mean going a smaller number of feet-per-hour than going 1 mile-per-hour since there are 5280 feet in a mile.

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The intercept interpretation is reasonable if the sample contains values of X around the origin.

The interpretation of the intercept in a sample regression function can be considered reasonable if the sample contains values of the explanatory variable (X) around the origin.

The intercept represents the estimated value of the dependent variable (Y) when all explanatory variables are zero. If the sample includes observations with X values close to zero, the intercept can provide insights into the baseline level of the dependent variable.

However, it's important to note that economists are typically interested in examining the effect of a change in X on the change in Y, rather than the specific value when X is zero. In some cases, the interpretation of the intercept as the baseline value may be valid, but it depends on the context and specific conditions.

The assertion that the intercept interpretation is reasonable because the estimator is Best Linear Unbiased Estimator (BLUE) under certain conditions is incorrect and unrelated to the interpretation of the intercept.

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If a palindrome is a string of characters the reads the same backward as it does forwards then there are 120 such palindromes after solving through permutations.

Given that a palindrome is a string of characters the reads the same backwards as it does forwards.

We are required to find the number of 6 letter palindromes.

Permutations is basically finding how many ways in which the some numbers or things can be arranged. It is expressed as \(nP_{r}\)=n!/(n-r)!.

If there are 6 letters then in a palindrome 3 alphabets are used here to form a 6 letter word.

=6\(P_{3}\)

=6!/(6-3)!

=6*5*4*3!/3!

=120 palindromes.

Hence if a palindrome is a string of characters the reads the same backward as it does forwards then there are 120 such palindromes.

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Answer:

6

Step-by-step explanation:

3k + 5 = 23

3k = 23 - 5

    = 18

k = 18/3

  = 6

Here's your answer :)

The appropriate test statistic for this test is approximately 0.2103 (rounded to 4 decimal places).

To find the appropriate test statistic for a 2-sample z-test for two proportions, we need to calculate the standard error and then use it to compute the z-score. The formula for the standard error is:

SE = sqrt[(p1 * (1 - p1) / n1) + (p2 * (1 - p2) / n2)]

Where p1 and p2 are the sample proportions, and n1 and n2 are the sample sizes.

In this case, we have the following values:

X1 = 24 (number of successes in sample 1)

n1 = 200 (sample size 1)

X2 = 17 (number of successes in sample 2)

n2 = 150 (sample size 2)

To calculate the sample proportions, we divide the number of successes by the respective sample sizes:

p1 = X1 / n1 = 24 / 200 = 0.12

p2 = X2 / n2 = 17 / 150 = 0.1133

Now, we can plug these values into the formula to calculate the standard error:

SE = sqrt[(0.12 * (1 - 0.12) / 200) + (0.1133 * (1 - 0.1133) / 150)]

SE ≈ 0.0319

Finally, the test statistic (z-score) is calculated by subtracting the two sample proportions and dividing by the standard error:

Z = (p1 - p2) / SE

Z = (0.12 - 0.1133) / 0.0319

Z ≈ 0.2103

Therefore, the appropriate test statistic for this test is approximately 0.2103 (rounded to 4 decimal places).

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Answer:

c??

Step-by-step explanation:

The coordinates of B are (1,2).

A midpoint is a point lying between two points and is in the middle of the line joining the two points.

Given that, Point C (3, 4) is the midpoint of AB If the coordinates of A are (7, 6),

Formula of midpoint coordinates = (x1+y1)/2, (x2+y2)/2

Therefore, (7+x)/2, (6+y)/2 = (3,4)

Comparing both side, we get,

(7+x)/2 = 3

x = 1

And, (6+y)/2 = 4

y = 2

Hence, The coordinates of B are (1,2).

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Answer:

Acute equilateral

Step-by-step explanation:

acute angles are less that 90* and equilateral triangles are each side equal

Answer:

y=3/4x-8

Step-by-step explanation:

Answer:

The answer to 3/4x - 8 = y is the following:

x=  4y+32  over 3

y=  3 over 4 x−8

Step-by-step explanation:

Brainliest Plzzz!!!

Answer:

C. 36π units²

Step-by-step explanation:

Surface area of a sphere: 4πr²

\(4\pi r^2\\4\pi (3)^2\\4\pi (9)\\36\pi\)

Answer: c

Step-by-step explanation:

The term ( 1 -0.125) is a decay factor which means the value of system decreased by 12.5% each year.

The process of reducing an amount by a consistent percentage rate over a period of time is called exponentially decay.

\(y = a(1-r)^{x}\)

a is initial amount

1-r is decay factor

x is time period

According to the given question.

We have a exponential function.

\(V = 100,00(1-0.125)^{y}\)

If we compare the above function with exponential decay rate formula i.e.

\(y = a(1-r)^{x}\)

We get,

a = 100,000

r = 0.125

In \(V = 100,000(1-0.125)^{y}\), the term ( 1 -0.125) is a decay factor which means the value of system decreased by 12.5% each year.

Thus, option A is correct.

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The standard form of the equation of a circle with centre (a,b) and radius r, is:

From the question, we provided with the following;

Thus, we have:

Hence, the equation of the circle is:

The most appropriate replication method for Kia Darby's study of public schools in Appalachia is to compare three schools from the same region, as opposed to replicating Dr. Shamus Khan's methodology of studying an elite boarding school.

Replication is an important aspect of scientific research that allows for the verification of research findings and the strengthening of scientific knowledge. However, it is essential to choose an appropriate replication method that is aligned with the research question, context, and variables.

Dr. Shamus Khan's study of an elite boarding school cannot be replicated in the context of public schools in Appalachia. The educational setting, student demographics, and institutional resources are vastly different, making it challenging to compare and generalize findings.

Comparing three public schools from the same region is a more appropriate replication method for Kia Darby's study. This approach allows for the control of confounding variables and the examination of similarities and differences in school performance, culture, and outcomes. Additionally, Kia could gather statistical data from archives, conduct interviews with school personnel and students, and observe classroom interactions to gain a comprehensive understanding of the research question.

Overall, replication is a crucial aspect of scientific research, and researchers should carefully consider the replication method that aligns with their research question and context.

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