Separate 846 into 3 parts so that the second part is twice the first part and the third part is triple the second part.

Answer:

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Translate each wording to mathematical expression and compare with the given 18 = 3 × 6.

A) 18 is 3 times as many as 6:

B) 18 is 2 times as many as 9:

C) 3 is 6 times as many as 18:

D) 6 is 3 times as many as 18:

The area of the surface S is \((8\sqrt{3}\pi\)\)).

To calculate the area of the surface S, which is the portion of the cylinder x² + y² = 4 that lies between z= 4 and z= 5, we can use the formula for the surface area of a surface of revolution.

The formula for the surface area of a surface of revolution is:

\(\[A = 2\pi \int_{a}^{b} f(x) \sqrt{1 + \left(\frac{dy}{dx}\right)^2} dx\]\)

The limits of integration for x are the values that correspond to the points where the curve intersects the planes z= 4 or z =5.

For z= 4, we have

y= √4-x² and z=4, so we substitute these values into the equation of the cylinder: \(\((\sqrt{4 - x^2})^2 + z^2 = 4\)\) we get x=0.

For z= 5, we have

y= √4-x² and z=5, so we substitute these values into the equation of the cylinder: \(\((\sqrt{4 - x^2})^2 + z^2 = 4\)\). we get \(\(x = \pm \sqrt{3}\).\)

Now we can calculate the area:

\(\[A = 2\pi \int_{-\sqrt{3}}^{\sqrt{3}} 2 \sqrt{1 + \left(\frac{dy}{dx}\right)^2} dx\]\)

To find \(\(\frac{dy}{dx}\),\) we differentiate \(\(y = \sqrt{4 - x^2}\)\)with respect to x:

\(\[\frac{dy}{dx} = \frac{-x}{\sqrt{4 - x^2}}\]\)

Substituting this into the integral, we have:

\(\[A = 2\pi \int_{-\sqrt{3}}^{\sqrt{3}} 2 \sqrt{1 + \left(\frac{-x}{\sqrt{4 - x^2}}\right)^2} dx\]\)

Simplifying the integrand:

\(\[A = 2\pi \int_{-\sqrt{3}}^{\sqrt{3}} 2 \sqrt{1 + \frac{x^2}{4 - x^2}} dx\]\[A = 2\pi \int_{-\sqrt{3}}^{\sqrt{3}} 2 \sqrt{\frac{4 - x^2 + x^2}{4 - x^2}} dx\]\[\)

\(A = 2\pi \int_{-\sqrt{3}}^{\sqrt{3}} 2 \sqrt{\frac{4}{4 - x^2}} dx\]\)

Now, we can substitute \(\(u = \frac{x}{\sqrt{4 - x^2}}\)\), which simplifies the integrand:

\(\[du = \frac{\sqrt{4 - x^2} + x \cdot \frac{-2x}{2\sqrt{4 - x^2}}}{4 - x^2} dx\]\)

\(\[du = \frac{\sqrt{4 - x^2} - \frac{2x^2}{\sqrt{4 - x^2}}}{4 - x^2} dx\]\)

\(\[du = \frac{4 - 3x^2}{(4 - x^2)\sqrt{4 - x^2}} dx\]\)

Simplifying the integral further:

\(\[A = 2\pi \int_{-\sqrt{3}}^{\sqrt{3}} 2 \sqrt{\frac{4}{4 - x^2}} dx\]\[A = 4\pi \int_{-\sqrt{3}}^{\sqrt{3}} \frac{\sqrt{4 - x^2}}{\sqrt{4 - x^2}} dx\]\[A = 4\pi \int_{-\sqrt{3}}^{\sqrt{3}} 1 dx\]\)

Integrating 1 with respect to \(x\), we get:

\(\[A = 4\pi [x]_{-\sqrt{3}}^{\sqrt{3}}\]\[A = 4\pi \left(\sqrt{3} - (-\sqrt{3})\right)\]\[A = 4\pi (2\sqrt{3})\]\[A = 8\sqrt{3}\pi\]\)

Therefore, the area of the surface S is \((8\sqrt{3}\pi\)\)).

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A triangle with three obtuse angles is called an obtuse triangle.

In an obtuse triangle, all three angles are obtuse, which means that they are greater than 90 degrees. This is in contrast to a right triangle, which has one right angle (90 degrees) and two acute angles, or an acute triangle, which has three acute angles (all less than 90 degrees). Obtuse triangles can be either scalene (all sides have different lengths) or isosceles (two sides have the same length). They cannot be equilateral, because in an equilateral triangle all three angles are equal to 60 degrees, which is less than 90 degrees.

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Answer:

2x² - 5xy - 3y²= (2x+y)(x-3y)

can i have brainliest please

Answer:

See below

Step-by-step explanation:

Solution with Quadratic Formula

\(x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}=\frac{-8\pm\sqrt{8^2-4(1)(16)}}{2(1)}=\frac{-8\pm\sqrt{64-64}}{2}=\frac{-8}{2}=-4\)

Note that \(a=1,b=8,c=16\)

Solution with factoring (faster)

\(x^2+8x+16=0\\(x+4)^2=0\\x+4=0\\x=-4\)

Mrs. Wright give here explanation against her husband's death that somebody strangled him

The term trifles is a one-act play written by Susan Glaspell

And in that play they represents the two women discuss the life of a woman accused of murdering her husband, here we have also know that while the sheriff and county attorney investigate the scene.

Here we have to know that In Trifles the character names as Mrs. Wright explains her husband's death by saying he died "of a rope around his neck."

And here she also claims that someone strangled him and she also explains her situation in order to explain his demise.

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Answer: B. 1+2 times 6

Step-by-step explanation:

5 + 2^3 = 13

It can't be A because the answer of A is equal to 11

It can't be C because 3^2 is 9; adding 2 is equal to 11

It can't be D because the answer to D is 343

So, the answer is B. 1+2 times 6

If you can, please give me a Brainliest; thank you!

Answer:

1 + 2 × 6

Step-by-step explanation:

We know that 5 + 2^3 = 5 + 8 = 13

The first answer equals 5 + 2 × 3 = 5 + 6 = 11

The second answer equals 1 + 2 × 6 = 1 + 12 = 13

The third answer equals 3^2 + 2 = 9 + 2 = 11

The fourth answer equals 100 × 3 + 43 = 300 + 43 = 343

Therefore, only the second answer equals 13, which is the correct answer.

I would appreciate it if you mark my answer as brainliest.

When given Hop -0.85 and a -0.10, the level of confidence that should be used to test the claim is D) 95%. Explanation: IN hypothesis testing, the level of confidence refers to the percentage of all possible samples that can be expected to include the true population parameter.

It is written in percentage form, and common choices for the level of confidence include 90%, 95%, and 99%.For example, if we want to construct a 95% confidence interval for a population mean, this means that if we were to construct 100 different 95% confidence intervals using 100 different samples, then 95 of those intervals should contain the true population mean.

The appropriate level of confidence to use is the one that will allow the rejection of the null hypothesis if the sample statistics are unlikely to have occurred by chance. Thus, the level of confidence that is appropriate for testing the claim is 95%.

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Answer:

Sure, what do you need help with?

Step-by-step explanation:

Send whatever you need help with and I'll see if I can explain it.

The area of the figure , given that it is a parallogram , can be found to be 15 m ² .

The area of a parallelogram can be found by multiplying the height of the parallelogram, by the base of the same shape. That means the formula would be :

Area = base x height

Given that the base of this shape is 5 meters and the height of the shape is 3 meters , this means that the area would then be :

= 5 x 3

= 15 m ²

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Answer:

After factorizing the given polynomial we get 6x^2 (x+6)(x-2)

Step-by-step explanation:

Given Polynomial:  

6x^4+24x^3−72x^2

We need to completely factorize the polynomial.

Consider,

6x^4+24x^3−72x^2

GCF = 6x^2, By taking it common out

= 6x^2 (x^2+4x-12)

= 6x^2 (x^2+6x-2x-12)

= 6x^2 (x(x+6)-2(x+6))

= 6x^2 (x+6)(x-2)

Therefore, After factorizing the given polynomial we get 6x² ( x + 6 ) ( x - 2 )

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Answer:

DON'T PRES THAT LINK THAT IS A HACK AND VIRUS

Step-by-step explanation:

HOPE THIS LETS YOU REMEMBER  ABOUT NOT PRESSING THESE LINKS!

The statement "The functional dependency noted as A->B means that the value of A can be determined from the value of B" is false. In the context of databases and relational schema, functional dependencies are used to express constraints between attributes in a relation.  

False. The functional dependency noted as A->B means that the value of B can be determined from the value of A. In other words, A determines the value of B, and B is functionally dependent on A. This concept is important in database design as it helps to ensure that the data is organized in a logical and efficient manner.

By identifying functional dependencies, we can minimize data redundancy and ensure that the data is consistent and accurate. It also helps in the normalization process, which is a technique used to reduce data redundancy and ensure data integrity. Overall, understanding functional dependencies is essential for effective database design and management.

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Answer:

elena

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

4K - 7

Step-by-step explanation:

Answer:

7-4k

Step-by-step explanation:

The product of 4 and k, which is 4k, has to be subtracted from 7.

The mean score has an equal probability of occurring of the scores in the uniformly distributed quiz is 5.5.

In a uniform distribution where the scores range from 1 to 10, each possible score has an equal probability of occurring. To find the mean (or average) of the scores, we can use the formula:

Mean = (Sum of all scores) / (Number of scores)

In this case, the sum of all scores can be calculated by adding up all the individual scores from 1 to 10, which gives us:

Sum of scores = 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 = 55

The number of scores is 10 since there are 10 possible scores from 1 to 10.

Plugging these values into the formula, we get:

Mean = 55 / 10 = 5.5

Therefore, the mean of the scores in this quiz is 5.5.

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The question is -

Suppose a professor gave a quiz where the scores are uniformly distributed from 1 to 10. What is the mean of the scores?

The responsibility of group leaders in assisting members in the development of their personal goals should be done in a "facilitative" manner.

When group leaders assist members in their personal goal development, being facilitative means they take on a supportive role that empowers individuals to identify and work towards their goals effectively. Rather than imposing their own goals or solutions, facilitative leaders create an environment that encourages open communication, active listening, and collaboration.

Facilitative leaders help members explore their aspirations, clarify their goals, and break them down into actionable steps. They provide guidance, resources, and feedback, while also promoting autonomy and self-directed learning. They create a safe space for individuals to share their goals, seek advice, and engage in discussions with other group members.

By adopting a facilitative approach, group leaders can empower individuals to take ownership of their personal goals, foster a sense of motivation and accountability, and promote personal growth and development within the group dynamic. This approach recognizes that each individual has unique aspirations and needs, and it aims to support their journey towards achieving those goals in a collaborative and empowering manner.

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Answer:

27?

Step-by-step explanation:

27 is a whole number you know

After 4 hours of discharging, the volume left in the tank would be 500 liters. The correct option is C.

Initially, the tank has a water capacity of 1500 liters.

After three hours of discharging, half of the water is discharged, which means 1500/2 = 750 liters have been removed from the tank.

To find the volume left after 4 hours of discharging, we need to subtract the additional amount discharged in the fourth hour.

Since the discharge rate remains the same, we can calculate the amount discharged in one hour as 750/3 = 250 liters.

Therefore, in the fourth hour, 250 liters would be discharged. Subtracting this from the remaining water after three hours (750 liters), we get 750 - 250 = 500 liters.

Therefore, the correct answer is c. 500 liters.

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Answer:

c = 314

Step-by-step explanation:

c = d (3.14)

c = 100(3.14)

c = 314

hope this helps!!

If a firm permanently borrows $100 million at an interest rate of 8%, the present value of the interest tax shield is $2.4 million.

The following formula can be used to determine the present value of the interest tax shield:

PV(Tax Shield) = Tax Rate × Interest Expense

From the question:

Firm borrows $100 million

Interest rate is 8%

Tax rate is 30%

Let's first determine the interest expense:

Interest Expense = Borrowed Amount × Interest Rate

Interest Expense = $100 million × 8%

Interest Expense = $8 million

Now, we can calculate the present value of the interest tax shield:

PV(Tax Shield) = Tax Rate × Interest Expense

PV(Tax Shield) = 30% × $8 million

PV(Tax Shield) = $2.4 million

Therefore, the present value of the interest tax shield is $2.4 million.

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The complete question is:

If a firm permanently borrows $100 million at an interest rate of 8%, what is the present value of the interest tax shield? (Assume that the tax rate is 30%.)

Classroom objects can be categorized as vertical or horizontal. Examples of vertical objects include doors, bookshelves, and clocks, while horizontal objects include desks, tables, and chairs.

In a classroom, there are many objects that are vertical and horizontal. Here are ten examples of each:

Vertical objects in a classroom:

1. Door                     6. Clock

2. Cabinet               7. Electrical outlets

3. Bookshelf            8. Light switches

4. Whiteboard         9. Window blinds

5. Flagpole             10. Bulletin board

Horizontal objects in a classroom:

1. Desks                  6. Keyboard trays

2. Chairs                 7. Carpet tiles

3. Tables                 8. Ceiling tiles

4. Countertops       9. Whiteboard markers

5. Shelves              10. Paper trays

These are just a few examples of vertical and horizontal objects that can be found in a classroom.

It is important to recognize the different shapes and orientations of objects in our environment, as they can affect the way we perceive and interact with them.

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Answer:

150/2= 75 miles. (I did this to find the unit rate, how many miles per inch)

one inch represents 75 miles

The ratio of fruit juice to lemonade in the second batch is 21:16

Ratios are denoted by the sign ":", and they are used to making comparison between units of different quantities

The ratio is given as:

\(F : L = 21 : 14\)

Where:

When 2 litres are added to the original amount of lemonade, the ratio becomes

\(F : L = 21 : 16\)

Hence, the ratio of fruit juice to lemonade in the second batch is 21:16

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Answer:

It is possible.

Step-by-step explanation:

Since the shorter two sides (16 and 17 feet) added together are greater than the longest side(20 feet) it meets the triangle inequality theorem

The trapezoidal rule is a numerical integration method that uses trapezoids to estimate the area under a curve. The trapezoidal rule can be used for both definite and indefinite integrals. The trapezoidal rule approximation, Tn, to the integral sin r dz is given by:

Tn = (b-a)/2n[f(a) + 2f(a+h) + 2f(a+2h) + ... + 2f(b-h) + f(b)]where h = (b-a)/n. To determine how large n should be so that Tn is accurate to within 0.00001, we can use the error bound given in Section 5.9 of the course text. According to the error bound, the error, E, in the trapezoidal rule approximation is given by:E ≤ ((b-a)³/12n²)max|f''(x)|where f''(x) is the second derivative of f(x). For the integral sin r dz, the second derivative is f''(r) = -sin r. Since the absolute value of sin r is less than or equal to 1, we have:max|f''(r)| = 1.

Substituting this value into the error bound equation gives:E ≤ ((b-a)³/12n²)So we want to choose n so that E ≤ 0.00001. Substituting E and the given values into the inequality gives:((b-a)³/12n²) ≤ 0.00001Simplifying this expression gives:n² ≥ ((b-a)³/(0.00001)(12))n² ≥ (b-a)³/0.00012n ≥ √(b-a)³/0.00012Now we just need to substitute the values of a and b into this expression. Since we don't know the upper limit of integration, we can use the fact that sin r is bounded by -1 and 1 to get an upper bound for the integral.

For example, we could use the interval [0, pi/2], which contains one full period of sin r. Then we have:a = 0b = pi/2Plugging in these values gives:n ≥ √(pi/2)³/0.00012n ≥ 5073.31Since n must be an integer, we round up to the nearest integer to get:n = 5074Therefore, we should choose n to be 5074 so that the trapezoidal rule approximation, Tn, to the integral sin r dz is accurate to within 0.00001.

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Answer:

what?

Step-by-step explanation:

Answer:

what you mean

I do not understand what this means

1. Let us suppose the amount saved = s. 2. The inequality is 62 + s ≥ 100. 3. The value of s is: s ≥ 38. 4. Vin can save at least $38 from now until the end of the month to meet his goal of saving at least $100.

A mathematical statement illustrating the relationship between two amounts or expressions that are not always equal is known as an inequality. To represent the connection between the two values, an inequality may employ a number of symbols, including (less than), > (greater than), (less than or equal to), or (greater than or equal to). In algebra and other branches of mathematics, inequalities are frequently used to indicate restrictions, such as limitations on a variable, and to address issues with variables or unknown numbers. An inequality's solution, which may be a range of values rather than a single value, is the collection of all values that meet the inequality.

1. Let us suppose the amount saved = s.

2. The inequality is 62 + s ≥ 100

3. Solving for s we have:

62 + s ≥ 100

s ≥ 100 - 62

s ≥ 38

On the number line, all values greater than or equal to 38 would satisfy this inequality.

4. Vin can save at least $38 from now until the end of the month to meet his goal of saving at least $100.

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In a trapezoid, the height is the perpendicular distance between the two parallel bases. It is usually denoted as "h".

In order to determine the height of a trapezoid, we need to know the lengths of the two parallel bases or have additional information about the trapezoid's dimensions.

The lengths of the bases of a trapezoid are crucial for calculating the height using various formulas. Without the lengths of the bases or any other relevant information, we cannot determine the height of the trapezoid.

To determine the height of a trapezoid, we need more information. The height of a trapezoid is typically defined as the perpendicular distance between the two parallel bases. In this case, we would need to know the lengths of the two parallel bases or have additional information about the trapezoid's dimensions. Without that information, we cannot determine the height of the trapezoid.

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Answer: 5 units

Step-by-step explanation: