what happened to the speed of earth rotation from equator towards the poles answer in short​

Step-by-step explanation:

Cancel 15/24 by 3 you'll get your solution.

hope it helps

Answer:

He has 109 tickets left!

Step-by-step explanation:

ok, let's find out how many tickets he bought in total!

he bought: 9 packs with 16 tickets inside each pack

so...

9 x 16 = 144

144 - 35 = 109

Make sure to double check before writing it down!

a) The probability that he will get 4 hits is 0.263.

b) The probability he will get more than 4 hits is 0.271.

The situation is binomial:

The random variable is X = # hits in 4 at-bats

X has a binomial distribution with n = 4 & p = 0.349.

We're looking for the probability that X is at least 3: P(X>=3)

You can solve with the formula found on your formula sheet for x = 3 + x = 4 + ... + x = 7. If you have a TI 83 or 84, you can use the function binomcdf:

P(X >=3) = 1 - P(X <= 2) = 1 - binomcdf(n=7, p=0.263, x=2) = 0.271

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Answer:

around 4.52.

Fraction form: \(4\frac{52}{100}\)

Step-by-step explanation:

Brainliest?

From the foot of the cliff, the distance to the boat on the sea can be calculated. The value will depend on the angle of depression and the height of the cliff.

To calculate these distances, trigonometry can be used. The tangent function relates the angle of depression to the distances involved. In this case, the tangent of the angle of depression (26.2°) is equal to the ratio of the height of the cliff (90m) to the horizontal distance to the boat.

a. To find the distance from the foot of the cliff, we can use the formula: distance = height of the cliff / tangent(angle of depression). Plugging in the values, we get distance = 90m / tan(26.2°).

b. To find the distance from the top of the cliff, we need to consider the total distance, which includes the height of the cliff. The formula for this distance is: distance = (height of the cliff + height of the boat) / tangent(angle of depression). Since the height of the boat is not provided in the question, we cannot provide a specific value for this distance without that information.

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Answer:

a translation down 9 unit

Step-by-step explanation:

Answer:110cm³

Step-by-step explanation:

1st prime no. is 2

3rd prime no. is 5

5th prime no. is 11

l=2cm

b=5cm

h=11cm

volume of cuboid = lbh

2cm*5cm*11cm=110cm³

hence, volume of cuboid=110cm³

Answer:

-7

Step-by-step explanation:

Square numbers always have two possible roots: a positive and negative root. This is because two positive numbers multiply to make a positive number and two negative numbers also multiply to make a positive number

-7 × -7 is still 49, just like 7 × 7

Hope this helps!

Answer:

24%

Step-by-step explanation:

Answer:

24%

Step-by-step explanation:

Based on the given conditions, Jane has $31, Kevin has $25, and Hans has $50 in their wallets.

Let's solve the problem step by step.

First, let's assume that Jane has X dollars in her wallet. Since Kevin has $6 less than Jane, Kevin would have X - $6 dollars in his wallet.

Next, we're given that Hans has 2 times what Kevin has. So, Hans would have 2 * (X - $6) dollars in his wallet.

According to the information given, the total amount of money they have in their wallets is $106. We can write this as an equation:

X + (X - $6) + 2 * (X - $6) = $106

Simplifying the equation:

4X - $18 = $106

4X = $124

X = $31

Now we know that Jane has $31 in her wallet.

Substituting this value into the previous calculations, we find that Kevin has $31 - $6 = $25 and Hans has 2 * ($25) = $50.

To find the total amount they have, we sum up their individual amounts:

Jane: $31

Kevin: $25

Hans: $50

Adding these amounts together, we get $31 + $25 + $50 = $106, which matches the total amount stated in the problem.

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The complete question is:

Jane, kevin and hans have a total of $106 in their wallets. kevin has $6 less than Jane. hans has 2 times what kevin has. how much do they have in their wallets?

Answer:

The perimeter is 72 inches

Step-by-step explanation:

L=3W+4

2L+2W=72

2(3W+4)+2W=72

6W+8+2W=72

8W=72-8

8W=64

W=64/8

W=8 ANS. FOR THE WIDTH.

L=3*8+4

L=24+4=28 ANS, FOR THE LENGTH.

PROOF:

2*28+2*8=72

56+16=72

72=72

Answer:

$100 every month

Step-by-step explanation:

9514 1404 393

Answer:

  (x +6)(3x +4)

Step-by-step explanation:

The usual approach to this is to look for factors of the product 3·24 that have a sum of 22.

  72 = 1·72 = 2·36 = 3·24 = 4·18 = 6·12 = 8·9

Sums of these factor pairs are 73, 38, 27, 22, 18, 17.

Now, you can rewrite the expression splitting the middle term into two parts:

  3x² +4x +18x +24

  x(3x +4) +6(3x +4) . . . . . . factor by grouping

  (x +6)(3x +4) . . . . . . . . . . your factored form

_____

Additional comment

I find this method easiest to explain and to do without error. There are various "X" methods in which you write the product at the top (3·24) and the sum at the bottom (22), then fill in the sides with the factors having that product and sum (4, 18). When the leading coefficient is not 1, there are methods added to this that get you to the correct factors.

One such method is to use the leading coefficient inside parentheses: (3x+4)(3x+18) Then divide that product by the leading coefficient:

  (3x +4)(3x +18)/3 = (3x +4)(x +6).

In some cases, each of the binomials needs to be divided by part of the leading coefficient; not the whole thing, as here.

\(\\ \sf\Rrightarrow 3x^2+22x+24\)

\(\\ \sf\Rrightarrow 3x^2+18x+4x+24\)

\(\\ \sf\Rrightarrow 3x(x+6)+4(x+6)\)

\(\\ \sf\Rrightarrow (3x+4)(x+6)\)

Done!

The jazz band has 15 seventh graders playing according to the ratio.

A ratio, which is a number, is a way to represent one quantity as a portion of another. A ratio can only be compared when the two numbers in it have the same unit. To compare two objects, ratios are utilized.

Given One fifth of the 75 seventh graders at Charles School participate in the jazz band.

Presented as a ratio

75 pupils, or 1/5 of them, participate in the jazz band.

75 pupils out of the total play in the jazz band.

15 kids in total participate in the jazz band.

15 seventh graders are therefore playing in the jazz band in accordance with the ratio.

Hence, The jazz band has 15 seventh graders playing according to the ratio.

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To evaluate this integral, we need the limits of integration for r and θ, which are not given in the question. Once we have the limits, we can integrate ∫r^4cos(θ)sin(θ) with respect to r and then integrate the result with respect to θ.

To sketch the region of integration, r, we need to analyze the limits of integration. Since the integral is in polar coordinates, we'll have an outer limit, r, and an inner limit, θ. However, the equation of the region is not provided, so we cannot sketch it accurately without more information.

To evaluate the integral ∫∫r^2xy da over r using polar coordinates, we need to express x and y in terms of r and θ. Since r = √(x^2 + y^2) and x = rcos(θ), y = rsin(θ), we can substitute these into the integral.

The integral becomes ∫∫r^2(rcos(θ))(rsin(θ)) r dr dθ. Simplifying further, we have ∫∫r^4cos(θ)sin(θ) dr dθ.

Therefore, to evaluate this integral, we need the limits of integration for r and θ, which are not given in the question. Once we have the limits, we can integrate ∫r^4cos(θ)sin(θ) with respect to r and then integrate the result with respect to θ.

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A parametric equation for the curve of intersection between the cylinder y^2 z^2 = 25 and the revolutionary paraboloid 4x (y^2 z^2) = 0 is given by:

x = 0

y = 5 cos(t)

z = 5 sin(t)

To derive this, we first observe that 4x (y^2 z^2) = 0 implies that either x = 0 or y^2 z^2 = 0. The former gives us a plane, which we ignore since we are interested in the curve of intersection. For the latter, we have y^2 z^2 = 25 from the equation of the cylinder, which gives us:

y^2 = 25/z^2

Substituting this into the equation of the paraboloid, we get:

4x (25/z^2) z^2 = 100

x = 25/4z^2

Finally, we can eliminate x from the equation of the cylinder to get:

y^2 z^2 = 25 = 25/4z^4

z^4 = 16

z = ±2, ±2i

Since we are revolving around the y-axis, we only consider the real values of z, which are ±2. Substituting these values into x and y, we get the parametric equation given above.

A sketch of the surfaces and the curve can be seen by plotting them using appropriate software or by hand. The cylinder y^2 z^2 = 25 is a surface that extends infinitely in both directions along the y and z axes, while the paraboloid 4x (y^2 z^2) = 0 is a surface that opens downwards along the x-axis. The curve of intersection lies entirely on the y-z plane and is symmetric about the origin, passing through the points (0, 5, 0) and (0, -5, 0).

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Answer:

B, C, D

Step-by-step explanation:

1, 2, 3 are all greater than 0

Answer:

i think it's a and e

Step-by-step explanation:

Answer:

x-1  when x>1

Step-by-step explanation:

|x-1| when x>1

If x is greater than 1  than x-1 will always be greater than 0

|x-1| can be rewritten as x-1

Answer:

-2

Step-by-step explanation:

f(x) = 2x, g(x) = x - 4

f(g(3)) = f(-1) = 2(-1) = -2

Answer:

B is the correct answer.

Step-by-step explanation:

   The angle of elevation is the angle of which something, in simple terms, is raised from a straight plane. If it is the angle downwards, we call this the angle of depression.

      An image giving an example, or a visual description, is attached.

It comes from Khan Academy.

The missing number of the series is 21.

The given sequence appears to follow the pattern of the Fibonacci sequence, where each number is the sum of the two preceding numbers. The Fibonacci sequence starts with 0 and 1, and each subsequent number is obtained by adding the two previous numbers.

Using this pattern, we can determine the missing number in the sequence.

0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55

Looking at the pattern, we can see that the missing number is obtained by adding 8 and 13, which gives us 21.

Therefore, the completed sequence is:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55.

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The missing number in the sequence 0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55 is 21.

To find the missing number in the sequence 0, 1, 1, 2, 3, 5, 8, 13, -, 34, 55, we can observe that each number is the sum of the two preceding numbers. This pattern is known as the Fibonacci sequence.

The Fibonacci sequence starts with 0 and 1. To generate the next number, we add the two preceding numbers: 0 + 1 = 1. Continuing this pattern, we get:

Therefore, the missing number in the sequence is 21.

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Answer:

1.4 people out of 10

Step-by-step explanation:

Just divide it by 10

Answer:

only 4 people

Yes, the data indicate that the machinery should be repaired and the hypotheses are stated.

In this scenario, the null hypothesis is that the machinery is not producing more than 10% defective items, while the alternative hypothesis is that it is producing more than 10% defectives. We can represent these hypotheses as follows:

H0: The machinery is not producing more than 10% defectives.

Ha: The machinery is producing more than 10% defectives.

To test the hypothesis, we will use a statistical test called the one-sample proportion test. This test compares the sample proportion to a hypothesized population proportion. In this case, the hypothesized proportion is 0.10 (10% defectives).

Using the one-sample proportion test, we can calculate a p-value, which is the probability of obtaining a sample proportion as extreme as the one observed or more extreme, assuming the null hypothesis is true. If the p-value is less than the significance level, we reject the null hypothesis in favor of the alternative hypothesis.

In this scenario, the sample proportion is 0.15 (15 defectives out of 100 items), and the hypothesized population proportion is 0.10 (10% defectives). Using a one-tailed test with a significance level of 0.05, we can calculate the p-value as 0.0347.

Since the p-value is less than the significance level, we reject the null hypothesis and conclude that the machinery is producing more than 10% defectives. Therefore, the machinery should be repaired to reduce the defect rate.

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The equation "ax2 = y," which has one solution unless a = 4, and none unless a = 4, has a solution. x = √(-4ay) / (2a) restricted by the condition that y be negative.

We may use the quadratic formula to determine the solutions to an equation for various values of an to construct a solution to the equation "ax² = y," which has no solution when a = 4 & just one solution in all other cases.

According to the quadratic formula, the answers to the problem "ax2 + bx + c = 0" are provided by

x = (-b +/- √(b² - 4ac)) / (2a)

In this formula, if we add "ax² = y," we obtain

x = (-0 +/- √(0² - 4ay)) / (2a)

which simplifies to

x = √(-4ay) / (2a)

If a = 4, the equation becomes

x = √(-16y) / 8

The equation has no solutions if y is positive because the value of (-16y) is fictitious. The value of (-16y) is real if y is negative, but the equation is still unsolvable since x cannot have a negative value. As a result, when a = 4, the problem has no solutions.

The equation has a single solution provided by any other value of a.

x = √(-4ay) / (2a)

For example, if a = 3, the equation becomes

x = √(-12y) / 6

Since √(-12y) is imaginary if y is positive, the problem has no solutions. If y is negative, √(-12y) has a real value, and there is only one solution to the problem.

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Answer:

21+9=27+x

30=27+x

30-27=x

x = 3

AB is congruent to BC given BE bisects DBC and BE is parallel to AC is proved .

What is congruent ?

Congruent refers to having the same shape and size. In mathematics, two objects are said to be congruent if they are identical in shape and size, and can be superimposed onto one another. The symbol used to represent congruence is ≅. Congruence applies to various geometric objects, such as triangles, rectangles, circles, and more. When two objects are congruent, they have all corresponding angles equal and all corresponding sides equal in length.

Step 1: Statement: \($\angle DBE = \angle EBC$\)

Reason: Given that overline BE bisects \($\angle DBC$\)

Step 2: Statement: \($\angle DBC + \angle EBC = 180^\circ$\)

Reason: Angle sum property of a straight line.

Step 3: Statement: \($\angle ABC + \angle EBC = 180^\circ$\)

Reason: Angles on a straight line sum to \(180^\circ$, and $\overline{BE} || \overline{AC}$\) implies that \(\angle ABC$ and $\angle EBC$\) are co-interior angles.

Step 4: Statement: \($\angle ABC = \angle DBC$\)

Reason: From step 2 and step 3, \($\angle ABC + \angle EBC = \angle DBC + \angle EBC = 180^\circ$\). Thus, \($\angle ABC = \angle DBC$\).

Step 5: Statement: \($\triangle ABE \cong \triangle CBE$\)

Reason: By the angle-angle-side congruence criterion, since \($\angle DBE = \angle EBC$\) (from step 1) and \($\angle ABC = \angle DBC$\) (from step 4), and \($\overline{BE}$\) is common to both triangles.

Step 6: Statement: \($AB = BC$\)

Reason: By step 5, \($\triangle ABE \cong \triangle CBE$\), so corresponding sides are congruent, including \($\overline{AB} \cong \overline{BC}$\).

Therefore, AB is congruent to BC given BE bisects DBC and BE is parallel to AC is proved .

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The area of all steppingstones is 3532.5 cm²and the inner diameter of the pond is 3000 mm.

Area is a measure of the size of a two-dimensional region or surface. It is expressed in square units, such as square meters, square centimeters, square inches, etc.

The radius of the steppingstone is half of the diameter, so the radius is:

30 cm / 2 = 15 cm

The area of one steppingstone is:

Area = πr² = 3.142 x 15² = 706.5 cm²

To find the area of all five steppingstones, we multiply the area of one steppingstone by 5:

Area of all steppingstones = 5 x 706.5 cm² = 3532.5 cm²

To convert the inner diameter of the pond to millimeters, we simply multiply by 10:

Inner diameter of pond in millimeters = 300 cm x 10 = 3000 mm

Therefore, the area of all five steppingstones is 3532.5 cm² and the inner diameter of the pond is 3000 mm.

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Answer:

2:5

Step-by-step explanation:

Total marbles: 10

red: 2

yellow: 5

2:5