The spinner above is used in a game. What is the theoretical probability of the given event with one spin?

P (5)

11.87 m² metal sheet would be needed to make the base area of tank.

Volume of cylinder, determines how much material it can carry, is determined by the cylinder's volume. A cylinder is a three-dimensional structure having two parallel, identical bases that are congruent.

It is given that capacity of a closed cylindrical vessel of height 2 m is 3080 liters

Let us assume that Radius of cylinder = r

Then Volume of cylinder = π ×r² ×h

= 2π ×r²× m³

1 m³ = 1000 liters

= 2000 π r²  liters

Volume of tank = Capacity

2000 π r² = 3080

=> 2000 × (22/7) × r² = 3080

=> r² = 49/100

=> r = 7/10 m

=> r = 0.7 m

Base Area of tank = TSA = 2πrh + 2πr²

= 2×(22/7)(0.7)×2 + 2×(22/7)×(0.7)²

= 3.0772 +8.792

= 111.87 m²

Hence, 11.87 m² metal sheet would be needed to make it.

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The length of a side of the square is 8 cm.

What do you mean by perimeter of a rectangle and square?

When a wire is bent into the shape of a rectangle, its length becomes the perimeter of the rectangle. Similarly, when the wire is reshaped into a square, its length becomes the perimeter of the square.

The perimeter of a rectangle is given by the formula [tex]P=2(l+w)[/tex] , where [tex]l[/tex] is the length and [tex]w[/tex] is the width.

The perimeter of a square is given by the formula [tex]P=4s[/tex] , where [tex]s[/tex] is the length of a side.

Calculating the length of a side of the square:

The length of the rectangle is 11 cm and the width is 5 cm.

Therefore, the perimeter of the rectangle is [tex]P=2(11+5)=32[/tex] cm.

Since the wire is reshaped into a square, the perimeter of the square is also 32 cm.

Using the formula [tex]P=4s[/tex], we can solve for the length of a side of the square:

[tex]32 = 4s[/tex]

[tex]s = 32/4[/tex]

[tex]s = 8[/tex]

Therefore, the length of a side of the square is 8 cm.

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Answer:

yes it is right now you can write it

The given probability distribution "a teacher monitored the number of people texting during class each day and calculated the corresponding probability distribution." is a type of discrete probability distribution.

The probability distribution is used to describe the probability of each outcome in a series of possible outcomes. It is a mathematical representation of the outcomes of an experiment.

The teacher likely used a discrete probability distribution to calculate the probability of a certain number of people texting during class each day.

A discrete probability distribution is used to analyze data where the outcome is counted in whole numbers, such as the number of people texting in a given class period.

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We can graph this solution on the number line by placing a point at 7.6.

Graphs are visual representations of data or information. They are used to show relationships between different pieces of data and display numerical data in a more meaningful way. Graphs are made up of individual elements called nodes which are connected by edges. Nodes represent individual data points or pieces of information. Edges represent the relationship between two nodes and can represent either a physical or a logical link. Graphs can be used to represent many different types of data or information, such as social networks, transportation networks, and even biological relationships. Graphs are a powerful tool for understanding complex data sets, making them an essential tool for data analysis.

80∠ 10x + 4 = 20

80 10x + 4 = 20

80 - 4 = 10x

76 = 10x

7.6 = x

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We can graph this solution on the number line by placing a point at 7.6.

Graphs are visual representations of data or information. They are used to show relationships between different pieces of data and display numerical data in a more meaningful way. Graphs are made up of individual elements called nodes which are connected by edges. Nodes represent individual data points or pieces of information. Edges represent the relationship between two nodes and can represent either a physical or a logical link. Graphs can be used to represent many different types of data or information, such as social networks, transportation networks, and even biological relationships. Graphs are a powerful tool for understanding complex data sets, making them an essential tool for data analysis.

80∠ 10x + 4 = 20
80 10x + 4 = 20
80 - 4 = 10x
76 = 10x
7.6 = x

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In Rosettenville, a suburb of Johannesburg, South Africa, Robert Brozin and Fernando Duarte acquired the Chicken Land restaurant in 1987, launching Nando's.

The eatery was renamed Nando's in honor of Fernando. The restaurant incorporated influences from former Mozambican Portuguese colonists, many of whom had relocated to Johannesburg's southeast after their country gained independence in 1975. Expansion was an essential component of their vision from the beginning. Nando's had already grown from one restaurant in 1987 to four by 1990. It became increasingly difficult to implement a common strategy and decision-making became inefficient as new outlets were maintained as separate businesses.

In 1995, Nando's International Holdings (NIH) was established as a new international holding because managing this growingly complex global structure had become extremely challenging. The South African branch of Nando's Group Holdings (NGH) was successfully listed on the Johannesburg Stock Exchange on April 27, 1997. NGH was 54% owned by NIH, with the remaining 26% available to the general public and former joint venture partners. The main goals of the share offer and listing were to broaden the group's capital base and enable group restructuring.

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There will be a total of 28 handshakes when the 3 late members arrive.

The first n-1 positive integers are added together using the formula n(n-1)/2, where n is the total number of terms being added together.

The number of combinations or arrangements of a given collection of items may be determined using this formula, which can be obtained using the process of mathematical induction. It is often used in combinatorics and discrete mathematics. For instance, the formula was used to determine how many times a group of individuals shook hands in the scenario above. It might also be used to determine the number of pathways in a network of nodes or vertices or the number of ways to choose a portion of an object set from a bigger set in other settings.

Given that, 3 members arrive late, and 5 members are already present.

The total members are 5 + 3 = 8.

Now, using the sum of positive integer formula:

n(n-1)/2

We can determine the number of handshakes.

8(8-1)/2 = 28

Hence, there will be a total of 28 handshakes when the 3 late members arrive.

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Answer: It should be 470 cm^2

Step-by-step explanation:

Answer:

0.005

Step-by-step explanation:

Answer:

-12 is the y intercept while your slope is -4

Step-by-step explanation:

Simplifying Mrs. Perez's class donated 11 units of vegetables, 66 units of pasta, and 22 units of soup.

The process of solving a math problem is simply known as simplifying an expression. An expression is simplified when it is written in the most straightforward way feasible

vegetables = (1/9) x 99

Simplifying this expression, we get:

vegetables = 11

So the class donated 11 units of vegetables.

Next, we can figure out how much of the donation was pasta. We know that 2/3 of the donation was pasta, so we can set up the equation:

pasta = (2/3) x 99

Simplifying 66 units homemade pasta, 22 units of soup, and 11 units of veggies were all provided by Mrs. Perez's students.

Which expression should I simplify?

A math difficulty is simply solved by simplifying the expression. When you simplify a phrase, your goal is essentially to make it as simple as you can. There shouldn't be any more multiplication, dividing, adding, or removing to be done at the conclusion.

veggies = 1/9 times 99

When we condense this statement, we get:

eleven vegetables

We can then determine what proportion of the contribution was pasta. Given that we know that pasta made up 2/3 of the donation, we can construct the following equation:

spaghetti equals (2/3) x 99

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The scale factor of the following pair of similar polygons after the dilation is 0.7

Given

The pair of similar polygons

From the pair of similar polygons, we have the following corresponding side lengths

Pre-image of the polygon = 30

Image of the polygon = 21

The scale factor of the similar polygons is then calculated as

Scale factor = 21/30

Evaluate the quotient

Scale factor = 0.7

Hence, the scale factor is 0.7

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The expressions that are equivalent to (x-2)² is x² - 4x + 4. (option B)

Now, let's look at the expression (x-2)². This is a binomial expression that can be simplified by applying the rules of exponents. Specifically, we can expand this expression as follows:

(x-2)² = (x-2) * (x-2)

= x * x - 2 * x - 2 * x + 2 * 2

= x² - 4x + 4

So, the expression (x-2)² is equivalent to x² - 4x + 4.

However, the problem asks us to identify other expressions that are equivalent to (x-2)². To do this, we can use the process of factoring. We know that (x-2)² can be factored as (x-2) * (x-2). Using this factorization, we can rewrite (x-2)² as:

(x-2)² = (x-2) * (x-2)

= (x-2)²

So, (x-2)² is equivalent to itself.

Hence the correct option is (B).

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Complete Question:

Which expressions are equivalent to (x−2)²?

Select the correct choice.

A. (x + 2) (x - 2)

B. x² - 4x + 4

C. x² - 2x + 5

D. x² + x - 2x

Answer:

Step-by-step explanation:

Given f(x) = 2x³ +x² +ax +b has a factor (x -2) and a remainder of 18 when divided by (x -1), you want to know a, b, and the factored form of f(x).

If (x -2) is a factor, then the value of f(2) is zero:

  f(2) = 2·2³ +2² +2a +b = 0

  2a +b = -20 . . . . . . . subtract 20

If the remainder from division by (x +1) is 18, then f(-1) is 18:

  f(-1) = 2·(-1)³ +(-1)² +a·(-1) +b = 18

  -a +b = 19 . . . . . . . . . . add 1

Subtracting the second equation from the first gives ...

  (2a +b) -(-a +b) = (-20) -(19)

  3a = -39

  a = -13

  b = 19 +a = 6

The values of 'a' and 'b' are -13 and 6, respectively.

We can find the quadratic factor using synthetic division, given one root is x=2. The tableau for that is ...

  [tex]\begin{array}{c|cccc}2&2&1&-13&6\\&&4&10&-6\\\cline{1-5}&2&5&-3&0\end{array}[/tex]

The remainder is 0, as expected, and the quadratic factor of f(x) is 2x² +5x -3. Now, we know f(x) = (x -2)(2x² +5x -3).

To factor the quadratic, we need to find factors of (2)(-3) = -6 that have a sum of 5. Those would be 6 and -1. This lets us factor the quadratic as ...

  2x² +5x -3 = (2x +6)(2x -1)/2 = (x +3)(2x -1)

The factored form of f(x) is ...

  f(x) = (2x -1)(x -2)(x +3)

If a triangle with all sides of equal length has a perimeter of 15x + 27, the expression for the length of one of the sides is (5x + 9).

The perimeter of a triangle is the sum of the lengths of all three sides. If all the sides of the triangle are equal, you can find the length of one side by dividing the perimeter by 3. Here, the perimeter is given as 15x + 27. Therefore, the length of one side will be (15x + 27) / 3 = 5x + 9. Hence, an expression for the length of one of the sides is (5x + 9).

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When the radius of circle 2 is twice the radius of circle 1, the size of circle 2 is larger than circle 1.

In geometry, a triangle is a polygon with three sides and three angles. The sum of the angles in a triangle is always 180 degrees. Triangles are one of the most basic and fundamental shapes in geometry and are used in many mathematical and real-world applications, such as in architecture, engineering, and physics. There are different types of triangles based on the length of their sides and the measures of their angles, such as equilateral triangles, isosceles triangles, scalene triangles, acute triangles, obtuse triangles, and right triangles.

Here,

2. This is because the circumference and area of a circle are directly proportional to the radius.

3. To determine if triangles ABC and DEF are similar, we need to check if their corresponding angles are congruent and if their corresponding sides are in proportion. From the diagram, we can see that angle A is congruent to angle D, angle B is congruent to angle E, and angle C is congruent to angle F. This satisfies the angle-angle (AA) similarity criterion. Additionally, we can use the side-side-side (SSS) similarity criterion to determine if the corresponding sides are in proportion. From the diagram, we can see that side AB is parallel to side DE, side AC is parallel to side DF, and side BC is parallel to side EF. Therefore, we can conclude that triangles ABC and DEF are similar.

4. To find the coordinates of D using the coordinates of A, we need to determine the translation from A to D. From the diagram, we can see that A is translated two units to the right and three units down to get to D. Therefore, we can find the coordinates of D by adding two to the x-coordinate of A and subtracting three from the y-coordinate of A. If the coordinates of A are (x1, y1), then the coordinates of D would be (x1 + 2, y1 - 3).

A= (-0.87,0.5)

D=(-0.87 + 2, 0.5 - 3)

D=(1.13,-2.5)

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We have that, using Euclid's algorithm, we find the inverse of 200 modules 1001 is -5 (or 1001+5).

To find the inverse of a module m using Euclid's algorithm, the steps are as follows:

1. Calculate the greatest common divisor (GCD) of a and m using the Euclidean algorithm.

2. Let a = GCD * s + m*t, where s is the inverse of a module m.

3. The GCD in terms of a and my is written as 1 = m-s*a.

4. Find s = -a, so the inverse of a module m is -a (or m+s).

For example, a = 2, m=17, so GCD = 1 = 17-8*2 and the inverse of 2 modulo 17 is -8 (or 17+8). Similarly, for a = 34, m= 89, the GCD = 1 = 89-34*2 and the inverse of 34 modulo 89 is -34 (or 89+34). Finally, for a = 200, m= 1001, the GCD = 1 = 1001-5*200 and the inverse of 200 modulo 1001 is -5 (or 1001+5).

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Total seats in plane: 186

108+64+14

5/7 of 14 is: 10

14÷7= 2

2x5= 10

5/16 of 64 is: 20

64÷16=4

5×4= 20

5/9 of 108 is: 60

108÷9= 12

12x5= 60

60+20+10=90

90/186 of seats are being used

simplified: 15/31

No

Answer:

Step-by-step explanation:

348.55

Probability of D2 being sunny = 0.78.

On day 1, which is called D1, the probability of sunny is 0.9. It is also given that a sunny day follows a sunny day with 0.8 chance, and a sunny day follows a rainy day with 0.6 chance.

Therefore, we need to find the chances that D2 is sunny.

There are two possibilities for D2: either it can be a sunny day, or it can be a rainy day.

Now, Let us find the probability of D2 being sunny.

We have the following possible cases for D2.

D1 = Sunny; D2 = Sunny

D1 = Sunny; D2 = Rainy

D1 = Rainy; D2 = Sunny

D1 = Rainy; D2 = Rainy

The probability of D1 being sunny is 0.9.

When a sunny day follows a sunny day, the probability is 0.8.

When a sunny day follows a rainy day, the probability is 0.6.

Therefore, the probability of D2 being sunny is given by the formula:

Probability of D2 being sunny = (0.9 × 0.8) + (0.1 × 0.6) = 0.72 + 0.06 = 0.78.

Therefore, the probability that D2 is sunny are 0.78 or 78%.

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The factorizations of these integers above represent their factorizations into their respective prime numbers.

(a) 756 = 2^2.3^3.7, (b) 819 = 3^2.7.11, (c) 9,075 = 3^2.5^2.7The unique factorization theorem refers to an essential theorem in standard algebraic theory that characterizes the unique factorization properties of integers. Standard factored form, on the other hand, refers to an expression in which an integer is factored into its standard, irreducible components.In view of this, the three provided integers, 756, 819, and 9,075 can be factored as follows:756 = 2^2.3^3.7 (in standard factored form)819 = 3^2.7.11 (in standard factored form)9,075 = 3^2.5^2.7 (in standard factored form)Note that the factorizations of these integers above represent their factorizations into their respective prime numbers.

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Answer:

30 minutes

Step-by-step explanation:

Use ratios. This is an inverse function, as speeding up makes the time traveling go down. So, when dividing the speed by 3 (done so 15 can get to 5), we multiply the time traveled by 3.

10 minutes * 3 = 30 minutes

The given lengths of 3 feet, 3 feet, and 7 feet cannot form a triangle because they do not satisfy the Triangle Inequality Theorem, which is the sum of the lengths of any two sides is greater than the length of the third side.

To form a triangle, the sum of the lengths of any two sides of the triangle must be greater than the length of the third side. This is known as the Triangle Inequality Theorem.

Let's apply this theorem to the given lengths of 3 feet, 3 feet, and 7 feet:

The sum of the first two sides is 3 + 3 = 6 feet, which is less than the length of the third side of 7 feet. So, the first two sides cannot form a triangle.

The sum of the first and third sides is 3 + 7 = 10 feet, which is greater than the length of the second side of 3 feet. However, the sum of the second and third sides is 3 + 7 = 10 feet, which is also greater than the length of the first side of 3 feet.

Therefore, neither of the two combinations of sides satisfy the Triangle Inequality Theorem, and so it is impossible to form a triangle with sides of 3 feet, 3 feet, and 7 feet.

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Answer: 15

Step-by-step explanation:

13--2 = 13 + 2 = 15

Answer:

24 cm (to nearest cm)

Step-by-step explanation:

XLV = extra large tin volume (cm³)

LV = large tin volume (cm³)

XLR = extre large tin radius (cm)

LR = large tin radius (cm) = 20

XLV = 1.75 × LV

Since the tins are geometrically similar cylinders, we can infer that the volumes and radii of the 2 tins are related;

We know the relationship between the volume of the two tins, i.e. the XL tin is 75% greater in volume than the L tin;

This means the volumetric scale factor or multiplier is ×1.75;

Subsequently, we know:

XLV = 1.75 × LV

Similarly, there is a relationship between the radii of the tins;

The relationship is, however, slightly different;

[tex]XLR = (\sqrt[3]{1.75}) \times LR[/tex]

We need to take the cube root of the volumetric scale factor, reason being, the radius is a linear dimension unlike volume;

Easy way to figure this is radius is in cm, volume is in cm³;

So:

XLR = 1.205... × LR

XLR = 1.205... × 20

XLR = 24.101... --> 24 cm (to nearest cm)

Answer:

[tex]{ \sf{a = { \blue{ \boxed{{53 \: \: \: \: \: \: \: \: }}}}} \: cm}[/tex]

Step-by-step explanation:

[tex] { \mathfrak{formular}}\dashrightarrow{ \rm{4 \times side \: length}}[/tex]

Each side has length of a?

[tex]{ \tt{perimeter = a + a + a + a}} \\ \dashrightarrow{ \tt{ \: 212 = 4a}} \\ \\ \dashrightarrow{ \tt{4a = 212}} \: \\ \\ \dashrightarrow{ \tt{a = \frac{212}{4} }} \: \: \\ \\ { \tt{a = 53 \: cm}}[/tex]

The value of the unknown lengths in these similar triangles is FH is 6.67 units and EG is 27 units.

A triangle is a polygon with three sides and three angles. It is a two-dimensional shape that is commonly studied in mathematics, geometry, and other fields. The sum of the angles in a triangle is always 180 degrees, and the lengths of the sides can vary. Triangles can be classified based on the lengths of their sides and the measures of their angles. Common types of triangles include equilateral, isosceles, scalene, acute, right, and obtuse triangles. Triangles have many important properties and are used in various applications, including construction, engineering, and physics.

Here,

1. Let x be the length of FH. We have:

AB/EF = BD/FH

12/8 = 10/x

Cross-multiplying, we get:

12x = 80

x = 80/12

x ≈ 6.67

Therefore, FH ≈ 6.67.

2. Let y be the length of EG. We have:

AC/BD = FH/EG

15/9 = 5/y

Cross-multiplying, we get:

5y = 135

y = 135/5

y ≈ 27

Therefore, EG ≈ 27.

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The point that partitions segment AB in a 1:4 ratio is (-1/2, -1).

What is Segment?

In geometry, a segment is a part of a line that has two endpoints. It can be thought of as a portion of a straight line that is bounded by two distinct points, called endpoints. A segment has a length, which is the distance between its endpoints. It is usually denoted by a line segment between its two endpoints, such as AB, where A and B are the endpoints. A segment is different from a line, which extends infinitely in both directions, while a segment has a finite length between its two endpoints.

To find the point that partitions segment AB in a 1:4 ratio, we need to use the midpoint formula to find the coordinates of the point that is one-fourth of the distance from point A to point B. The midpoint formula is:

((x1 + x2)/2, (y1 + y2)/2)

where (x1, y1) and (x2, y2) are the coordinates of the two endpoints of the segment.

So, let's first find the coordinates of the midpoint of segment AB:

Midpoint = ((-3 + 7)/2, (2 - 10)/2)

= (2, -4)

Now, to find the point that partitions segment AB in a 1:4 ratio, we need to find the coordinates of a point that is one-fourth of the distance from point A to the midpoint. We can use the midpoint formula again, this time using point A and the midpoint:

((x1 + x2)/2, (y1 + y2)/2) = ((-3 + 2)/2, (2 - 4)/2)

= (-1/2, -1)

So, the point that partitions segment AB in a 1:4 ratio is (-1/2, -1).

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Answer:

Step-by-step explanation:

You can’t solve this equation as none of the numbers have the same coefficient to solve. If you wanted to solve for x and y, you will need two equations as there are two unknown variables in the equation and the only way to solve for x and y is to use simultaneous method which includes two equations.

The number we are looking for is N = 2 × 2^3 × 3^2 = 72.

Let's first recall some properties of the number of divisors of an integer. If we factorize an integer n as a product of prime powers, say

n = p_1^a_1 × p_2^a_2 × ... × p_k^a_k

then the number of divisors of n is given by

d(n) = (a_1 + 1) × (a_2 + 1) × ... × (a_k + 1).

Using this fact, we can deduce some information about the number we are looking for. Let's call it N. We know that N has 8 divisors, so it must be of the form

N = p_1^2 × p_2^2, or N = p_1^7,

where p_1 and p_2 are distinct prime numbers.

Now, we are told that each of N/2 and N/3 has four divisors. We can use the same fact about the number of divisors to conclude that

N/2 = q_1^3 × q_2, or N/2 = q_1^1 × q_2^3,

and

N/3 = r_1^3 × r_2, or N/3 = r_1^1 × r_2^3,

where q_1, q_2, r_1, and r_2 are distinct prime numbers.

To simplify the notation, let's introduce the variables a, b, c, d, e, and f, defined by

p_1 = q_1^a × q_2^b,

p_2 = r_1^c × r_2^d,

N/2 = q_1^e × q_2^f,

N/3 = r_1^g × r_2^h.

Using the information we have so far, we can write down equations for a, b, c, d, e, f, g, and h in terms of unknown exponents:

a + 1 × (b + 1) = e + 1 × (f + 1) = 4,

c + 1 × (d + 1) = g + 1 × (h + 1) = 4,

2a × 2b = ef,

2c × 2d = gh.

We can solve this system of equations by trial and error. For example, we can start by trying all possible values of a and b such that 2a × 2b = 4. This gives us two possibilities: a = 0, b = 2, or a = 1, b = 1. Using the first possibility, we get e = 3, f = 1, which leads to N/2 = q_1^3 × q_2, and hence N = 2 × q_1^3 × q_2^2. Substituting this into the equation for the sum of divisors, we get

(1 + q_1 + q_1^2 + q_1^3) × (1 + q_2 + q_2^2) = 216.

We can solve this equation by trial and error as well, or by observing that 216 = 2^3 × 3^3, and hence the two factors on the left-hand side must be equal to 2^3 and 3^3, respectively. This gives us the unique solution q_1 = 2 and q_2 = 3, and hence N = 2 × 2^3 × 3^2 = 72.

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