The cylinder below has a curved surface area of 408πm² and a length of 17 m.
Work out the total surface area of the cylinder.

Diameter = 17 cm

Radius = r = Diameter /2 = 17/2 =8.5 cm

Surface area of a sphere: 4 π r^2

Replacing with the values given:

SA = 4 π (8.5) ^2 = 907.92 cm^2

The number that satisfies the given condition is 1 1/2 or 3/2.

The number that is less than 7/4 but greater than 9/8 is 1 1/2 or 3/2. To understand this, let's convert the fractions into a mixed number or a decimal.

7/4 is equal to 1 3/4, which means it is greater than 1.

9/8 is equal to 1 1/8, which means it is less than 2.

Therefore, the number we are looking for must be greater than 1 but less than 2.

In decimal form, 1 1/2 is equal to 1.5.

So, the number that satisfies the given condition is 1 1/2 or 3/2.

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The probability that the basketball player makes exactly 3 of the 5 shots in the first playoff game is 0.3087 or approximately 31%.

To find the probability that a basketball player makes exactly 3 of 5 foul shots in the first playoff game, we need to use the binomial probability formula.

The binomial probability formula calculates the probability of a specific number of successes (in this case, making a shot) in a fixed number of trials (in this case, taking 5 shots), given a known probability of success (in this case, the player making 70% of his foul shots) and assuming that each shot is independent.

Using the binomial probability formula, we can calculate the probability of making exactly 3 shots as:

P(X=3) = (5 choose 3) * (0.7\()^3\)* (0.3\()^2\) = 0.3087

Here, (5 choose 3) represents the number of ways to choose 3 shots out of 5, and (0.7\()^3\) and (0.3\()^2\) represent the probability of making 3 shots and missing 2 shots, respectively.

Therefore, the probability that the basketball player makes exactly 3 of the 5 shots in the first playoff game is 0.3087 or approximately 31%.

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Answer:

30.4 %

Step-by-step explanation:

73 out of 240 are   Heads, Tails

73/240 = 30.4 %  

The probability of an outcome (Heads, Tails) when the coin is flipped 240 times is 25%.

It is the chance of an event to occur from a total number of outcomes.

The formula for probability is given as:

Probability = Number of required event / Total number of outcomes.

Example:

The probability of getting a head in tossing a coin.

P(H) = 1/2

We have,

The frequency of the outcome (Heads, Tails) is 73, which means that there were 73 times when the first flip was Heads and the second flip was Tails.

Since the coin is fair, the probability of getting Heads on the first flip is 1/2, and the probability of getting Tails on the second flip is also 1/2.

The probability of the outcome (Heads, Tails) is:

P(Heads, Tails)

= P(Heads on first flip) x P(Tails on second flip)

= 1/2 x 1/2

= 1/4

= 1/4 x 100

= 25%.

Therefore,

The probability of an outcome (Heads, Tails) when the coin is flipped 240 times is 25%.

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The solution to the equation -7x - 3 = -31 is x = 4.

To solve the equation -7x - 3 = -31, we will isolate the variable x.

Step 1: Begin by moving the constant term to the other side of the equation.

-7x - 3 + 3 = -31 + 3

Simplifying, we get:

-7x = -28

Divide both sides of the equation by -7 to solve for x.

(-7x) / -7 = (-28) / -7

Simplifying, we have:

x = 4

Therefore, the solution to the equation -7x - 3 = -31 is x = 4.

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The statement that best describes "willing suspension of disbelief" is: A dynamic in which the audience agrees to accept the fictional world of the play on an imaginative level while knowing it to be untrue.

The concept of "willing suspension of disbelief" is an essential element in experiencing and appreciating works of fiction, particularly in theater, literature, and film. It refers to the voluntary act of temporarily setting aside one's skepticism or disbelief in order to engage with the fictional narrative or performance. It involves consciously accepting the imaginative world presented by the creator, even though it may contain unrealistic or fantastical elements. By willingly suspending disbelief, the audience allows themselves to become emotionally invested in the story and characters, making the experience more enjoyable and meaningful. This dynamic acknowledges the inherent fictional nature of the work while acknowledging that the audience is aware of its fictional status. It creates a mutual understanding between the audience and the creators, enabling the audience to fully immerse themselves in the narrative and connect with the intended emotions and themes of the work.

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The equation for a parabola does become \(\rm x^2=4py\).

A symmetrical open plane curve formed by the intersection of a cone with a plane parallel to its side. The path of a projectile under the influence of gravity follows a curve of this shape.

Given

The derivation for the equation of a parabola with a vertex at the oriin.

The equation of the parabola can be written as;

\(\rm (x)^2 + (y - p)^2 = (0)2 + (y + p)2\\\\x^2 + y^2 - 2py + p^2 = y^2 + 2py + p^2\\\\ x^2= 2py+2py\\ \rm \\x^2=4py\)

Hence, the equation for a parabola does become \(\rm x^2=4py\).

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Answer:

180 degrees

Step-by-step explanation:

We are comparing the average gain in test scores for two different groups of girls - those assigned to coeducational chemistry classes and those assigned to single-sex chemistry classes. Since these gains are calculated from the data obtained from these specific groups of girls, they represent statistics rather than parameters.

In the given scenario:

The boldface number "12.2" represents a statistic.

The boldface number "15.1" represents a statistic.

A statistic is a numerical value that summarizes a sample of data, while a parameter is a numerical value that summarizes a population.

In this case, we are comparing the average gain in test scores for two different groups of girls - those assigned to coeducational chemistry classes and those assigned to single-sex chemistry classes. Since these gains are calculated from the data obtained from these specific groups of girls, they represent statistics rather than parameters.

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Answer:

C

Step-by-step explanation:

pls mark brainliest :)

The polygon is a regular hexagon.

Stella is using a compass and a straight edge to construct a polygon inscribed in a circle.

Also the circle is drawn with five arc markings that lie on the circle. Also there is an additional point marked on the circle.

So there are in total 6 points on the circle. Also the lines joining these five points will be equal. So we will get a regular hexagon through this construction.

The following is the process of construction.

First she starts at a point on the circle placing the compass there. Then she will measure the radius of the circle on compass. Fixing this distance, she will draw an arc on the circle. The process is repeated by placing the compass on the new point obtained on the circle.

So in total she will get the 6 vertexes of the regular hexagon. Joining the adjacent points, a regular hexagon is inscribed inside the circle.

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Answer: A regular hexagon

Answer:

Communative Property

Step-by-step explanation:

Communative property states a+b=b+a

Answer:

79

Step-by-step explanation:

From Question, we are told that, there are 14 rows of seat with is divided into left hand side and right hand side

Seats by the right = fit two people

Seats by the left = fit three people

This means, 1 row of seat can contain 5 persons

The back seat = 8 people can sit comfortably.

Hence, the number of people that can ride the bus at one time =

(14 × 5 people) + 8 people (backseat) + 1 driver

= 70 + 8 + 1

= 79 people

The area enclosed in the figure of the graph of r² = sin(2θ) is

1 square units.

A polar equation of a curve is usually expressed in polar coordinates and written with {r} as a function of {θ}.

Given is a polar equation as follows -

r² = sin(2θ)

Area enclosed in the figure is equivalent to -

{A} = 2{∫1/2r²dθ}

{A} = ∫r²dθ

{A} = ∫sin(2θ) dθ

{A} = {- cos(2θ)/2}     (integral limit -> 0 to π/2)

{A} = {- cos(π)/2 + cos(0)/2}

{A} = 1/2 + 1/2

{A} = 1

Therefore, the area enclosed in the figure of the graph of r² = sin(2θ) is

1 square units.

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56/120

Step-by-step explanation:

The body masses of the two children in terms of their father's body mass, x, are:

First child's body mass = 5x/6 kg

Second child's body mass = 4x/5 kg

To express the body mass of the man's two children in terms of their father's body mass, we can use the given ratios.

Let the body mass of the man be x kg.

The first child's body mass is five-sixths of their father's body mass:

Body mass of the first child = (5/6) * x

= 5x/6 kg.

The second child's body mass is four-fifths of their father's body mass:

Body mass of the second child = (4/5) * x

= 4x/5 kg.

Therefore, the body masses of the two children in terms of their father's body mass, x, are:

First child's body mass = 5x/6 kg

Second child's body mass = 4x/5 kg

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Answer:

The circumference is:

14.6 x 3.14 = 45.844 (m)

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

I have finished all my math classes

The length of DE in the triangles is 5.9

The given parameters are:

DB = 6.3

AC = 9.4

AD : DB = 3 : 5

Substitute DB = 6.3 in AD : DB = 3 : 5

AD : 6.3 = 3 : 5

Express as fraction

AD / 6.3 = 3 / 5

Multiply both sides by 6.3

AD = 3.78

The length DE is then calculated using the following ratio:

BD : DE = BA : AC

Where:

BA = BD + AD

This gives

BD : DE = BD + AD : AC

Substitute known values

6.3 : DE = 6.3 + 3.78 : 9.4

Simplify

6.3 : DE = 10.08 : 9.4

Express as fraction

DE/6.3 = 9.4/10.08

Multiply both sides by 6.3

DE = 5.9

Hence, the length of DE is 5.9

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Answer:

11 hours

Step-by-step explanation:

819 miles/13 hours = 63 mph

693 miles/63 mph = 11 hours

Answer:

That's just the way of the world

Somewhere in the world, they think they're working for themselves

They get up everyday to go to work for someone else

And somebody works for them and, so, they think they got it made

But they're all just working to get paid the very same

And so, they keep on twiddlin' them thumbs.

You would end up paying 43.75% of the original price based on the clearance percent.

Here's how to calculate it:
- Start with the original price. Let's call it 100%.
- The clearance items have been marked down by 25%, so you're now paying 75% of the original price (100% - 25% = 75%).
- The sale is offering an additional 55% off the clearance price. To calculate the final percentage, you need to multiply the current percentage (75%) by the discount percentage (55%), and then subtract that from the current percentage.
- So, 75% x 55% = 41.25%. Subtract that from 75%: 75% - 41.25% = 33.75%.
- This means that you'll end up paying 33.75% of the original price.
- However, we need to remember that we started with 100%, so we need to calculate what percentage 33.75% is of 100%.
- To do this, we divide 33.75 by 100, and then multiply by 100 to get the percentage: (33.75/100) x 100 = 33.75%.
- Therefore, you end up paying 43.75% of the original price (100% - 25% - 41.25% = 33.75%, which is 43.75% of 100%).

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Answer:

h(x) = (x + 5)² − 18

Step-by-step explanation:

h(x) = 7 + 10x + x²

h(x) = x² + 10x + 7

Complete the square. (10/2)² = 25, so:

h(x) = x² + 10x + 25 − 18

h(x) = (x + 5)² − 18

Answer:

it is c on edg 2021

Step-by-step explanation:

Answer- 9 shelves

In order to find out how many shelves are need we must divided 175 into 20. 175 divided by 20 is 8.75. But, because you cannot have have .75 of a shelf, you have to round this to a whole. This means that 9 shelves will be the least needed number of shelves need to store 175 books. To check this answer 20 books X 8 shelves is 160 books, which means eight shelves can only store 160 books, we will need and additional shelf to store the last 15 books.

HOPE THIS HELPS & GOOD LUCK!

Answer:

x = 9

Step-by-step explanation:

Given a segment joining the midpoints of 2 sides of a triangle, then

the segment is half the length of the 3rd side , that is

3x = 0.5 × 54 = 27 ( divide both sides by 3 )

x = 9

Sarah has some evidence against the null hypothesis, but it is not strong.

The p-value of 0.072 indicates that Sarah has some evidence against the null hypothesis, but it is not strong enough to reject it completely. In hypothesis testing, the null hypothesis assumes that there is no relationship or dependence between the variables being tested. The alternative hypothesis, on the other hand, suggests that there is a relationship or dependence.

The p-value represents the probability of obtaining a test statistic as extreme as the one observed, assuming the null hypothesis is true. In this case, a p-value of 0.072 means that there is a 7.2% chance of obtaining a test statistic as extreme as the one observed, assuming that the variables are independent.

Typically, a p-value below a predetermined significance level (e.g., 0.05) is considered strong evidence against the null hypothesis. However, in this case, since the p-value is greater than the significance level, we do not have enough evidence to reject the null hypothesis.

Therefore, while Sarah's results provide some evidence against the null hypothesis, it is not strong enough to conclude that there is a significant relationship between the variables being tested. Further investigation or additional data may be required to draw stronger conclusions.

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Answer:

\(y = x^2 - 8x + 38\)

Step-by-step explanation:

Hello!

The standard form of a quadratic is \(ax^2 + bx + c\).

To convert the vertex form to standard form, we have to expand the parenthesis and add the constant.

Convert:

The standard form is \(y = x^2 - 8x + 38\)

Answer:

1c

2b

Step-by-step explanation:  i think im not absolutly

shure

Answer: 1e+28 or 10 sextillion hope this helps :)

Step-by-step explanation:

9514 1404 393

Answer:

  Part A: B

  Part B: 1

Step-by-step explanation:

Part A:

The meaning of "at most" is "less than or equal to." If we assume that the variables x and y represent numbers of loaves of banana bread and nut bread, respectively, then the first problem statement tells you ...

  x + y ≤ 30 . . . . . the total of loaves baked is at most 30

Only one answer choice has this inequality listed: choice B.

__

Part B:

The numbers of loaves of bread will not be negative. The only quadrant that has both coordinates positive is the 1st quadrant.

__

Comment on quadrant

Real-world problems involving numbers of items are often expressed in terms similar to those seen here. The assumption that is made in all such problems is that the quantity of items cannot be negative. That is, the constraints x ≥ 0 and y ≥ 0 are always considered part of the problem description. These limit solutions to Quadrant 1. (or I, if you use Roman numerals for numbering quadrants)

The FOIL method, which stands for First, Outer, Inner, Last, is a technique commonly used to multiply binomials.

It involves multiplying the First terms, then the Outer terms, then the Inner terms, and finally the Last terms, and then combining the results. While the FOIL method works well for multiplying binomials, it is not applicable for multiplying all polynomials.

The reason the FOIL method cannot be used to multiply all polynomials is that it only applies to the specific case of multiplying two binomials with two terms each. When dealing with polynomials that have more than two terms or polynomials of higher degrees, the FOIL method does not provide a systematic approach to handle the multiplication.

For example, consider multiplying the polynomial (x + 2) with the polynomial (x^2 + 3x - 4). Applying the FOIL method, we would only multiply the First terms (x * x^2), the Outer terms (x * 3x), the Inner terms (2 * x^2), and the Last terms (2 * -4). However, this approach overlooks the multiplication between the terms of different degrees (e.g., x * 3x or 2 * x^2) and fails to account for all possible combinations.

To multiply more complex polynomials, we typically use more advanced methods such as the distributive property, grouping, or the use of matrices. These methods provide a systematic and comprehensive approach to handle polynomial multiplication in general, accommodating polynomials with any number of terms or degrees.

In summary, while the FOIL method is a helpful technique for multiplying binomials, it cannot be used for multiplying all polynomials due to its limited applicability. For more complex polynomials, alternative methods are necessary to ensure accurate and comprehensive multiplication.

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