The photo shows a small coin. The scale from the actual coin to the photo is
8 mm to 2 cm. In the photo, the distance across the coin is 3.25 cm. What is the
distance across the actual coin? Show your work.
3.25 cm
SOLUTION
mm

Answer:

$4/baseball .

Step-by-step explanation:

Here we are given that $24 is paid for 6 baseballs and we need to find out the unit rate of the baseballs . This can be found by using the Unitary Method , as ;

Rate of 6 baseballs is $24

Rate of 1 baseball will be $24/6 = $4

Answer:

\(A = 101.5825591635\)°

Step-by-step explanation:

We can use the law of cosines.  We have a triangle with side lengths as attached. (See image.)

So we want to solve for angle A.

We do this by using:

\(cos(A)=(b^2 + c^2 - a^2) / (2bc)\)

Here we have:

a = 36

b = 27

c = 19

So we plug in to get:

\(cos(A)=(27^2 +19^2-36^2)/(2*27*19)\)

\(cos(A)=-0.20077972709\)

\(A = 101.5825591635\)°

Answer:-

The answer is \( \sf \huge \underline \red{No}\) , Because If it's a regular polygon, then the sum of it's exterior angles is add up to 360°.

We have proven that PA-PB at points A and B using the properties of tangents to a circle and the Pythagorean theorem.

To prove that PA-PB at points A and B, we can start by drawing a diagram that accurately represents the given information. Let's draw a circle with center O and a point P outside the circle. Two lines are drawn from point P, one tangent to the circle at point A and another tangent to the circle at point B.

First, we know that a tangent to a circle is perpendicular to the radius at the point of tangency. Therefore, PA and PB are perpendicular to OA and OB, respectively. This is because OA and OB are the radii of the circle.

Since PA is perpendicular to OA, we can use the Pythagorean theorem to relate the lengths of the sides of right triangle OPA. Let's denote the length of OA as r (the radius of the circle) and the lengths of PA and OP as x and y, respectively.

According to the Pythagorean theorem, we have the equation:

\(x^2 + y^2 = r^2\)

Similarly, for right triangle OPB, we have:

\(y^2 + (PB)^2 = r^2\)

By rearranging these equations, we can isolate PA and PB:

\(PA = √(r^2 - y^2)PB = √(r^2 - y^2)\)

Since both PA and PB are equal to √\((r^2 - y^2)\), we can conclude that PA-PB at points A and B.

Therefore, we have proven that PA-PB at points A and B using the properties of tangents to a circle and the Pythagorean theorem.

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Answer:

i think its a

Step-by-step explanation:

dont get mad at me if its wrong

A function is a relationship between inputs where each input is related to exactly one output.

f(1) = 97

f(2) = 194

f(3) = 291

Where f(x) is the calories burned.

x is the number of miles walked.

Yes, the given relation in the table is a function.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

Function:

Miles walk = input

Calories burned = output

We know that,

A function can have many-to-one and one-to-one.

A function can not have one-to-many.

Now,

From the table,

f(1) = 97

f(2) = 194

f(3) = 291

We see that the relation is a function.

The relation is a one-to-one relation.

Thus,

The given relation in the table is a function.

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Answer:

120+20pi

Step-by-step explanation:

because there are 4 sides to a square and the measurement on a square would be the same so 40cm for all of them makes 120cm which is the only option left.

10pi from the diameter using the 10cm length

and for the other semi circle.

Answer:

  6 h

Step-by-step explanation:

The relation between time, speed, and distance is ...

  time = distance / speed

The total time for the two segments of her ride will be the sum of the times for each of the segments.

__

  t1 = (9 miles)/(3 mi/h) = 3 h

After riding 9 miles of the 15-mile distance, Dana had 15 -9 = 6 miles to go.

  t2 = (6 miles)/(2 mi/h) = 3 h

The total time required for the distance of 15 miles is ...

  t1 +t2 = (3 h) +(3 h) = 6 h

It took 6 hours for Dana to cover the distance.

Answer:

She had sold 24 shirts.

Answer:

24 shirts.

Step-by-step explanation:

Let the number of shirt she sold = x.

4x - 25 = 71

4x = 96

x = 24.

Pam should assess the response rate, analyze potential reasons for the low rate, and consider implementing alternative strategies to improve participation and ensure the reliability and validity of her survey results. Based on the information provided, Pam conducted a survey study and received an initial response rate of approximately 34%. After sending a second mailing, she obtained an additional 6% response rate.

Given this data, there are a few suggestions for Pam:

1. Evaluate the overall response rate: The combined response rate from both mailings would be approximately 34% + 6% = 40%. Pam should assess whether this response rate meets her desired objectives. If the response rate is satisfactory, she can proceed with analyzing the collected data. However, if the response rate is below expectations, further actions might be needed.

2. Investigate reasons for the low response rate: It's crucial for Pam to analyze why the response rate is relatively low. Possible factors could include the nature of the survey, the target audience, the content of the mailing, or the timing of the survey. Understanding the underlying causes can help Pam identify potential improvements for future surveys.

3. Consider additional strategies: To improve the response rate, Pam can explore alternative methods to engage participants. This could involve utilizing multiple communication channels, such as online surveys, follow-up phone calls, or incentives to encourage participation. Testing different approaches and measuring their effectiveness can provide valuable insights for future survey studies.

4. Ensure sample representativeness: Pam should also assess whether the obtained responses represent the target population accurately. If there are concerns regarding sample bias or representativeness, she may need to implement sampling techniques or adjust her survey methodology to obtain a more representative sample.

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Each team member should run 9073.6 miles in the race on Course B.

Let's break down the problem step by step:

1. First, we need to find the length of Course B. We know that Course B is 212 times as long as Course A, and Course A is 214 miles. So, to find the length of Course B, we multiply:
  Course B length = 212 × 214 miles

2. Calculate the length of Course B:
  Course B length = 45368 miles

3. Now, we need to determine the distance each team member should run. There are 5 members on the team, and they need to run an equal distance on Course B. To find the distance for each member, we divide the total length of Course B by the number of team members:
  Distance per member = Course B length / number of members

4. Calculate the distance per team member:
  Distance per member = 45368 miles / 5

5. Finally, we find the distance each team member should run:
  Distance per member = 9073.6 miles

So, each team member should run 9073.6 miles in the race on Course B.

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Answer:

Step-by-step explanation:

To evaluate the given expression, we need to substitute the given values for x, y, and z. The expression becomes:

yz + x²

Substituting the given values, we get:

(6.1 * 0.2) + (3.2^2)

This simplifies to:

1.22 + 10.24

Therefore, the value of the expression is approximately 11.46.

11.46

gimme brainlyest gang

The slope of the line passing through (-3, -1) and (3, 3) is 2/3, which is found using the slope formula that calculates the change in y over the change in x.

To find the slope of the line that contains the points (-3, -1) and (3, 3), we can use the slope formula

slope = (change in y)/(change in x) = (y2 - y1)/(x2 - x1)

Substituting the values of the given points, we get

slope = (3 - (-1))/(3 - (-3))

slope = (3 + 1)/(3 + 3)

slope = 4/6

slope = 2/3

Therefore, the slope of the line that contains the points (-3, -1) and (3, 3) is 2/3.

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Answer:

It is C : 1/4 mile over 36 seconds

Step-by-step explanation:

Answer:

T1he values for x and y of the equations is y = 11, and x = -19/5.

Step-by-step explanation:

To solve this question, we need to rearrange the expression:

5x+4y=25 - (5x+2y=3)

Look, if we subtract one equation to the other, then:

5x+4y=25 [1]

-(5x+2y=3) [2]

Which is the same as:

5x+4y=25

-5x-2y=-3

Subtract them:

5x+4y=25

-5x-2y=-3

---------------

      2y =22

y = 22/2 = 11

Then, y = 11.

To find x, we can substitute y in either equation [1] or [2].

Let us use [1]

5x+4y=25

5x+4(11)=25

5x+44=25

5x=25-44

5x=-19

x = -19/5

Then, the values for x and y of the equations is y = 11, and x = -19/5.

The underlying function f(x - i) that generates the observed points f'(x - i) in the plot can be determined by integrating the observed points. By integrating f'(x - i), we can obtain f(x - i) up to a constant of integration.

The constant of integration can be determined by incorporating additional information or constraints related to the problem or by considering the behavior of the function at a specific point.

To find the underlying function f(x - i) that generates the observed points f'(x - i), we need to integrate the observed points.

Integration is the reverse process of differentiation, so by integrating f'(x - i), we can recover f(x - i) up to a constant of integration.

The constant of integration arises because integration does not provide a unique solution.

The constant represents an arbitrary additive term that can vary depending on the specific problem or additional constraints.

To determine the constant of integration, we may need additional information or consider specific conditions related to the problem.

It is also important to note that the accuracy of estimating the underlying function f(x - i) depends on the quality and quantity of the observed data points f'(x - i). More data points and precise measurements can lead to a better estimation of the underlying function.

Additionally, the behavior of the function at a specific point can provide valuable insights for determining the constant of integration and refining the estimation of the underlying function.

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Answer:

y=-1/2x-3

Step-by-step explanation:

Answer:

y = -1/2x -3

Step-by-step explanation:

so I got the slope of these two points: (-8,1) and (-6,0) which is:

y₂ - y₁  / x₂ - x₁ = (0-1)/(-6+8) = -1/2

then from the graph it is visible that the y-intercept is -3

so with both of this information:

y = -1/2x - 3

Step-by-step explanation:

the slope is -3

that is the answer

Answer:

m = 3/-6

Step-by-step explanation:

Look at attached photo

Answer:

679=49

Step-by-step explanation:

3838 is the one for 928 cause 666

The simplification of the given fraction would be = 4⅔

A fraction is defined as the part of a whole which is represented as a numerator and a denominator.

The numerator is the figure above the division line while the denominator is the figure below the division line

The given expression is to multiply 7 by ⅔

That is ,

= 7× 2/3

= 14/3

= 4⅔

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The domain of the function is `R` and the y-intercept is `(0, -3)`

Given, `y = log4(2x + 1) - 3`.

To determine the domain of the function,

we should look for all values of `x` that would make the given function undefined.

There are no real values of `x` that would make the function undefined.

Therefore, the domain of the function is all real numbers or `R`.

To determine the y-intercept, substitute `x = 0` in the given function.`

y = log4(2(0) + 1) - 3 = log4(1) - 3 = 0 - 3 = -3`

Therefore, the y-intercept of the function is `(0, -3)`.

Hence, the domain of the function is `R` and the y-intercept is `(0, -3)`.

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Wi represents the weight of the course, and xi represents the grade received for that course.

Care must be taken when assigning variables to weights and observations, because the average grade point average (GPA) is the average grade received for each hour of coursework taken.

Therefore, each grade must be weighed against the number of credits for that course.

For example, if two courses are worth 3 credits and one course is worth 6 credits, then the GPA would be calculated by adding the three grades together and then dividing by the sum of the credits (3+3+6=12).

In this case, a grade of A in the 6 credit course would have a greater impact on the GPA than the same grade in the 3 credit course.

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Answer:

w-15

Step-by-step explanation:

-3 * ( w + 5) + 4w

Distribute the -3 to each term in the parentheses

-3w -15 + 4w

Combine like terms

-3w+4w   -15

w-15

The area of each polygon in this problem is given as follows:

a) 252 square units.

b) 65 square units.

For item a, we have a rectangle of dimensions 12 and 21, hence the area is the multiplication of the dimensions, as follows:

A = 12 x 21 = 252 square units.

For item b, we have a triangle with base 13 and height 10, hence the area is half the multiplication of the base by the height, as follows:

A = 0.5 x 13 x 10 = 65 square units.

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The volume of the helium-filled balloon at 0.855 atm and 10.0 °C will be approximately 42.81 L, calculated using the ideal gas law equation.

To compute this problem, we can use the ideal gas law, which states that PV = nRT, where P is the pressure, V is the volume, n is the number of moles, R is the gas constant, and T is the temperature in Kelvin.

First, we need to convert the initial temperature of 25 °C to Kelvin:

T1 = 25 + 273.15 = 298.15 K

Next, we can rearrange the ideal gas law equation to solve for V2:

V2 = (P1 * V1 * T2) / (P2 * T1)

We have:

P1 = 1.08 atm (initial pressure)

V1 = 50.0 L (initial volume)

P2 = 0.855 atm (final pressure)

T2 = 10.0 °C (final temperature)

Converting the final temperature to Kelvin:

T2 = 10 + 273.15 = 283.15 K

Substituting the values into the equation:

V2 = (1.08 * 50.0 * 283.15) / (0.855 * 298.15)

V2 ≈ 42.81 L

Therefore, the volume of the helium-filled balloon at 0.855 atm and 10.0 °C will be approximately 42.81 L.

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Answer:

4/12

Step-by-step explanation:

Yes, the equation \((cos 2x + sin 2y)^2 = 1\)+ sin 4x is an identity.

The given equation is \((cos 2x + sin 2y)^2 = 1 +\)sin 4x. To verify that it is an identity, we need to expand the expression on the left side without applying any trigonometric identities. By using the binomial expansion, we have \((cos 2x)^2 + 2(cos 2x)(sin 2y) + (sin 2y)^2.\)

Next, we can rearrange the terms in the expression to obtain (\(cos^2 2x) + 2(cos 2x)(sin 2y) + (sin^2 2y).\) Now, applying the Pythagorean identity sin^2 θ + cos^2 θ = 1, we can replace \((cos^2 2x) and (sin^2 2y) with 1 - sin^2 2x and 1 - cos^2 2y\) respectively.

After substitution, we get 1 - \(sin^2 2x + 2(cos 2x)(sin 2y) + 1 - cos^2 2y.\)Simplifying further, we have \(2 - sin^2 2x - cos^2 2y + 2(cos 2x)(sin 2y)\). Applying the Pythagorean identity again, \(sin^2 θ + cos^2 θ = 1\), we can simplify the equation to\(2 + 2(cos 2x)(sin 2y).\)

Now, we can observe that 2 + 2(cos 2x)(sin 2y) is equivalent to 1 + sin 4x, which was the right side of the original equation. Therefore, we can conclude that the equation (c\(os 2x + sin 2y)^2 = 1 +\) sin 4x is an identity.

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Answer:

the answer is a=6π ~~~~~~~~~~~~~~~~