here is my algebra 13 homework screenshot, can somebody help me QUICKK PLS

Answer:

the answer is 54,000

Step-by-step explanation:

(540 × 45) + (540 × 55)

=24300 + 27700

=54000

The height of the cylindrical container is approximately 5 inches.

A cylinder is simply a 3-dimensional shape having two parallel circular bases joined by a curved surface.

The volume of a cylinder is expressed as;

V = π × r² × h

Where r is radius of the circular base, h is height and π is constant pi ( π = 3.14 )

Given that:

Volume V = 251 cubic inches

Radius r = 4 inches

Height h = ?

Plug the given values into the above formula and solve for height.

V = π × r² × h

251 = 3.14 × 4² × h

251 = 3.14 × 16 × h

251 = 50.24 × h

h = 251/50.24

h = 5 inches.

Therefore, the measure of the height is 5 inches.

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If he gives ninety-three centimeters of the rope to his brother, Ravi has 132 centimeters of rope left.

Two and one-fourth meters of rope can be written as 2.25 meters. Since 1 meter is equal to 100 centimeters, we can convert 2.25 meters to centimeters by multiplying it by 100, giving us 225 centimeters.

If Ravi gives 93 centimeters of the rope to his brother, we can subtract it from the original length to find how much rope he has left.

225 cm - 93 cm = 132 cm

In general, to convert between meters and centimeters, you can multiply the number of meters by 100 to get the length in centimeters. To convert between centimeters and meters, you can divide the number of centimeters by 100 to get the length in meters.

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The diameter of the second pile of phosphate is 53.5 ft.

We have,

Conveyor belt:

Cone shape:

Diameter = 48.6 ft

Radius = D/2 = 24.3 ft

Height = 15.3 ft

Volume.

= 1/3 x π x r² x h

= 1/3 x 3.14 x 24.3 x 24.3 x 15.3______(1)

Shorter conveyor belt:

Cone shape:

Diameter = D

Height = (15.3 - 2.7) = 12.6 ft

Volume.

= 1/3 x π x (D/2)² x h

= 1/3 x 3.14 x (D/2)² x 12.6_______(2)

Since (1) and (2) are equal.

24.3 x 24.3 x 15.3 = (D/2)² x 12.6

(D/2)² = 717.02

D²/4 = 717.02

D² = 717.02 x 4

D² = 2868.09

D = 53.55

D = 53.5 ft

Thus,

The diameter of the second pile of phosphate is 53.5 ft.

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The value of x is 14

Fractions are described as expression that shows the part of a whole number, a whole variable. a whole element.

The different types of fractions are listed as;

From the information given, we have that;

1/5 ( x - 10 ) = 4/5

This is written as;

(x -10)/5 = 4/5

cross multiply the values, we have;

5(x-10) = 20

expand the bracket

5x - 50 = 20

Collect like terms

5x = 70

Divide the values

x =14

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(i) The mathematical expression to show Mrs. Chamling's earnings and expenses can be written as:

Weekly earnings = Rs 6,000

Daily food expenses = Rs 250

Daily transportation expenses = Rs 75

Total weekly expenses = (Rs 250 + Rs 75) x 7 = Rs 2,275

Total weekly savings = Weekly earnings - Total weekly expenses

= Rs 6,000 - Rs 2,275

= Rs 3,725

(ii) Mrs. Chamling saves Rs 3,725 in a week.

As for the second part of the question, I am not sure what is being asked. The sentence is incomplete and unclear. Please provide more information or context so I can assist you better.

Answer:

a) The truth table for F is as follows:

A B C D F

0 0 0 0 1

0 0 0 1 0

0 0 1 0 0

0 0 1 1 1

0 1 0 0 0

0 1 0 1 1

0 1 1 0 1

0 1 1 1 0

1 0 0 0 0

1 0 0 1 1

1 0 1 0 1

1 0 1 1 0

1 1 0 0 1

1 1 0 1 0

1 1 1 0 0

1 1 1 1 1

b) Using the Quine-McCluskey method, we can find the minimal sum-of-products form of F:

F = ¬A ∧ ¬B ∧ D ∨ ¬A ∧ C ∧ D ∨ A ∧ B ∧ ¬C ∧ D ∨ A ∧ ¬B ∧ C ∧ D

c) Using Boolean algebra, we can simplify the Boolean expression of F as follows:

F = (¬A ∧ ¬B ∧ D) ∨ (¬A ∧ C ∧ D) ∨ (A ∧ B ∧ ¬C ∧ D) ∨ (A ∧ ¬B ∧ C ∧ D)

= (¬A ∧ (¬B ∧ D ∨ C ∧ D)) ∨ (A ∧ (B ∧ ¬C ∧ D ∨ ¬B ∧ C ∧ D))

= (¬A ∧ (¬B ∨ C) ∧ D) ∨ (A ∧ ((B ∧ ¬C) ∨ (¬B ∧ C)) ∧ D)

= (¬A ∧ ¬B ∧ C ∧ D) ∨ (¬A ∧ B ∧ ¬C ∧ D) ∨ (A ∧ B ∧ C ∧ D) ∨ (A ∧ ¬B ∧ ¬C ∧ D)

Therefore, the simplified Boolean expression of F in terms of the three variables A, B, and C is:

F = (¬A ∧ ¬B ∧ C ∧ D) ∨ (¬A ∧ B ∧ ¬C ∧ D) ∨ (A ∧ B ∧ C ∧ D) ∨ (A ∧ ¬B ∧ ¬C ∧ D)

Step-by-step explanation:

Answer:

1.3136363636363637

Step-by-step explanation:

Bc u times 17 times 17 devide by 220

1. The value of angle NSR is 110°

2. The value of r 12

If two secants or chords intersect inside a circle, then the measure of the angle formed is equal to half the sum of the measures of the intercepted arcs.

Therefore;

S = 1/2( 170+40)

S = 1/2 ( 210)

S = 110

Therefore the value of angle NSR is 110°

2. There is a theorem that states that the angle between a radius and tangent is 90°

Using Pythagorean theorem

(25+r)² = r² +35²

= 625 + 50r + r² = r² +35²

625 +50r = r² - r² +35²

50r = 1125-625

50r = 600

r = 600/50

r = 12

therefore the value of r is 12

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The current balance for Jeff's savings account is $317.84.

To find the current balance for Jeff's savings account, we need to calculate the net effect of the deposits, withdrawals, and interest on his initial balance.

Initial balance: $396.80

Deposits: 3 × $15 = $45

Withdrawals: $125

Interest: $1.04

Adding the deposits and interest to the initial balance:

$396.80 + $45 + $1.04 = $442.84

Then, subtracting the withdrawal:

$442.84 - $125 = $317.84

Therefore, the current balance for Jeff's savings account is $317.84.

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Answer:

0.01167 m/s^2

Step-by-step explanation:

Acceleration is chage in velocity with respect to time. Another way to think of acceleration is in the units: m/s^2, or as I like to say, (m/s) /s.

The strategy to solve this kind of problem is to find the change in velocity (which will be in units of m/s)... and then divide that by the time passed.

In this case:

Change in Velocity = (13 m/s) - (6 m/s) = 6 m/s

Time passed = 10 min

Converting units of time: 10 min * (60 s / 1 m) = 600 sec

Acceleration = Change in Velocity / Time Passed

Acceleration = (6 m/s) / (600 s)

Acceleration = 0.01167 m/s^2

Answer:

(1) 2x - 2y = 2(x - y)

(2) 5x^3 + 15xy = 5x(x^2 - 3y)

Find your answer on above picture ihope it will help you thank you.

The number of rides that one would expect to be less than `6.5` minutes long is 4 rides.

To determine the number of rides, we will first begin by classifying the quartiles. There are 4 quartiles that each constitute 25% of the ride timing.

The number of rides that one would expect to be less than 6.5 minutes can be gotten by finding 25% of 16, the total days recorded. This is 1/4 * 16 = 4. So, the number of rides that will be less than 6.5 minutes will be 4 rides.

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Circle B is dilation of 6 unit left and 4 unit down to the center of circle A.

We have to given that;

Circle A is transformed into Circle B using a sequence of two transformations.

And, The first transformation is a dilation centered at (6,0).

Here, Center of circle A is,

⇒ A = (6, 0)

And, Center for circle B is,

⇒ B = (0, - 4)

Hence, We get;

⇒ B = (6 - 6, 0 - 4)

⇒ B = (0, - 4)

Hence, Circle B is dilation of 6 unit left and 4 unit down to the center of circle A.

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Answer: 3x² - 27y² = (3x²) - (27)(y²) = 3(x² - 9y²) = 3(x - 3y)(x + 3y), and 2014² - 2013² = (2014 + 2013)(2014 - 2013) = (3127)(1) = 3127

Im not 100% sure of this answer cause I'm not that good at stuff like this but I still think this is right fr fr

The correct option is A, the relative frequency is 0.03

To find the relative frequency for a given outcome, we need to take the quotient between the number of times that we got that outcome, and the total number of times that the experiment is done.

Here the outcome  is "wants fruit smooties"

And for the total "number of times that the experiment is done" we need to count the number of students

We know:

Total number = 500

Number of 8th grades who want a fruit smoothies = 17

Relative frquency = 17/500 = 0.03

The correct option is the first one.

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Answer:

Step-by-step explanation:

easy its A tell me if u got it correct good job (:

To find the length of arc LM, we need to use the formula for the circumference of a circle:

C = 2πr

In this case, the arc LM is a portion of the circumference of the circle. To find the length of the arc, we need to determine the angle at the center of the circle that corresponds to the arc.

Looking at the image you provided, we can see that angle LOM is a right angle (90 degrees). The angle at the center of the circle, LOCM, is half of the right angle, which is 45 degrees.

To calculate the length of arc LM, we need to find the fraction of the total circumference represented by the central angle LOCM. The fraction is given by:

Fraction of circumference = Angle at center / 360 degrees

Fraction of circumference = 45 degrees / 360 degrees

Fraction of circumference = 1/8

Now, we can calculate the length of arc LM:

Length of arc LM = Fraction of circumference * Circumference

Length of arc LM = (1/8) * (2πr)

Since the radius (r) is not given in the image, we cannot calculate the exact length of arc LM. However, we can provide the formula for the length of arc LM in terms of the radius:

Length of arc LM = (1/8) * (2πr) = πr/4

So, the length of arc LM is πr/4, where r is the radius of the circle.

If you have the value of the radius, you can substitute it into the formula to find the specific length of arc LM.

The probability is very high and the event is very likely to occur.

option B.

Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event.

Probability can be defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event.

If the probability of a rolling a number greater than 1 on a six sided cube die  is 5/6, it implies that the chances of obtaining a number greater than 1 is very high.

We will convert 5/6 to percentage to see the actual value of 5/6.

5/6 x 100%

= 83.33 %

So the value of this probability is very high and the event is very likely to occur.

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Reason of congruency for each of the triangle are :

(a) SAS rule

(b) Triangles are not congruent.

Given are some triangles where some of the angles and sides are given to be equal.

We have to find the reason of congruency.

(a) Given two sides are equal.

One of the triangle has an included angle of 110°.

Find the included angle of the other one.

Included angle = 180 - (40 + 30) = 110°

So two sides and included angle of one is equal to the corresponding sides and angle.

So congruency is SAS rule.

(b) Length of the hypotenuse of first triangle = √(2² + 4²) = √20 cm

Length of hypotenuse of other triangle = 4 cm

The lengths are not equal.

So they are not congruent.

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The proof of ΔRUV ≅ ΔSUT is shown below.

Given that:

RSTV is a rectangle and U is the midpoint of VT.

Here, We have to Prove:

⇒ ΔRUV ≅ ΔSUT

Now, We can prove as;

Statement                               Reason

1) RSTV is a rectangle               Given

2) Angle V and T are                Because every angle in a rectangle is 90

right triangle.

3) ∠V ≅ ∠T                               Because both are right angle.

4) U is the midpoint of VT.        Given

5) VU = UT                                By midpoint theorem.

6) VR ≅ TS                                Opposite sides of rectangle.

7) ΔRUV ≅ ΔSUT                       By SAS congruency theorem.

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Answer:

ans d

Step-by-step explanation:

5 percent of 30 is 1.5 so d

The specific data points or the Frequency distribution of grades for the 40 students.

The specific information from the graph , the exact number of students who received a grade of 9.

If the graph represents the distribution of grades of 40 students on a scale from 7 to 10, we can estimate the number of students who received a grade of 9 by considering the shape of the graph.

the graph is a normal distribution or bell curve, with the majority of students clustered around the mean (which is likely to be around 8.5 or 9), we can expect a significant number of students to have received a grade of 9. In a typical bell curve distribution, the highest density of scores is around the mean.

without additional information about the shape of the graph or the specific values represented on the x-axis, it is difficult to provide an accurate estimation of the number of students who received a grade of 9. The graph may represent a variety of distributions, such as skewed, bimodal, or uniform.

the exact number of students who received a grade of 9,  the specific data points or the frequency distribution of grades for the 40 students.

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Based on the information given regard to the graph, there are 6 students who got 9.

A graph is a diagram such as a series of one or more points, lines, line segments, curves, or areas which represents the variation of a variable in comparison with that of one or more other variables.

The collection of all points whose coordinates satisfy a given relation such as a function.

The graph shows that there are 4 students who got 7, 8 students who got 8, and 12 students who got 10. This leaves:

40 - 4 - 8 - 12

= 6 students who got 9.

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52)  The midpoint of the line segment is (-0.5, 9).

53) The midpoint of the line segment is (3, -8.5).

52) To find the midpoint of the line segment with endpoints (8,9) and (-9,9), we can use the midpoint formula. The midpoint formula states that the coordinates of the midpoint (x, y) are the average of the corresponding coordinates of the endpoints.

For the x-coordinate:

(x₁ + x₂) / 2 = (8 + (-9)) / 2 = (-1) / 2 = -0.5

For the y-coordinate:

(y₁ + y₂) / 2 = (9 + 9) / 2 = 18 / 2 = 9

Therefore, the midpoint of the line segment is (-0.5, 9).

53) To find the midpoint of the line segment with endpoints (8,-10) and (-2,-7), we apply the same process using the midpoint formula.

For the x-coordinate:

(x₁ + x₂) / 2 = (8 + (-2)) / 2 = 6 / 2 = 3

For the y-coordinate:

(y₁ + y₂) / 2 = (-10 + (-7)) / 2 = -17 / 2 = -8.5

Hence, the midpoint of the line segment is (3, -8.5).

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Rhett's house is a rectangular prism

Given data ,

Let the figure be represented as A

Now , the value of A is

Rhett made a simple drawing of his house.

And , It is a three dimensional figure with four faces that are rectangular and two that are square

So , the figure is represented as a rectangular prism

A three-dimensional solid object called a prism has two identical ends. It consists of equal cross-sections, flat faces, and identical bases. Without bases, the prism's faces are parallelograms or rectangles.

Hence , the figure is rectangular prism

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Answer:

Step-by-step explanation:

To graph the function, we'll break it down into three parts based on the given conditions.

For x ≤ -2:

The function f(x) = x + 6 is valid in this range. We'll plot a straight line with a slope of 1 and a y-intercept of 6. Since x ≤ -2, we'll extend the line towards the left indefinitely.

For -2 ≤ x ≤ 1:

The function f(x) = x² is valid in this range. We'll plot a curve representing a quadratic function. The graph starts at the point (-2, 4), curves upward, and ends at the point (1, 1).

For x > 1:

The function f(x) = -2x is valid in this range. We'll plot a straight line with a negative slope of -2. Since x > 1, we'll extend the line towards the right indefinitely.

Combining these three parts, we get the graph of the function as follows:

23(2+2+3+372+27272+"

Answer: x=27

Step-by-step explanation:

Assumption the 3's are the bases

[tex]log_{3} 3x +log_{3} 3=5[/tex]              >combine using multiplication log rule (logs with      

                                             same base, that are being added can be  

                                              combined with multiplication)

[tex]log_{3}( 3x)(3) =5\\[/tex]                  >simplify

[tex]log_{3}( 9x) =5\\[/tex]                      >rewrite into exponent form

[tex]3^{5} = 9x[/tex]                             >simplify

243 = 9x

x=27

Answer:

x = 27

Step-by-step explanation:

using the rules of logarithms

• [tex]log_{b}[/tex] b = 1

• [tex]log_{b}[/tex] x = n ⇒ x = [tex]b^{n}[/tex]

then

[tex]log_{3}[/tex] (3x) + [tex]log_{3}[/tex] 3 = 5

[tex]log_{3}[/tex] (3x) + 1 = 5 ( subtract 1 from both sides )

[tex]log_{3}[/tex] (3x) = 4

3x = [tex]3^{4}[/tex] = 81 ( divide both sides by 3 )

x = 27