The surface area of this cylinder to the nearest thousandth is equal to 452.448 square feet.
Given the following data:
Height of cylinder = 6 ft.Radius of cylinder = 6 ft.To calculate the surface area of this cylinder to the nearest thousandth:
How to calculate surface area.Mathematically, the surface area (SA) of a cylinder is given by this formula:
[tex]SA = 2\pi rh + 2\pi r^2[/tex]
Where:
h is the height.r is the radius.Substituting the given parameters into the formula, we have;
[tex]SA = 2 \times 3.142 \times 6 \times 6 + 2 \times 3.142 \times 6^2\\\\SA = 226.224 + 226.224[/tex]
SA = 452.448 square feet.
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David had to choose an apple and an
orange out of a total of 20 apples and
20 oranges. What is the probability that
he would choose the best looking apple
and best looking orange by choosing
randomly?
1
A.
20
1
B.
200
1
C.
100
1
D.
400
Answer:
200
Step-by-step explanation:
i think hope it helps
The equation has a solution of x = 5. What is the value of k? k =.
The value of k is -11.
Given
The equation 3√(x-k)-2=10 has a solution of x = 5.
How to find the value of k?To find the value of k put x = 5 in the equation then solve for the value of k.
Therefore,
The value of k is;
[tex]\rm 3\sqrt{x-k}-2=10[/tex]
Substitute x = 5 in the equation
[tex]\rm 3\sqrt{5-k}-2=10\\\\\rm 3\sqrt{5-k}=10+2\\\\\rm 3\sqrt{5-k}=12\\\\\rm \sqrt{5-k}=\dfrac{12}{3}\\\\ \sqrt{5-k}=4\\\\[/tex]
Squaring on both sides
[tex]\rm \sqrt{5-k}=\dfrac{12}{3}\\\\5-k=16\\\\-k = 16-5\\\\-k=11\\\\k=-11[/tex]
Hence, the value of k is -11.
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The table shows a proportional relationship between the number of stars Roberto collects in a game and his total points a row of values is missing which number of stars and total points could be used as the missing values in the chart
Answer:
A, C, D
Step-by-step explanation:
solve the equation 4x + 6 = 4 + 2(2x + 1). Which choice describes the meaning of his result, 6 = 6?
Answer:
the equation is true
Step-by-step explanation:
solve the equation 4x + 6 = 4 + 2(2x + 1). Which choice describes the meaning of his result, 6 = 6?
4x + 6 = 4 + 2(2x + 1)
4x + 6 = 4 + 4x + 2
6 = 4 + 2
6 = 6
the equation is trueA number is greater than 8. The same number is less than 10. The inequalities x greater-than 8 and x less-than 10 represent the situation. Which best explains the number of possible solutions to the inequality? There is one solution because 9 is the only number between 8 and 10. There are a three solutions because 8, 9, and 10 are possible solutions. There are a few solutions because there are some fractions and decimals between 8 and 10. There are infinite solutions because there is always another number between any two numbers.
Answer:
Our inequality is 8 < x < 10, where x is our number.
Since the problem doesn't specify whether the number x is an integer or not, we can assume that x can be either a decimal or a whole number. That means that we want any decimal number or whole number between 8 and 10. The only whole number is 9, but there are infinitely many decimal solutions. For example, we could have 8.001, 8.0001, 8.00001, etc.
Thus the answer is D.
Hope this helps!
Step-by-step explanation:
The size of a computer class is limited to fifteen people. If three seats are still available, to what percent of its capacity is the class full?
Answer:
Its 80% full
and 20% remaining/ seats available
Step-by-step explanation:
whats is(3.4x10^4)-(2.5x10^7)
when y varies directly as the square root of x, the variation equation is y=kx^2
I) y=50 and x=10 find k
ii) calculate y when x=30
[tex]\qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad \stackrel{\textit{constant of variation}}{y=\stackrel{\downarrow }{k}x~\hfill } \\\\ \textit{\underline{x} varies directly with }\underline{z^5}\qquad \qquad \stackrel{\textit{constant of variation}}{x=\stackrel{\downarrow }{k}z^5~\hfill } \\\\[-0.35em] ~\dotfill[/tex]
[tex]\stackrel{ \begin{array}{llll} \textit{\tiny "y" varies directly}\\ \textit{\tiny as the square of "x"} \end{array}}{y = kx^2}\qquad \qquad \textit{we also know that} \begin{cases} y=50\\ x=10 \end{cases}\implies 50=k(10)^2 \\\\\\ \cfrac{50}{10^2}=k\implies \cfrac{1}{2}=k~\hfill \boxed{y=\cfrac{1}{2}x^2} \\\\\\ \textit{when x = 30, what is "y"?}\qquad y = \cfrac{1}{2}(30)^2\implies y = 450[/tex]
Solve the system using elimination.
=
2x + 3y = -2
3x - 6y = 18
Answer:
x= 2 y= -2
(2, -2)I hope this helps you!
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Answer: Choice A
[tex]\angle F \text{ and } \angle R[/tex]
========================================
Explanation:
The order of the lettering of GFHE and TRQS is important.
This is because the letters of each pair up together
G pairs with T (first letters)F pairs with R (second letters)H pairs with Q (third letters)E pairs with S (fourth letters)Because the figures are similar, the paired angles are congruent. So we can say [tex]\angle F \cong \angle R[/tex]
In terms of a visual confirmation, angles F and R are located in the bottom left corner. So this helps back up the answer. Though keep in mind that often the diagrams are misleading and not drawn to scale. So we can't always rely solely on the diagram.
Which of the following is a correct interpretation of the expression 4 - (-3)
Answer:
positive 4 - negative 3 equals positive 1
The Eiffel Tower is about 301 meters tall. Cooper is making a scale model of it using the scale factor 1:750.
To the nearest tenth of a meter, what will be the height of the scale model?
Enter your answer as a decimal in the box.
Answer:
0.4 mi is the correct answer,
Step-by-step explanation:
750 / 1 = 301 / x
The value of x is calculated as below.
x = 301 / 750
Simplifying,
x = 0.4
Hence, the answer to this item is 0.4 meters.
Use synthetic division to solve (2 x cubed 4 x squared minus 35 x 15) divided by (x minus 3). What is the quotient? 2 x squared minus 2 x minus 29 StartFraction 102 Over x 3 EndFraction 2 x squared minus 2 x minus 29 StartFraction 102 Over x minus 3 EndFraction 2 x cubed 10 x squared minus 5 x 2 x squared 10 x minus 5.
Answer:
2x^2+10x-5 on edge
Step-by-step explanation:
Source: Dude trust me
The quotient of the division operation is 2x² + 10x - 5.
GivenThe equation (2x^3+4x^2-35x+15) divided by (x-3).
To find the division to solve the given equation following all the steps given below.
Step 1: Divide 2x³ by x, we obtain a quotient value of 2x²; multiply the quotient value by the divisor and Subtract to obtain a dividend of 10x² - 35x + 15.Step 2: Divide 10x² by x, we obtain a quotient value of 10x; multiply the quotient value by the divisor and Subtract to obtain a dividend of - 5x + 15Step 3: Divide - 5x by x, we obtain a quotient value of - 5; multiply the quotient value by the divisor and add to obtain 0.
Hence, the quotient of the division operation is 2x² + 10x - 5.
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please help
Find the slope of the line passing through the points (0, 2) and (1, -1)
**NOTE: Use the slope formula to find the slope: m=y2−y1x2−x1
the line passing through (0,2) and (1, -1)
Answer:
m= -3
Step-by-step explanation:
You should do m = -1 - 2 x 1 - 0 which equals m = -3
find slope please help mee!!!
Write an equation for the line. Express each equation in standard form Ax + By = C, where A ≥ 0.
The line has slope 3 3 and passes through the point (-2,-5)
Answer:
y=8/5x-11
Step-by-step explanation:
Natalie practices the flute 4 days per week. She practices 45 hour each day.
How many hours does she practice the flute each week?
Answer:
180 hours per week
Step-by-step explanation:
To find this answer, multiply all of the factors to get your answer
In this scenario, that would be 45x4
When you multiply this out, you get 180 hours
So your answer is 180 hours per week!
(By the way whoever created this problem doesn’t know simple time because there are only 24 hours in a day!)
Hope this helps!
3•f(-4)-3•g(-2) = ???
evaluate function expression
Answer:
3•f(-4)-3•g(-2)
= -12f+6g
factorized form by taking common in both
= -6(2f-g) or 6(-2f+g)
( first one is minus 12f because plus into minus = minus)
(second one is plus 6g becuase minus into minus= plus)
hope it helps you
Mallory is on a budget and wants to determine which cereal is a better buy. A 10-ounce box of cereal costs $2.70, and a 13-ounce box of the same cereal costs $3.90.
Answer:
The 10-oz box for $2.70 is a better buy.
Step-by-step explanation:
$2.70 / 10 oz = $0.27/oz
$3.90 / 13 oz = $0.30/oz
The 10-oz box for $2.70 is a better buy.
Answer:
A 10 ounce box is a better buy
Explanation:
10=$2.70
1=27cents
13=$3.90
1=30 cents
plz can i get brainlest if its correct
Two buses leave a station at the same time and travel in opposite directions. One bus travels 18 mi/h faster than the other. If the two buses are 994 miles apart after 7 hours, what is the rate of each bus
Answer:
The distance each bus travels is given as d=tr where
- d is distance bus travels
- t is a time bus travels
- r is the speed of the bus
:
Distance first bus travels for 4 hours is d1=4r.
Distance other bus travels for 4 hours is d2=4(r+12).
:
The total distance between them is 480 miles and since they go in opposite directions this distance is the sum of distances each bus travels.
:
d1+d2=480
4r+4(r+12)=480
4r+4r+48=480
8r+48=480
8r=432
r=432/8
r=54 mph, this is a speed of the first bus
:
r+12=66 mph, this is the speed of the second bus
Hope this helps you!!!! :D
La suma de 3 menos que 5 veces un número y el número aumentado en 9 da 24,cuál es el número?
Answer:
you added on to that and you will get the answer
I need help with problem 19
Answer:
124
Step-by-step explanation:
Answer:
24
Step-by-step explanation:
The formula for calculating the sum of interior angles is:
(n - 2) x 180° (where n is the number of sides)
interior angle of a polygon = sum of interior angles ÷ number of sides
165 = [ (n - 2) x 180° ] ÷ n
Mulitply both sides by n: 165n = (n - 2) x 180°
Expand brackets: 165n = 180n - 360
Add 360 to both sides: 165n + 360 = 180n
Subtract 165n from both sides: 360 = 15n
Divide both sides by 15: 24 = n
Therefore, the number of sides = 24
The total value of nickels, dimes, and quarters, in cents, in a bag is described by the expression below.
5n + 10d + 25q
What do the coefficients in the expression represent?
Answer:
The coefficients represent the number of coins.
Step-by-step explanation:
The coefficients (letters) stand for the type of coin it is and is the quantity of them in the equation. The number behind the coefficient represents the number of cents the coin is worth.
What is the solution to this inequality?
4.7>x−2 2/5
x>7.1
x<7.1
x<2.3
x>2.3
Answer:
Answer: x<7.1
Step-by-step explanation:
[tex]{ \tt{4.7 > x - 2 \frac{2}{5} }} \\ \\ { \tt{4.7 > x - \frac{12}{5} }} \\ \\ { \tt{x < 4.7 + \frac{12}{5} }} \\ \\ { \boxed{ \tt{x < 7.1}}}[/tex]
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Answer:
350 ft
Step-by-step explanation:
its like a ratio for every 8 inches it is equal to 250 feet. so all you gotta do is 250 divided by 8 giving you 31.25. next you do 31.25 times 11.2 which is equal to 350.
Answer:
350 feet
Step-by-step explanation:
The other person is right LOL thanks to the other person
your friend says the greater common factor of 15 and 30 is 5 is your friend cprrect explain ur reasoning
Answer:
Your friend is correct and its 15
Step-by-step explanation:
15 = 3*5
30 = 2*3*5
GCF = 3*5 = 15
is anyone gonna help me with math?
Answer:
you need to place the centre of your protractor on the vertex of the two lines.
Step-by-step explanation:
Once you place it on the vertex, since the horizontal line is on the left side of the protractor, you start measuring the angle from the left side.
You keep on measuring the point where 2nd line overlaps some angle marking on the protractor.
For the bottom left angle, you need to place the protractor diagonally on the right most line as the horizontal line and then measure the angle.
1 of 5
The ratio of boys to girls in a class is 7:5. There are 36 students in the class. How many
students are girls?
Thomas is conducting a survey of students in
the school. Of the students, 832 prefer vanilla
ice cream and 448 prefer chocolate ice cream.
What percentage of the total students prefer
vanilla ice cream?
7.1.4 Journal Arithmetic Sequence. Please help me on questions 4 and 5. The picture shows the sequence and what I need to fill out.
Questions:
4. Write the recursive formula for each sequence: an = an – 1 + d.
5. Find the explicit formula for each arithmetic sequence: an = a1 + (n – 1) • d.
Answer:
See below
Step-by-step explanation:
Recursive Formula for Arithmetic Sequences
[tex]a_n=a_{n-1}+d[/tex][tex]a_n[/tex] represents the nth term[tex]a_{n-1}[/tex] represents the preceding term[tex]d[/tex] represents the common differenceExplicit Formula for Arithmetic Sequences
[tex]a_n=a_1+(n-1)d[/tex][tex]a_n[/tex] represents the nth term[tex]a_1[/tex] represents the 1st term[tex]d[/tex] represents the common differenceErnest's Schedule Recursive Formula
We can see that the common difference is [tex]d=0.25[/tex] because for each week, Ernest swims 0.25 more kilometers than the preceding one. Therefore, the recursive formula for Ernest is [tex]a_n=a_{n-1}+0.25[/tex]
Ernest's Schedule Explicit Formula
Given our common difference [tex]d=0.25[/tex] from earlier and the fact that [tex]a_1=1[/tex] is our first term, the explicit formula for Ernest is [tex]a_n=1+(n-1)0.25[/tex]
Denise's Schedule Recursive Formula
We can see that the common difference is [tex]d=0.5[/tex] because for each week, Denise swims 0.5 more kilometers than the preceding one. Therefore, the recursive formula for Denise is [tex]a_n=a_{n-1}+0.5[/tex]
Denise's Schedule Explicit Formula
Given our common difference [tex]d=0.5[/tex] from earlier and the fact that [tex]a_1=1[/tex] is our first term, the explicit formula for Denise is [tex]a_n=1+(n-1)0.5[/tex]
