Can anyone help me with this

Answer:

\(\boxed{6\sqrt{6} }\)

Step-by-step explanation:

\(\sqrt{12} \sqrt{18}\)

Multiply square roots.

\(\sqrt{12 \times 18}\)

\(\sqrt{216}\)

Simplify square root.

\(\sqrt{36} \sqrt{6}\)

\(6\sqrt{6}\)

Answer:

A intersection B complement

Cedric could conduct further random samplings to get a better estimate of the number of marbles in each bag.

To make a better estimate of the number of marbles in each bag, Cedric could perform additional random samplings and use the results to refine his estimates.

The larger the sample size, the more accurate the estimates are likely to be.

For example, Cedric could pull out another 10 marbles from the bag and record the number of orange and green marbles.

If he gets similar results as his initial sampling (i.e., mostly orange marbles), then his estimate of 4000 orange and 1000 green marbles may be more reliable.

However, if he gets a different distribution of colors in the second sampling, he may need to adjust his estimates accordingly.

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Answer:

1 gallon of gas gives an average of 20 miles, so 5 should get you about 100 depending on how fast your driving and what car you're driving.

Answer:

1/2

Step-by-step explanation:

If joy completes 1/10 of the painting every day, for her to complete it in five days, we need to add 1/10 with each other five times.

1/10+1/10+1/10+1/10+1/10

Since the denominators are all the same, they stay constant at 10. The numerator we can add since the denominators are the same.

5/10 simplifies to 1/2

Answer:

\(\frac{1}{2}\)

Step-by-step explanation:

We multiply 1/10 with 5 and then simplify.

\(\frac{1}{10}*5=\frac{5}{10} =\frac{1}{2}\)

Answer:

z = 68

Step-by-step explanation:

The external angle of a triangle is equal to the sum of the opposite internal angles

z = 39+29

z = 68

Answer: (3x+4)^2

Step-by-step explanation: X is the unknown numerical value.

Answer:

(3x+4)^2

Step-by-step explanation:

The question is incomplete. The complete question is :

A map of the Orchid Hill Neighborhood is shown. The population of Orchid Hill Neighborhood is 360 people. The length of each block is the same and the length of 20 blocks is 1 mile.

a). What is the area in square miles of Orchard Hill?

b). What is the population density of the Orchard Hill Neighborhood, given as a number of people per square mile?

Solution :

It is given that :

The total population of Orchid Hill Neighborhood is = 360

The length of 20 blocks = 1 mile

So, 20 blocks = 1 mile

       ∴ \($1 \text{ block} = \frac{1}{20} \text{ mile} $\)

                       = 0.05 mile

So the length of the neighborhood is = 4 x 0.05

                                                             = 0.20 mile

    The width of the neighborhood is = 3 x 0.05

                                                             = 0.15 mile

a). Therefore, the area of the Orchid Hill Neighborhood in square miles is

A = length x width

  = 0.20 x 0.15

  = 0.03 square miles

b). Population density is defined as the number of people living in an unit area.

i.e. \($\frac{360}{0.03}$\)

  = 12,000 people per square mile

Answer:

12.5% profit

Step-by-step explanation:

The federal government of the United States spent over 28.7 billion dollars on the national school lunch program for the fiscal year of 2022.

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The number of students who do not buy lunch is 624 students - 420 students = 204 students.

The circle graph represents the proportion of students who buy lunch and those who don't. To find the number of students who don't buy lunch, we need to subtract the number of students who buy lunch from the total number of students.

Since 255° represents the proportion of students who buy lunch, we can use this to find the number of students who buy lunch. To do this, we divide the number of degrees by 360° and multiply by the total number of students, 624:

(255° / 360°) x 624 students = 420 students

Therefore, the number of students who do not buy lunch is 624 students - 420 students = 204 students.

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The ratio tells us how often one number is contained in another. In the class, there are six girls for every five boys. D is the right answer.

A ratio is an ordered pair of numbers a and b, expressed as a / b, where b is not equal to 0. A percentage is an equation in which two ratios are made equal to one another. For instance, you could express the ratio as 1: 3 if there is 1 guy and 3 girls (for every one boy there are 3 girls) One-fourth are boys and three-fourths are girls.

The ratio tells us how often one number is contained in another.

Considering that 96 of the 176 junior students are female. Consequently, the class's gender distribution is,

96 girls are present.

80 boys out of 176, or 96 boys.

Currently, the junior class's gender distribution is as follows:

Girls to Boys in Ratio

96 girls and 80 boys.

Divide the numerator and denominator by 16 to simplify.

Boys/Girls: 6 to 5.

Therefore, the answer is option d) 6:5.

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Answer:

Below.

Step-by-step explanation:

2(x + 2) = 2x + 4

2x + 4 = 2x + 4

Both sides are identical so we can replace x with any value we like and the equation will balance, so there are infinitely many solutions.

Answer:

2(x+2)=2x+4

I'm not very sure but I hope this is right. I took geometry last year so my memory on it is funky :/

Answer: bobby

Step-by-step explanation:

Answer:

Its Carrie’s

The person who is above is wrong

Step-by-step explanation:

Answer:

x = -3

Step-by-step explanation:

3x + 5 = -x - 7

add x to both sides

4x + 5 = - 7

subtract 5 from both sides

4x = - 12

divide 4 from both sides

x = -3

Answer:

Step-by-step explanation:

(-4 - 4)/(6 + 2)= -8/8= -1

y - 4 = -1(x + 2)

y - 4 = -x - 2

y = -x + 2

Answer:

47 1/3 = 142 / 3      total clay

2 1/2 = 5 / 2      clay required for each student

If we divide total clay by clay per student

(142 / 3) / (5 / 2) = 284 / 15 = 18.9

So he should have enough clay for 18 students

Answer:

  9

Step-by-step explanation:

The 79-digit number of interest can be formulated as a sum of shorter numbers whose remainders can be computed.

The expanded form of the number can be written as ...

  a_44 = 01×10^78 +23×10^76 +45×10^74 +67×10^72 +89×10^70 +...

  +10×10^68 +11×10^66 +... +43×10^2 +44×10^0

Each number except the last is multiplied by a power of 10. Powers of 10 modulo 45 are ...

  10 mod 45 = 10

  100 mod 45 = 10

This lets us conclude that any positive power of 10 mod 45 is 10.

In short, all of the multiplication by powers of 10 can be collapsed to a single multiplication by 10. Hence, the mod 45 value of a_44 will be ...

  a_44 mod 45 = (((01 +23 +45 +67 +89) +10 +11 +12 +... +43)×10 +44) mod 45

  = (((01 +23 +45 +67 +89) mod 45 + sum(10 .. 43) mod 45)×10 +44) mod 45

  = (((225 mod 45) +(901 mod 45))×10 +44) mod 45

  = ((0 +1)×10 +44) mod 45

  a_44 mod 45 = 54 mod 45 = 9

__

Additional comment

The result can be confirmed by a suitable calculator.

__

The sum of the 34 numbers from 10 to 43 is the product of their average value (10+43)/2 = 26.5 and their number, 34. (26.5×34) = 901.

Answer: 9

Step-by-step explanation:

we can manually do this by dividing 1234567891011121314151617181920212223242526272829303132333435363738394041424344

on the calculator. I saw multiple hate comments on the answer above, and I wanted to test it manually - it still is 9.

Answer:

54.25%

Step-by-step explanation:

The percent change is given by:

\(p=\frac{final-initial}{initial}\) × \(100\)

Plugging all the values,

\(p=\frac{94-43}{94}\) × \(100\)

\(P=54.25%\)%

Therefore, the percent change from 94 to 43 is 54.25%

False. The intercepted arc is actually twice the measure of the inscribed angle only if the inscribed angle is an angle at the center. If the inscribed angle is not at the center, the intercepted arc will have a different measure.

So, in general, the relationship between the measure of the intercepted arc and the inscribed angle it was created from depends on the location of the inscribed angle in the circle. This is a long answer, but it provides a detailed explanation of the relationship between the intercepted arc and the inscribed angle in different scenarios.

AN intercepted arc is twice the measure of the inscribed angle it was created from.
In a circle, when an inscribed angle is formed by two chords, it intercepts an arc on the circle. According to the Inscribed Angle Theorem, the measure of the inscribed angle is half the measure of the intercepted arc. Therefore, the intercepted arc is indeed twice the measure of the inscribed angle.

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The summation notation calculator is a instrument is frequently referred to as a sigma notation calculator since it makes it simple to calculate the sum of a set of integers, also known as Sigma.

The consecutive addition of a group of numbers is known as a summation. One of the four fundamental arithmetic operations, along with subtraction, multiplication, and division, is addition. For a few numbers, particularly integers, it is easy to do, but with fractions and real numbers, it can be more difficult. This is where our summation calculator might be useful. The numbers can be manually entered or copied and pasted, separated by any non-numerical sign, with the exception of the minus and dot. There are shortcuts for computing the sums of particular sequences.

The lower and upper bounds, a mathematical formula to be used to compute each member of the sum series, and lastly the name of the variable to be used in the sigma expression must all be entered in the "Sigma notation" mode.

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The $1314^\text{th}$ digit past the decimal point is 2.

To find the $1314^\text{th}$ digit past the decimal point in the decimal expansion of $\frac{5}{14}$, we can use long division to compute the decimal expansion of the fraction.

The long division of $\frac{5}{14}$ is as follows:

```

0.35    <-- Quotient

-----

14 | 5.00

   4.2    <-- Subtract: 5 - (14 * 0.3)

   -----

     80   <-- Bring down the 0

     70    <-- Subtract: 80 - (14 * 5)

     -----

     100   <-- Bring down the 0

      98    <-- Subtract: 100 - (14 * 7)

      -----

       20   <-- Bring down the 0

       14    <-- Subtract: 20 - (14 * 1)

       -----

        60   <-- Bring down the 0

        56    <-- Subtract: 60 - (14 * 4)

        -----

         40   <-- Bring down the 0

         28    <-- Subtract: 40 - (14 * 2)

         -----

         120   <-- Bring down the 0

         112    <-- Subtract: 120 - (14 * 8)

         -----

           80   <-- Bring down the 0

           70    <-- Subtract: 80 - (14 * 5)

           -----

           ...

```

We can see that the decimal expansion of $\frac{5}{14}$ is a repeating decimal pattern with a repeating block of digits 285714. Therefore, the $1314^\text{th}$ digit past the decimal point is the same as the $1314 \mod 6 = 0^\text{th}$ digit in the repeating block.

Since $1314 \mod 6 = 0$, the $1314^\text{th}$ digit past the decimal point in the decimal expansion of $\frac{5}{14}$ is the first digit of the repeating block, which is 2.

So, the $1314^\text{th}$ digit past the decimal point is 2.

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Answer:

69 xD Funny LOL GeT ReKt

Step-by-step explanation:

Answer:

2. 45m

3. width : 3m

4. length : 15m

Step-by-step explanation:

this is >3rd grade math

P = 35/128  is the probability that the number of heads obtained from flipping the two fair coins is the same.

Describe probability using an example?

P( oH )  = ³C₀ (1/2)³ . ⁴C₀ (1/2)⁴  = 1 . 1/128

P( 1H) = ³C₁ (1/2)³ . ⁴C₁( 1/2 )⁴ = 12/128

P( 2H ) = ³C₂ (1/2)³ . ⁴C₂ (1/2)⁴ = 18/128

P( 3H) = ³C₃ ( 1/2)³ . ⁴C₃ ( 1/2)⁴ = 4/128

P = 1/128 + 12/128 + 18/128 + 4/128

P = 35/128

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Answer:

the son is 76.5 inches

Step-by-step explanation:

We know that the predicted height of the son based on the father's height is given by the equation ŷ = -2.8 + 1.1x, where x is the height of the father. We are also given that the residual for the son's height of one father who is 70 inches tall is 2.5.

The residual is the difference between the actual value of y and the predicted value of y. So we can set up the equation:

y - ŷ = residual

where y is the actual height of the son.

Substituting the given values, we get:

y - (-2.8 + 1.1(70)) = 2.5

Simplifying, we get:

y - 74 = 2.5

y = 76.5

Therefore, the actual height of the son is 76.5 inches.

The height of the the building is 95.5 feet.

As per the given data:

A building casts a 103-foot shadow.

At the same time, a 32-foot flagpole casts a 34.5-foot shadow.

Diagrams of both the building and flagpole are attached at the end of the solution.

Here we have to determine the height of the building.

From the above figure, in Δ ABC, AB shows the height of the building and BC shows its shadow length. In ΔDEF, DE shows the height of the flagpole and EF shows its shadow length.

In ΔABC

\($ \tan \theta=\frac{A B}{B C} \\\)

\($& \tan \theta=\frac{A B}{103}\)

In ΔDEF

\($& \tan \theta=\frac{D E}{E F} \\\)

\($\tan \theta=\frac{32}{34.5}\)

At the same time, the angle of elevation of the sun is the same at all the places.

Therefore

\($& \tan \theta=\tan \theta \\\)

\($& \frac{A B}{103}=\frac{32}{34.5} \\\)

\($& AB = \frac{32 \times 103}{34.5} \\\)

A B = 95.5 foot

Therefore, the height of the building will be 95.5 feet.

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a) X'Y' + X'Y + XY simplifies to X' + Y.

b) A'BC' + ABC' + BC'D simplifies to BC'.

Complement of the functions:

a) Complement is W' + X' + YZ.

b) Complement is (A' + B + C)(A'B' + C' + A'B).

a) To prove X'Y' + X'Y + XY = X' + Y, we can use Boolean algebra identities:

X'Y' + X'Y + XY

= Y'(X' + X) + XY(Distributive Law)

= Y' + XY(X + X' = 1)

= X' + Y(Commutative Law)

Therefore, X'Y' + X'Y + XY simplifies to X' + Y.

b) To prove A'BC' + ABC' + BC'D = BC', we can simplify the expression using Boolean algebra:

A'BC' + ABC' + BC'D

= BC'(A' + A) + BC'D   (Distributive Law)

= BC' + BC'D(A + A' = 1)

= BC'(BC' + BC'D = BC' + BC'(1) = BC')

Hence, A'BC' + ABC' + BC'D simplifies to BC'.

Complement of the given functions:

a) The complement of WX(Y'Z + YZ') + W'X'(Y' + Z)(Y + Z') is W' + X' + YZ.

b) The complement of (A + B' + C')(A'B' + C)(A + B'C') is (A' + B + C)(A'B' + C' + A'B).

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So the maximum number of edges in an undirected graph with 100 vertices is 4950.

In an undirected graph, each edge connects two vertices, and as such, it is counted twice, once for each vertex it connects. Therefore, the total number of edges in the graph is the sum of the degrees of all vertices, divided by 2.

In a complete graph with n vertices, every vertex is connected to every other vertex, except itself, and so the degree of each vertex is n-1 (it is connected to n-1 other vertices). Therefore, the total number of edges in the graph is:

n * (n-1) / 2

Substituting n = 100, we get:

100 * 99 / 2 = 4950

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