Find the lateral area of this cone. Leave your answers in terms of pi. 3cm 4 cm

Answer:

3.4, 3.7, 3.8

Step-by-step explanation:

At 99%, the confidence level will be (26.03,33.97)

given that

random sample n = 20

mean = 30

standard deviation = 6.2

the degree of freedom

df = n-1

   = 20-1

   =19

"t" at confidence level 99%, will be:

\(\alpha\) = 1 - 0.99

  =0.01

\(\alpha\)/2 = 0.01/2

     =0.005

t×\(\alpha\)×df = t× 0.005 × 19

   By using the student table, we get

 = 2.861

The margin of error will be:

E = t\(\alpha\)/2df× (\(\frac{s}{\sqrt{n} }\))

   = 2.861 ×\(\frac{6.2}{\sqrt{20} }\)

  = 3.97

At 99%, confidence interval will be:

=x - E < μ < x + E

=30 - 3.97 < μ < 30 + 3.97

=(26.03,33.97)

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Answer: BC=3

Step-by-step explanation: Set the two side lengths equal to each other and solve.

Answer:

BC = 20 units.

Step-by-step explanation:

This triangle has 3 equal sides.

so: -y + 23 = 6y + 2

23 - 2 = 6y + y

21 = 7y

y = 3.

So each side is 6(3) + 2 = 20 units long.

Answer:

$25.96

Step-by-step explanation:

So Shawna's manicure was $22 dollars, and she left and 18% tip. In other words, she added 18%, or 0.18 to the total original price. We can represent this with an expression:

\(1.18 * 22\)

As she pays 100%, or 1, plus another 18%, or 0.18 to the original price of $22.

Thus her total amount was $25.96

Hope this helps!

Answer:

She paid $25.96 in total

Step-by-step explanation:

The tip was $3.96. When you convert the 18% to a decimal you get .18 then, you multiply the .18 to the $22 (22x .18= 3.96). Finally, you add how much the manicure was to the tip (22+3.96=25.96)

By the definition of a rectangle, JML and KLM are right angles.

From the information given, JKLM is a rectangle based on the definition as the opposite sides are equal.

Also, JML and KLM will be 90° since they're right angles. The opposite sides of a rectangle are congruent and equal.

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Journal articles and research reports are widely recognized as the most common types of secondary sources used in education. In the field of education, secondary sources play a crucial role in providing researchers and educators with valuable information and scholarly insights.

Among the various types of secondary sources, journal articles and research reports hold a prominent position. These sources are often peer-reviewed and published in reputable academic journals or research institutions. They provide detailed accounts of research studies, experiments, analyses, and findings conducted by experts in the field. Journal articles and research reports serve as reliable references for educators and researchers, offering up-to-date information and contributing to the advancement of knowledge in the education domain. Their prevalence and credibility make them highly valued and frequently consulted secondary sources in educational settings.

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Answer:

29/12, or 2 5/12

Step-by-step explanation:

OK, so the question is basically: 1 2/3 + 3/4. First, you have to make the mixed fraction an improper fraction. Since 1 basically equals three thirds, add three thirds to the two thirds that you already have, which would equal in 5/3. And because you can't add fractions that have a different number at the bottom, or the denominator, you have to change their denominators. You change both of them to 12, because 3x4 is 12, and 4x3 is 12 too. And because you multiplied 3 in 5/3 by 4 (to make the denominator 12), and you multiplied the 4 in 3/4 by 3 (again, to make the denominator 12), you also need to multiply the numerator (the number on top of the line) by the number you multiplied the denominator by. Therefore, if you followed that rule, then you would get the equation: 20/12 + 9/12. You add the numerators together, have the denominator be the same, and then you get 29/12, or 2 5/12.

TIP: You only need to make the denominators the same when it is addition or subtraction. For multiplication, just multiply the denominator AND the numerator. For division, switch the numbers' places for the second fraction, and change the sign to multiplication, and then proceed like you would with multiplication.

Hope this helped you!

Answer:

a=d+Bc

Step-by-step explanation:

a-bc=d

+bc

a=d+bc

Answer: 3 times

Step-by-step explanation:

Setting up the equation

If the function touches the horizontal axis, that means y=0, or f(x)=0 at that point(s).

So, we set our equation equal to 0

\(0=x^4+10x^3+24x^2\\\)

Factor out x^2

\(0=x^2(x^2+10x+24)\)

So, either \(x^2\) or \((x^2+10x+24)\) must equal zero

Factoring

\(x^2+10x+24=0\\(x+6)(x+4)=0\\\)

x=-6 or x=-4

from before, \(x^2 = 0\\x=0\)

So, f(x) equals zero at 3 places, when x=0, when x=-6, and when x=-4

Answer:

Step-by-step explanation:

Hope this helps

click link

Answer: 5 2/6

Step-by-step explanation:

Answer:

The answer it probably is C.

Step-by-step explanation:

Just add 16+16+16= 48. Hope this helps

Answer:

The answer is C... 16 units.

Step-by-step explanation:

I had this question on my test and got it correct.

Answer:

here

Step-by-step explanation:

-3,3

2,3

3,3

4,3

I hope this helped! :D

Step-by-step explanation:

¹/25y²-81

(⅕y)²-9². apply a²-b²=(a+b)(a-b)

(⅕y+9)(⅕y-9)

hope this helps you.

Answer:

45 flavours of pie do not have whipped cream

Step-by-step explanation:

If 25% has cream, then 75% does not have cream

75% of 60

60×75/100

= 45

The probability that more than half of the students in the sample will be minority students is 0.2451.

Therefore, the correct option is (iv) 0.1922.

Given that: In a study at a college on the West Coast, historically 45% of students are minority students.

Therefore, the probability of selecting a minority student is 0.45.

And, the probability of not selecting a minority student is 0.55.

Now, we have to find the probability that more than half of the students in the sample will be minority students. It can be calculated using the following steps:

Step 1: Identifying the values of n, p, and q.

n = 75 (random samples of size 75 are selected)

p = probability of selecting a minority student = 0.45

q = probability of not selecting a minority student = 0.55

Step 2: Calculating the probability of more than half of the students being minority students using the normal distribution formula:

Here, μ = np = 75 × 0.45 = 33.75

And, σ = \(\sqrt{npq}\)

=>\(\sqrt{ (75 * 0.45 * 0.55) }\)= 3.6338`

Now, P(x > 37) can be found using the standard normal table.

Using the standard normal table, we get P(z > 0.68) = 0.2451.

So, the probability that more than half of the students in the sample will be minority students is 0.2451.

Therefore, the correct option is (iv) 0.1922.

Note: We are using normal distribution as the sample size is large. If the sample size is small, we use binomial distribution.

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The results of the study suggest that the 4-day meditation program had a significant effect in reducing the stress levels of the medical students compared to the group that did not participate in the meditation program.

To determine if the results support the hypothesis that meditation helps reduce stress levels, we need to perform the necessary statistical analysis. Here are the steps involved:

Step 1: Define the hypothesis:

The null hypothesis (H₀) is that there is no significant difference in stress levels between the two groups.

The alternative hypothesis (Hₐ) is that there is a significant difference in stress levels between the two groups, with meditation reducing stress.

Step 2: Identify the appropriate statistical test:

Since we are comparing the means of two independent groups and want to test if there is a significant difference, we can use an independent samples t-test.

Step 3: Set the significance level:

The significance level (α) is the probability of rejecting the null hypothesis when it is true. In this case, we will use a significance level of 0.05, corresponding to a 95% confidence level.

Step 4: Calculate the sample statistics:

Calculate the means, standard deviations, and sample sizes for both groups.

Group 1:

Mean (x1) = (267 + 245 + 263 + 316 + 246 + 282 + 379 + 300 + 291 + 306 + 425 + 190 + 346 + 150 + 344) / 15 = 290.2

Standard deviation (s1) = 70.764

Sample size (n1) = 15

Group 2:

Mean (x2) = (470 + 222 + 443 + 506 + 455 + 518 + 360 + 408 + 375 + 246 + 189 + 368) / 12 = 377.5

Standard deviation (s2) = 109.057

Sample size (n2) = 12

Step 5: Conduct the statistical test:

We can now perform an independent samples t-test using the sample statistics.

Step 5a: Test for equal variances:

Before conducting the t-test, we need to check if the variances of the two groups are equal. We can use a F-test to compare the variances.

Null hypothesis (H₀): The variances of the two groups are equal.

Alternative hypothesis (Hₐ): The variances of the two groups are not equal.

Using a significance level of 0.02 (98% confidence), we can calculate the F-statistic and compare it to the critical F-value from the F-distribution table.

F = s1² / s2² = 70.764² / 109.057² = 0.428 (approximately)

The critical F-value for a 98% confidence level with (n1-1) = 14 and (n2-1) = 11 degrees of freedom is 3.72.

Since our calculated F-value is smaller than the critical F-value, we fail to reject the null hypothesis. Thus, we can assume equal variances.

Step 5b: Conduct the t-test:

Since the variances are assumed to be equal, we can perform the independent samples t-test using the sample means and pooled standard deviation.

Pooled standard deviation (sp) = √(((n1 - 1) × s1² + (n2 - 1) × s2²) / (n1 + n2 - 2)) = √(((15 - 1) × 70.764² + (12 - 1) × 109.057²) / (15 + 12 - 2)) = 90.362

t = (x1 - x2) / (sp × √(1/n1 + 1/n2)) = (290.2 - 377.5) / (90.362 × √(1/15 + 1/12)) = -2.227

Degrees of freedom (df) = n1 + n2 - 2 = 15 + 12 - 2 = 25

Using the t-distribution table or a statistical software, we can find the critical t-value for a two-tailed test at a significance level of 0.05 with 25 degrees of freedom. The critical t-value is approximately ±2.060.

Since our calculated t-value (-2.227) is smaller than the critical t-value (-2.060), we reject the null hypothesis and accept the alternative hypothesis. Therefore, there is evidence to support the claim that mindfulness meditation helps reduce stress levels, with a 95% confidence level.

In conclusion, the results of the study suggest that the 4-day meditation program had a significant effect in reducing the stress levels of the medical students compared to the group that did not participate in the meditation program.

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According to the data, the highway is 84 miles, the length of Valley Road is 60 miles, and the shortest mile is 24 miles less than the longest.

To calculate the length of the Highway route we must perform the following mathematical procedure:

To calculate the length of the Valley Road Route we must perform the following mathematical procedure:

To calculate the length that is saved by taking the shortest route we must carry out the following mathematical procedure:

Note: This question is incomplete due to missing information. Here is the missing information.

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Answer:

Yes they ae all proportional

Equation: x*0.35=y

Step-by-step explanation:

Find the unit rate for all and compare

1.05/3=0.35

1.75/5=0.35

2.8/8=0.35

Since they are all equal, there proportional

Answer:

y = 0.35x

Step-by-step explanation:

Jane:

Cost of 3 postcards= $1.05

Cost of 1 post card = 1.05 ÷ 3

                              = $ 0.35

Rosi:

Cost of 5 postcards= $1.75

Cost of 1 post card = 1.75 ÷ 5

                              = $ 0.35

Tanya:

Cost of 8 postcards= $2.80

Cost of 1 post card = 2.80 ÷ 8

                              = $ 0.35

As unit rate is same, Cost and number of postcards are in proportion.

Cost of cards = 0.35 * number of cards

y = 0.35*x

y = 0.35x

Answer:

Inequality = $.20t + $10 >  $0.25t

Step-by-step explanation:

$.20t + $10 >  $0.25t

- $.20t         > $.20t

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

$10 > .05t

------ > ------

.05  > .05t

$200 > t

T is less than however many texts equals $200 for the other company.

The text messages for the Newsom Wireless is less than 1000 texts because $200 ( the total cost for all text messages sent ) that Gator Cellular has is greater than the total amount of cost per text message that Newsom Wireless has.

I am not sure if this is correct but I gave you the inequality. Not sure how to solve this because we don't know what the variable T stands for.

In δcab, point e is the midpoint of segment ac and point d is the midpoint of segment bc. If the measure of segment ab is 8 units, the measure of segment segment ed is equal to 2 units.

We know that point e is the midpoint of segment ac and point d is the midpoint of segment bc. Given that the measure of segment ab is 8 units.We know that the midpoint divides a line segment into two equal parts. Therefore, the measure of segment ae is equal to the measure of segment ec and the measure of segment bd is equal to the measure of segment dc. We can represent this

as:ab = ae + eb (1)

ab = bd + dc (2)

Given that ae = ec and

bd = dc Therefore, substituting the above values in equations (1) and (2), we get From equations (3) and (4), we have: 2ae + eb = 2bd + dc Given that point e is the midpoint of segment ac and point d is the midpoint of segment bc, we can say that becomes:

2ae + eb = 2bd + dc

2ae = 2bd Since

ae = bd

= ec = dc, it implies that

ae + ed = ab8

= 2ae + ed

On substituting the value of 2ae in the above equation, we have:8 = 2bd + ed

Therefore,ed = 8 - 2bd

ed = 8 - 2(4)ed = 0

Thus, the measure of segment segment ed is equal to 2 units.

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Answer:

6x-4

Step-by-step explanation:

Answer:

-4-6x

Step-by-step explanation:

you would just combine -2 and 3 so you get 1 and then you would get 1-(5-6x) and you can just take away the parenthesis since in this case it doesn't matter and when you simplify that you get -4-6x

The function is f(x)=2 over the interval [−1,1]. Compute the lower Riemann sum with respect to the partition P=[−1,−14,14,34,1].

The formula for calculating the lower Riemann sum is given by:L(f,P)=∑i=1n−1miΔxiWhere mi is the infimum of f on [xi,xi+1], and Δxi is the length of the subinterval [xi,xi+1].To compute the lower Riemann sum with respect to the partition P=[−1,−14,14,34,1], we have to calculate the infimum of the function over each subinterval, and multiply it by the length of the subinterval.Subinterval [-1, -1/4]The infimum of f(x)=2 on [-1, -1/4] is f(-1) = 2.

Therefore, m1 = 2.The length of the subinterval [-1, -1/4] is Δx1 = (-1/4) - (-1) = 1/4.Subinterval [-1/4, 1/4]The infimum of f(x)=2 on [-1/4, 1/4] is f(-1/4) = 2. Therefore, m2 = 2.The length of the subinterval [-1/4, 1/4] is Δx2 = 1/2.Subinterval [1/4, 3/4]The infimum of f(x)=2 on [1/4, 3/4] is f(1/4) = 2. Therefore, m3 = 2.The length of the subinterval [1/4, 3/4] is Δx3 = 1/2.Subinterval [3/4, 1]The infimum of f(x)=2 on [3/4, 1] is f(3/4) = 2. Therefore, m4 = 2.The length of the subinterval [3/4, 1] is Δx4 = 1/4.Therefore, the lower Riemann sum is:L(f,P) = m1Δx1 + m2Δx2 + m3Δx3 + m4Δx4= 2(1/4) + 2(1/2) + 2(1/2) + 2(1/4)= 1/2 + 1 + 1 + 1/2= 3.

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The total number of chocolate chips in the cookies is 1000. All the cookies, except one, have the same number of chips, while the remaining cookie has one more chip than the others. The number of cookies in the jar is between one dozen (12 cookies) and three dozen (36 cookies).

To find the sum of the number of cookies in the jar and the number of chips in the cookie with the extra chocolate chip, we can follow these steps:

1. Let's assume the number of cookies in the jar is "x". Since the number of cookies is between one dozen and three dozen, we have the inequality: 12 ≤ x ≤ 36.

2. Since all the cookies, except one, have the same number of chips, we can divide the total number of chocolate chips by the number of cookies minus one. This gives us the number of chips in each cookie (excluding the one with the extra chip). So, the number of chips in each cookie is 1000 ÷ (x - 1).

3. The cookie with the extra chip has one more chip than the others. Therefore, the number of chips in the cookie with the extra chip is 1000 ÷ (x - 1) + 1.

4. To find the sum of the number of cookies in the jar and the number of chips in the cookie with the extra chocolate chip, we add the number of cookies (x) and the number of chips in the extra chip cookie (1000 ÷ (x - 1) + 1).

Remember that the number of cookies in the jar is between one dozen and three dozen, so the sum will vary depending on the number of cookies. You can substitute different values within the given range (12 ≤ x ≤ 36) to find different possible sums.

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The divergence of the vector field F is positive for y > -1/3 and negative for y <  -1/3.

To plot the vector field F(x, y) = (xy, x + y^2), we can first visualize the vectors at various points in the xy-plane. Let's choose a range of values for x and y and calculate the corresponding vectors. We'll use a step size of 1 for simplicity.

Here is a sample grid of points and their corresponding vectors:

(x, y) = (-2, -2) -> F(-2, -2) = (4, 2)

(x, y) = (-1, -2) -> F(-1, -2) = (2, 2)

(x, y) = (0, -2) -> F(0, -2) = (0, 2)

(x, y) = (1, -2) -> F(1, -2) = (0, 2)

(x, y) = (2, -2) -> F(2, -2) = (4, 2)

(x, y) = (-2, -1) -> F(-2, -1) = (2, 1)

(x, y) = (-1, -1) -> F(-1, -1) = (1, 1)

(x, y) = (0, -1) -> F(0, -1) = (0, 1)

(x, y) = (1, -1) -> F(1, -1) = (0, 1)

(x, y) = (2, -1) -> F(2, -1) = (2, 1)

... and so on for other values of y and for positive values of y.

To calculate the divergence (divF) of the vector field, we need to find the partial derivatives of the components of F with respect to x and y. Then we sum these partial derivatives.

F(x, y) = (xy, x + y^2)

∂F/∂x = y

∂F/∂y = 1 + 2y

divF = ∂F/∂x + ∂F/∂y = y + (1 + 2y) = 3y + 1

Now, we can analyze where the divergence is positive (divF > 0) and where it is negative (divF < 0).

For divF > 0:

If y > -1/3, then divF > 0.

For divF < 0:

If y < -1/3, then divF < 0.

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Answer:

The number goes near -6

Step-by-step explanation:

Thenks and mark me brainliest :)

Answer: It's about -5.92 so close to negative -6

Step-by-step explanation:

Answer:

A_16x20=320

Step-by-step explanation:

Esto se puede hacer fácilmente de 2 formas.

1) 20 se puede dividir en un múltiplo de 10 y luego multiplicar

16 x 20 =16 x 10 x 2 = 160 x 2 = 320

2) Uso de cero.

Cualquier cosa multiplicada por cero da un cero y luego multiplicar el otro número da el resultado.

16 x 20 = (16 x 2) * 10 = (32) 10 = 320

Así que separamos el cero añadiéndole un 1, lo que lo convierte en 10 y obtenemos el mismo resultado.

This can be easily done in 2 ways .

1) 20 can be broken into a multiple of 10 and then multiplied

16 x 20 =16 x10 x 2=160x 2= 320

2) Use of zero.

Anything multiplied with zero gives a zero and then multiplying the other number gives the result.

16 x 20 = (16x 2) *10= (32)10= 320

So we separated the zero by adding a 1 to it thus making it 10 and we get the same result.

When we are adding three terms, the order of the terms being added does not change the final result.

For example, in the sum 15 + 5 + 7, if we add first the 15 and 5, we have:

And if we add first the 5 and 7, we have:

This property is known as the associative property of addition.

Correct option: fourth one.

The graph of the equations was plotted using geogebra graphing and attached.

Let x represent the hours weightlifting and y represent the hours doing cardio exercises.

Since he spend a maximum of 20 hours, hence:

x + y ≤ 20   (1)

Also, he spends at least 8 of those hours weightlifting, hence:

x ≥ 8          (2)

He wants to spend no more than 15 hours doing cardio exercises, this is:

y ≤ 15     (3)

The graph of the equations was plotted using geogebra graphing and attached.

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The volume of the solid is 9 cubic units, which is determined by the base in the first quadrant bounded by the y-axis, the graph of y = x-1, the horizontal line y = 3, and the vertical line x = 1. As the cross sections perpendicular to the x-axis are squares, the volume can be calculated.

The volume of the solid can be calculated by finding the area of the base and then multiplying it by the height of the solid. The base of the solid is in the first quadrant and is bounded by the y-axis, the graph of y = x-1, the horizontal line y = 3, and the vertical line x = 1. This region forms a trapezoid, with an area of 6. As the cross sections perpendicular to the x-axis are squares, the height of the solid is 3 units. Thus, the volume of the solid is 6 multiplied by 3, which gives us a total volume of 9 cubic units. To calculate the volume, it is important to identify the base of the solid and the shape of the cross sections perpendicular to the x-axis. This will allow us to calculate the area of the base, and multiply it by the height of the solid to determine the total volume.

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Answer:

Think of the altitude as a line that divides the equilateral triangle into two equal parts.

Each part is a 30, 60, 90 triangle. The altitude of the triangle corresponds to the x\(\sqrt{3\\}\) side of the equilateral triangle.

So: 9=x\(\sqrt{3\\}\) , and x=9/\(\sqrt{3\\}\).

However, one side of the triangle is actually 2x, so the correct answer is

18/\(\sqrt{3\\}\)

Let me know if this helps!