The area of cylinder can be calculated by the following function: ∶ ℎ, → (ℎ, ); (ℎ, ) = 2ℎ + 2 2 where h is the height of the cylinder and r is the radius of the base. Using the FDR, design and implement a function to calculate the area of cylinder Follow the 5-step FDR. The only limits that you have to follow are those made to help marking easier • The name of your function must be: area_cylinder • Function takes two integers parameters which are radius and height (e.g., height is 7, and radius is 6). • Function returns the area of cylinder

Answer:

1. y= -2

Step-by-step explanation:

i hope this helps :)

Answer:

option (3)

Step-by-step explanation:

The equation of a vertical line parallel to the y- axis is

x = c

where c is the value of the x- coordinates the line passes through.

The line passes through (- 2, - 5 ) and (- 2, - 4) with x- coordinates - 2 , then

x = - 2 ← equation of line

Answer:

797.50

Step-by-step explanation:

6* $120.50 = $723

$723 + $74.50 = $797.50

Answer:

22

Step-by-step explanation:

Simply substitute x = 5 in the function equation

h(5) = 4 (5) + 2 = 20 + 2 = 22

Given ~

\( \tt \: h(x) = 4x + 2\)

\( \: \)

put the value of x = 5 in given function ~

\( \tt \: h(5) = 4(5) + 2\)

\( \: \)

\( \tt \: h(5) = 20 + 2\)

\( \: \)

\( \underline{ \boxed{ \tt\red{h(5) = 22}}}{ \green ✓}\)

\( \: \)

hope helps ~

Using the intersection operation, it is found that your friend is incorrect, as there are elements that belong to both sets, and the interval notation is:

[30, 60].

The set that is the intersection of two sets is composed by the elements that belong to both sets.

For this problem, the sets are given as follows:

The intersection between these elements are the elements between 30 and 60, hence your friend is incorrect, as there are elements that belong to both sets, and the interval notation is:

[30, 60].

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Independent variables are the factors that are manipulated or controlled by the researcher in a study. In the context of investigating the impact of a school nutrition program on grade performance of high school students, the independent variable would be the school nutrition program itself.

The researcher would design and implement the program, and this variable would be under their control.

Dependent variables, on the other hand, are the outcomes or variables that are measured in a study and are expected to change as a result of the independent variable. In this case, the dependent variable would be the grade performance of the students. The researcher would collect data on the grades of the students before and after the implementation of the nutrition program, and this would be the variable that is expected to be influenced by the independent variable.

In summary, the independent variable in this research design is the school nutrition program, while the dependent variable is the grade performance of the students. The researcher would manipulate the independent variable (implement the nutrition program) and then measure the dependent variable (student grades) to determine if there is an impact of the program on grade performance.

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Answer:

n = -13

Step-by-step explanation:

19 + 10n = 7n - 20

Subtract 7n from each side

19 + 10n-7n = 7n-7n - 20

19+3n = -20

Subtract 19 from each side

19+3n -19 = -20-19

3n = -39

Divide each side by 3

3n/3 = -39/3

n = -13

She has recorded that is gender and automobile preferences are qualitative variable and age and household income are quantitative variables.

When a variable's categories are verbally grouped rather of using numerical descriptions, it is referred to as a qualitative variable or categorical variable. Nominal and ordinal categories are both subsets of categorical data. Nominal variables lack numerical values in favour of "names."

Quantitative variables are any variables for which the data contain amounts. (e.g. height, weight, or age). Categorical variables are any variables where the data describe groupings.

Figure a and d represent the distribution for quantitative variable whereas figure b and c represent the distribution of qualitative variable.


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Answer:

20 meters

Step-by-step explanation:

The area of a rhombus is the height multiplied by the base. Conversely, the height of a rhombus is the area divided by the base. Therefore, the height of this rhombus is 20 meters. Hope this helps!

Answer:

the answer is 5 5/8

i think it's this

Answer: I believe it is

Step-by-step explanation: if you add 3x + 3x you get 6x. You would then add the like terms which are x + x ( x is equal to one) and that to 6x and you get 8x then add 2+2=4 and you get 8x + 4

Answer:

x = -16

Step-by-step explanation:

Answer: X = -16

Step-by-step explanation:

1. -2(2x + 5) - 3 = -3(x - 1)

2. -4x-10-3=-3x+3

3. -13=x+3

4. x=-16

check: -2(-16*2+5)-3=-3(-16-1)

51=51

Answer:

Yes, 3 + (-4) is the same as -4 + 3.

Step-by-step explanation:

When doing addition problems such as this, the order of the numbers does not matter, even when negative numbers are included.
For example, 1 + 2 or 2 + 1 would equal 3.

3 + (-4) = -1
-4 + 3 = -1

Hope this helped you! Let me know if you need more clarification. :)

The cost of one knife will be 5.23 which is calculated by using the given information about knives and spoons.

From the given information in the question we can form two equations:

We will consider the variables representing the cost of spoons and knives as k and f respectively.

now we will build the equations to find out the relation between knives and spoons from the given information.

k = s + 3

As the cost of knives is three times more than spoons we add 3 to the cost of spoons

the other information given is about the sum of 9 spoons and 12 knives

which we will write as:

9s + 12k = 82.80

By substituting the first equation in the second equation we will get an equation containing only one variable which is easier to solve

9s + 12(s + 3) = 82.80

9s + 12s + 36 = 82.80

21s = 82.80 - 36

21s = 46.8

s = 46.8 / 21

s = 2.23

now by substituting the value of s in the first equation

k = s + 3

k= 2.23 + 3

k = 5.23

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Answer:

20

Step-by-step explanation:

25/5=5

5*4=20

20/25=4/5

Answer=20

We have a transformation for the triangle EFG. In this case is a translation.

We can verify with one of the points which one of the graphs correspond to this transformation.

The transformation is:

(x,y) --> (x-3, y + 1)

We look at point E = (-0.5, 0).

We apply the transformation and get:

(-0.5, 0) --> (-0.5-3, 0+1) = (-3.5, 1)

Then, the graph that has E located in the point (-3.5, 1) is the right one.

The value of x in the triangle is 3.

Different types of shapes—some two dimensional and some three dimensional—appear in mathematics' geometry. Two-dimensional shapes are those that can be specified with the aid of two parameters, while three-dimensional shapes are those that can be defined with three parameters. Shapes that are only two dimensional include squares, rectangles, triangles, etc. Such a two-dimensional object with straight sides is known as a polygon. Three line segments are arranged in a triangle at a specific angle for any two of the three line segments. A triangle has three angles, the total of which is always 180 degrees.

Given,

Triangle given

Sides of the length is x and 14

Sum is 6x -1.

6x - 1 = 14 + x

6x - x = 14 + 1

5x = 15

x = 3

The value of x in the triangle is 3.

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The correct statement is: "The domains of g(x) and f(x) are the same, but their ranges are not the same."

The statement "The domains of g(x) and f(x) are not the same, and their ranges are also not the same" is correct. In general, when considering functions g(x) and f(x) derived from a parent function, the transformations applied to the parent function can affect both the domain and the range. The domain of a function refers to the set of all possible input values, while the range represents the set of all possible output values. Through transformations such as shifts, stretches, compressions, or reflections, the domain and range of a function can be altered. Therefore, it is possible for the domains and ranges of g(x) and f(x) to differ from each other and from the parent function.

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The rule applied to each vertex of the triangle, considering the transformations, is given as follows:

(x,y) -> (-0.5y, -0.5x).

The coordinates of the original triangle have the following format:

(x,y).

The rule for the rotation 90º counter-clockwise about the origin is of:

(x,y) -> (-y,x).

For the dilation by a scale factor of 0.5 about the origin, the rule is of:

(x,y) -> (0.5x, 0.5y).

Hence the composite rule is of:

(x,y) -> (-0.5y, -0.5x).

The only coordinate known is the y-coordinate of B, which is of:

-4.

Then the x-coordinate of B' will be given as follows:

2.

Which means that the correct options are either the first or the third.

The vertex are missing, hence the answer was given in general terms.

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It is critical to open a compass with over half the way in order for the arcs formed to meet for perpendicular bisector.

A perpendicular bisector would be a line that cuts a line segment in half and forms a 90-degree angle at the intersection point. In other words, a perpendicular bisector separates a line segment now at midpoint, forming a 90-degree angle.

Now, consider an example;

When you wish to build a perpendicular line on a line segment, like line AB, you do the following;

A line AB appears to be bisected perpendicularly as a result. The arcs would not have met if the compass is opened less than half way down line AB.

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Answer:

please send the question completely

Answer:

I just answered this in the other equal post.

Answer:

The correct formula should be I= 600(0.07)(2). Juanita made a very common error, she didn't put the percentage of interest in decimal form; or she didn't put the percent sign on it so we know to put it in decimal form. Her error will make a big difference; with using her calculations the answer would be $8,400. With the correct formula the answer is $84.

Hope this help! :)

Given :-

To find :-

Answer :-

As we know that the formula for Simple interest is ,

Substitute ,

So here she did not write 7 % as 7/100 instead she wrote 7 .

The slope of the tangent line to the given polar curve at the point specified by the value of theta is m= 1/√3.

A straight line that just touches a plane curve at a particular location is referred to as the tangent line (or tangent) to the curve in geometry. It was described by Leibniz as the line connecting two points on the curve that are endlessly near to one another. A line passes through the point (c, f(c)) on the curve and has a slope of f'(c), where f' is the derivative of f. This is more properly referred to as being a tangent of the curve y = f(x) at a point x = c. Curves in n-dimensional Euclidean space and curves in space have a comparable definition.

The tangent line is "passing" through the point of tangency—the intersection of the tangent line and the curve as it travels.

Given,

r=6cosθ

f'(θ)=-6sinθ

θ=π/3

dy/dx=(f'(θ)sinθ+f(θ)cosθ)/(f'(θ)cosθ-f(θ)sinθ)

dy/dx=( -6sinθsinθ+6cosθcosθ)/(-6sinθcosθ-6cosθsinθ)

=(6cos²θ-6sin²θ)/-12 sinθcosθ

=6(cos²θ-sin²θ)/-6(2sinθcosθ)

=6cos2θ/-6sin2θ

=-cos2θ/sin2θ

=-cot2θ

Slope of the given polar curve at θ=π/3 is

m=dy/dx

m= -cot(2(π/3))

m = cot(-2π/3)

m= 1/√3

Therefore, the slope of the tangent line to the given polar curve at the point specified by the value of theta is

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Answer:

84

Step-by-step explanation:

96+96+84=276

360-276=84