The radius of a circular merry-go-round is 3 meters. which measurement is closest to the area of the merry-go-round in square meters?

A. 18.84 m2
B. 37.68 m2
C. 113.04 m2
D. 28.26 m2​

Answer:

HOOO YOU SHOULD KNO THIS!!!

Step-by-step explanation:

Answer:

the answer is -2.

Step-by-step explanation:

trust me???

Answer:

y= 1/6x + 8

Step-by-step explanation:

\(\text{Given that,}\\\\x -6y = -48 \\\\\implies x +48 = 6y\\\\\implies y =\dfrac{x +48}6\\\\\implies y =\dfrac x6 + \dfrac{48} 6\\\\\implies y = \dfrac 16 x + 8\\\\\text{This is the slope-intercept form of the given equation(y =mx +b)}.\)

Answer:

11/8 or 1 3/8

Step-by-step explanation:

5+6=11

11 goes into 8 1 so you have

1  /8

then theres the remander 3 so you get

1 3/8

Answer:

s=4

Step-by-step explanation:

multiply both sides by 2, to cancel it out. then, subtract 14 on both sides.

i hope this helps :)

Answer: S = 4

Step-by-step explanation:

My teacher thought me a way you could probs understand

S/2 +7 = 4

1. Change the 7 to minus

2. Minus both sides by 7

4 -7 = -3

Now S/2 x -3 = 4

The number line is shown below. The numbers 0.2, 0.4, √0.2, and √0.4 are in ascending order.

A number line is a line on which numbers are plotted in a particular interval.

The numbers are given below.

\(\sqrt{0.2}, \sqrt{0.4}, 0.2, 0.4\)

Arrange in ascending order, then we have

\(0.2, 0.4, \sqrt{0.2}, \sqrt{0.4}\)

Then mark these numbers on the number line.

The number line is shown below.

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Answer:

√0.2   ✔3

√0.4   ✔4

0.2   ✔1

0.4   ✔2

Step-by-step explanation:

My image shows that I got it correct on edge! Hope this helps:D

Answer:

x is -34/3 and -26/3

Step-by-step explanation:

Given the expression

3|1/2x+5| + 7 = 5

Removing the modulus sign

3(1/2x+5) + 7 = 5

Subtract 7 from both sides

3(1/2x+5) + 7 - 7= 5 - 7

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

Open the bracket

3/2 x + 15 = -2

Subtract 15 from both sides

3/2 x + 15-15 = -2 - 15

3/2 x = -17

3x = -2*17

3x  = -34

x = -34/3

Hence the value of x is -34/3

For the negative function:

3(1/2x+5) + 7 = 5

Subtract 7 from both sides

3(-(1/2x+5)) + 7 - 7= 5 - 7

3(-1/2x-5) = -2

Open the bracket

-3/2 x - 15 = -2

Add 15 from both sides

3/2 x + 15-15 = -2 + 15

-3/2 x = 13

-3x = 2 * 13

-3x  =26

x = -26/3

Hence the value of x is -26/3

The function f(x) = 5 - 2x equals its average value at x = 1. To find the point(s) at which the function f(x) = 5 - 2x equals its average value on the interval [0,2], we first need to determine the average value of the function on that interval.

The average value of a function f(x) on the interval [a, b] is given by:

Avg = (1 / (b - a)) * ∫[a, b] f(x) dx

In this case, the interval is [0, 2]. So, the average value of f(x) on this interval is:

Avg = (1 / (2 - 0)) * ∫[0, 2] (5 - 2x) dx

Simplifying:

Avg = (1 / 2) * ∫[0, 2] (5 - 2x) dx

Avg = (1 / 2) * [5x - x^2] evaluated from 0 to 2

Avg = (1 / 2) * [(5 * 2 - 2^2) - (5 * 0 - 0^2)]

Avg = (1 / 2) * [10 - 4 - 0]

Avg = (1 / 2) * 6

Avg = 3

The average value of the function f(x) = 5 - 2x on the interval [0, 2] is 3.

To find the point(s) at which the function equals its average value, we set f(x) equal to the average value and solve for x:

5 - 2x = 3

Subtracting 3 from both sides:

2 - 2x = 0

Adding 2x to both sides:

2 = 2x

Dividing both sides by 2:

1 = x

Therefore, the function f(x) = 5 - 2x equals its average value at x = 1.

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Answer:

B

Step-by-step explanation:

pythagorus theorem

a² + b² = c²

c² - b² = a²

26² - 24² = a²

676 - 576 = a²

a² = 100

a = 10

Answer:

sorry I don't know sis ☹️

In the coordinate axis the point D is located at the position of (5,-2) .

In the given graph of the coordinate axis , we can see that the four points A,B,C and D are located

The coordinates of each point are :

A (-5,-2)

B (-2,5)

C (2,-5)

D (5,-2)

Therefore using the given abscissae and ordinate of the points the point that is located at (5,-2) is D.

A coordinate system in geometry is a way to use one or more integers, or coordinates, to determine the exact placement of points or other geometrical objects on a manifold, such Euclidean space.

The order of the coordinates is crucial, and they are frequently identified by their position in an ordered tuple or by a letter, such as "the x-coordinate." The coordinates are often real values in elementary mathematics, but they could also be complex numbers or parts of a more abstract system, such a commutative ring.

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Using the information, combine the individual probabilities to compute the probability that Peter will pass the quiz is (c) 0.0035.

To compute the probability that Peter will pass the quiz (i.e., get at least 7 questions correct), we need to sum the probabilities of getting exactly 7, exactly 8, exactly 9, and exactly 10 questions correct.

So, the probability of passing the quiz is:

P (getting at least 7 correct) = P (getting exactly 7 correct) + P (getting exactly 8 correct) + P (getting exactly 9 correct) + P (getting exactly 10 correct)

= 0.0031 + 0.000386 + 2.86 × 10⁻⁵ + 9.54 × 10⁻⁷

= 0.0035

Therefore, the result is c. 0.0035.

The binomial formula can be used to solve a wide range of problems in probability and statistics. The binomial formula is used to calculate the probability of getting a specific number of successes in a fixed number of independent trials, where each trial has only two possible outcomes (success or failure).

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Answer:

B.

Step-by-step explanation:

f(t) = 5 * 2^t

At the y-intercept, t = 0.

f(0) = 5 * 2^0

f(0) = 5 * 1

f(0) = 5

At time = 0, the coin is worth $5.

The value of the y-intercept is the value of the coin at time = 0, which is when the coin was purchased.

Answer: B.

Excessive punishment or negative reinforcement can harm a child's math achievement by creating fear, undermining confidence, and discouraging engagement with the subject. Positive discipline techniques and a supportive environment are crucial for fostering math success.

Excessive punishment or negative reinforcement as a discipline technique can have detrimental effects on a child's math achievement. When a child makes mistakes or struggles with math concepts, responding with punishment, criticism, or harsh consequences can create a negative association with math. This can lead to anxiety, fear, and a lack of motivation to engage with the subject.

Mathematics requires a growth mindset, where mistakes are seen as opportunities for learning and improvement. By punishing or negatively reinforcing a child's math mistakes, we discourage them from taking risks, trying new strategies, and seeking help when needed. It hampers their ability to develop problem-solving skills and critical thinking abilities.

Furthermore, negative discipline approaches can damage a child's self-esteem and confidence in their mathematical abilities. They may develop a belief that they are "bad at math" or incapable of improving, leading to a self-fulfilling prophecy where their performance suffers.

To support a child's math achievement, it is essential to employ positive discipline techniques. This includes providing constructive feedback, offering assistance and guidance, creating a safe and supportive learning environment, and promoting a growth mindset. Encouraging effort, perseverance, and celebrating small successes can foster a positive attitude towards math and enhance a child's mathematical abilities.

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9514 1404 393

Answer:

  2

Step-by-step explanation:

The given angle is opposite the shorter of the given sides, so there are two possible triangles.

__

Additional comment

The law of sines tells you that sin(A) = a/c·sin(C). There will be 0 triangles if that is greater than 1. There will be 1 triangle if that is exactly 1 (unlikely with rational values of sides and angles). There will be 2 triangles if sin(A) < 1, as it is here.

In one-way ANOVA, the within-groups variance estimate is analogous to the within-cells variance estimate in two-way ANOVA. The correct choice is B.

In one-way ANOVA, the within-groups variance estimate captures the variability within each group or category being compared. It represents the variation among the observations within each group and is used to assess the significance of differences between the group means.

Similarly, in two-way ANOVA, the within-cells variance estimate serves a comparable purpose. It measures the variability within each combination of levels of the two factors or variables being examined. The within-cells variance estimate quantifies the variation among the observations within each cell or combination and is utilized to evaluate the significance of differences between the means of different cells or combinations.

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Answer:

x = 27

Step-by-step explanation:

2(7 + 1)7 = (2x + 2)^2

2 (8) 7 = 4x + 4

(16) 7 = 4x + 4

112 = 4x +4

112 - 4 = 4x +4 -4

108 = 4x

108/4 = 4x/4

27 = x

or x = 27

Step-by-step explanation:

let's assume you really meant

2(7 + 1)7 = (2x + 2)²

2×8×7 = (2x + 2)(2x + 2)

112 = 4x² + 4x + 4x + 4 = 4x² + 8x + 4

let's divide everything by 4 to get a simpler equation :

28 = x² + 2x + 1

x² + 2x - 27 = 0

the general solution to such a quadratic equation

ax² + bx + c = 0

is

x = (-b ± sqrt(b² - 4ac))/(2a)

so, in our case

x = (-2 ± sqrt(2² - 4×1×-27))/(2×1) =

= (-2 ± sqrt(4 + 108))/2 = (-2 ± sqrt(112))/2 =

= (-2 ± sqrt(16×7))/2 = (-2 ± 4×sqrt(7))/2 =

= -1 ± 2×sqrt(7)

x1 = -1 + 2×sqrt(7) = 4.291502622...

x2 = -1 - 2×sqrt(7) = -6.291502622...

so, that equation is only an identity for the 2 x-values we found.

for any other x-value it is not.

that is why I suspect you skipped or changed something in the original equation.

could it be it was

(2(x + 1))² = (2x + 2)²

then we would have

4(x + 1)² = 4(x² + 2x + 1) = 4x² + 8x + 4

4x² + 8x + 4 = 4x² + 8x + 4

the equality is given because

2(x + 1) = 2x + 2

please let me know, if it was something else. but given the wording in the question I doubt that your equation really was what you wrote, and what I solved in the first step.

Answer:

6

Step-by-step explanation:

12 is the full length. point E marks 1/2 of the line. 12-6=6

if it's asking the length of d-e, then the answer is (6) because the entire length of line is twelve and in the top line e-f in 6 and 6-12=6

Frequency is the number of incidences of an occasion or value. A frequency table that displays the number of incidences of the goods and the number of times, and the further discussion can be defined as follows:

Calculation:

\(lower\ \ \ \ \ \ \ \ \ upper \ \ \ \ \ \ \ \ \ frequency\\\\809\ \ \ \ \ \ \ \ \ 921 \ \ \ \ \ \ \ \ \ 3\\\\922 \ \ \ \ \ \ \ \ \ 1034 \ \ \ \ \ \ \ \ \ 3\\\\1035 \ \ \ \ \ \ \ \ \ 1147\ \ \ \ \ \ \ \ \ 2\\\\1148 \ \ \ \ \ \ \ \ \ 1260\ \ \ \ \ \ \ \ \ 4\\\\1261 \ \ \ \ \ \ \ \ \ 1373 \ \ \ \ \ \ \ \ \ 4\\\\1374 \ \ \ \ \ \ \ \ \ 1486\ \ \ \ \ \ \ \ \ 4\)

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Answer:

Can you be more specific, like y is what and k is what because it tells us what x is but not the rest.

Step-by-step explanation:

Answer:

1920

Step-by-step explanation:

Nina can type 128 words is 4 minutes. At this rate, how many words can Nina type in an hour?

60 divided by 4 is 15

15x128= 1920

Answer:

23748 or 27348 (as 48 is divisible by 4)

Answer:11.292

Step-by-step explanation:

To simplify 10.04 + 3.26 - 2.008, we can start by adding the two positive numbers, 10.04 and 3.26, to get 13.30. Then we can subtract the third number, 2.008, from 13.30 to get:

13.30 - 2.008 = 11.292

Therefore, the simplified value of 10.04 + 3.26 - 2.008 is 11.292.

The probability that a subject, with a true cholesterol level of 196, takes the test twice and both tests classify the subject incorrectly depends on several factors.

The factors that matter, such as the accuracy of the test, the threshold for normal cholesterol levels, the population being tested, and the distribution of cholesterol levels in that population. Without more information, it is not difficult to determine the exact probability.

However, it is generally unlikely for a test to classify a subject's cholesterol level incorrectly twice in a row, especially if the test has a high level of accuracy. Cholesterol levels in a population tend to follow a normal distribution, making it unlikely for a single subject to have significantly different readings on two separate tests.

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Answer:

0>k

Step-by-step explanation:

0<4k-5k

Combine like terms

0<-k

Multiply each side by -1, remembering to flip the inequality

0>k

The number of square inches of glass are needed to repair the window is 432 square inches

The given parameters are:

Length = 24 inches

Width = 18 inches

The number of square inches of glass are needed to repair the window is calculated as:

Area = Length * Width

So, we have

Area = 24 inches * 18 inches

Evaluate the product

Area = 432 square inches

Hence, the number of square inches of glass are needed to repair the window is 432 square inches

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Answer:

\( \frac{47}{14} \dashrightarrow \: 3.36\)

The value of the fraction number 47/14 into a decimal number will be 3.36.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

The numerical expression is given below.

⇒ 47/14

Convert the fraction number into a decimal number. Then we have

⇒ 47/14

⇒ 3.36

The worth of the part number 47/14 into a decimal number will be 3.36.

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Answer:

The Zero Product Property basically means that is ab=0 , then either a=0 or b=0. (Or even both). A product of factors is zero if and only if one or more of the factors is zero.

Example:  (2x-1 ) (x +4) = 0

Step-by-step explanation:

The total square centimeters of mirrors covering the lateral surfaces is

171.5 cm².

The area is the area occupied by a two-dimensional flat surface. It has a square unit of measurement. The surface area of a three-dimensional object is the space taken up by its outer surface.

Given:

Perpendicular height = 14.3

So, the Surface area of Prism is

= 5 x 10 x 3 + 1/2 x 5 x 4.3 x 2

= 150 + 21.5

= 171.5

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The equation of line A is y = 3.5.

The equation of line B is x = 7.5.

What is the equation of the line?

A linear equation is an algebraic equation of the form y=mx+b. where m is the slope and b is the y-intercept.

Line A is a straight line parallel to the x-axis.

Parallel to the x-axis means that x = 0.

Line B is a straight line parallel to the y-axis.

Parallel to the y-axis means that y = 0.

The equation of line A is y = 3.5.

The equation of line B is x = 7.5.

What is an equation of a line?

The equation of a line is given by:

y = mx + c

where m is the slope of the line and c is the y-intercept.

Example:

The slope of the line y = 2x + 3 is 2.

The slope of a line that passes through (1, 2) and (2, 3) is 1.

We have,

From the graph, we see that,

Line A and Line B are both straight lines.

Line A is a straight line parallel to the x-axis.

Parallel to the x-axis means that x = 0.

Line B is a straight line parallel to the y-axis.

Parallel to the y-axis means that y = 0.

So,

The equation of line A is the point of the y-intercept.

y = 3.5

The equation of line B is the point of the x-intercept.

x = 7.5

hence,

The equation of line A is y = 3.5.

The equation of line B is x = 7.5.

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The complete question is in the attached figure.

Answer:

27

Step-by-step explanation:

Simple interest is given by

I = Prt where I is the interest, P is the principle, r is the rate and t is the time

I = 300 * .03 * 3

I =27

27 dollars is made in interest

Answer: $27

Step-by-step explanation:

First you need to find 3% of 300 in order to find the annual interest.

3% = 0.03

300 * 0.03 = 9

The annual interest is $9. Now you need to multiply that by 3 to find the interest in 3 years.

9 * 3 = 27

The interest for 3 years is $27.