Write 1/8, 10% and 0.11 in order, from smallest to
largest

The volume of the cylinder will be  2,904.8 inche³.

What is a cylinder?

A cylinder is a three-dimensional geometric shape that consists of two parallel circular bases connected by a curved surface. It can be thought of as a prism with curved faces. The height of a cylinder is the perpendicular distance between the bases, and the radius is the distance from the center of a base to its edge. The volume of a cylinder is given by  V = πr²h, where r = radius of the base and h= height of the cylinder.

Now,

Since the diameter is given as 15 inches, the radius is half of that, or r = 15/2 = 7.5 inches.

Substituting the given values, we get:

V = π(7.5)²(11)

V = 2,904.75 cubic inches

Rounding to the nearest tenth, we get:

Volume of the cylinder, V ≈ 2,904.8 inche³.

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Correct Question:- Find the volume of the cylinder to the nearest tenth. diameter = 15 in and height= 11 in.

We can write the above expression as

Now we know that

And

Also for the piece

So we shall use

And

To fill the blanks so that this expression will be similar to the above.

Answer:

27

I'm not sure how to explain it

Answer:

g=3

Step-by-step explanation:

all you had to do was divide both sides by 1.4

Therefore, the height of each tent pole is approximately 8.07 meters.

Trigonometry is a branch of mathematics that deals with the study of the relationships between the sides and angles of triangles. It is used to solve problems involving triangles, such as finding the length of a side or the measure of an angle. Trigonometry is based on the use of trigonometric functions, which are ratios of the sides of a right triangle.

Here,

We can use trigonometry to solve this problem. Let's call the height of the tent pole "h" and the length of the rope "r". Then, we can use the tangent function to find the height:

tan(52°) = h/r

Rearranging this equation, we get:

h = r * tan(52°)

We know that the length of each rope is equal, so we can choose any arbitrary length for r. For simplicity, let's assume that each rope is 10 meters long. Then, we can plug in the values into the equation:

h = 10 * tan(52°)

Using a calculator, we get:

h ≈ 8.07 meters

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Answer:

Y=-3/2x+2  y=5x+28  so -3/2x+2=5x+28

Solve: -13/2x=26  x= -2/13 (26)= -4  The right answer is C (-4,8)

Step-by-step explanation:

The best answer (and only correct answer) among the options given is: option [C]:    y⁻¹ = (x+6) / 3  .

What is the inverse function?

The inverse function returns the original value for which a function gave the output. If you consider functions, f and g are inverse, f(g(x)) = g(f(x)) = x.

Given the original function:  y = 3x - 6 ;

To find the "inverse equation" of said function; we change the "x" to a y"; and the "y" to an "x"; and rewrite:

x = 3y − 6 ;

Now, rewrite in "slope-intercept form" ; or y = mx + b ;

    that is, with y as "single, isolated" variable on the left-hand side of the equation (with an "implied coefficient of positive one", only);  then an "equal sign, then "mx + b" ; in which: "m" is the coefficient of the variable, "x"; and in which "m" refers to the "slope";  and "b" refers to the 'y-intercept".

So, we have the inverse function:

x = 3y − 6  ;  we want to write in slope-intercept form;

Add "6" to each side of the equation:

x + 6 = 3y − 6 + 6 ;

x + 6 = 3y ;  

Rewrite as:   3y = x + 6 ;

Divide EACH side of the equation by "3" ; to isolate "y" one side of the equation; specifically, the left-hand side of equation; and to write in "slope-intercept form:

3y / 3 = (x + 6) / 3  ;

to get:

y = (x + 6) / 3 ;

y = (x/3)  + (6/3) ;

y = (x/3 ) + 2 ;

or;  write as: y = (1/3)x + 2 ;

Now, let us examine the answer choices given:

Note that all the answer choices begin with "y-1" ;

(except "answer choice: [B]" , which begins with "x-1").  This seems confusing; however, in reality, this does not mean, "y minus 1"; or "x minus 1".  Rather, it mean y⁻¹  or x⁻¹  as notation for the "inverse" (not to be confused with the exponent notation.  The confusion stems from the fact that it can be difficult to make such notations on the "Brainly" system.

That being said, we can write the aforementioned "rewritten equations" (see above in THIS VERY ANSWER) as:

y⁻¹ = (x + 6) / 3 ;

y⁻¹ = (x/3)  + (6/3) ;

y⁻¹ = (x/3 ) + 2 ;

or;  write as: y⁻¹ = (1/3)x + 2

That being said:

Therefore, the best answer (and only correct answer) among the options given is:  option  [C]:  y⁻¹ = (x+6) / 3  .

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The value of the given integral is -ln3.

What is integral?

An integral is the continuous equivalent of a sum in mathematics, where sums are used to compute areas, volumes, and their generalizations. One of the two basic operations in calculus, along with differentiation, is integration, which is the process of computing an integral.

Here, we have

Given: Integral \(\int\limits^1_0 {\frac{x-6}{x^2-6x+8} } \, dx\)

We have to evaluate the given integral.

=  \(\int\limits^1_0 {\frac{x-6}{x^2-6x+8} } \, dx\)

= \(\int\limits^1_0 {\frac{x-6}{x^2-4x-2x+8} } \, dx\)

= \(\int\limits^1_0 {\frac{x-6}{x(x-4)-2(x-4)} } \, dx\)

= \(\int\limits^1_0 {\frac{x-6}{(x-4)(x-2)} } \, dx\)

Now, we apply by parts integration and we get

\(\frac{x-6}{(x-4)(x-2)}\) = \(\frac{A}{(x-4)}\) + \(\frac{B}{(x-2)}\)

⇒ (x-6) = A(x-2) + B(x-4)

Now, we simplify the term

⇒ (x-6) = (A+B)x - (2A+4B)

Now, we divide the coefficient and we get

A+B = 1...(1)

6 = 2A+4B

3 = A + 2B....(2)

Now, we solve equations (1) and (2) and we get

1 - B + 2B = 3

1 + B = 3

B = 2

Now, we put the value of B in equation(1) and we get

A + 2 = 1

A = -1

Now, we put all the values in the given integral

\(\int\limits^1_0 {\frac{x-6}{(x-4)(x-2)} } \, dx\)= \(\int\limits^1_0 {\frac{-1}{(x-4)} } \, dx\) + \(\int\limits^1_0 {\frac{2}{(x-2)} } \, dx\)

= -ln|x-4| + 2ln|x-2||₀¹

= (-ln|1-4|+2ln|1-2|) - (-ln|0-4| + 2ln|0-2|)

= -ln|-3|+2ln|-1| + ln|-4| - 2ln|-1|

= -ln3 + 2ln1 + ln4 -2ln1

=  -ln3 + 2(0)

= -ln3

Hence, the value of the given integral is -ln3.

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Answer:

The answer is A.

Step-by-step explanation:

You have to apply :

\( {(a - b)}^{2} ⇒ {a}^{2} - 2ab + {b}^{2} \)

So for this question :

\( {(3a - b)}^{2} \)

\( = {(3a)}^{2} - 2(3a)(b) + {(b)}^{2} \)

\( = 9 {a}^{2} - 6ab + {b}^{2} \)

Answer:   330 yd³

Step-by-step explanation:

v = whl

v = 6 x 11 x 5

v = 66 x 5

v = 330 yd³

Answer:

Step-by-step explanation:

The equation of the line through the points (10, 54) and (42, 48)

Slope

y-intercept

So the line is

The support beam has y-intercept 12 feet below

Required equation

The name of every month ends in the letter y is the given statement. February is a counterexample to this statement. This is because February does not end with the letter 'y'. So the right  option is (c) February.

What is a counterexample?

In mathematics, a counterexample is an example that opposes or disproves a statement, proposition, or theorem. It is a scenario, an instance, or an example that goes against the given statement.

Therefore, a counterexample demonstrates that the given statement is false or invalid.In this case, the statement is: "The name of every month ends in the letter y." We have to find which of the months listed does not end in "y."February is the only month in the options listed that does not end in the letter "y."

Thus, it is a counterexample to the given statement. Therefore, the correct option is C, February.

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The percent change in height after the second bounce would be:

Percent change = [(h_2 - h_1) / h_1] * 100%

The expression \(25(0.93)^x\)represents the height of the ball after x bounces. To find the percent change in height after each bounce, we need to calculate the ratio of the change in height to the original height and express it as a percentage.

Let's denote the height after the first bounce as h_1, the height after the second bounce as h_2, and so on.

The percent change in height after the first bounce is given by:

Percent change = [(h_1 - original height) / original height] * 100%

Using the given expression, we can substitute x = 1 to find h_1:

h_1 = \(25(0.93)^1\) = 23.25

Therefore, the percent change in height after the first bounce is:

Percent change = [(23.25 - original height) / original height] * 100%

To find the percent change after subsequent bounces, we can continue this process. For example, after the second bounce:

h_2 = \(25(0.93)^2\)

And the percent change in height after the second bounce would be:

Percent change = [(h_2 - h_1) / h_1] * 100%

You can repeat this process for each subsequent bounce to find the percent change in height after each bounce using the given expression.

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Answer:

halabyouuuuuu

yiieeeeeee

Bag A as required by the task content has 31.25 percent fewer marbles than Bag B.

It follows from the task content that the percent fewer marbles which Bag A has relative to Bag B is to be determined.

As given in the task content; Bag A contains 110 marbles, while Bag B contains 160 marbles.

On this note, the difference between the number of marbles is; 160 - 110 = 50 marbles.

Hence, the percent of fewer marbles in Bag A relative to Bag B is;

= ( 50 / 160 ) × 100%

= 31.25%.

Therefore, Bag A has 31.25% fewer marbles than Bag B.

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Answer:

75.4 meters³

Step-by-step explanation:

In the special case of two degrees of freedom, the chi-squared distribution does not coincide with the exponential distribution. The chi-squared distribution is a continuous probability distribution that arises in statistics and is used in hypothesis testing and confidence interval construction. It is defined by its degrees of freedom parameter, which determines its shape.

On the other hand, the exponential distribution is also a continuous probability distribution commonly used to model the time between events in a Poisson process. It is characterized by a single parameter, the rate parameter, which determines the distribution's shape.

While both distributions are continuous and frequently used in statistical analysis, they have distinct properties and do not coincide, even in the case of two degrees of freedom. The chi-squared distribution is skewed to the right and can take on non-negative values, while the exponential distribution is skewed to the right and only takes on positive values.

The chi-squared distribution is typically used in contexts such as goodness-of-fit tests, while the exponential distribution is used to model waiting times or durations until an event occurs. It is important to understand the specific characteristics and applications of each distribution to appropriately utilize them in statistical analyses.

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Answer:

A

Step-by-step explanation:

The exact x-coordinate of the point  is frac{1163}{291}6

The curve is given by {x = t² + 1, y = t² - t}.

Let's find dy/dx in terms of t as follows:

frac{dy}{dx} = frac{dy/dt}{dx/dt} = frac{(2t - 1)}{(2t)} = 1 - frac{1}{2t}

Therefore, when dy/dx = 27, we have:

1 - frac{1}{2t} = 27

Rightarrow 2t - 1 = frac{2}{27}

Rightarrow t = frac{29}{54}

The x-coordinate is given by x = t² + 1, therefore, we have:

x = left(frac{29}{54}right)^2 + 1

= frac{1163}{2916}

Hence, the exact x-coordinate of the point on the curve where the tangent line has slope 27 is frac{1163}{291}6

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Answer:

knots           mi/h

5 knots         5.7539 mi/h

10 knots        11.5078 mi/h

Step-by-step explanation:

Given

knots           mi/h

5 knots         _mi/h

10 knots        _mi/h

Required

Fill in the gap

From the question, we understand that

\(1 knot = 1.15078mi/h\)

Solving (a): 5 knots

Recall:

\(1 knot = 1.15078mi/h\)

Multiply both sides by 5

\(5 * 1 knot = 1.15078mi/h * 5\)

\(5\ knots = 1.15078mi/h * 5\)

\(5\ knots = 5.7539\ mi/h\)

Solving (b): 10 knots

Recall:

\(1 knot = 1.15078mi/h\)

Multiply both sides by 10

\(10 * 1 knot = 1.15078mi/h * 10\)

\(10\ knots = 1.15078mi/h * 10\)

\(10\ knots = 11.5078mi/h\)

Hence; The complete table is

knots           mi/h

5 knots         5.7539 mi/h

10 knots        11.5078 mi/h

The nonzero vector orthogonal to the plane through the points P, Q, and R is [-8/13, -8/13, -12/13].

To find a nonzero vector orthogonal to the plane through the points P, Q, and R, we can use the cross product of two vectors that lie in the plane.

Let's find the vectors PQ and PR, which can be found by subtracting the coordinates of P from the coordinates of Q and R:

PQ = Q - P = (-2, 1, 3) - (1, 0, 1) = (-3, 1, 2)

PR = R - P = (4, 2, 5) - (1, 0, 1) = (3, 2, 4)

Next, we'll take the cross product of these two vectors to find a vector orthogonal to the plane:

n = PQ x PR =

[(1)(4) - (2)(2), (2)(-3) - (3)(1), (3)(3) - (2)(-2)]

= [-8, -8, -12]

This vector is orthogonal to the plane through the points P, Q, and R. To make it a nonzero vector, we can scale it to have magnitude 1:

n = [-8, -8, -12] / sqrt((-8)^2 + (-8)^2 + (-12)^2) = [-8/13, -8/13, -12/13]

So, the nonzero vector orthogonal to the plane through the points P, Q, and R is [-8/13, -8/13, -12/13].

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False. if you are given a graph with two shif table lines, the correct answer will always require you to move both lines.

In a graph with two shiftable lines, the correct answer may or may not require moving both lines. It depends on the specific scenario and the desired outcome or conditions that need to be met.

When working with shiftable lines, shifting refers to changing the position of the lines on the graph by adjusting their slope or intercept. The purpose of shifting the lines is often to satisfy certain criteria or align them with specific points or patterns on the graph.

In some cases, achieving the desired outcome may only require shifting one of the lines. This can happen when one line already aligns with the desired points or pattern, and the other line can remain fixed. Moving both lines may not be necessary or could result in an undesired configuration.

However, there are also situations where both lines need to be shifted to achieve the desired result. This can occur when the relationship between the lines or the positioning of the lines relative to the graph requires adjustments to both lines.

Ultimately, the key is to carefully analyze the graph, understand the relationship between the lines, and identify the specific criteria or conditions that need to be met. This analysis will guide the decision of whether one or both lines should be shifted to obtain the correct answer.

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Given

A) The angles A and B are supplementary.

If,

B) The figure,

To find

A) The value of x.

B) The value of x.

Explanation:

A) It is given that,

Angle A and angle B are supplementary.

Then,

Hence, the error is in the statement,

Since the angles are supplementary, when added together they equal 90.

As, the correct answer is when added together they equal 180.

That implies,

Hence, the value of x is 18 degrees.

B) It is given that,

From, the figure the given angles are interior angles.

Also, the interior angles on the same side of the transversal is supplementary.

Which means when you add them they equal 180.

Hence, the error is in the statement,

Since the angles are adjacent, they are complementary angles.

Which means when you add them they equal 180.

As, the angles are interior angles on the same side of the transversal.

Also,

Hence, the value of x is 116 degrees.

Answer:

(-5, -3)

Step-by-step explanation:

x = -2 + (-3)

x = -5

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

y = -8 - (5)

y = -3

This takes into account the fact that each of the angles has an opposite ray on its other side in addition to the common side they share.

When two rays are linked at their ends, they create an angle in geometry. The sides or arms of the angle are what are known as these rays.

When two lines meet at a point, an angle is created.

An "angle" is the measurement of the "pening" between these two rays. It is symbolized by the character. The circularity or rotation of an angle is often measured in degrees and radians.

Angles are a common occurrence in daily life.

Angles are used by engineers and architects to create highways, structures, and sports venues.

Hence, This takes into account the fact that each of the angles has an opposite ray on its other side in addition to the common side they share.

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Answer:

0.31

Step-by-step explanation:

That probability is equal to RedTriangleArea/CircleArea.

The area of the triangle is 8*6/2=24.

The area of the circle is Pi*R²=3.14*5²=78.5.

P=24/78.5=0.30573...≈0.31 (rounded up to the nearest hundredth)

The probability that a point falls on the red triangle is P =  0.306

To find the probability we need to take the quotient between the area of the triangle and the area of the circle.

For the triangle we can see that the base is 6 units and the height is 8 units, thus the area is:

A = 6*8/2 = 24 square units.

For the circle, we can see that the radius is 5 units, then the area is:

a = 3.14*(5)² = 78.5

Taking the quotient we get:

P = 24/78.5

P = 0.306

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The correct answer choice:

The student would be able to afford the in-state cost for one year at a public 2-year college.

The correct option is D.

Multiplication is a mathematical arithmetic operation. It is also a process of adding the same types of expression some number of times.

Example - 2 × 3 means 2 is added three times, or 3 is added 2 times.

Given:

A student is planning to attend college in 5 years.

The student has saved $1,200 and plans to save another $50 per month over the next 60 months.

The total savings,

= 1200 + (50 x 60)

= $4200

That is equivalent to the cost of one year at a public 2-year college.

Therefore, the saving amount is equivalent to the cost of one year at a public 2-year college.

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The table shows the cost per year of attending different types of colleges.

A student is planning to attend college in 5 years. The student has saved $1,200 and plans to save another $50 per month over the next 60 months.

Based on this information about the student's plan, which statement about the possible choices for a college is true?

Answer choices

The student would be able to afford the cost for one year at a private 4-year college.

The student would be able to afford out-of-state cost for half a year at a 4-year public college.

The student would be able to afford in-state cost for half a year at a public 4-year college.

The student would be able to afford in-state cost for one year at a public 2-year college.

a) To find the mean and variance of the difference in sample means, we can use the properties of sampling distributions. The mean of the difference in sample means is equal to the difference in population means:

Mean of the difference in sample means = Mean(Jack Creek) - Mean(Cataract Creek) = 1000 - 970 = 30

The variance of the difference in sample means is calculated by summing the variances of the two samples, divided by their respective sample sizes:

Variance of the difference in sample means = (Variance(Jack Creek) / Sample Size of Jack Creek) + (Variance(Cataract Creek) / Sample Size of Cataract Creek)

Variance of Jack Creek = (standard deviation of Jack Creek)^2 = 40^2 = 1600

Variance of Cataract Creek = (standard deviation of Cataract Creek)^2 = 20^2 = 400

Sample Size of Jack Creek = 30

Sample Size of Cataract Creek = 15

Variance of the difference in sample means = (1600 / 30) + (400 / 15) = 53.33 + 26.67 = 80

Therefore, the mean of the difference in sample means is 30 and the variance of the difference in sample means is 80.

b) To find the probability that the average amount of dissolved metals at Jack Creek is at least 50 more than the average amount at Cataract Creek, we can calculate the probability using the properties of the normal distribution.

Let X be the average amount of dissolved metals at Jack Creek and Y be the average amount at Cataract Creek.

We need to find P(X - Y >= 50). This can be rephrased as P(X >= Y + 50).

Using the properties of normal distributions, we can standardize the random variables X and Y:

Z = (X - Mean(X)) / (Standard Deviation(X)) = (X - 1000) / 40

W = (Y - Mean(Y)) / (Standard Deviation(Y)) = (Y - 970) / 20

Now we can rephrase the probability in terms of Z and W:

P(X >= Y + 50) = P(Z >= (W + 50 - 1000) / 40) = P(Z >= (W - 950) / 40)

To find this probability, we can look up the corresponding value in the standard normal distribution table or use statistical software.

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