Find the volume of the solid obtained by rotating the region bounded by y = z² y = 0, and z Benny about the y-axis. B 3,

Given statement solution is :- To design a spinner with different point values for landing on different colors, you would need to create a spinner with sectors corresponding to yellow, blue, and red.

To design a spinner with different point values for landing on different colors, you would need to create a spinner with sectors corresponding to yellow, blue, and red. Here's a step-by-step guide on how you could design it:

Materials needed:

Cardboard or thick paper

Scissors

Pencil

Compass (optional)

Marker pens or colored pencils

Brass fastener (paper fastener)

Ruler

Steps:

Decide on the size of your spinner. Draw a large circle on the cardboard or paper using a compass or by tracing around a circular object like a plate.

Divide the circle into three equal sectors. Use a ruler to draw lines that divide the circle into three equal parts, forming three sectors.

Label each sector with the colors: yellow, blue, and red. You can either write the color names or use marker pens or colored pencils to fill in each sector.

Assign the point values to each color. Write "1" in the yellow sector, "3" in the blue sector, and "6" in the red sector.

Cut out the spinner along the outer circle. Use scissors to carefully cut out the circle shape along the outermost line you drew.

Cut a small triangle or arrow-shaped pointer from the remaining cardboard or paper. This will be attached to the center of the spinner to indicate the result.

Poke a small hole in the center of the spinner and the pointer. Use a sharp pencil or the tip of the scissors to create a small hole in the center of both the spinner and the pointer.

Attach the pointer to the spinner using a brass fastener. Insert the brass fastener through the hole in the pointer, then through the hole in the center of the spinner. Open the fastener on the backside of the spinner to secure the pointer in place. Ensure that the pointer can freely rotate.

Your spinner is now ready to use! To play, hold the spinner by the brass fastener in the center and flick it with your fingers. Watch as it spins, and when it comes to a stop, the pointer will indicate the color and the corresponding point value.

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9514 1404 393

Answer:

  (b)  see below

Step-by-step explanation:

A removable discontinuity exists when the function is undefined at a point where the limit exists.

Choices A, C, D have no limit at x=7 (does not exist).

__

Choice B can be simplified to ...

  f(x) = (x -3)(x -7)/(x -7)

  f(x) = (x -3) . . . . . . . x ≠ 7 (domain restriction; undefined at x = 7)

The discontinuity in this function can be removed by defining the function to be f(x) = x-3 everywhere.

Answer:

B

Step-by-step explanation:

Got it right

Answer: 3200

Step-by-step explanation:

After performing division, the remainder obtained will be equal to -7.

The four fundamental operations of arithmetic are addition, subtraction, multiplication, and division of two or even more items.

Included in them is the study of integers, especially the order of operations, which is important for all other areas of mathematics, notably algebra, data management, and geometry.

As per the given equation for division in the question,

2x² - 5 is divided by x - 1.

x - 1) 2x² - 5 ( 2x - 2

       2x² - 2x

             = -2x - 5

                -2x + 2

                       = -7

So, the quotient obtained is 2x - 2 and the remainder is -7.

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By using given figure, x=9/4 and the length of GH = 21.75.

What is the length ?

Here, in given figure,

BG≈GF and CH≈HE

now by using these similarities, we can write as,

BG≈GF therfore, \(\frac{GF}{BG}\) = 1:1

\(\frac{GF}{BF}\)=\(\frac{4x+8}{34}\)

1/2=\(\frac{4x+8}{34}\)

8x+16=34

8x= 18

x=9/4

if x=9/4 then,

GH= 7x+6 = 7(9/4)+6 =63/4+6 =\(\frac{63+24}{4}\) = 21.75

What is similarity of sides?

similarity of sides refers to the property of two geometric shapes or figures having the same shape but not necessarily the same size. More specifically, two shapes are said to be similar if their corresponding angles are congruent and their corresponding sides are proportional in length.

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Answer:

profit % =5%

Step-by-step explanation:

you can simply separate the question into two parts case 1 and case 2 . in the first case you need to find out the cost price so just use the formula cp =( sp x 100)/100- loss%

then use the cp you found out in the second case and use formula of profit percent to get the answer

Answer: moderate, C, B

Step-by-step explanation:

A)  A shows a moderate negative correlation.  It is moderate because the scattered points are sort of close to the line so it has moderate/medium correlation.  It is also negative because it has a negative slope

B) C shows the strongest correlation because the points around the line are tight and close.

C)  B should not have been drawn.  The  correlation is very weak.  You do know where the line should be because the points are all over the place.

Step-by-step explanation:

The concentration of Marcia's solution is:

1.0 kg / 3.0 L = 0.33 kg/L

The concentration of Bobby's solution is:

(2.0 lb × 1 kg / 2.2 lb) / (7.0 pints × 1 L / 2.11 pints) = 0.27 kg/L

Therefore, Marcia's solution is more concentrated.

Answer:

Step-by-step explanation:

you can complete the square or use a calculator online that does it for you.

the equation is in the for y = a(x-h)^2 + k

it should be y = (x + 3)^2 + 3

Answer:

The correct answer is \(y = - (x - 3)^{2} +21\).

Step-by-step explanation:

To solve this equation (y = \(-x^{2} +6x + 12\)), we want to first complete the square. To do this, we want to add a -9 to the expression in order to achieve \(y = -x^{2} +6x - 9 + 12\).

Then, you want to add the -9 to the other side of the equation to get \(y - 9 = -x^{2} + 6x - 9 + 12\).

Then, we factor out the negative sign from the right side of the equation. This is a negative 1 that can therefore make the polynomial easier to factor. This leaves us with \(y - 9 = -(x^{2} -6x+9) + 12\).

Now, we use an identity in algebra that is difference of two squares identity. This says that \(a^{2} -2ab +b^{2} =(a-b)^{2}\).

So, we will then factor the trinomial -\(x^{2} -6x+9\) to get \(-(x-3)^{2}\). Our new and updated equation is \(y-9 = -(x-3)^{2} +12\).

Now, we move the constant of -9 to the right side of the equation. This just means we are going to add this to 12. This gives us \(y = -(x-3)^{2} +21\).

This is our final equation.

Answer:

44

Step-by-step explanation:

162 = (3x + 30)

162 = 3x +30

-30          -30

132 = 3x

÷3      ÷3

x = 44

I hope this helped!

The constant percent rate of change in the case of a deposit of $400 into a savings account is compounded annually.  

With an example, what is compound interest?

Principal - $400

rate of interest is compounded annually

g(x) =  400( 1.03)ˣ equation 1.

Formula used

A = P( 1 + r )ⁿ

here n = x

Solution:

Putting the value of n, and principal in the formula

A = P( 1 + r )ⁿ ................... equation 2

now comparing both equation 1 and equation 2,

400( 1.05)ˣ =  400( 1 + r )ˣ

( 1.05)ˣ = ( 1 + r  )ˣ

1.05 = 1 + r

r = 1.05 - 1

r = 0.05

r % = 0.05 × 100

r % = 5 %

thus, the constant percent rate of change =  5 %

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So we are given two points and we have to use them to construct the equation of a line in slope-intercept form:

Where m is the slope and b is the y-intercept. With two given points we can construct two equations for m and b. For example, if we know that the line passes through two generic points (A,B) and (C,D) we have the following equations that are the result of taking (x,y)=(A,B) and (x,y)=(C,D):

The points we have are (-4,-1) and (2,-5). Then we have A=-4, B=-1, C=2 and D=-5 and the two equations for m and b are:

We can take the first equation and add 4m to both sides:

Then we substitute b with this expression in the second equation:

And we add 1 to both sides:

And we divide both sides by 6:

Then we use this value in the expression for b:

Thent the equation we are looking for and answer to this question is:

Step-by-step explanation:

Gerard concluded that triangle with given sides cannot be used as  building-frame support because it is not right triangle, he come to this conclusion because the Pythagoras-theorem is not satisfied.

In order to check if a triangle is "right-triangle", Gerard used the Pythagorean theorem. According to this theorem, in right triangle, the square of length of hypotenuse (the side opposite the right angle) is equal to sum of squares of other two sides,

So, the squares of the given sides are :

Square of √95 feet = (√95)² = 95 feet

Square of 8 feet = 8² = 64 feet

Square of √150 feet = (√150)² = 150 feet

We see that, 95 feet + 64 feet = 159 feet ≠ 150 feet,

Since the square of the longest side (√150) is not equal to the sum of the squares of the other two sides (√95 and 8), the Pythagorean-theorem is not satisfied.

Therefore, Gerard concluded that the triangle with sides √95 feet, 8 feet, and √150 feet is not a right triangle.

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The given question is incomplete, the complete question is

Gerard concluded that the triangle with sides √95 feet, 8 feet, and √150 cannot be used as a building frame support on the house because it is not a right triangle. How did Gerard come to that conclusion? explain.

The value of side length w is 13.75 .

Given right angled triangle,

Perpendicular = w

Hypotenuse = 17

Angle of triangle = 54°

So,

According to the trigonometric ratios,

tanФ = p/b

cosФ = b/h

sinФ = p/h

By using sinФ,

sinФ = p/h

sin 54° =  w/ 17

0.809 = w/17

w = 13.75 .

Thus after correction w will be 13.75

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The graph of the function is reflected across the y-axis and vertically translation by 2 units downwards.

The parent function of the graph is f(x) = x

Now the first is the reflection along the y-axis.

Hence the graph of the function h(x) becomes h(x) = -x

Now there is a translation by 2 units downwards. or a vertical translation of 2 units  downwards.

Hence the graph of f becomes g(x) = -x -2

In mathematics, a shape can be translated by moving up, down, left, or right. Since they seem to have the same proportions as the original shapes, the translated shapes are consistent with one another. Just a few more adjustments have been made to the instructions.

As we just saw, before translations are carried out, a shape is referred to as a "preimage," and when translations are complete, a shape is referred to as an "image."

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Cluster Sample is the sampling method used in this type of data collection.

Cluster sampling is a sampling technique used in statistics that divides the total population under consideration into externally homogeneous but internally heterogeneous groupings known as clusters. Each cluster essentially serves as a miniature representation of the overall population.

Using simple random sampling, some clusters are picked after the clusters have been identified, while the remaining clusters are left out of the study. A researcher must determine the right sampling strategy for each cluster after identifying the clusters.

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Yes, a Markov Chain can be used to model Mickey Mouse's travels in a maze with nine 3×3 cells.

A Markov Chain is a stochastic process that models the transition of state from one state to another, where the probability of transitioning to the next state is dependent only on the current state. Therefore, each cell can be represented as a state. The transition probability matrix for this system can be represented by a 9x9 matrix with entries Pij, which represents the probability of transitioning from state i to state j. For example, P12 represents the probability of transitioning from state 1 to state 2. By calculating the probability of transitioning from one cell to another, we can track Mickey's movements in the maze and identify which cells he is most likely to visit.

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Answer:

B

Step-by-step explanation:

I think B is right

Answer:

The figure becomes congruent

The probability that an email tagged as spam is not actually spam is approximately 0.0481 or 4.81%.

To find the probability that an email tagged as spam is not actually spam, we can use conditional probability.

Let's define the following events:

A: Email is tagged as spam

B: Email is actually spam

We want to find P(not B | A), which represents the probability that an email is not spam (not B) given that it is tagged as spam (A).

Using Bayes' theorem, we have:

P(not B | A) = P(A | not B) * P(not B) / P(A)

P(A | not B) represents the probability that an email is tagged as spam (A) given that it is not actually spam (not B). From the problem statement, we know that this is 5% or 0.05.

P(not B) represents the probability that an email is not actually spam. Since 50% of emails are spam, the probability that an email is not spam is 1 - P(B) = 1 - 0.50 = 0.50.

P(A) represents the probability that an email is tagged as spam. This can be calculated by considering two cases: an email is spam and correctly tagged as spam, or an email is not spam and incorrectly tagged as spam. Mathematically, we can write:

P(A) = P(A | B) * P(B) + P(A | not B) * P(not B)

P(A | B) represents the probability that an email is tagged as spam (A) given that it is actually spam (B). From the problem statement, we know that this is 99% or 0.99.

P(B) represents the probability that an email is actually spam. From the problem statement, we know that this is 50% or 0.50.

Plugging in the values, we can calculate P(A):

P(A) = P(A | B) * P(B) + P(A | not B) * P(not B)

= 0.99 * 0.50 + 0.05 * 0.50

= 0.495 + 0.025

= 0.52

Now, we can calculate P(not B | A):

P(not B | A) = P(A | not B) * P(not B) / P(A)

= 0.05 * 0.50 / 0.52

= 0.025 / 0.52

≈ 0.0481

Therefore, the probability that an email tagged as spam is not actually spam is approximately 0.0481 or 4.81%.

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Answer:

Step-by-step explanation:

The diagonals of a parallelogram bisect each other.

Point D is the midpoint of both diagonals.

Endpoint of EG is point G with coordinates (x, y):

Endpont of FH is point H with coordinates (x, y):

Answer:

26r^2 + 36r.

Step-by-step explanation:

Answer:

13

Step-by-step explanation:

the reason why I think it's 13 is because 10 15 15 - 10 = 5 so maybe if you do 13 - 8 = 5 maybe they have a relationship I really hope you get it right if you don't I understand.

Answer:

B. 12 Units

Step-by-step explanation:

Create a ratio :

10/8 = 15/x

10/8 = 1.25

15/1.25 = x

x = 12

Answer:

its an equation

Step-by-step explanation:

an expression is has variables

It cannot be determined. At least one other point on the line is needed to determine if x is proportional to y

Given data ,

A point on a straight line has an x-coordinate of 3 and a y-coordinate of 6

Now , A single point on a straight line does not define the connection between x and y. We must evaluate the connection between x and y for several places on the line in order to establish if x is proportional to y.

As a result, the relationship between x and y cannot be inferred only from the supplied location (3, 6). To establish the proportionality between x and y, at least one more point on the line is required

Hence , the equation of line is solved

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Answer:

mark me brailist if it helped

The answer is D. No, because the sample sizes are not large enough to assume the distribution of the difference in sample means is normal.

In order to perform inference with a confidence interval for the difference in population means, certain conditions need to be met. One of the conditions is that the sample sizes should be sufficiently large.

For the distribution of the difference in sample means to be approximately normal, both sample sizes should ideally be large, typically with a guideline of at least 30 observations. In this case, the sample sizes are 35 for manager A and 40 for manager B, which are relatively small compared to the guideline.

Therefore, (D) the condition of having large enough sample sizes to assume a normal distribution for the difference in sample means is not met. As a result, the conditions for inference with a confidence interval for the difference in population means have not been met.

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