3 to 1 slope means: there are three horizontal units for every one vertical unit.
How do one find the slope of a graph?The slope is computed mathematically as "rise over run" (change in y divided by change in x).
In accordance with the slope equation, the slope of such a line may be determined by dividing the rise of the line between two positions by the run of the same line between the same two sites.
That is to say,
Determine the coordinates of two locations along the line that one choose.Evaluate the differences in these two positions' y-coordinates (rise).Evaluate the differences in these two locations' x-coordinates (run).In order to calculate the difference in y-coordinates (rise/run or slope), divide it by the difference in x-coordinates."Ratios like 3:1 are used to represent slopes. This indicates that there is a 1 unit (foot or meter) vertical shift, either up or down, for every 3 units (feet or meters) of horizontal distance."
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The complete question is as follows:
How do you do a 3 to 1 slope?
Which example is continuous?
An example of continuous data is the temperature of a room over time. It can change gradually, or even rapidly, but the data is always changing.
Continuous data is data that can take on any value within a given range. It can be measured on an infinite scale and can have an infinite number of values. An example of continuous data is the temperature of a room over time. This data can change gradually or rapidly, but it is always changing. Continuous data can be measured directly, such as measuring the temperature of a room with a thermometer, or indirectly, such as measuring the temperature of a room through observation. Continuous data can also be used to describe physical or psychological phenomena, such as measuring a person’s heart rate over time or measuring the concentration of a chemical in a solution. Continuous data is often used in scientific research, as it allows researchers to observe trends and correlations over time.
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How to solve x3 7x 6?
(x-1), (x-2) and (x+3) are the three factors of the above cubic polynomial. A degree three polynomial might be referred to as a cubic polynomial.
what is cubic polynomial ?A degree three polynomial might be referred to as a cubic polynomial. In other words, the number three will be the largest exponent of the variable in a cubic polynomial. A cubic polynomial would therefore have the generic form ax3+bx2+cx+d, where a ≠0.
here
Let p(x)=[tex]x^{3}[/tex]−7x+6
From figure, we have p(1)=0
Thus, (x−1) is a factor of p(x)
The other factor is [tex]x^{2}[/tex]+x−6
=(x+3)(x−2)
Therefore, [tex]x^{3}[/tex]−7x+6 =(x−1)(x+3)(x−2)
(x-1), (x-2) and (x+3) are the three factors of the above cubic polynomial.
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What is the value of k for which 2x2 kx k 0 has equal roots?
The value of k in the quadratic equation is k = 0 or k = 8
What is Quadratic Equation?
A quadratic equation is a second-order polynomial equation in a single variable x , ax² + bx + c=0. with a ≠ 0. Because it is a second-order polynomial equation, the fundamental theorem of algebra guarantees that it has at least one solution. The solution may be real or complex.
The roots of the quadratic equations are
x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )
where ( b² - 4ac ) is the discriminant
when ( b² - 4ac ) is positive, we get two real solutions
when discriminant is zero we get just one real solution (both answers are the same)
when discriminant is negative we get a pair of complex solutions
Given data ,
Let the quadratic equation be represented as A
Now , the value of A is
2x² + kx + k = 0 be equation (1)
And , the roots of the equation are equal
So , when the discriminant is zero we get just one real solution
The roots of the quadratic equations are
x = [ -b ± √ ( b² - 4ac ) ] / ( 2a )
( b² - 4ac ) = 0
Substituting the values in the equation , we get
k² - 4 ( 2 ) ( k ) = 0
On simplifying the equation , we get
k² - 8k = 0
Adding 8k on both sides of the equation , we get
k² = 8k
So , when k = 0 , the equation satisfies
And ,
k = 8
Therefore , the value of k are 0 and 8
Hence , the value of k in the equation is 0 or 8
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We can reduce the margin of error in an interval estimate of p by doing any of the following except ____. increasing the sample size. increasing the planning value p* to .5. increasing a reducing the confidence coefficient.
We can reduce the margin of error in an interval estimate of p by doing any of the following except using a planning value p* closer to 0.5.
The breadth of the confidence interval is affected by the following features:
Increase the sample size - Increasing the sample size is the most feasible strategy to reduce the margin of error.Reduce variability - You can estimate a population parameter more precisely the less variable your data are.Use a one-sided confidence interval - The margin of error is lower for a one-sided confidence interval than a two-sided confidence interval.Lower the confidence level - A narrower, more exact confidence interval is the benefit of a lower confidence level.Correct Question:
We can reduce the margin of error in an interval estimate of p by doing any of the following except ____.
increasing the sample size
using a planning value p* closer to 0.5
increasing the level of significance
reducing the confidence coefficient
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How do you calculate multiplicity?
Multiplicity is a mathematical concept related to the roots of a polynomial equation.
It is defined as the number of times a given root is repeated in the polynomial equation.
The formula for calculating the multiplicity of a root is :
Multiplicity = n-(degree of the polynomial equation)
where n is the order of the root and the degree of the polynomial equation is the highest exponent in the equation.
For example, if the polynomial equation is 3x^2 + 4x + 2 = 0 and the root is 2, then the multiplicity of the root is calculated as follows:
Multiplicity = n - (degree of the polynomial equation)
Multiplicity = 2 - 2
Multiplicity = 0
This means that the root 2 is not repeated in the polynomial equation and therefore has a multiplicity of 0.
In another example, if the polynomial equation is 4x^3 + x^2 + 6x + 12 = 0 and the root is 2, then the multiplicity of the root is calculated as follows:
Multiplicity = n - (degree of the polynomial equation)
Multiplicity = 2 - 3
Multiplicity = -1
This means that the root 2 is repeated in the polynomial equation and therefore has a multiplicity of -1.
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What are the three consecutive numbers of 51?
The 3 consecutive odd numbers whose sum will be 51 are 16, 17, 18.
What are consecutive numbers ?
Numbers that follow each other continuously in the order from smallest to largest are called consecutive numbers. For example: 1, 2, 3, 4, 5, 6, and so on are consecutive numbers.
Since, we know that any odd number is always of the form (2k +1). We express an odd number in this form because we know that an odd number is not divisible by 2.
Let the numbers be x, x+1 and x+2.
Then the sum is : x + x+1+ x+2 = 3x + 3
3x + 3 = 51 (given)
3x = 51 – 3 = 48
x = 48 ÷ 3
x = 16
∴
Hence , the 3 consecutive odd numbers whose sum will be 51 are 16, 17, 18.
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Russell made $480 in interest by placing $2,000 in a savings account with simple
interest for 2 years. What was the interest rate?
To find the interest rate, we can use the formula for simple interest:
I = P * r * t
Where I is the interest, P is the principal (the amount of money in the account), r is the interest rate, and t is the time (in years).
We know that I = $480, P = $2,000, and t = 2 years.
Plugging these values into the formula, we get:
$480 = $2,000 * r * 2
Dividing both sides by $2,000 * 2, we get:
r = $480 / $2,000 * 2
r = 0.12
So, the interest rate is 0.12, or 12%.
How do you solve a discontinuous function?
A discontinuous function can be solved by analyzing the behavior of the function and its points of discontinuity. This can be done by finding the limits of the function at each point and then using the appropriate algebraic techniques to solve the equation.
Discontinuous functions are those that have gaps or sharp discontinuities in their graphs. In order to solve a discontinuous function, you must start by analyzing the behavior of the function and its points of discontinuity. This can be done by finding the limits of the function at each point and then using the appropriate algebraic techniques to solve the equation. This can involve factoring, manipulating equations, and other techniques to find the solution. Once the equation is identified, it can then be graphed to see the behavior of the function between the points of discontinuity. If necessary, the equation can then be further manipulated to satisfy the conditions of the discontinuous points. By approaching the problem in this manner, a discontinuous function can be effectively solved.
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on average, 5 oranges yield 3 cups of juice. if 2 cups make 1 pint, how many oranges are needed to make 3 quarts of orange juice?
The number of oranges needed to make 3quarts of oranges juice is 20oranges
What is proportion?A proportion is an equation in which two ratios are set equal to each other. For example, if there is 1 boy and 4 girls you could write the ratio as: 1 : 4(for every one boy there are 3 girls). This also means that for 2 boys there will be 6 girls.
Similarly 5 oranges is needed to make 3 cups of juice. it can also be put in like 5:3
to make 3quarts,
2cups = 1pint
2pints = 1quart
therefore 4 cups = 1quart
3 quart = 3×4=12cups
if 3 cups is from 5 oranges
then 1 cup = 5/3
12cups = 5/3× 12= 20 oranges
Therefore 20oranges will be needed to make 12 cups of juice
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The intersection of two mutually exclusive events: A. can be any value between 0 and 1 B. must always be equal to 1 C. must always be equal to 0 D. can be any positive value If A and B are independent events with P(A) = 0.4 and P(B) =0.6, then P(A B) = A. 0.76 B. 1.00 C. 0.24 D. 0.20 If A and B are independent events with P(A) = 0.05 and P(B) =0.65, then P(A / B) = A. 0.05 B. 0.65 C. 0.8 D. 0.0325
If A and B are independent events with given probabilities P(A) and P(B), then the probability of A intersecting B (P(A ∩ B)) is equal to the product of their individual probabilities. For example, if P(A) = 0.05 and P(B) = 0.65, then P(A ∩ B) = 0.0325.
The probability of two events A and B occurring together, P(A ∩ B), can be calculated by multiplying the individual probabilities of each event, P(A) and P(B). In this case,
P(A) = 0.4 and P(B) = 0.6, so P(A ∩ B) = 0.4 * 0.6 = 0.24
.The probability of event A occurring given that event B has already occurred, P(A | B), is equal to the probability of both events occurring together, P(A ∩ B), divided by the probability of event B occurring, P(B). In this case,
P(A ∩ B) = 0.24 and P(B) = 0.65, so P(A | B) = 0.24 / 0.65 = 0.0375
which can be rounded to 0.0325.These probabilities can be used to estimate the likelihood of certain events occurring together or given certain conditions. In this case, the probability of events A and B occurring together is 0.24 and the probability of event A occurring given that event B has already occurred is 0.0325.
A. P(A ∩ B) = P(A) * P(B)
= 0.4 * 0.6
= 0.24
B. P(A | B) = P(A ∩ B) / P(B)
= 0.24 / 0.65
= 0.0375
= 0.0325
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Write an equation for the function f (x) that has roots of 3, -4, and -1 and a leading coefficient of 2.
f(x) = 2[tex]x^{3}[/tex] + 4[tex]x^{2}[/tex] - 22x -24 will be the equation.
What is the equation?An equation is a mathematical statement that is made up of two expressions connected by an equal sign. For example, 3x – 5 = 16 is an equation. Solving this equation, we get the value of the variable x as x = 7.
The equation will be 2(x-3)(x+4)(x+1) since the function f(x) has roots of 3, -4, and -1 and a leading coefficient of 2.
so 2(x-3)(x+4)(x+1) will be the equation
That is 2(x-3)([tex]x^{2}[/tex] +5x + 4)
2([tex]x^{3}[/tex] + 2[tex]x^{2}[/tex] - 11x -12)
f(x) =2[tex]x^{3}[/tex] + 4[tex]x^{2}[/tex] - 22x -24
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What are the 3 altitudes of a right triangle?
The heights of the two legs (a and b) of a right triangle are equal. Ha = b and hb = an as a result. The height of the hypotenuse is hc. The intersection of a triangle's three altitudes occurs at the orthocenter H, which for a right triangle is located on the vertex C of the right angle.
What do we mean by altitudes?A line segment passing through a triangle's vertex and running perpendicular to the line containing the base is the triangle's height in geometry.
The extended base of the altitude is the name given to this line that contains the opposing side.
The foot of the altitude is the point at which the extended base and the height converge.
Each leg (a and b) of a right triangle has the same altitude as its opposite leg.
As a result, ha = b and hb = a.
The hypotenuse rises to an altitude of hc.
The orthocenter H, which for a right triangle lies on the vertex C of the right angle, is where the three altitudes of a triangle intersect.
Therefore, the heights of the two legs (a and b) of a right triangle are equal. Ha = b and hb = an as a result. The height of the hypotenuse is hc. The intersection of a triangle's three altitudes occurs at the orthocenter H, which for a right triangle is located on the vertex C of the right angle.
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What is the value of polynomial 5x 4x2 3 at x =- 1?
The value of the polynomial 5x- 4x²+3 at x=-1 is -6 by using the substitution method.
Given that,
The polynomial is 5x- 4x²+3
We have to find the value of the polynomial when x=-1.
We know that,
What is polynomial?A polynomial is an algebraic expression whose exponents are all whole numbers. There must be non-negative integer variable exponents in all polynomials.
Take the polynomial P(x) = 5x- 4x²+3
P(x) = 5x- 4x²+3
So, we take x=−1,
P(−1)=5×(−1)−4×(−1)²+3
P(−1)=−5−4+3
P(−1)=−6
Therefore, The value of the polynomial 5x- 4x²+3 at x=-1 is -6 by using the substitution method.
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what is the answer to −8(7y + 6p − 2)
What is the relationship between the rectangular prism and pyramid which have the same height and base?
The relationship between the volume of the rectangular pyramid and the volume of the rectangular prism with the same base and height is given by : Volume of the rectangular pyramid = (1/3) of the volume of the rectangular prism.
As given in the question,
Formula need to use for the calculation of the volume of the rectangular pyramid and prism is :
Volume of the rectangular pyramid
= (1/3) × ( rectangular base area) × height
Volume of the prism = ( rectangular base area ) × height
If the base and height of the rectangular pyramid and rectangular prism is same then,
Volume of the rectangular pyramid
= ( one - third ) × Volume of the rectangular prism
Therefore, the relationship representing the volume of the rectangular pyramid is and prism with same base and height as volume of pyramid is one third the volume of the prism.
The above question is incomplete , the complete question is:
What is the relationship between the volume of rectangular prism and pyramid which have the same height and base?
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Determine the scale factor of the smaller to the larger figure.
Answer:
2a. Scale factor is 2
2b. Scale factor is 3
Step-by-step explanation:
2a.
We see that the smaller figure to get from F' to G', it is 2 squares, and we see the larger figure to get from F to G, it is four squares, so the scale factor is 2.
2b.
We see that to get from A' to C', it is 2 squares, and we see the larger figure to get From A to C, it is 6 squares, so the scale factor is 3
Does the following equation has real roots 3x² 2 √ 5x?
Yes, the equation has real roots. By completing the square, we can make the equation in the form of ax^2+bx+c=0. Then, we can use the quadratic formula to solve for x. The discriminant of this equation is b^2-4ac = 10-60 = -50, which is negative, so the equation has two real roots.
Yes, the equation 3x^2+2√5x has real roots. By expanding the equation, we get 3x^2+2x√5=0. We can use the quadratic formula to solve for x. First, we need to make the equation in the form of ax^2+bx+c=0. To do this, we complete the square. We divide both sides of the equation by 3, giving us x^2+2/3*√5x=0. Then, we add (2/3*√5/2)^2 to both sides, giving us x^2+2/3*√5x+(2/3*√5/2)^2= (2/3*√5/2)^2. Simplifying, we get x^2+2/3*√5x+5/12=0. This is now in the form of ax^2+bx+c=0, with a=1, b=2/3*√5, and c=5/12.
Now, we can use the quadratic formula to solve for x
x = [-2/3*√5 + √(-50/3)]/2
x = [-2/3*√5 - √(-50/3)]/2
Therefore, the two real roots of the equation are
x = [-2/3*√5 + √(-50/3)]/2 and
x = [-2/3*√5 - √(-50/3)]/2.
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I NEED HELPP WITH THIS QUESTION!!
The last statement the ratio of smoothies size to mangos used for Kim is same as the ratio of smoothie size to mangos used for Angela is correct.
What is ratio?
A ratio in mathematics demonstrates how many times one number is present in another. For instance, if a bowl of fruit contains eight oranges and six lemons, the ratio of oranges to lemons is eight to six. The ratio of oranges to the total amount of fruit is 8:14, and the ratio of lemons to oranges is 6:8.
Given:
Kim and her friends watched the server making smoothies.
The given table shows the number of mangos that were used for each of the different size of smoothies that the friends ordered.
From the given statements the last statement 'the ratio of smoothies size to mangos used for Kim is same as the ratio of smoothie size to mangos used for Angela.'
Because,
The ratio of smoothies size to mangos used for Kim is, 21/3 = 7 and
The ratio of smoothie size to mangos used for Angela is 28/4 = 7.
Both the ratios are same.
Hence, the last statement the ratio of smoothies size to mangos used for Kim is same as the ratio of smoothie size to mangos used for Angela is correct.
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What are the qualifying conditions to avail the SSS sickness benefit?
The Side-Side-Side (SSS) criterion states that two triangles are similar if "sides of one triangle in two triangles are proportional to (i.e., in the same ratio of) the sides of the other triangle, then their corresponding angles are equal and so the two triangles are comparable."
Look at the triangles in the picture below. We can observe that the triangles' three sets of side pairs are all congruent. "SSS" or "side-side-side" are other names for this. Two triangles are congruent if they have three pairs of congruent sides, according to the SSS requirements for triangle congruence.
Congruence Rule Theorem for SSS
Two triangles are said to be congruent if the corresponding three sides of one triangle match the corresponding three sides of the other triangle exactly.
We shall now demonstrate the aforementioned theorem.
Given: [tex]\triangle A B C[/tex] and [tex]\triangle P Q R[/tex] such that AB=PQ, BC=QR and AC=PR.
To prove: [tex]\triangle A B C \cong \triangle PQR[/tex]
Construction: Let BC be the longest side of [tex]\triangle A B C[/tex] and so QR is the longest side of [tex]\triangle P Q R.[/tex]
Draw PS so that [tex]\angle R Q S=\angle C B A[/tex] and [tex]\angle Q R S=\angle B C A[/tex].
Join SQ and SR.
In [tex]\triangle ABC[/tex] and [tex]\triangle SQR[/tex],
BC=QR Given
[tex]\angle C B A=\angle R Q S[/tex] By construction
[tex]\angle B C A=\angle Q R S[/tex] By construction
[tex]\triangle A B C \cong \triangle SQR[/tex] By ASA congruence
[tex]\angle A=\angle S[/tex] By CPCTC
AB=SQ By CPCTC
AC=SR
Now, AB=PQ and AB=SQ => PQ=SQ
Similarly, AC=PR and AC=SR => PR=SR
Hence, [tex]\triangle ABC \cong \triangle PQR,[/tex]
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W i directly proportional to the cube root of X
X i increaed by 50%
Work out percentage increae in W
The value of the percent increase in the value of W is 50%.
How can I determine the ratio between two quantities?
When the ratio of each of the two quantities' values is equal, the two quantities are said to be proportionate. It comes in two varieties: direct and indirect. The ratio is more than one for direct relations whereas it is less than one for indirect relations.
The relationship provided in the issue can be expressed as,
W ∝ X
X now has a new value when it is increased by 50%:
X + 50% × X
⇒ X + 50/100 × X = 3X/2
Assume that X and W now have values of X1 and W1, respectively.
Consequently, they are related in the following ways:
W ∝ X
⇒ 3/2W ∝ 3/2X
⇒ 3/2W ∝ X₁
W's value is increased by 3/2W - W, which equals 1/2W.
The percentage growth
⇒ (1/2W)/W × 100% = 50%
Hence, the percent increase is obtained as 50%.
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What is whole numbers class 8?
Whole Numbers are the numbers that include natural numbers and zero. Not a fraction or decimal. {0, 2, 3, 4, 5 6, 7, 8, 9, 10, 11 …}.
Whole Numbers
Whole numbers are a set of numbers including all natural numbers and 0. They are a part of real numbers that do not include fractions, decimals, or negative numbers. Counting numbers are also considered as whole numbers.
Addition , Subtraction , Division and multiplication are also possible with the whole numbers as they are also numbers . Addition and Multiplication are closed which means the sum and multiplication of two numbers is also a whole number whereas Subtraction and Division are unclosed.
We know that natural numbers refer to a set of counting numbers starting from 1, 2, 3, 4 and so on. In simple words, whole numbers are a set of numbers without fractions, decimals, or even negative integers.
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What is the domain of the function in the graph?
Answer:
Below
Step-by-step explanation:
Domain is the x values a graph can have
this one goes from 7 to 11 inclusive ( solid dots at each end)
7<= x <= 11
Which formula can be used to find the missing number in an array of 1 100?
The formula can be used to find the missing number in an array of 1 100 is N * (N + 1) / 2.
How to find missing number in an array 1 100?The size of the array is N – 1. So the sum of n elements, that is the sum of numbers from 1 to N can be calculated by using the formula N * (N + 1) / 2. Now find the summation of all elements in the array and subtract it from the summation of first N natural numbers, the value obtained will be the value of the missing element.
The formula can be used to find the missing number in an array of 1 100 is N * (N + 1) / 2.
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Why is algebra 1 so hard?
It's the first math course they take where they have to deal with variables, complex ideas, and creative problem solving, algebra can be intimidating for many students.
what is algebra ?We employ integers with definite or fixed values in algebra, such as 2, 9, 0.068, etc. Numerous sub-branches of algebra exist, including introductory algebra, advanced algebra, abstract algebra, linear algebra, and commutative algebra.
here
Because it's the first math course they take where they have to deal with variables, complex ideas, and creative problem solving, algebra can be intimidating for many students .
Additionally, there is sometimes insufficient effort made in the classroom to relate algebra to students' daily lives and explain why it is important for them to grasp.
They have to deal with variables, complex ideas, and creative problem solving, algebra can be intimidating for many students .
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help quickly please!
Which of the following expressions is equal to [tex]-3x^2-27[/tex]?
Answer: C
Step-by-step explanation:
(-3x + 9i) (x + 3i)
-3x^2 - 9ix + 9ix - 27
-3x^2 - 27
So, the answer is C
What is the preimage in dilation?
A dilation is a type of transformation that enlarges or reduces a figure.It is also called pre image.To create new figure is called image.For this purpose we can use scale factor ,r how much bigger or smaller the dilation image will be compared to pre-image.
What is dilation?It is a transformation which is used to resize the image.It is used to make objects smaller or greater.But there is no difference in the size of the shape.The pre -image and image is not congruent.
How do you find the image figure is a dilation of the preimage?For this purposes we use scale factor.
When you dilates a image the scale factor find that how much image will be smaller or larger.
.If the scale factor is between o0 and 1 .Then image is smaller than preimage.Dilation with a scale factor between 0 and 1 i called transformation.
.if the scale factor is greater than 1.Then image will be larger than the preimage.
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How will you describe the relationship between the volume of a sphere and the volume of a cylinder?
The relationship between the volume of a sphere and the volume of a cylinder is said to be that the volume of any sphere is 2/3rd of the volume of any with equal radius and height which is equal to the diameter.
Assuming a cylinder with radius r, height h.
We are aware that the cylinder-volume formula is,
V₁ = π * r² * h
Consider a sphere with radius r₁.
We know that the formula for the volume of sphere is,
V₂ = 4/3 * π * r₁³
If the sphere and a cylinder have same radii and height of cylinder equal to the diameter then, r₁ = r and h = 2r
V₂ = 4/3 * π * r³
And V₁ = π * r² * (2r)
V₁ = 2 * π * r³
V₁ = 2 * 3/4 * V₂
V₁ = 3/2 * V₂
Volume of cylinder = (3 / 2) * Volume of sphere
Therefore, the Volume of a sphere = 2/3 * Volume of a cylinder
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Who are qualified for SSS disability benefits?
You must have held Social Security-covered employment and have a medical condition that satisfies Social Security's rigid definition of disability in order to be eligible for SSS disability benefits.
People who are unable to work for a year or more due to a handicap typically receive monthly payments. Benefits often persist until you can resume regular employment. Additionally, there are a number of unique regulations, referred to as work incentives, that offer ongoing benefits and health insurance to support your move back to employment.
When you reach full retirement age while receiving SSDI payments, your disability benefits will automatically transition to retirement benefits, but the amount will not change.
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Help me rationalize the denominator
Answer:
[tex]\frac{2}{15} (3+\sqrt[3]{3})[/tex]
or
[tex]\frac{6+2\sqrt[3]{3} }{15}[/tex]
You can rationalize the denominator to simplify the answer so many different ways.
Step-by-step explanation:
Simplify the radicals.
What are the 4 parts of a line graph?
The four parts of a line graph is Tittle, Legend, Data, Y-axis, X-axis and Line.
A line graph—also called a line plot or a line chart—is a graph that makes use of lines to connect individual data points. A line graph presentations quantitative values over a distinctive time of language. In finance, line graphs are normally used to depict the ancient rate action of an asset or security. Line graphs may be compared with different visualizations of facts which includes bar charts, pie charts, and (in buying and selling) candlestick charts, amongst others.
Line graphs might also vary relying non-obligatory capabilities or formatting. the very best-excellent, easiest to understand line graphs have the subsequent characteristics:
Tittle:Line graphs may additionally have a name above the graph to succinctly provide an explanation for what the graph is depicting except we provide a user with written context, the user will regularly depend on the title to better understand what information is being pulled in. The title can also mainly name out a time frame or limits to the information.
LegendThe legend explains what every based variable is and the way to distinguish extraordinary units of data. In the instance above, every dependent variable is marked with its own coloration. The field that explains what each coloration method is the legend.
DataEach object of facts on a line graph is a reference to a distinctive supply that ties the structured variable to an unbiased variable. that is the records on our graph; it is the item that creates the dots that get linked to form the lines to our chart. There may be a couple of units of statistics blended into a single graph. To make sure statistics is blanketed and correct, companies might also have precise information integrity analyst or similar positions to screen database hobby.
X-AxisThe x-axis is the set of records that runs along the horizontal, flat component at the bottom of the road graph. In most line graphs, the x-axis could be related to time, whether it's far the distinctive months in a year or the wide variety of weeks which have exceeded considering that a product launch.
Y-AxisThe y-axis is the set of data that runs alongside the vertical, left-aspect of the graph. some iterations of line graphs have this set of data on the proper. In any case, these numbers count number the items being measured. The graph might also begin at 0, even though there are instances wherein it makes more experience to begin at a higher variety.
LineFinally, the line. the road connects all statistics points within a single structured variable. This line's motion shows the growth and reduce of information throughout time. it may also easily be as compared towards different strains so long as all facts units are being measured over similar periods of time. Although overly simplified, this line can speak to management what actions need to be taken to enhance operations or strategic planning.
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