Kendrick is excited to have fresh basil at home. He buys a 4-inch-tall basil plant and puts it on his kitchen windowsill. A month later, the plant is a whole foot taller! One night, Kendrick wants to add some basil to his pasta, so he cuts off 6 inches. How many inches tall is his basil plant now?

Step-by-step explanation:

Welll.... there are EIGHT of them that total 1080

1080 / 8 = 135 degrees each

The number of 29 year olds who are not expected to be alive in a year would be A. 422 people.

We see that in Apextown, the percentage of people who are expected to be alive in a year, based on their ages, is given.

For those who are 29 years of age, we see that the percentage of people who are expected to be alive in a year would be 99. 868 %. This means that the number of 29 year olds who would not be alive would be:

= Number of 29 years x ( 1 - percentage to be alive)

= 320, 000 x ( 1 - 99. 868 % )

= 320, 000 x 0. 00132

= 422. 4

= 422 people

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The length of side BD which is the altitude of the triangle is 2√(70)

The length of BD is solved using similar triangles. This is defined by triangles formed from triangle ABC and they include

Let the altitude be h, hence we have the formula of the proportions as

AD / h = h / DC

plugging the values gives

20 / h = h / 14

h^2 = 20 * 14

h = √(20 * 14 )

h = √(280)

h = 2√(70)

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Answer:

a

Step-by-step explanation:

Answer:

The answer is B) -35.16 grams per half-life cycle

The values for p and q in the equation (x² - 6x + 9 = 49) transformed into (x - p)² = q are p = 3 and q = 40, so the answer is option A: -3 and 40.

An equation is a mathematical statement that shows that two expressions are equal. It consists of variables, constants, and mathematical operators such as addition, subtraction, multiplication, and division. Equations are used to solve problems and find unknown values of variables.

In the given question,

To transform the equation x² - 6x + 9 = 49 into the equation (x - p)² = q, we can first subtract 49 from both sides to get:

x² - 6x - 40 = 0

Next, we complete the square by adding (6/2)² = 9 to both sides:

x² - 6x + 9 - 40 + 9 = 0 + 9

(x - 3)² - 22 = 0

Now we can see that p = 3 and q = 22.

Therefore, the answer is D) 3 and 49.

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It will take Emma about 4.04 years for her balance to reach $450, assuming she doesn't make any payments and the interest rate remains constant.

The formula that models this situation is P(1 + r/n)ⁿˣ, where P is the principal (the initial amount borrowed or invested), r is the annual interest rate, n is the number of times the interest is compounded per year, and t is the time (in years) that the money is invested or borrowed.

In this case, the principal is $300, the annual interest rate is 15%, the interest is compounded monthly (so n = 12), and we want to find the time it takes for the balance to reach $450.

P = 300(1 + 0.15/12)¹²ˣ

To find out how long it will take for Emma's balance to reach $450, we need to solve for t in the equation above. We can do this by using logarithms to isolate the variable t:

=>  log(1.5) = 12t x log(1 + 0.15/12),

we can use the properties of logarithms. Specifically, we can use the property that log(a x b) = log(a) + log(b) to separate the logarithm on the right side of the equation:

log(1.5) = 12t x log(1 + 0.15/12)

log(1.5) = log[(1 + 0.15/12)¹²ˣ]   (using log(a x b) = log(a) + log(b))

Now we have two logarithms that are equal to each other. Therefore, we can take the exponential of both sides to eliminate the logarithms:

1.5 = (1 + 0.15/12)¹²ˣ

Simplifying this expression further, we get:

1.5 = (1.0125)¹²ˣ]

log(1.5) = log[(1.0125)¹²ˣ]]

log(1.5) = 12t x log(1.0125)

Finally, we can solve for t by dividing both sides by 12 x log(1.0125):

log(1.5) / [12 x log(1.0125)] = t

t ≈ 4.04

Therefore, the simplified expression is t ≈ 4.04.

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The percentage of total classmates that have 2 siblings is calculated as follows:

Percentage = number of students with 2 siblings / total number of students x 100%.

Before obtaining the percentage, we must obtain the proportion, which is given by the division of the number of desired outcomes by the number of total outcomes, as follows:

number of students with 2 siblings / total number of students.

Then the percentage is obtained multiplying by 100%, as follows:

Percentage = number of students with 2 siblings / total number of students x 100%.

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Knowing that t.05 = 1.812 when df = 10 helps us to determine the critical value of t for hypothesis testing in this scenario.

If we know that t.05 = 1.812 when df = 10, then it is correct to say that the critical value of t at the 5% significance level for a two-tailed test with 10 degrees of freedom is 1.812.

The t-distribution is a family of probability distributions that depend on the sample size and the degrees of freedom (df). The degrees of freedom represent the number of independent observations available to estimate the population parameters. In this case, when df = 10, the t-distribution has thicker tails compared to the standard normal distribution.

The value t.05 represents the critical value of t at the 5% significance level (or alpha level) in a two-tailed test. This means that if the calculated t-value falls outside the range of -t.05 to +t.05, then the null hypothesis can be rejected.

Therefore, knowing that t.05 = 1.812 when df = 10 helps us to determine the critical value of t for hypothesis testing in this scenario.

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This means that for a t-distribution with 10 df, 95% of the data lies within ±1.812 standard deviations from the mean.

If we know that t.05= 1.812 when df = 10,

then it is correct to say that the probability of obtaining a t-value greater than

1.812 or less than -1.812 is 0.05,

assuming a two-tailed test and a significance level of 0.05.

This means that if we calculate the t-value for a sample with 10 degrees of freedom and the calculated t-value falls

outside the range of -1.812 to 1.812,

we can reject the null hypothesis at the 0.05 significance level.

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Using trigonometric functions, we can find the value of the missing sides as follows:

AC = 15.48units.

AB = 9units.

The right triangle's angle serves as the domain input value for the six fundamental trigonometric operations, which return a range of numbers as their output. The angle, expressed in degrees or radians, is the domain of the trigonometric function of f(x) = sin, also referred to as the "trig function," and its range is [-1, 1]. In terms of their domain and scope, the other functions are comparable. Algebra, geometry, and calculus all make extensive use of trigonometric functions.

Here in the question,

As per the trigonometric function:

Sin30° = opposite side/hypotenuse

⇒ 1/2 = AB/18

Cross multiplying:

⇒ AB = 18/2

⇒ AB = 9units.

Now,

Cos30° = adjacent side/hypotenuse

⇒ 0.86 = AC/18

Cross multiplying:

⇒ AC = 15.48units.

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Answer:

10

Step-by-step explanation:

Answer: Simple. The answer is 10.

We will use the "Either of the rules" to calculate the probability that either the top card is the ace of spades or the bottom card is the ace of spades.

The either of the rules states that the probability of either of two mutually exclusive events occurring is the sum of their individual probabilities. In this case, the events are the top card being the ace of spades and the bottom card being the ace of spades. Since the two events are mutually exclusive (the ace of spades cannot be both at the top and at the bottom of the deck), we can add their probabilities to get the total probability.

The probability of the top card being the ace of spades is 1/52 (since there is only one ace of spades in the deck of 52 cards), and the probability of the bottom card being the ace of spades is also 1/52 (assuming that the deck has been sufficiently shuffled). Therefore, the probability of either the top card or the bottom card being the ace of spades is:

P(top or bottom is ace of spades) = P(top is ace of spades) + P(bottom is ace of spades)

= 1/52 + 1/52

= 2/52

= 1/26

So the chance that either the top card is the ace of spades or the bottom card is the ace of spades is 1/26 or approximately 0.038 or 3.8%.

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The probability is 2/52 or 1/26.

To find the chance that the top card is the ace of spades or the bottom card is the ace of spades, you will use the

Addition rule.

Calculate the probability of the top card being the ace of spades:

There are 52 cards in a deck, and 1 ace of spades, so the probability is 1/52.

Calculate the probability of the bottom card being the ace of spades:

This is also 1/52 since there's still 1 ace of spades among the 52 cards.

Apply the Addition rule:

Add the probabilities together, then subtract the probability of both events happening at the same time (which is 0, as

the ace of spades can't be in both positions).

So, the probability is (1/52) + (1/52) - 0 = 2/52 or 1/26.

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This image show how to divide a given line segment into a number of equal parts by using a compass and  ruler.

Geometry is a branch of mathematics that deals with the study of the size, shape, and properties of objects in space. It is concerned with the study of points, lines, planes, angles, and curves, and how they relate to each other.

Geometry is divided into two main branches: plane geometry and solid geometry. Plane geometry deals with two-dimensional shapes, such as triangles, circles, and polygons, while solid geometry deals with three-dimensional shapes, such as spheres, cones, and cubes.

In geometry, the properties of objects are described using a variety of concepts and tools. These include:

Points: A point is a location in space that has no size or shape.

Lines: A line is a straight path that extends indefinitely in both directions.

Angles: An angle is the measure of the amount of turn between two lines or line segments.

Polygons: A polygon is a closed shape made up of straight lines.

Circles: A circle is a round shape with a constant radius.

Symmetry: Symmetry is a property of shapes that have a balanced arrangement of parts.

Congruence: Congruence is a property of shapes that have the same size and shape.

This image show how to divide a given line segment into a number of equal parts by using a compass and  ruler. First, draw the line AB. Secondly, draw a line above and divide into 5 equal distances to make a line AC. Third, using a compass by getting the distance of point C and B to be equal in the distance of point A and D, also getting the distance of point C to A to be equal to point B and D, then to make the Line DB. Finally divide into 5 equal parts by compass.

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The complete question is:

The volume of the cone in terms of π is 288π cubic meters, which corresponds to option (c) in the given answer choices.

The formula for the volume of a cone is:

V = (1/3)πr^2h

where V is the volume, r is the radius, and h is the height of the cone.

Plugging in the given values, we get:

V = (1/3)π(6 m)^2(24 m)

V = 288π m^3

Therefore, correct option is C.

This is because π is an irrational number that cannot be expressed as a finite decimal or fraction, so any approximation would be less precise than the exact value in terms of π.

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According to the information, the surface area of the prism is approximately 777.868 square inches, and its volume is approximately 3156.846 cubic inches.

Since the hexagonal bases are regular, we know that all the six triangles are congruent to each other.

Let's call the side length of the hexagon s. Then, the apothem of each triangular face is given as 9 inches, and the base of each triangular face is given as 10 inches. Using the Pythagorean theorem, we can calculate the side length of the hexagon as follows:

s^2 = (10/2)^2 + 9^2

s^2 = 25 + 81

s^2 = 106

s ≈ 10.2956 inches

The surface area of the prism can be calculated by adding up the areas of its faces. The hexagonal base has an area of:

A_base = (3√3/2) * s^2 ≈ 450.978 square inches

The area of each triangular face is:

A_tri = (1/2) * base * height = (1/2) * 10 * 9 = 45 square inches

So the total surface area of the prism is:

A_total = 2A_base + 6A_tri

A_total = 2(450.978) + 6(45)

A_total ≈ 777.868 square inches

The volume of the prism can be calculated by multiplying the area of the base by the height of the prism:

V = A_base * height

V = 450.978 * 7

V ≈ 3156.846 cubic inches

Therefore, the surface area of the prism is approximately 777.868 square inches, and its volume is approximately 3156.846 cubic inches.

Note: This question is incomplete. Here is the complete information:

Calculate the surface area and volume of this prism.

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The value of c for the intersecting secants is derived to be equal to 2 cm

The intersecting secant theorem, also known as the secant-secant theorem, states that when two secant lines intersect outside a circle, the product of the length of one secant segment and its external segment is equal to the product of the length of the other secant segment and its external segment.

c × 18 cm = 3 cm × 12 cm

c18 cm = 36 cm²

c = 36 cm²/18 cm

c = 2 cm

Therefore, the value of c for the intersecting secants is derived to be equal to 2 cm.

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Answer:

c=2cm

Step-by-step explanation:

ab=cd

3•12=18•c

36=18(c)

36/18=2

18(c)=c

c=2

The cost to paint the room with two coats of paint is $48, using paint that costs $8 per gallon and covers 300 square feet per gallon.

To determine how much it costs to paint the room if the paint costs $8 a gallon and each gallon covers 300 square feet of wall, we first need to determine how many gallons of paint we need. From problem #18, we know that the room has a total wall area of 800 square feet, and we need to apply two coats of paint.

The total wall area that needs to be covered by paint is:

800 square feet x 2 coats = 1600 square feet

To determine how many gallons of paint we need, we divide the total square footage by the coverage of one gallon of paint:

1600 square feet ÷ 300 square feet/gallon = 5.33 gallons (rounded up to the nearest gallon)

Therefore, we need 6 gallons of paint to complete the job (since we can't purchase a fractional amount of a gallon).

The cost of the paint can now be calculated by multiplying the number of gallons of paint by the cost per gallon

6 gallons x $8/gallon = $48

So it would cost $48 to paint the room.

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The length of the bridge is 980 feet.

Let's denote the length of the bridge as x. According to the problem, one bank of the river holds 3/7 of the bridge, which means that the other bank holds 4/7 of the bridge.

Therefore, we can write the following equation:

3/7 x + 1400 + 4/7 x = x

Simplifying this equation, we get:

6/7 x + 1400 = x

Subtracting 6/7 x from both sides, we get:

1/7 x + 1400 = 0

Subtracting 1400 from both sides, we get:

1/7 x = -1400

Multiplying both sides by 7, we get:

x = -9800

Since the length of the bridge cannot be negative, we need to discard this solution. Therefore, the only valid solution is:

x = 980

So the length of the bridge is 980 feet.

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The equation "y equals negative one fourth times x plus 5" represents a linear function.

A linear function is a function whose graph is a straight line. The equation of a linear function can be written in the form y = mx + b, where m is the slope of the line and b is the y-intercept.

Out of the given equations, only "y equals negative one fourth times x plus 5" can be written in the form y = mx + b, where m = -1/4 and b = 5.

Therefore, the equation "y equals negative one fourth times x plus 5" represents a linear function.

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Cash paid for insurance during 2014 was $15,100.The following formula can be used to determine the cash spent on insurance in 2014:

Insurance expense in 2014 minus an increase in prepaid insurance = Cash paid for insurance.

The difference between the prepaid insurance balance at December 31, 2014, and December 31, 2013, can be used to compute the rise in prepaid insurance:

Prepaid insurance at December 31, 2014 minus Prepaid insurance at December 31, 2013 equals $1,500 minus $2,400, or -$900.

The fact that the prepaid insurance balance fell between 2013 and 2014 indicates that the business used more insurance coverage than it had purchased for the year. As a result, the 2014 insurance premiums paid in cash are:

Insurance expense for 2014 minus the increase in prepaid insurance is $14,200 - (-$900) = $15,100 in cash paid for insurance.

The correct response is (C) $15,100.

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Answer:

  294.7 mL

Step-by-step explanation:

You want to know the volume (x) in mL of 0.5% solution to be added to 100 mL of 2% solution to make a mix that has a concentration of 0.88%.

The given equations seem to be missing something. We want ...

  100(0.02) +x(0.005) = (100 +x)(0.0088)

We like to play with larger numbers, so we'll multiply this equation by 100 as we simplify it.

  200 +0.5x = 88 +0.88x

  112 = 0.38x . . . . . . . . . . . . . subtract 88+0.5x

  294.7 = x . . . . . . . . . . . . divide by 0.38

You must add approximately 294.7 mL of 2% solution.

Answer:

a

Step-by-step explanation:

x² - 6x + 9 = 25 ( subtract 25 from both sides )

x² - 6x - 16 = 0 ← in standard form

(x + 2)(x - 8) = 0 ← in factored form

equate each factor to zero and solve for x

x + 2 = 0 ⇒ x = - 2

x - 8 = 0 ⇒ x = 8

48πft² is the amount of plastic was used to make the packages.

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 solid object with a circular cross-section. Cylinders are commonly used in engineering, architecture, and mathematics.

A sphere is a three-dimensional geometric object that is perfectly round in shape, like a ball. It is defined as the set of all points in space that are equidistant from a given point, called the center. Spheres are commonly used in mathematics, physics, and engineering to model objects such as planets, bubbles, and particles.

Surface area= 2×base area+lateral area

= 2πr²+πd×h

=2π×3²+π×(3×2)×5

=2π×9+30π

=(18π+30π)

=48πft²

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if the player in question scored 13.7 points per game with 4.1 free throw attempts per game, his performance is slightly below what the model predicts.

How to solve the question?

To compare the player's performance to what the model predicts, we need to know the factors that the model considers when making predictions. Depending on the complexity of the model, it may take into account a variety of factors, such as the player's position, age, height, weight, shooting percentage, and team performance.

Assuming that we have a relatively simple model that takes into account the player's shooting percentage and free throw attempts, we can make a rough estimate of how the player's performance compares to what the model predicts.

Let's say that the model predicts that a player with a shooting percentage of 50% and 4 free throw attempts per game would score an average of 15 points per game. If the player in question has a shooting percentage of 45%, we can adjust the prediction accordingly. Using a simple linear regression, we can estimate that the player's expected points per game would be:

Expected points per game = 15 - (50 - 45) * 0.2 = 14

So if the player in question scored 13.7 points per game with 4.1 free throw attempts per game, his performance is slightly below what the model predicts. However, it's important to note that this is just a rough estimate based on a simple model, and there may be many other factors that could affect the player's performance, such as injuries, fatigue, or changes in the team's strategy. Therefore, we should not rely solely on statistical models to evaluate a player's performance, but also consider other factors such as the player's overall contribution to the team and their ability to make key plays in crucial moments.

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Answer:4

Step-by-step explanation:

Answer:h

Step-by-step explanation:

Answer: 100 times

Step-by-step explanation:

The cube is numbered 1 to 6. That is, 1, 2, 3, 4, 5, 6. That means there are 6 possible outcomes for each toss. But there are 2 outcomes we want, 5 and 6 (greater than 4).

So, for each toss, there is a probability of 2/6 = 1/3 that this will occur.

With 300 tosses, we can say that this will probably happen 300 times. This means that it will happen

1/3 * 300 times = 100 times.

Therefore, we can predict we will get a 5 or 6 about 100 times.

Answer:

The area of the shaded region is 21 square units.

7 × 3 = 21 square units

The domain of the relation include the following: B. {−5, −2, −1, 0, 5}.

In Mathematics and Geometry, a domain is the set of all real numbers for which a particular function is defined.

Additionally, the vertical extent of any graph of a function represents all range values and they are always read and written from smaller to larger numerical values, and from the bottom of the graph to the top.

By critically observing the graph shown above, we can reasonably and logically deduce the following domain and range:

Domain = {−5, −2, −1, 0, 5}

Range = {1, 0, 3, -2, 2, 1}.

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