URGENT - Will also give brainliest to simple answer
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The first term represents area of the two triangular faces having base of pyramid, second term represents area of two triangular faces having length of the rectangle, third term represents area of rectangular base.

A rectangular pyramid is a solid figure with a rectangular base and four triangular faces that meet at a single point, known as the apex. To find the surface area of a rectangular pyramid, we need to calculate the area of each face and add them together.

The formula for the surface area of a rectangular pyramid is:

Surface area = 2(1/2 x base x height) + 2(1/2 x length x height) + (length x base)

The first term, 2(1/2 x base x height), represents the area of the two triangular faces that share the base of the pyramid. The second term, 2(1/2 x length x height), represents the area of the two triangular faces that share the length of the rectangle. The third term, (length x base), represents the area of the rectangular base.

By multiplying each term by its appropriate values and adding them together, we can find the total surface area of the rectangular pyramid.

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Complete question is:

Surface area = 2(1/2 x base x height) + 2(1/2 x length x height) + (length x base). Explain what each term represents?

The area of the sector in terms of pi is: 75π cm²

The Length of arc = 15π cm

Area of a sector = ∅/360 * πr²

Length of arc = ∅/360 * 2πr, where r is the radius and ∅ is the reference angle.

Given the following:

Reference angle (∅) = 270°

Radius of circle (r) = 10 cm

Area of the sector = 270/360 * π * 10²

Area of the sector = 75π cm²

Length of arc = 15π cm

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Answer:62.5

Step-by-step explanation:

Answer:

below

Step-by-step explanation:

1.

[tex] \sqrt{80 } = 4 \sqrt5[/tex]

[tex]5 \sqrt{45} = 15 \sqrt{5} [/tex]

[tex]4 \sqrt{5} + 15 \sqrt{5} = 19 \sqrt{5} [/tex]

2.

[tex]2 \sqrt{72} = 12 \sqrt{2} [/tex]

[tex]3 \sqrt{50} = 15 \sqrt{2} [/tex]

[tex]12 \sqrt{2} - 15 \sqrt{2} = - 3 \sqrt{2} [/tex]

Answer:

The baseball team won 60% of the games they played.

Step-by-step explanation:

To find the percentage of games the baseball team won, we can use the following formula:

percentage = (wins / total games) x 100

where wins is the number of games won and total games is the total number of games played.

Substituting the given values, we get:

percentage = (9 / 15) x 100

percentage = 0.6 x 100

percentage = 60%

Therefore, the baseball team won 60% of the games they played.

Answer:

60%

Step-by-step explanation:

9 out of 15, written in *fraction form* is 9/15, when reduced down,  9/15 becomes 3/5. When you insert 3/5 into a calculator you get 0.6 . Since percentage is based off a x/100, you move the decimal point of 0.6 over 2 units to the right, you get 60, so it would in final would be 60/100 which equals 60%

* ( Ex.  1 out of 3 = 1/3 )

Happy Mathing <3

   -J

Answer:

27 inches

Step-by-step explanation:

1 ft = 12 inches, therefore 2 ft = 24 inches because (12)(2)=24. Then you need to add the other 3 inches to 24, and 24 + 3 = 27 in.

The first-grade teacher could take several steps to improve her students' understanding of expanded form. she could use manipulatives to help students visualize the concept of place value.

For example, she could use base-ten blocks or colored chips to represent the value of each digit in a number. This would help students see that the value of the 7 in 74 is actually 7 tens or 70.

Second, she could provide more examples and practice problems that gradually increase in difficulty. This would help students build their understanding of expanded form and allow them to apply the concept to a variety of numbers.

Third, she could use real-world examples that students can relate to, such as money or counting objects in a classroom. This would make the concept of expanded form more meaningful and engaging for students.

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So, we would expect about 5 albino Galapagos tortoises to be born out of 500,000 Galapagos tortoises hatched, assuming that the theoretical probability holds true in practice.

Probability is a branch of mathematics that deals with the measurement and analysis of random events. It is the study of how likely an event is to occur, expressed as a number between 0 and 1, where 0 indicates an impossible event and 1 indicates a certain event. Probability is used in many areas of mathematics, science, and engineering, such as statistics, physics, finance, and computer science. It is a fundamental concept for understanding and predicting the behavior of random events and systems.

Here,

To find the expected number of albino Galapagos tortoises, we can use the formula:

Expected value = Probability of event * Total number of trials

In this case, the probability of an albino Galapagos tortoise being born is 0.001 or 0.001/100 = 0.00001 (as a decimal). The total number of trials is 500,000, since that is the number of Galapagos tortoises that hatched.

Therefore, the expected number of albino Galapagos tortoises is:

Expected value = 0.00001 * 500,000

= 5

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The expected return on the market portfolio is 15.46.

To calculate the expected return on the market portfolio, we can use the Capital Asset Pricing Model (CAPM) formula, which is: Expected Return = Risk-free rate + Beta * (Market return - Risk-free rate)

In this case, the risk-free rate is given as 7% (treasury bills yield), and the beta of the stock is 1.3. We are also given the expected return on the stock as 18%.

Substituting these values into the CAPM formula, we get:

18% = 7% + 1.3 * (Market return - 7%)

Simplifying the equation, we get:

Market return - 7% = (18% - 7%) / 1.3

Market return - 7% = 8.46%

Market return = 7% + 8.46%

Market return = 15.46%

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Given the integer data set containing 11, 13, 15, 17, x, and y, we know that the mode, median, and mean form an increasing arithmetic sequence.

Since the mode is the unique number that appears most frequently, either x or y must be equal to one of the existing numbers (11, 13, 15, or 17). Let's assume x is the mode. For the sequence to be increasing, the mode must be the smallest, so x = 11.

The median of the data set is the average of the two middle numbers when they are arranged in ascending order. With x = 11, the sorted sequence will be 11, 11, 13, 15, 17, and y. The median will be the average of 11 and 13, which is 12.

For the mean, we have (11+11+13+15+17+y)/6. We know the mean is greater than the median, which is 12. If we increase the mean to 13, we can solve for y:

(11+11+13+15+17+y)/6 = 13
67 + y = 78
y = 11

However, this would make the mode 11 as well, so it doesn't meet the unique requirement. Let's increase the mean to 14 and solve for y:

(11+11+13+15+17+y)/6 = 14
67 + y = 84
y = 17

Now, the mode, median, and mean are unique and form an increasing arithmetic sequence (11, 12, 14). Therefore, the greatest possible value of y is 17.

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The solution to the exponential logarithmic equations 8²ˣ⁻¹ = 2⁴ˣ⁻⁴ is x = -1/2.

Given the exponential logarithmic equations in the question:

8²ˣ⁻¹ = 2⁴ˣ⁻⁴

To solve the logarithmic equations.

Create the equivalent expression in the equation that all have equal bases.

Since 8 is the same as 2³

8²ˣ⁻¹ = 2⁴ˣ⁻⁴

2³⁽²ˣ⁻¹⁾ = 2⁴ˣ⁻⁴

Since, the bases are the same, the expression is equal.

Hence:

3( 2x - 1 ) = 4x - 4

Solve for x

6x - 3 = 4x - 4

6x - 4x = -4 + 3

2x = -1

x = -1/2

Therefore, the value of x is -1/2.

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Answer:3

Step-by-step explanation:

1+2=3

Approximately 30% of the sampled baseballs are too lively based on a cutoff coefficient of restitution of 0.630. The 95% lower confidence bound on this proportion is  0.154.

To find the proportion of the baseballs in the sampled population that are too lively, we need to count the number of baseballs in the sample that have a coefficient of restitution greater than 0.630 and divide by the total sample size

Number of baseballs with coefficient of restitution > 0.630 = 12

Total sample size = 40

Proportion of baseballs in the sample that are too lively = 12/40 = 0.3 = 30%

To find a 95% lower confidence bound on this proportion, we can use the formula

lower bound = p - zsqrt(p(1-p)/n)

where p is the sample proportion, z is the z-score associated with the desired confidence level (95% confidence level has a z-score of 1.96), and n is the sample size.

Substituting the values, we get:

lower bound = 0.3 - 1.96sqrt(0.3(1-0.3)/40) ≈ 0.154

Therefore, we can be 95% confident interval that at least 15.4% of the baseballs in the population are too lively.

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The equation of the circle with a center at the origin and a diameter of 8 is x² + y² = 16

A circle is a two-dimensional shape that is defined as a set of points that are equidistant from a fixed point called the center.  The radius of a circle is the separation between its centre and any other point on the circle. Another way to think of a circle is as the collection of all points (locus) at a certain radius from the centre.

If the center of the circle is at the origin, then the equation of the circle can be written in the form of:

x² + y² = r²

where r denotes the circle's radius.

Since the diameter of the circle is 8, the radius is half of that, or 4. Consequently, the circle's equation is as follows:

x² + y² = 4²

x² + y² = 16

So the equation of the circle with a center at the origin and a diameter of 8 is x² + y² = 16.

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The most appropriate measure of variability which can be used for the data given is IQR and the measure is 4.

Given data set is,

5, 8, 10, 12, 12, 19

Mean and median are the measures of central tendency and not variability.

So they are not appropriate.

Remaining options are Range and IQR.

Range is the difference of the maximum value and the minimum value.

Here, range = 19 - 5 = 14

But range will be affected by the outliers and is not an appropriate measure of variability.

Remaining is IQR, which is the measure of the spread of middle 50% of the data.

IQR = Third quartile - First quartile.

Third quartile = 12 and the first quartile = 8

IQR = 12 - 8 = 4

Hence the appropriate measure is IQR.

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Answer: the exact value of tan(13π/12) is √3 + 2.

Step-by-step explanation: The trigonometric equation demonstrating the equality between the tangent of 13π/12 and the tangent of 3π/4 added to π/3 may be expressed in the formal and technical tone often employed in academic writing as follows: tan(13π/12) = tan(3π/4 + π/3).

Through utilization of the identity, tan(a+b) = (tan(a) + tan(b)) / (1 - tan(a)*tan(b)), the given expression may be rendered more concise.

The trigonometric expression tan(13π/12) can be represented as (tan(3π/4) + tan(π/3)) divided by (1 - tan(3π/4) multiplied by tan(π/3)).

It is established that:

it can be observed that the value of the trigonometric function of tan(3π/4) is -1.

The mathematical expression "tan(π/3) = √3" signifies that the trigonometric tangent function of the angle π/3 is equivalent to the square root of three.

Upon substitution of the aforementioned values, the resulting output is obtained.

The trigonometric function of tan(13π/12) can be expressed as a quotient between two real numbers. Specifically, it can be represented in the form (-1 + √3) / (1 + (-1) * √3).

By utilizing the conjugate of the denominator and performing the operation of multiplication on both the numerator and denominator, the resulting expression is obtained:

The trigonometric function of tangent evaluated at 13π/12 is expressed as the product of two fractions. The numerator of the first fraction is comprised of the difference of the values -1 and the positive square root of 3, while the denominator is the sum of the value 1 and the product of -1 and the square root of 3. The numerator of the second fraction is the sum of the values 1 and the positive square root of 3, while the denominator is the sum of the same values.

The trigonometric identity expressed as tan(13π/12) has been rendered in symbolic form, wherein the numerator is the summation of -1, √3, √3, and -3. The denominator is the product of (1 + √3) and (1 - √3).

The mathematical expression tan(13π/12) can be represented as (-2√3 - 4) / (-2).

The mathematical expression tan(13π/12) is equivalent to the value of √3 + 2.

The probability that the student picked at random from the graduating class will be a male would be = 0.51

The probability that the student picked at random from the graduating class will be receiving an education degree = 0.3.

To calculate the probability of the given variables, the formula given below is used.

Probability = Possible outcome/sample space.

For question 1.)

Possible outcome = 4057

sample space = 7909

probability = 4057/7909 = 0.51

For question 2.)

Possible outcome = 2700

sample space =7909

probability = 2700/7909= 0.3

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Answer: Marvin walks a total of 4 + 3 + 4 = 11 blocks.

To find how far he is from his starting point, we need to use the Pythagorean theorem, which states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides.

In this case, the 4 blocks north and 3 blocks east form the legs of a right triangle, and the distance Marvin is from his starting point is the hypotenuse.

So we can calculate it as follows:

distance = sqrt(4^2 + 3^2) = sqrt(16 + 9) = sqrt(25) = 5

Therefore, Marvin is 5 blocks from his starting point.

Step-by-step explanation:

In the long run, if a company becomes obsolete and cannot compete effectively in the market, it will eventually exit the market.

This will lead to a reduction in the overall level of industry output and a shift in the market supply curve. As a result, the long-run average total cost (LRATC) of the remaining firms in the market may increase or decrease depending on the specifics of the situation.

If the exiting company had high production costs, its exit may lead to a decrease in the industry's LRATC as the remaining firms may experience a reduction in input prices or an increase in market share. However, if the exiting firm was a low-cost producer, its exit may lead to an increase in the industry's LRATC due to the loss of economies of scale or increased competition.

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The only restriction on the domain of the expression is that x cannot be equal to -3. In interval notation, the domain is:

(-∞, -3) U (-3, ∞)

In mathematics, the domain of a function is the set of all possible input values (often x-values) for which the function is defined. It is the set of values that can be plugged into the function to produce a valid output (often y-values).

The expression [tex](x^2 + 3x - 5) / (x^2 + 6x + 9)[/tex] can be simplified as:

[tex](x^2 + 3x - 5) / (x + 3)^2[/tex]

The denominator is [tex](x + 3)^2[/tex], which is always positive. Therefore, the expression is defined for all real values of x except when the denominator is zero, which occurs when:

x + 3 = 0

Solving for x, we get:

x = -3

Therefore, the only restriction on the domain of the expression is that x cannot be equal to -3. In interval notation, the domain is:

(-∞, -3) U (-3, ∞)

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11/8 cup of the bowl is made up of granola..

What is fraction?

A fraction represents a part of a whole, and it is written in the form of one integer written above another, separated by a horizontal line. The integer on top is called the numerator, and the integer on the bottom is called the denominator.

The numerator represents the number of parts being considered, while the denominator represents the total number of equal parts that make up the whole. For example, the fraction 3/4 represents three parts out of a total of four equal parts.

Fractions can be used to represent values that are not whole numbers, such as halves, thirds, quarters, etc. They are commonly used in everyday life, such as when measuring ingredients in cooking, dividing up a pizza or a cake, or expressing a probability.

To find the amount of granola in the bowl, we need to subtract the total amount of yogurt and blueberries from the total volume of the bowl.

First, let's add up the yogurt and blueberries:

7/8 cup Greek yogurt + 1 1/4 cup blueberries

= 7/8 + 5/4 (we need to find a common denominator)

= 14/16 + 20/16

= 34/16

Next, let's convert the total volume of the bowl to a fraction with a common denominator of 16:

3 1/2 = 7/2 = 56/16

Now we can find the amount of granola:

Amount of granola = Total volume of bowl - Amount of yogurt - Amount of blueberries

= 56/16 - 34/16

= 22/16

Simplifying the fraction, we get:

Amount of granola = 11/8

Therefore, 11/8 cup of the bowl is made up of granola.

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Enhance your academic performance by formulating specific, attainable objectives.

This includes identifying a mark for every course, simplifying complex projects into feasible assignments, and devising a timetable that incorporates allocated intervals for homework, test review, and preparation.

Furthermore, seeking assistance from educators or tutors, remaining organized, and practicing sound time management techniques can all augment one's grades.

It must be emphasized, however, that measurable progress is the result of patience and diligence, but with unwavering dedication, anyone can surmount their scholastic aspirations.

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The first step is to determine the value for c. We know that the joint probability mass function must sum to 1 over all possible values of X and Y. So, we can write:

∑∑ [tex]f_{xy}[/tex](x,y) = 1

Substituting the given function [tex]f_{xy}[/tex](x,y) = c(x + y) for each combination of x and y, we have:

c(1+1) + c(1+2) + c(1+3) + c(2+1) + c(2+2) + c(2+3) + c(3+1) + c(3+2) + c(3+3) = 1

Simplifying this equation, we get:

12c = 1

Therefore, the value of c is 1/12

Now, we can use this value to calculate the covariance between X and Y. The covariance measures the degree to which two random variables vary together. It is defined as

cov(X,Y) = E[XY] - E[X]E[Y]

where E[XY] is the expected value of the product of X and Y, and E[X] and E[Y] are the expected values of X and Y, respectively.

To calculate E[XY], we use the joint probability mass function:

E[XY] = ∑∑ xy [tex]f_{xy}[/tex](x,y)

Substituting the given function [tex]f_{xy}[/tex](x,y) = c(x + y) for each combination of x and y, we have,

E[XY] = c(1+1) + 2c(1+2+2+3) + 3c(1+3+3+2)

Simplifying this equation, we get,

E[XY] = 28/12

To calculate E[X] and E[Y], we use the marginal probability mass functions:

fx(x) = ∑y [tex]f_{xy}[/tex](x,y)

fy(y) = ∑x [tex]f_{xy}[/tex](x,y)

Substituting the given function [tex]f_{xy}[/tex](x,y) = c(x + y) for each combination of x and y, we have:

fx₁ = 2c

fx₂ = 4c

fx₃ = 6c

fy₁ = 2c

fy₂ = 4c

fy₃= 6c

Using these marginal probability mass functions, we can calculate E[X] and E[Y]:

E[X] = ∑x x fx(x) = 2c + 8c + 18c = 28/12

E[Y] = ∑y y fy(y) = 2c + 8c + 18c = 28/12

Therefore, the covariance between X and Y is:

cov(X,Y) = E[XY] - E[X]E[Y] = 28/12 - (28/12)(28/12) = -4/144

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Answer:

Based on the given options, the correct answer is A.

Option A states that the price in the year 2012 is $18,000, which describes a point on a graph or chart that represents a data point for the year 2012 and a value of $18,000. This is a common way to describe a data point on a graph or chart.

Option B is not a logical description of a point and does not provide a clear indication of the relationship between the year and the price.

Option C describes a different price point for the year 2012 than option A.

Option D describes a point in the year 2010, not 2012 as specified in the question stem.

Option E describes a different price point for the year 2010 than option D and does not specify the price in 2012.

Answer:

In the year 2012, the price is 18000

Step-by-step explanation:

The x coordinate is 2012

The y coordinate is 18000

The price is 18000 and the year is 2012.

In the year 2012, the price is 18000.

Answer:

Step-by-step explanation:

the triangles are similar, therefore with the measures in proportion

6 : 8 = 2 : x

x = 2 x 8 : 6

x = 16 : 6

x = 2.66 round 2.7

Answer:

sin0= 9/15

cos0= 12/15

tan0 = 9/12

y=-3x + 10 is neither of these.

y − 5 = − 1/3(x + 2) is  perpendicular to p

y = 1/3x is neither of these.

-3x + y = 1 is parallel to p

What are parallel lines?

Parallel lines are coplanar infinite straight lines in geometry that never intersect. In the same three-dimensional space, parallel planes are any planes that never cross. Curves with a fixed minimum distance between them and no contact or intersection are said to be parallel.

The line p passes through the points (2,2) and (-1,1).

The slope of the line is m = (-1-2) /(1-2)= 3.

Now compare the y=-3x + 10 with y = mx +c:

m₁ = -3, c=10

The slope of the line y=-3x + 10 is -3.

The product m and m₁ is  3 ×(-3) = -9

y=-3x + 10 is neither of these.

Rewrite the equation y − 5 = − 1/3(x + 2)

y = (− 1/3)x - (2/3) + 5

Now compare they = (− 1/3)x - (2/3) + 5 with y = mx +c:

m₂ = − 1/3, c=10

The product m and m₂ is  3 ×( − 1/3) = -1

Thus y − 5 = − 1/3(x + 2) is perpendicular to p.

Now compare the y=1/3x  with y = mx +c:

m₃ = 1/3, c=0

The slope of the line  y=1/3x + 10 is 1/3.

m₃≠m and mm₃ ≠ -1 , thus  y=1/3x is neither of these.

Rewrite the equation -3x + y = 1

y= 3x +1

Now compare the y= 3x +1 with y = mx +c:

m₄ =3, c=1

Since m₄ = m. thus -3x + y = 1 is parallel to p.

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Situation (A) "$400 deposited in a savings account earning 3% yearly compound interest" would yield us the highest amount in the account.

Compound interest, also known as interest on principal and interest, is the practice of adding interest to the principal amount of a loan or deposit.  

The interest you earn on interest is known as compound interest.

Simple math may be used to demonstrate this: if you have $100 and it generates 5% interest annually, you will have $105 at the end of the first year.

You will wind up with $110.25 at the conclusion of the second year.

So, we know that anytime compound interest will make us more money than simple interest so options (C) and (D) would be wrong.

So, in option (B) we deposit $200 which is compounded for 2 years at 5%.

In option (A) we deposit $400 which is compounded at the rate of 3% and time is not given so we will assume that it will keep compounding for years and hence it will make us the most amount of money.

Therefore, situation (A) "$400 deposited in a savings account earning 3% yearly compound interest" would yield us the highest amount in the account.

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