Compare the two figures. How many times bigger or smaller is the cone to
the pyramid? Round your answer to the nearest tenth. Explain how you
found your answer and show your work. Write your answer in the space
provided and explain your answer in relation to the problem.

The probability of picking a 7 and then picking a number greater than 7 is 1/6.

Probability is the likelihood of the occurrence of an event.

Sample space = {6 or 7 or 8 or 9}

So, favorable outcomes =1( we need 7)

Total outcomes =  {6, 7, 8, 9} i.e. 4

So, the probability of picking a 7 in the first pick = 1/4

After the first pick, Sample space =  {6 or 8 or 9}

So, favorable outcomes =2( we need 8>7 or 9>7)

Total outcomes =  {6, 8, 9} i.e. 3

So, the probability of picking an 8 or 9 in the second pick = 2/3

Total probability = 1/4 * 2/3

Total probability = 1/6

Hence, the probability of picking a 7 and then picking a number greater than 7 is 1/6.

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Answer:

Lin should expect to sell 10 cups more

Step-by-step explanation:

The line c = 2t − 89 relates the cups Lin expect to sale (c) with the high temperature of the day (t)

If high temperature on Saturday is t1, then high temperature on Sunday is (t1+5)

Cups sold on Saturday are: 2t1 − 89

Cups sold on Sunday are:  2(t1+5) − 89 = 2t1 + 10 - 89

Cups sold on Sunday - Cups sold on Saturday:

2t1 + 10 - 89 - (2t1 − 89) = 2t1 + 10 - 89 - 2t1 + 89 = 10

Answer:

I think its C

Step-by-step explanation:

Answer:

A) x=8

Step-by-step explanation:

it can not be B because -8^2 = -64. it can't be either C or D because 64^2 = 4096 and doesn't equal 64.

Answer:

A

Step-by-step explanation:

A removable discontinuity is a type of discontinuity in a function where the function can be redefined at that point to make it continuous. It usually occurs when there is a hole or gap in the graph of the function.

A removable discontinuity, also known as a removable singularity, is a type of discontinuity in a function where the function can be redefined at that point to make it continuous.

The discontinuity is 'removable' because it can be 'filled in' or 'repaired' to make the function continuous.

This usually happens when there is a hole or gap in the graph of the function.

For example, consider the function f(x) = (x - 2)(x + 1) / (x - 2).

This function has a removable discontinuity at x = 2. If we simplify the function by canceling out the (x - 2) terms, we get f(x) = x + 1.

The simplified function is continuous at x = 2, even though the original function had a hole in the graph at that point.

It is important to note that not all discontinuities are removable.

There are other types of discontinuities, such as jump discontinuities and infinite discontinuities, which cannot be repaired to make the function continuous.

To convert 5 radians to degrees, multiply by 57.3 and round to the nearest 10th, which results in 286.5 degrees.

To convert the angle of 5 radians to degrees, you use the conversion factor that states 1 radian equals approximately 57.3 degrees. By multiplying 5 radians by this conversion factor, you can find the equivalent measure in degrees.

Calculation is as follows:

After rounding to the nearest 10th, the angle in degrees is 286.5°.

To convert radians to degrees, we use the conversion factor 1 radian = 57.3°. So, to convert 5 radians to degrees, we multiply 5 by 57.3, which gives us 286.5 degrees. Rounding to the nearest 10th, the answer is 286.5 degrees.

Answer:

i think C

Step-by-step explanation:

Answer:

It's D sin(a)

Step-by-step explanation:

Answer:

(1, -4)

Step-by-step explanation:

y = 3x-7

Let x = 1

y = 3(1) -7

y = 3-7

y = -4

Answer:

  10. Expanded vertically by 3, shifted left 2 and up 4.

  11. Shifted right 6 and up 7.

Step-by-step explanation:

This sort of question involves matching patterns. You need to know what the various transformations look like, and what that means for a specific parent function.

Here are the transformations used in this problem:

For these problems, the parent function is f(x) = 1/x.

__

10. The multiplier of 3 in the numerator (3/x) means the function has been scaled vertically (expanded) by a factor of 3.

The replacement of x with x+2 means the function has been shifted to the right by -2 units. That is the same as shifted left 2 units.

The addition of 4 to the function value means the function has been shifted up by 4 units.

__

11. We note the numerator is still 1, so there is no vertical expansion. The replacement of x with x-6 means a right shift by 6 units. The addition of 7 to the function value means a shift up by 7 units.

The radius of the circle is 10.5.

Pythagorean theorem states that for a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.

We can apply this theorem only in a right triangle.

Example:

The hypotenuse side of a triangle with the two sides as 4 cm and 3 cm.

Hypotenuse side = √(4² + 3²) = √(16 + 9) = √25 = 5 cm

We have,

AC = 20 and BC = 17

From the figure,

We apply the Pythagorean theorem.

So,

AC² = BC² + AB²

Substituting,

20² = 17² + AB²

AB² = 400 - 289

AB² = 111

Now,

Radius = AB

So,

AB = √111

AB = 10.535

Rounding to the nearest tenth.

AB = 10.5

Thus,

The radius of the circle is 10.5.

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Answer:

9/25 units^2

Step-by-step explanation:

AREA(Square) = side * side = 3/5 *3/5 = 9/25 square units

Answer: 9/25 units ^2 :)

22

pretty sure we are doing the same test

Answer:

2:00 p.m.

Step-by-step explanation:

driving to the museum is 12:30

then they sped 1 hour and 30 minutes

Answer:

2,640

Step-by-step explanation:

To find the number of male students at the college, calculate the total number of students, then subtract the number of female students. The correct answer is option B: 2,640.

To find out how many male students are at the small private college, first, we need to determine the total number of students.

Since 9/20 of the students are female and there are 2,160 female students, we can set up a proportion to solve for the total number of students:

Since 9/20 represents the female students, 11/20 represents the male students.

Divide the total number of female students (2,160) by 9/20 to find the total number of students, which equals 4,800.

Subtract the total number of female students from the total number of students to find the number of male students, which equals 2,640.

Therefore, the answer is option B: 2,640.

Hi abycflo! Please read the following :)

We know that the first coordinate location given should always be on the x-axis.

The x-axis is the line you can see that is going horizontal or sideways.

So we know that we have to line up 2 on the x-axis and we immediately know its going to be either B or C.

The y-axis is the line going up or vertically. So on the 3 for the y-axis, we found out that our answer is

C, given from the following coordinates given we can affirmatively say its C.

P.S

Have an Amazing day abycflo! I Hope this Helps and Good Luck!

~Faker/Tosrel

Answer:

you will find the answer in the “step-by-step explanation”

Step-by-step explanation:

Measures of center:

* Median.

* Mean.

* Mode

Measures of variability:

* Mean absolute deviation ( MAD ).

* Interquartile range ( IQR ).

* Range.

            hope this helps

Answer:

the answer is C

Step-by-step explanation:

Answer:

Volume of block Jennifer bought:

V = side^3 = 12 x 12 x 12 = 1728 (in3)

Volume of sphere Jennifer wanted to make:

V = (4/3) x pi x radius^3 = (4/3) x pi x (4/2)^3 = 33.5 (in3)

a, The number of spheres she can make:

N = 1728/33.5 = 51.58 = ~51

b, The area of remaining clay after she made a sphere:

A = 1728 - 33.5 = 1694.5 (in3)

Hope this helps!

:)

Answer:

x=1.11651513…,−0.71651513…

Step-by-step explanation:

Answer:

-2

Step-by-step explanation:

A.P.E.X.

Answer:B, D, E

Step-by-step explanation:

Answer:

y = 0.50 + 8

Step-by-step explanation:

The slope is .50 and the y-intercept is 8

y-int is the initial cost before adding toppings.

slope represents the cost of each topping.

Answer:

28.28

Step-by-step explanation:

5.4-2.5+4.7(5.4)=

2.9 + 25.38=

28.28

Hope this helps!

Answer:

  (c)  9.5 hours

Step-by-step explanation:

The equation of the trend line predicts a score based on study hours. Here, we're asked for the inverse relation: finding a number of study hours based on a given score.

We can solve the equation for x in terms of y:

  y = 3.1x +40.5

  y -40.5 = 3.1x . . . . subtract 40.5

  (y -40.5)/3.1 = x . . . . divide by the coefficient of x

This tells us the number of hours spent studying for a particular score.

Using y=70, we find the number of study hours to be ...

  x = (70 -40.5)/3.1 = 29.5/3.1 ≈ 9.516 ≈ 9.5

The student spent about 9.5 hours studying.

Answer:

49 baseball cards.

Step-by-step explanation:

First you want to add 5 cards to the 55 for the 5 he traded for the one. You get 60. Then subtract the 11 cards that he was given for the 1. You end up with 49 baseball cards.

Answer: (C) the linear

Step-by-step explanation:

at x = 3 the y-value ... is growing

Answer:

Step-by-step explanation:

The rate of growth (the slope of the transformed curve) is first higher than for an exponential function, but later it goes down. ... Initially, the quadratic function grows much faster. The function x² grows from 0 to 1 in finite time, while the exponential function takes from minus infinity to 0.

Answer:

Each side is (7/2d +4) cm

Step-by-step explanation:

The perimeter of a square is given by

P = 4s  where s is the side length

14d +28 = 4s

Divide each side by 4

14d/4 +28/4 = 4s/4

7/2d +7 = s

Each side is (7/2d +4) cm

Answer:

<1 = 95

<2 =85

Step-by-step explanation:

<1 = 95

They are alternate exterior angles and alternate exterior angles are equal when the lines are parallel

<1 + <2 = 180  since they form a straight line

95+ <2 =190

Subtract 95 from each side

95-95+<2 =180-95

<2 =85

Answer:

2^2

Step-by-step explanation:

2^2-3=1

Hope this helps!

Answer:

it is 2^2

Step-by-step explanation:

i did the iready diagnostic

Answer:

The theoretical probability is greater than the experimental probability.

The best comparison between the theoretical and experimental probability of tossing heads: The theoretical probability is equal to the experimental probability.

The theoretical probability of tossing heads can be calculated as the ratio of the number of favorable outcomes (heads) to the total number of possible outcomes (heads or tails). In a fair coin, this probability is 0.5 or 50%.

The experimental probability is determined by the outcomes observed in the experiment. In this case, Bailey observed 7 heads out of 10 tosses, which gives an experimental probability of 7/10 =0.7 or 70%.

Comparing the theoretical probability (0.5 or 50%) with the experimental probability (0.7 or 70%), we find that they are not exactly the same but quite close.

Given that the experimental probability is based on a limited number of trials (10 tosses), it may not perfectly match the theoretical probability. However, with more trials, the experimental probability tends to approach the theoretical probability.

Hence, the best comparison between the theoretical and experimental probability of tossing heads is that they are approximately equal.