Find the circumference of the circle. Use π ≈ 3.14.


8 cm

50.24 cm

200.96 cm

16 cm

Answer:

see explanation

Step-by-step explanation:

Given the recursive formula

[tex]a_{n}[/tex] = 3[tex]a_{n-1}[/tex] + 2 and a₄ = 20

Then working in reverse

3a₃ + 2 = 20 ( subtract 2 from both sides )

3a₃ = 18 ( divide both sides by 3 )

a₃ = 6

3a₂ + 2 = 6 ( subtract 2 from both sides )

3a₂ = 4 ( divide both sides by 3 )

a₂ = [tex]\frac{4}{3}[/tex]

3a₁ + 2 = [tex]\frac{4}{3}[/tex] ( subtract 2 from both sides )

3a₁ = - [tex]\frac{2}{3}[/tex] ( divide both sides by 3 )

a₁ = - [tex]\frac{2}{9}[/tex]

Hence

a₁ = - [tex]\frac{2}{9}[/tex]

a₂ = [tex]\frac{4}{3}[/tex]

a₃ = 6

a1 = (-2/9)

a2 = 4/3

a3 = 6

Hope this helps!

Answer:

Step-by-step explanation:

a c e

is the answer

Answer:

a c e the one above me is ri

Step-by-step explanation:

Answer:

A) 2.5

B) 50% of the values.

Step-by-step explanation:

A)

    The range of data starts at 2.0 and ends at 4.5 (i know it's a bit hard to tell lol), by subtracting 2.0 from 4.5 you get the interquartile range, 2.5.

B)

    25% of the values are mentioned in the box plot before the median, and 25% of the values are mentioned after the median in the box plot. This together gives you a sum of 50% of the values. Another way to do it is that outside of the interquartile range is 50% of the values.

Answer:

16

Step-by-step explanation:

Given

f(x)=5x^2+9x-2

Remainder theorem states that when f(x) is divided by x-a then the remainder can be calculated by calculating f(a).

Now Using the remainder theorem to divide 5x^2+9x-2 by x+3 to find the remainder:

f(x)=5x^2+9x-2

f(-3) = 5(-3)^2 +9(-3) -2

       =5(9) - 27 -2

       = 45-29

        = 16 !

Answer:

16

Step-by-step explanation:

apexs

Answer:

1. 4; 2. 32; 3. 9; 4. 8; 5. 12; 6. 16; 7. 6; 8. 8; 9. 8; 10. 8

Answer:

Option A. is the correct option.

Step-by-step explanation:

As per table given in this question values of the function has been given as

f(x) = -3 for x = -2

We can rewrite the function as f(-2) = -3

As we know inverse of the function means [tex]-2 = f^{-1}(-3)[/tex]

or inverse function g(-3) = -2

and the ordered pair for the inverse function will be (-3, -2)

Similarly other ordered pairs for the inverse function given will be

(3, -1), (9, 0), (15, 1), (21, 2)

Therefore, the ordered pairs will be (-3, -2), (3, -1), (9, 0), (15, 1), (21, 2)

Option A is the right option.

Answer:

-7, -2, 4, 5

Step-by-step explanation:

Integers with a dash in the front of them signify a negative. With negative numbers, the higher the value of the accompanying number, the lower value it has as a negative number, so, of course the negative integers would go from the "least" end of the spectrum. Because 7 has a higher positive value than 2, it has a lower negative value, putting -7 on the lower end, following it with the -2. As 5 has a higher positive value than 4, 5 is put on the highest end on the spectrum, with 4 right behind it. With all of these integers settled, we can organize the numbers in the order of -7, then -2, then 4, then 5.

Step-by-step explanation: To write these integers from least to greatest, first draw a number line and graph each of the integers

In the image provided, notice that I've only labeled every other unit on the number line. This  is a labeling technique that we can use to keep things from getting too crowded on the number line.

Now, let's graph our integers.

Integers to the left are always less than integers to to the right. So in this problem, we can see that -7 < -2 < 4 < 5.

Answer:

-25%

20 characters

so the difference is 84 - 63 = 21.

if we take 84 to be the 100%, what is 21 off of it in percentage?

[tex]\bf \begin{array}{ccll} amount&\%\\ \cline{1-2} 84&100\\ 21&x \end{array}\implies \cfrac{84}{21}=\cfrac{100}{x}\implies 4=\cfrac{100}{x}\implies 4x=100 \\\\\\ x=\cfrac{100}{4}\implies x=25[/tex]

Answer:

[tex]\large\boxed{A==\dfrac{3-\sqrt6}{12}\ cm^2}[/tex]

Step-by-step explanation:

The shaded region is the triangle with base b and height h.

[tex]b=BD-CD\to b=\dfrac{\sqrt2}{2}-\dfrac{\sqrt3}{3}=\dfrac{3\sqrt2}{(2)(3)}-\dfrac{2\sqrt3}{(2)(3)}=\dfrac{3\sqrt2-2\sqrt3}{6}\\\\h=AD\to h=\dfrac{\sqrt2}{2}[/tex]

The formula of an area of a triangle:

[tex]A=\dfrac{bh}{2}[/tex]

Substitute:

[tex]A=\dfrac{\frac{3\sqrt2-2\sqrt3}{6}\cdot\frac{\sqrt2}{2}}{2}=\left(\dfrac{3\sqrt2-2\sqrt3}{6}\right)\left(\dfrac{\sqrt2}{2}\right)\left(\dfrac{1}{2}\right)\\\\\text{use the distributive property}\ a(b+c)=ab+ac\\\\=\dfrac{(3\sqrt2-2\sqrt3)(\sqrt2)}{(6)(2)(2)}=\dfrac{(3\sqrt2)(\sqrt2)-(2\sqrt3)(\sqrt2)}{24}\\\\\text{use}\ \sqrt{a}\cdot\sqrt{a}=a\ \text{and}\ \sqrt{ab}=\sqrt{a}\cdot\sqrt{b}\\\\=\dfrac{(3)(2)-2\sqrt6}{24}=\dfrac{2(3-\sqrt6)}{24}=\dfrac{3-\sqrt6}{12}[/tex]

Answer:

see explanation

Step-by-step explanation:

The area of the shaded triangle = area of ΔABD - area of ΔADC

A of ΔABD = [tex]\frac{1}{2}[/tex] × AD × BD

A = [tex]\frac{1}{2}[/tex] × [tex]\frac{\sqrt{2} }{2}[/tex] × [tex]\frac{\sqrt{2} }{2}[/tex]

   = [tex]\frac{2}{8}[/tex] = [tex]\frac{1}{4}[/tex]

--------------------------------------------------------------------------

A of ΔACD = [tex]\frac{1}{2}[/tex] × AD × DC

A = [tex]\frac{1}{2}[/tex] × [tex]\frac{\sqrt{2} }{2}[/tex] × [tex]\frac{\sqrt{3} }{3}[/tex]

A = [tex]\frac{\sqrt{6} }{12}[/tex]

-------------------------------------------------------------------------

shaded area = [tex]\frac{1}{4}[/tex] - [tex]\frac{\sqrt{6} }{12}[/tex]

= [tex]\frac{3}{12}[/tex] - [tex]\frac{\sqrt{6} }{12}[/tex] = [tex]\frac{3-\sqrt{6} }{12}[/tex]

Answer:

So we already knew all three sides, there are more than one way to do it, for example:

sin∠F = HG/HF = 12/13

cos∠F = GF/HF = 5/13

tan∠F = HG/GF = 12/5

ctg∠F = GF/HG = 5/12

All of them will give you the result which is approximately 67°.

Answer: IM pretty sure its A

Step-by-step explanation: Thanks for being Brain member help.

Answer:

Add 225/4 to x^2 + 15x.

Step-by-step explanation:

Take the coefficient of the middle term, 15.

Now divide it by 2, 15/2.

Square that, 225/4.

Add 225/4 to x^2 + 15x.

To create a perfect square, add 225/4 in the quadratic function x²+ 15x.

Any equation of the form [tex]\rm ax^2+bx+c=0[/tex] Where x is variable and a, b, and c are any real numbers where a ≠ 0 is called a quadratic equation.

As we know, the formula for the roots of the quadratic equation is given by:

[tex]\rm x = \dfrac{-b \pm\sqrt{b^2-4ac}}{2a}[/tex]

We have a quadratic function:

= x²+ 15x

To create a perfect square, add and subtract by 225/4

= x²+ 15x + 225/4 - 225/4

= x²+ 15x + 15²/2² - 225/4

= (x + 15/2)² - 225/4

Thus, to create a perfect square, add 225/4 in the quadratic function x²+ 15x.

Learn more about quadratic equations here:

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Use the Pythagorean theorem:

30^2 + 40^2 = X^2

900+ 1600 = x^2

X^2 = 2500

x = √2500

x = 50

The answer is 50 feet.

Answer:

The average rate of change is 3

Step-by-step explanation:

0 to 5 is 5 in difference then the change on the next one: 1 to 9 the difference is 8 so the change is 3 and it increases by three on the rest of them.

I'm pretty sure the average rate of change would be 3

Answer:

(D). The number that is 7 to the right of 2 on the number line​

Step-by-step explanation:

It could also be the number that is 2 to the right of 7 on the number line. When numbers are added, the distances of each to the origin are laid end-to-end from the origin to the right on the number line.

2+7 can mean that the distance 2 is added to the distance 7, or vice versa. (The commutative property of addition says order does not matter.)

Answer: D is right, not lying

Step-by-step explanation:

Answer:

for 4x = 20 you have to use the division property of equality divide 20 by 4

for x - 11 = 9 you have to use the addition property of equality add 9 to 11

for 5x + 6x = 22 you have to combine like terms add 5x and 6x to make 11x

for 5(x – 2) = 30 you have to use the distributive property multiply 5 and x; 5 and -2

4x = 20; x = 5

x - 11 = 9; x = 20

5x + 6x = 22; 11x = 22; x = 2

5(x – 2) = 30; 5x - 10 = 30; x = 8

Answer:

1. B

2. A

3. A

4. B

Step-by-step explanation:

If [tex]x[/tex] is the amount (gal) of the 20% solution to be used, then the mixture would have a total volume of [tex]x+4[/tex] gal. We want to end up with a 25% salt solution, so that

[tex]0.2x+0.4\cdot4=0.25(x+4)[/tex]

[tex]\implies0.2x+1.6=0.25x+1[/tex]

[tex]\implies0.6=0.05x[/tex]

[tex]\implies x=12[/tex]

Answer:

I believe A, C, and D are Coplanar and i think B. is non-collinear.

Step-by-step explanation:

A, C and D are coplanar because they lie on the same line.

B is non-collinear, because it don't lie on the same line as A, C, and D.

Hope my answer has helped you!

The mean would be the best! The mean is when you add up all of those grades and divide by the amount of exams.

If you're solving it,

504 is the total divided by 6 tests would be 84.

The answer is 84 I’m glad i could help you

Answer:

a) third; from left most graph

b) fourth; right most graph

Step-by-step explanation:

Part a)

The graph is between the speed and time.

Nicole begin jogging faster and faster i.e. speed is increasing w.r.t time thus we have linear line in beginning.

Then she hits a comfortable speed and stayed at it i.e. speed remained constant for that time. Thus we have a straight line.

After that she gradually slows down,i.e speed is decreasing w.r.t time. Thus we have decreasing linear line.

So the graph shape is linear line with increasing slope-a constant straight line-linear line with decreasing slope

which is the third; from left most graph in option

Part b)

The graph is between Distance to campus and time.

As Dale is hiking towards campus, distance should decrease w.r.t time.

In beginning, he is hiking at constant speed towards campus thus the distance towards the campus is decreasing w.r.t time. We get a decreasing linear line.

*Note: here constant speed is not important, instead hiking towards i.e. the direction is important because of the campus distance covered

Then he sees a snake and turn and runs the other way. Thus now the distance towards the campus is increasing. And we get increasing linear line.

*Note running other way is important because of the campus distance covered

After that, he sits for a while i.e he stops and so the distance towards campus also become constant w.r.t time. we get a straight line on the graph.

So the graph shape is linear line with decreasing slope-linear line with increasing slope-a constant straight line

which is the right-most graph in option !

Answer:

Y = W = 15 ft.

X= L = 60 ft.

So width is 15 and the length is 60.

Answer: A. 15 feet

Step-by-step explanation:

The formula used to calculate the perimeter of a rectangle is:

[tex]P=2l+2w[/tex]

Where "l" is the lenght of the rectangle and "w" is the width.

You know that the length of this rectangle is 4 times its width. This means that:

[tex]l=4w[/tex]

And you know that the perimeter is 150 feet.

Then, you need to substitute  [tex]l=4w[/tex] and the value of the perimeter into the formula and solve for "w":

[tex]150=2(4w)+2w\\\\150=10w\\\\w=\frac{150}{10}\\\\w=15feet[/tex]

Answer: (12)(8)-6

Step-by-step explanation: Product indicates you are going to multiply the numbers. When you see the phrase "less than" you want to flip the numbers.

The equivalent expression of the expression P (z ≥ 1.7) is,

⇒ 1 - P (z ≥ - 1.7)

The term probability refers to the likelihood of an event occurring. Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

We have to given that;

The expression is,

⇒ P (z ≥ 1.7)

Now, By definition of Probability of z - score we get;

⇒ P (z ≥ 1.7) = 1 - P (z ≥ - 1.7)

Thus, The equivalent expression of the expression P (z ≥ 1.7) is,

⇒ 1 - P (z ≥ - 1.7)

Learn more about the probability visit:

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Answer:

Step-by-step explanation:

Multiplying both sides of this equation by 3/1 will isolate b:

(3/1)(1/3)b = (3/1)(5/4) = 15/4 or 3  3/4.

Answer:

15/4

Step-by-step explanation:

Ok so the equation we have is:

[tex]\frac{1}{3} b = \frac{5}{4}[/tex]

Now we can multiply both sides by 3

[tex]1b = 15/4[/tex]

[tex]\frac{15}{4}[/tex]

Answer:

Hello! Your answer is 71.

Step-by-step explanation:

(48+59+62+71) =240

240 ÷ 4 = 60.

The 4 is the four different points he got.

The 60 is the average percent.

HOPE THIS HELPS!

48+59+62+x / 4=60

169+x / 4=60

169+x=60×4

169+x=240

x=240-169

x=71

This is the answer

hope you understand

I believe the correct answer from the choices listed above is option D. The expression that could be used to determine the average rate at which the object falls during the first 3 seconds of its fall would be  (h(3)-h(0))/3. Average rate can be calculated by the general formula:

Average rate = (change in y-axis) / (change in x-axis)

In this case,

Average rate = (change in height) / (change in time)

The average rate at which the object falls during the first 3 seconds can be calculated using the equation for average rate of change (h(3) - h(0))/3. Using the given function h(t) = 300 - 16t, this comes out to be -16 feet per second.

In this problem, we are given a mathematical model of a falling object, as follows: h(t) = 300 - 16t. Here, the function h(t) represents the height of the object t seconds after it is dropped from a platform 300 feet above the ground.

To determine the average rate at which the object falls during the first 3 seconds, we should use the equation for average rate of change in functions. That is, the change in height divided by the change in time, or (h(3) - h(0))/3.

Let's calculate: h(3) = 300 - 16*3 = 252, and h(0) = 300. Then, the average rate = (252 - 300) / 3 = -48/3 = -16 ft/sec. This indicates that the object falls at an average rate of 16 feet per second during the first three seconds.

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Answer:

Step-by-step explanation:

Unsure of what you're asking here.  What's "dias?"

I do see that the longer arrow has length 5 (there are 5 squares along this arrow from bottom to top) and that the shorter one has length 2.

If we add these two vectors together, we get a vector of length 5 + 2, or 7, that points upward just as these two original vectors do.

yes that would work but just keep that in mind that 1+1=2

Answer: B) rate of change of f(x) > rate of change of g(x)

Step-by-step explanation:

f(x) = 2ˣ

f(2) = 2² = 4 --> (2, 4)

f(3) = 2³ = 8 --> (3, 8)

rate of change (aka slope) of f(x):

[tex]\dfrac{8-4}{3-2}=\dfrac{4}{1}=\large\boxed{4}[/tex]

g(x) = 2x (graph)

g(2) = 4

g(3) = 6

rate of change (aka slope) of g(x):

[tex]\dfrac{6-4}{3-2}=\dfrac{2}{1}=\large\boxed{2}[/tex]

The T-shirts are $16 each while the jeans are $39 each Hope it helps

No, the number 15.24 is not a repeating decimal.

No, the number 15.24 is not an example of a repeating decimal.

A repeating decimal is a number whose decimal representation goes on forever and repeats a block of one or more digits. For example, the number 0.3333... is a repeating decimal because the digit 3 repeats infinitely.

In the case of 15.24, the decimal representation terminates after two decimal places.

This is because it has a fixed and finite decimal representation. The digits "15" represent the whole number part, and the "24" represents the fractional part. Since there is no repeating pattern of digits after the decimal point, 15.24 is classified as a terminating decimal, not a repeating one.

Therefore, it is not a repeating decimal.