Find the ratio of the volume of one sphere to the volume of the right cylinder

Answer:

There are 8 roots

1,2,5,10,-1,-2,-5,-10

Step-by-step explanation:

The rational root theorem says take all the factors of p over all the factors of q

p = 1,2,5,10

q = 1

roots ±  1,2,5,10

          --------------------

          1

roots ±1, ±2, ±5,±10

Answer:

19.2

Step-by-step explanation:

[tex]\\\text{Consider the sum}\\\\9.327 + 5.72 + 4.132\\\\\text{To add the numbers, we add the whole parts together and the decimal parts together}\\\text{so we have}\\\\\ \ 9.327\\5.720\\4.132\\----\\19.179\\\\\text{we need to round the final answer to one decimal place.}\\\text{observe that the second digit after the decimal point is 7, which is greater than 5}\\\\\text{so we'll increase the digit before it by 1, so the sum of the numbers}\\\text{to one decimal place is }19.2[/tex]

D. The government will earn €49.7616 billion more from income tax than from tariffs.

Step-by-step explanation: According to E2020

Answer:

The answer is D: The government will earn €49.7616 billion more from income tax than from tariffs.

Step-by-step explanation:

Answer: About 10.5 hours

-4m + 5n - 2 - 3m + 3n + 7    combine like terms

= (-4m - 3m) + (5n + 3n) + (-2 + 7)

The greatest common factor of [tex]x^5y^2[/tex] and [tex]x^2y^7z[/tex]is [tex]x^2y^2[/tex].

To find the greatest common factor (GCF) of two or more terms, we need to identify the largest possible number that divides both terms evenly. In this case, we have two terms,[tex]x^5y²[/tex]and [tex]x²y^7z.[/tex]

Firstly, let's simplify the terms by removing any common factors. Here, we can see that both terms have 'x' and 'y' in common. So, let's remove them from both terms to simplify them.

[tex]x^5y²[/tex]becomes [tex]x^3y²[/tex]

[tex]x^2y^7z[/tex]becomes [tex]x^2y^5z[/tex]

Now, let's look for any common factors between these simplified terms. We can see that both terms have 'x' raised to the power of 2 in common. So, let's remove this factor from both terms.

[tex]x^3y²[/tex] becomes xy²

[tex]x^2y^5z[/tex] becomes [tex]xy^3z[/tex]

Now, let's look for any further common factors between these simplified terms. We can see that both terms have 'y' raised to the power of 2 in common. So, let's remove this factor from both terms.

xy² becomes xy

[tex]xy^3z[/tex] becomes xyz

Finally, we can see that both simplified terms now share a common factor of 'xy'. Therefore, 'xy' is the greatest common factor (GCF) of our original two terms, which is x²y² when we replace 'x' and 'y' with their original powers.

Answer:

$0.75

Step-by-step explanation:

We have been given that Yuki bought a pound of confetti for $12.

To find the price of per ounce of confetti, we will divide the total price of 1 pound confetti by number of ounces in 1 pound.

1 pound = 16 ounces.    

Let us divide 12 by 16 to find the price of confetti per ounce.

[tex]\text{Price of per ounce confetti}=\frac{12}{16}[/tex]

[tex]\text{Price of per ounce confetti}=\frac{3}{4}[/tex]

[tex]\text{Price of per ounce confetti}=0.75[/tex]

Therefore, the price of per ounce confetti is $0.75.

Answer:

D

Step-by-step explanation:

The factorization of these is ...

A: F(x) = (x -3)(x +3)² . . . . 3 real roots, one with multiplicity 2.

B: F(x) = (x -3)³ . . . . 3 real roots, one with multiplicity 3.

C: F(x) = (x +3)³ . . . . 3 real roots, one with multiplicity 3.

D: F(x) = (x +3)(x² +9) . . . . 1 real root, 2 complex roots.

_____

Note

A graphing calculator is helpful in factoring these. The quadratic factor of option D was found using synthetic division, after the real root was found using the graphing calculator.

[tex]\bf (\stackrel{x_1}{-7}~,~\stackrel{y_1}{-2})\qquad (\stackrel{x_2}{-6}~,~\stackrel{y_2}{7}) \\\\\\ slope = m\implies \cfrac{\stackrel{rise}{ y_2- y_1}}{\stackrel{run}{ x_2- x_1}}\implies \cfrac{7-(-2)}{-6-(-7)}\implies \cfrac{7+2}{-6+7}\implies \cfrac{9}{1}\implies 9[/tex]

Answer:

option D is correct.

y=9x represents a proportional situation

Step-by-step explanation:

If two quantities are said to have a proportional relationship if they vary in such a way that one of the quantities is a constant multiple of the other i.e,

y = |k|x ;  where |k| is constant proportionality.

By definition :

y =9x  where k =9 is constant ,  represents a proportional relationship.

Answer:

The correct answer option is y = 9x.

Step-by-step explanation:

From the given equations as the possible answer options, y = 9x is the correct answer which represents a proportional situation.

Two values (variables in this case) are said to be proportional if they change in a way such that there is a constant multiple multiplied to one of the values.

Here, in the equation y = 9x, y and x are the two variable and 9 is the constant  multiple.

Final answer:

The expression (7+2a)·3−20 simplifies to 1 + 6a. You distribute the 3 to the terms inside the parentheses and then subtract 20 from 21 to combine like terms.

Explanation:

To simplify the algebraic expression (7+2a)·3−20, we start by distributing the 3 to both terms inside the parentheses.

7·3 + 2a·3 − 20 = 21 + 6a − 20

Next, we eliminate terms wherever possible by combining like terms. We subtract 20 from 21, which gives us:

21 − 20 + 6a = 1 + 6a

So, the expression simplifies to:

1 + 6a

We can check if this is reasonable by substituting a value for 'a'. If 'a' is 3, for example, then:

1 + 6×3 = 1 + 18 = 19

Which is the result we would expect after simplifying the original expression with 'a' being 3.

The coordinate rule for a translation tells how to move each point in f(x) to create g(x). Different rules correspond to different shifts: left, down, up, or right by 4 units.

The coordinate rule for a translation indicates how to move each point in a graph to create a new function. For example, a rule of '(x, y) → (x – 4, y)' would indicate that every point of the function f(x) would move 4 units to the left to create the new function g(x). Similarly, the coordinate rule '(x, y) → (x, y – 4)' would move every point 4 units down, '(x, y) → (x, y + 4)' would move every point 4 units up, and '(x, y) → (x + 4, y)' moves every point 4 units to the right. Depending on which direction you want to move the function f(x) in to create g(x), any of these coordinate rules could be valid.

https://brainly.com/question/31905085

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A coordinate rule for a transformation tells us how to move each point in the plane. The four provided rules indicate left, down, up, and right translations respectively. The specific translation from f(x) to g(x) would depend on their exact positions.

The question is asking about the coordinate rule for the translation of one function to another, specifically f(x) to g(x) in a two-dimensional plane. A coordinate rule for a transformation tells us how to move each point in the plane.

For example, the rule (x, y) → (x – 4, y) means that we translate each point 4 units to the left. The rule (x, y) → (x, y – 4) moves each point 4 units down. (x, y) → (x, y + 4) moves each point 4 units up, and (x, y) → (x + 4, y) moves each point 4 units to the right.

The exact translation from f(x) to g(x) would depend on the specific position and movements of these functions on the coordinate grid, which is not provided in the question.

https://brainly.com/question/37212834

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Hello from MrBillDoesMath!

Answer:

fourthroot(35)

Discussion:

The question is a bit unclear as to the desired answer.... but here goes!  

(35)^1/4 is the fourth root of 35, that is, symbolically,   fourthroot(35).

Note the fourth root of a number is the same as the square root of the square root of the number.

Regards,  

MrB

P.S.  I'll be on vacation from Friday, Dec 22 to Jan 2, 2019. Have a Great New Year!

Answer:

y = 1/3x - 2

Step-by-step explanation:

Line y = 1/3x + 5 has slope 1/3, so the line we are looking for also has slope 1/3.

y = 1/3x + b

We know a point, so we plug in the values of x and y, and we solve for b.

y = 1/3x + b

-1 = (1/3)(3) + b

-1 = 1 + b

b = -2

Now that we know b, the equation is:

y = 1/3x - 2

Answer:

8 miles

Step-by-step explanation:

Given:

To take a taxi initial cost = $ 3.00

Per mile cost =  $ 2.00

Total spent = $20

Tip Given = $ 1

To find:

Total miles traveled=?

Solution:

Now the total cost f the ride was $ 20

As we see that initial cost for all the trips would stay the same

Let someone travels x miles

then according to the given

Initial cost + 2 * miles traveled + tip = total cost

Putting from the given values it becomes

3 + 2 * x + 1 = 20

Now we have to find x here which is the total miles traveled

solving the above equation

3+1+2x=20

4+2x=20

2x=20-4

2x=16

dividing both sides by 2

x =8 miles

so total miles travelled by the person is 8 miles

Answer: 8 miles you traveled.

Step-by-step explanation:

Answer:

Option D. 16

Step-by-step explanation:

Let

x ----> the number

we know that

The linear equation that represent this problem is equal to

[tex]\frac{3}{4}x-2=10[/tex]

Solve for x

Multiply by 4 both sides

[tex](4)*\frac{3}{4}x-2*4=10*4[/tex]

[tex]3x-8=40[/tex]

Adds 8 both sides

[tex]3x-8+8=40+8[/tex]

[tex]3x=48[/tex]

Divide by 3 both sides

[tex]3x/3=48/3[/tex]

[tex]x=16[/tex]

therefore

The number is 16

Answer: Exponential

$35,000(1.03)^x

Step-by-step explanation:

Answer:

The answer is exponential hope this helps mark me brainliest.

Answer:

4y-x

Step-by-step explanation:

Combine like-terms.

6y-2y and  -3x+2x

Do the Math

4y and -x

4y-x

Answer: (3x-5)

Step-by-step explanation:

first we set it up x+3[tex]\sqrt{3x^2 +4x-15}[/tex]

we want to get rid of 3x^2 first so, x*3x= 3x^2

then we subtract x+3[tex]\sqrt{3x^2 +4x-15}[/tex]

distribute :3x*3=9x                 - (3x^2 +9x)

                                                   0 -5x

now we want to get rid of -5x, we use -5

-5(x+3)=-5x-15                x+3[tex]\sqrt{-5x-15}[/tex]

                                                           -(-5x-15)

                                                                  0, so reminder of 0

Answer:

65

Step-by-step explanation:

Since <5 and <1 are corresponding angles and m is parallel to n

<5 = <1

<5 =65

so <1 = 65

Answer: (B) 3 times as fast

Step-by-step explanation:

rate of change is the "slope" between the given interval.

f(x) = 125(.9)ˣ

f(1) = 125(.9)¹

    = 112.5

f(5) = 125(.9)⁵

     = 73.8

[tex]\dfrac{f(5) - f(1)}{5 - 1} = \dfrac{73.8-112.5}{5-1} = -\dfrac{38.7}{4} = -9.675[/tex]

********************

f(11) = 125(.9)¹¹

       = 39.2

f(15) = 125(.9)¹⁵

       = 25.7

[tex]\dfrac{f(15) - f(11)}{15 - 11} = \dfrac{39.2-25.7}{15-11} = -\dfrac{13.5}{4} = -3.375[/tex]

********************

The rate of change from years 1 to 5 is approximately 3 times the rate of change from years 11 to 15.

[tex]x^2+7x+12=x^2+4x+3x+12=x(x+4)+3(x+4)=(x+4)(x+3)\\\\-x^2-3x+4=-(x^2+3x-4)=-(x^2+4x-x-4)\\\\=-[x(x+4)-1(x+4)]=-(x+4)(x-1)\\\\f(x)=\dfrac{x^2+7x+12}{-x^2-3x+4}=\dfrac{(x+4)(x+3)}{-(x+4)(x-1)}\\\\\text{Vertical asymptotes:}\\\\(x+4)(x-1)=0\iff x+4=0\ \vee\ x-1=0\\\\\boxed{x=-4\ and\ x=1}\\\\\text{Horizontal asymptotes:}[/tex]

[tex]\lim\limits_{x\to\pm\infty}\dfrac{x^2+7x+12}{-x^2-3x+4}=\lim\limits_{x\to\pm\infty}\dfrac{x^2\left(1+\dfrac{7}{x}+\dfrac{12}{x^2}\right)}{x^2\left(-1-\dfrac{3}{x}+\dfrac{4}{x^2}\right)}=\dfrac{1}{-1}=-1\\\\\boxed{y=-1}[/tex]

Answer:

Its the graph at the bottom right.

Step-by-step explanation:

Adding f(x) and g(x) we get

-x^2 + 3x + 5 + x^2 + 2x

= 5x + 5 = (f+ g)(x)

This has a slope of 5  and a y-intercept of 5,  so its  bottom right graph.

(f + g)(x) is a composite function of f(x) and g(x), and it is represented by graph (c)

The functions are given as:

[tex]\mathbf{f(x) = -x^2 + 3x + 5}[/tex]

[tex]\mathbf{g(x) = x^2 + 2x}[/tex]

To calculate (f + g)(x), we make use of the following formula

[tex]\mathbf{(f + g)(x) = f(x) + g(x)}[/tex]

So, we have:

[tex]\mathbf{(f + g)(x) = -x^2 + 3x + 5 + x^2 + 2x}[/tex]

Collect like terms

[tex]\mathbf{(f + g)(x) = x^2-x^2 + 3x+ 2x + 5 }[/tex]

Evaluate the like terms

[tex]\mathbf{(f + g)(x) = 5x + 5}[/tex]

The above function is a linear function.

A linear function is represented as:

[tex]\mathbf{y = mx + c}[/tex]

Where m represents the slope, and c represents the y-intercept

So, by comparison:

[tex]\mathbf{m = 5}[/tex]

[tex]\mathbf{c = 5}[/tex]

The graph that has a slope of 5, and a y-intercept of 5 is graph (c)

Hence, graph (c) represents (f + g)(x)

Read more about composite functions at:

https://brainly.com/question/20379727

Answer:

x > -3

Step-by-step explanation:

5x+ 7 > 2(x-1)

Distribute the 2 on each side

5x+7 > 2x -2*1

5x+7 > 2x-2

Subtract 2x from each side

5x-2x +7 > 2x-2x-2

3x + 7>-2

Subtract 7 from each side

3x+7-7>-2-7

3x>-9

Divide by 3 on each side

3x/3 >-9/3

x > -3

Answer:

The correct answer is option D

Step-by-step explanation:

The use of personal information though a public computer can make personal information prone to adulteration and misuse as identity theft

When a Social Security number is mentioned on an income tax form it remains private and does not get exposed. Like wise missing monthly payments for a car loan has no relevance to data stealing. In case of opening a credit card account, the information provided are secured with the availed banking service

Answer:

Randell uses a computer at a public library to view his bank account online.

Step-by-step explanation:

Using a publicly accessible computer to view sensitive information can lead to that information being divulged to others using the same computer.

Answer:

The band members of sixth graders are 28.

The band members of seventh graders are 14.

The percentage of the  band members eighth graders are 40% .

Step-by-step explanation

Formula

[tex]Percentage = \frac{Part\ value\times 100}{Total\ value}[/tex]

As given

There are 70 students in the school band.

40% of them are sixth graders, 20% are seventh graders, and the rest are eighth graders.

Now first find out the  band members are sixth graders .

Percentage = 40%

Total value = 70

Put in the formula

[tex]40 = \frac{Number\ of\ band\ members\ are\ sixth\ graders\times 100}{70}[/tex]

[tex]Number\ of\ band\ members\ are\ sixth\ graders = \frac{40\times 70}{100}[/tex]

[tex]Number\ of\ band\ members\ are\ sixth\ graders = \frac{2800}{100}[/tex]

[tex]Number\ of\ band\ members\ are\ sixth\ graders = 28[/tex]

Therefore the number of band members are from sixth graders are 28 .

Now first find out the  band members are seventh graders .

Percentage = 20%

Total value = 70

[tex]20 = \frac{Number\ of\ band\ members\ are\ seventh\ graders\times 100}{70}[/tex]

[tex]Number\ of\ band\ members\ are\ seventh\ graders = \frac{20\times 70}{100}[/tex]

[tex]Number\ of\ band\ members\ are\ seventh\ graders = \frac{1400}{100}[/tex]

[tex]Number\ of\ band\ members\ are\ seventh\ graders = 14[/tex]

Therefore the number of band members are from seventh graders are 14.

Now find out the percentage of the eighth graders of the band members.

Total number of band members = sixth graders members + seventh grade members + eighth graders members

As  sixth graders members =  28

seventh grade members = 14

Total number of band members = 70

Put in the above

70 = 28 + 14  + eighth graders members

70 - 42 = eighth graders members

28 = eighth graders members

Put in the percentage formula

[tex]Percentage = \frac{28\times 100}{70}[/tex]

[tex]Percentage = \frac{2800}{70}[/tex]

Percentage = 40%

Therefore the percentage of the band members are eighth graders is 40 %.

Answer:

The band members of sixth graders are 28.

The band members of seventh graders are 14.

The percentage of the  band members eighth graders are 40% .

Step-by-step explanation

Formula

As given

There are 70 students in the school band.

40% of them are sixth graders, 20% are seventh graders, and the rest are eighth graders.

Now first find out the  band members are sixth graders .

Percentage = 40%

Total value = 70

Put in the formula

Therefore the number of band members are from sixth graders are 28 .

Now first find out the  band members are seventh graders .

Percentage = 20%

Total value = 70

Step-by-step explanation:

Therefore the number of band members are from seventh graders are 14.

Now find out the percentage of the eighth graders of the band members.

Total number of band members = sixth graders members + seventh grade members + eighth graders members

As  sixth graders members =  28

seventh grade members = 14

Total number of band members = 70

Put in the above

70 = 28 + 14  + eighth graders members

70 - 42 = eighth graders members

28 = eighth graders members

Put in the percentage formula

Percentage = 40%

Therefore the percentage of the band members are eighth graders is 40 %.

Answer:

B 8 n^18

Step-by-step explanation:

The area of a square is given by

A = s^2 where s is the side length of a square

64 n^36 = s^2

Take the square root of each side

sqrt(64 n^36 )= sqrt(s^2)

Sqrt(ab) = sqrt(a) sqrt(b)

sqrt(64) sqrt(n^36) = s

8 n^18 =s

The answer to this question is -6.

To solve this problem, we need to understand certain properties about exponents.  To begin, let's remember that when we raise a number, the base, in this case y, to a certain power that is then raised to another power, we multiply these two exponents together when evaluating.  Another important concept that is vital to understanding this problem is that negative exponents are positive exponents in the denominator of fractions.  For example, y^-4 = 1/y^4.

Using this knowledge, we know that b * 4 must equal 24 (because raising a power to another power implies multiplication).  Therefore, we know that the magnitude of the variable b must be six.  However, we must also recognize that y^24 is in the denominator of the answer, which means that one of the exponents of the variable y must be negative.  Since the exponent 4 is not negative, the exponent of b, or 6, must be.

Therefore, your answer is -6.

If you do not understand my explanation, feel free to ask me any clarifying questions.

Hope this helps!

Answer:

-6

Step-by-step explanation:

(y^b)^4 = 1/ (y^24)

We know (a^b)^c = a^(b*c)

and 1/ y^a = y ^ -a

y ^(4b) = y ^ (-24)

When we have the same bases, the exponents must be the same

4b = -24

Divide by 4

4b/4 = -24/4

b =-6

Answer:

A) h = 3V/ πr^2

Step-by-step explanation:

V = 1/ 3 πr^2h

Multiply each side by 3

3V = 3*1/ 3 πr^2h

3V = πr^2h

Divide each side by  πr^2 to isolate h

3V /πr^2 = πr^2/πr^2 h

3V /πr^2 =  h

Angle FEG = 90 degrees based on the square marker symbol in the diagram.

Angle ABE = 90 degrees as well because BEF is 90 (supplementary to FEG) and because ABE and BEF are alternate interior angles

Angle D is 40 degrees. Why? because triangle DEG is a reflection of triangle FEG (this can be proven using SAS)

Angle EGF is 50 degrees. With any right triangle, the acute angles add to 90, so 40+50 = 90, or put another way 90-40 = 50