Write the expression in complete factored form.
5a(b + 1) + 3(b + 1) = please help!

The simplified expression is 2cos²(x) + sinx - 1 = 0

The expression we will be simplifying is

=> 1/sinx+cosx + 1/sinx-cosx = 2sinx/sin⁴x-cos⁴x.

To begin, let us look at the left-hand side of the expression. We can combine the two fractions using a common denominator, which gives us:

(1/sinx+cosx)(sinx-cosx)/(sinx+cosx)(sinx-cosx) + (1/sinx-cosx)(sinx+cosx)/(sinx-cosx)(sinx+cosx)

Simplifying this expression using the distributive property, we get:

(1 - cosx/sinx)/(sin²ˣ - cos²ˣ) + (1 + cosx/sinx)/(sin²ˣ - cos²ˣ)

Next, we can simplify each fraction separately. For the first fraction, we can use the identity sin²ˣ - cos²ˣ = sinx+cosx x sinx-cosx to obtain:

1 - cosx/sinx = (sinx+cosx - cosx)/sinx = sinx/sinx = 1

Similarly, for the second fraction, we can use the same identity to obtain:

1 + cosx/sinx = (sinx-cosx + cosx)/sinx = sinx/sinx = 1

Substituting these values back into the original expression, we get:

1 + 1 = 2sinx/(sin⁴x - cos⁴x)

Now, we can simplify the denominator using the identity sin²ˣ + cos²ˣ = 1 and the difference of squares formula:

sin⁴x - cos⁴x = (sin²ˣ)² - (cos²ˣ)² = (sin²ˣ + cos²ˣ)(sin²ˣ - cos²ˣ) = sin²ˣ - cos²ˣ

Substituting this back into the expression, we get:

2 = 2sinx/(sin²ˣ - cos²ˣ)

Finally, we can simplify the denominator using the identity sin²ˣ - cos²ˣ = -cos(2x):

2 = -2sinx/cos(2x)

Multiplying both sides by -cos(2x), we get:

-2cos(2x) = 2sinx

Dividing both sides by 2, we get:

-cos(2x) = sinx

Using the double-angle formula for cosine, we get:

-2cos²(x) + 1 = sinx

Simplifying this expression, we get:

2cos²(x) + sinx - 1 = 0

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Answer:

x=4

Step-by-step explanation:

100

40

X

60

Y

+160

Ty

40

3

There were 0.00325 moles of oxygen gas (O2) involved in the reaction.

The magnesium oxide created will react with any oxygen in the air when the experiment is performed without a lid on the crucible.

Using the atomic mass of magnesium, we can calculate the number of moles of oxygen gas (O2) that reacted by first calculating the number of moles of magnesium that reacted:

Magnesium mass (Mg) = 0.12 g

Mg's atomic mass is 24.31 g/mol (from periodic table)

Mg's mass divided by its atomic mass yields the number of moles.

= 0.12 g / 24.31 g/mol

= 0.00494 mol

The chemical equation for the reaction of magnesium and oxygen to form magnesium oxide is 2Mg + O2 2MgO.

According to the equation, 2 moles of magnesium and 1 mole of oxygen combine to form 2 moles of magnesium oxide.

Thus, the following formula can be used to determine how many moles of O2 reacted:

Production of MgO moles as a function of mass

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In conclusion, the probability that 45 or more people in a sample of fifty 18-20 year olds have consumed alcoholic beverages is 0.0006. This can be calculated by using the binomial distribution formula or by visually representing the data in a probability tree diagram.

The probability that 45 or more people in a sample of fifty 18-20 year olds have consumed alcoholic beverages is 0.0006. This can be determined by using the binomial distribution formula. The formula states that the probability of getting x successes in n trials is equal to nCr x (p)x (1-p)n-x, where n is the number of trials (in this case, 50), p is the probability of success (69.7%), and x is the number of successes (45). By plugging these values into the formula, we obtain a probability of 0.0006.

In addition to the binomial distribution formula, we can also use a visual representation such as a probability tree diagram to represent the given data. The probability tree diagram can be used to show the number of ways a certain outcome can occur. In this case, it would be the probability of 45 or more people in the sample of fifty 18-20 year olds consuming alcoholic beverages. The probability tree diagram consists of a trunk which branches off into multiple possible outcomes. At the end of each branch, there is a probability that corresponds to the probability of the given outcome occurring.

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The probability that the first ball is yellow if the second ball is black is 1/14. The correct option is D.

The given question is a classic example of dependent events in probability. As the balls are drawn without replacement, the second event's outcome will depend on the outcome of the first event.

Probability = Number of favorable events/ Total number of events

The probability of the first ball being yellow is [tex](5/15)[/tex], while the probability of the second ball being black is [tex](3/14)[/tex].

Mathematically represented as P(Yellow ball on the first draw) = P(Yellow ball) = [tex]5/15[/tex]

P(Blackball on second draw given Yellow ball on the first draw) = P(Blackball | Yellow ball) = [tex]3/14[/tex]

As both the events are dependent, we need to find the joint probability of both the events, which can be calculated as P(Yellow ball on the first draw and Blackball on the second draw) = P(Yellow ball) × P(Blackball | Yellow ball)

P (Yellow ball on the first draw and blackball on second draw) = [tex](5/15) × (3/14) = 3/42 = 1/14.[/tex]

Therefore, the correct option is D.

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Answer:

2

Step-by-step explanation:

Seq. nth term, sum

The nth term of a sequence is n^2+ a

The 6th term of the sequence is 29

Find the sum of the first 4 terms

We are given that the nth term of the sequence is n^2 + a.

To find the value of 'a', we can use the fact that the 6th term of the sequence is 29.

Substituting n = 6 in the expression for the nth term, we get:

6^2 + a = 29

Simplifying this equation, we get:

a = 29 - 6^2

a = -7

So, the expression for the nth term of the sequence is:

n^2 - 7

Now, we need to find the sum of the first 4 terms of the sequence.

The first term of the sequence is given by substituting n = 1 in the expression for the nth term:

1^2 - 7 = -6

The second term of the sequence is given by substituting n = 2:

2^2 - 7 = -3

The third term of the sequence is given by substituting n = 3:

3^2 - 7 = 2

The fourth term of the sequence is given by substituting n = 4:

4^2 - 7 = 9

Therefore, the sum of the first 4 terms of the sequence is:

-6 + (-3) + 2 + 9 = 2

The correct answer is: (4, 3) is a member. Its cardinality is 4.

Matching the sets on the left with a true statement about the Cartesian product of those sets on the right:{1, 2} × {3, 4} = {(1, 3), (1, 4), (2, 3), (2, 4)}{1, 2, 3, 4} × {3, 4, 5, 6} = {(1, 3), (1, 4), (1, 5), (1, 6), (2, 3), (2, 4), (2, 5), (2, 6), (3, 3), (3, 4), (3, 5), (3, 6), (4, 3), (4, 4), (4, 5), (4, 6)}{4, 5, 6, 7} × {4, 5, 6, 7} = {(4, 4), (4, 5), (4, 6), (4, 7), (5, 4), (5, 5), (5, 6), (5, 7), (6, 4), (6, 5), (6, 6), (6, 7), (7, 4), (7, 5), (7, 6), (7, 7)}{a, e, i, o, u} × {b, g, t, d} = {(a, b), (a, g), (a, t), (a, d), (e, b), (e, g), (e, t), (e, d), (i, b), (i, g), (i, t), (i, d), (o, b), (o, g), (o, t), (o, d), (u, b), (u, g), (u, t), (u, d)}{1, 2, 3} × {1, 2, 4} = {(1, 1), (1, 2), (1, 4), (2, 1), (2, 2), (2, 4), (3, 1), (3, 2), (3, 4)}The following are true statements about the Cartesian product of these sets:its cardinality is 4. (4, 3) is a member.

Therefore, the correct answer is: (4, 3) is a member. Its cardinality is 4.

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The time in hours which it will take them for working together for terri is about 1.71 hours.

Inverse Proportion: When two quantities are related in such a way that the product of one quantity with the reciprocal of the other quantity remains constant, it is said to be in inverse proportion.

Let's calculate their working rate:

Terri takes 3 hours to complete the painting of her living room, so she can paint her living room in [tex]\frac{1}{3} hours[/tex]

Angela takes 4 hours to complete the painting of the living room, so she can paint her living room in [tex]\frac{1}{4} hours[/tex]

If both work together, then the time taken to complete the work will be less than the time taken by each of them individually.

To find the time taken by both working together, we will add their rates.

Terri's work rate = [tex]\frac{1}{3} hours[/tex]

Angela's work rate = [tex]\frac{1}{4} hours[/tex]

Work rate when working together = Terri's rate + Angela's rate= [tex]\frac{1}{3} + \frac{1}{4} = \frac{7}{12}[/tex]

Thus, both will take [tex]\frac{12}{7} = 1.71 hours[/tex] approximately to complete the painting of the living room when they work together.

Therefore, the time in hours is about 1.71 hours.

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The total number of cats at the vet is approximately 61.

A percentage is an equation proving the equality of two ratios. A ratio is a fractional comparison of two numbers or quantities. Proportions are used in mathematics to solve issues that involve comparing two numbers or discovering an unknown value. For instance, proportions can be used to determine equivalent fractions, compute percentages, and solve issues requiring rates and ratios. In a proportion, the numerator of one ratio is the same as the numerator of the other ratio, and vice versa for the denominator. Simplifying and cross multiplying can be used to address proportional problems.

Let the total number of dogs =x.

Let the total number of cats = y.

Given that, for every seven dogs at the vet there are 10 cats.

Thus, using proportions we have:

7 dogs / 10 cats = x / y

Using cross multiplication:

7 dogs x y = 10 cats (x)

y = (10/7) (x)

Now, x +y = 102

x = 102 - y

Substituting the value:

y = 10/7 (102 - y)

y = 145.71 - 1.4y

y + 1.4y = 145.71

2.4y = 145.71

y = 60.71

Hence, the total number of cats at the vet is approximately 61.

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According to the solution, the Given number is not prime (7/8 or 0.875). This doesn't qualify as a prime number.

Prime numbers are those that have just two elements, one and themselves. For instance, the first five prime numbers are 2, 3, 5, 7, and 11. Comparatively, composite numbers are defined as having more than two elements.

Try to divide the number by all the smaller numbers to see if your child can determine whether it is prime. It is a prime number if it can only be divided by itself and by one.

= 4/7+1/8+1/3

=  7/8 or 0.875

This is not a prime number.

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Let Y be a binomial random variable with n trials and probability of success given by p. We are to show that U = n - Y is a binomial random variable with n trials and probability of success given by 1 - p.

Binomial random variables are a type of discrete random variables which have the following properties:Each trial is independent, with two possible outcomes called success and failureThe probability of success p is the same for each trial. The binomial random variable X is the number of successes that occur in n trials.

The probability distribution of X is given by:P(X = x) = ( n choose x ) p^x(1 - p)^(n - x)for x = 0, 1, 2, ... , nThe moment-generating function of X is given by:M(t) = E(e^(tX)) = sum_(x=0)^n [ (n choose x) p^x(1-p)^(n-x) e^(tx)]We are to show that U = n - Y is a binomial random variable with n trials and probability of success given by 1 - p.

Since Y is a binomial random variable, it has the following moment-generating function:M_Y(t) = E(e^(tY)) = sum_(y=0)^n [ (n choose y) p^y(1-p)^(n-y) e^(ty)]Note that U = n - Y, so that n - u = y or u = n - y. Then the moment-generating function of U is given by:M_U(t) = E(e^(tU)) = E(e^(t(n - Y))) = E(e^(nt) e^(-tY)) = e^(nt) E(e^(-tY)) = e^(nt) M_Y(-t).

Thus the moment-generating function of U is the product of a term that is independent of y and the moment-generating function of a binomial random variable with n trials and probability of success 1-p. Therefore, U is a binomial random variable with n trials and probability of success 1-p.

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Answer:

Let's use the formula for the sum of the first n terms of an arithmetic sequence to find the value of the common difference d:

S = n/2 * (2a1 + (n-1)d), where S is the sum of the first n terms, a1 is the first term, and d is the common difference.

We know that S = 1830 and n = 30, so we can write:

1830 = 30/2 * (2a1 + 29d)

1830 = 15(2a1 + 29d)

122 = 2a1 + 29d

Next, we know that the 8th term is 31, so we can write:

a8 = a1 + 7d = 31

Now we have two equations with two unknowns, so we can solve for a1 and d:

122 = 2a1 + 29d

31 = a1 + 7d

Multiplying the second equation by 2 and subtracting it from the first equation, we get:

60 = 15d

So d = 4.

Substituting d = 4 into the equation a1 + 7d = 31, we get:

a1 + 28 = 31

a1 = 3

Therefore, the first three terms of the arithmetic sequence are:

a1 = 3

a2 = a1 + d = 3 + 4 = 7

a3 = a2 + d = 7 + 4 = 11

So the first three terms are 3, 7, 11.

Answer: The given equation 2x + 5y = 10 can be rewritten in slope-intercept form (y = mx + b) by solving for y:

2x + 5y = 10

5y = -2x + 10

y = (-2/5)x + 2

where the slope is -2/5.

Since we want to find the equation of a line parallel to this one, the slope of the new line will also be -2/5. We can use the point-slope form of the equation of a line to find the equation of the new line, using the point (0,-3):

y - y1 = m(x - x1)

where m is the slope and (x1, y1) is the given point.

Substituting m = -2/5, x1 = 0, and y1 = -3, we get:

y - (-3) = (-2/5)(x - 0)

y + 3 = (-2/5)x

y = (-2/5)x - 3

Therefore, the equation of the line parallel to 2x + 5y = 10 which passes through (0,-3) is y = (-2/5)x - 3.

Step-by-step explanation:

Answer:

2x + 5y = - 15

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

given

2x + 5y = 10 ( subtract 2x from both sides )

5y = - 2x + 10 ( divide through by 5 )

y = - [tex]\frac{2}{5}[/tex] x + 2 ← in slope- intercept form

with slope m = - [tex]\frac{2}{5}[/tex]

• Parallel lines have equal slopes , then

y = - [tex]\frac{2}{5}[/tex] x + c

the line crosses the y- axis at (0, - 3 ) ⇒ c = - 3

y = - [tex]\frac{2}{5}[/tex] x - 3 ← equation of parallel line in slope- intercept form

multiply through by 5 to clear the fraction

5y = - 2x - 15 ( add 2x to both sides )

2x + 5y = - 15 ← in standard form

Answer: The interest and amount to be paid at the end of 3 years is Rs.8700

Step-by-step explanation:

let P ,R, T be the Principle amount , Rate of interest and Time

             P= 6000rs

             R= 15%

             T=3 years

                      =6000rs×15r×3t÷100

                       =2700rs

                                                             = 8700rs

The amount that would have had to be invested 15 years ago and compounded at 4.2% compounded continuously to grow to the present value is $37,537.19.

The investment can be treated as a continuous stream with the interest paid at a rate of 4.2% compounded continuously.The present value of the investment can be calculated using the formula:P = C/e^(rt)Where,P = Present ValueC = Cash Flowsr = Interest Rate Per Periodt = Number of Periodse = Euler’s numberThe given values are as follows:C = $8,000 per yearr = 4.2% compounded continuously for 15 years.

C = $8,000e = 2.71828t = 15 yearsNow, we need to calculate the present value using the above formula.P = 8000/e^(0.042 x 15) = $82,273.24.The formula to calculate the amount that would have been invested 15 years ago is:A = P x e^(rt)Where,A = Future Value of the investmentP = Present Value of the investmentr = Rate of Interest Per Periodt = Number of Periodse = Euler’s numberThe present value of the investment is $82,273.24.

The rate of interest is 4.2% compounded continuously.t = 15 yearsNow, we need to calculate the amount that would have been invested 15 years ago.A = 82,273.24 x e^(0.042 x 15) = $37,537.19

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The process of verifying trigonometric identity involves the use of Pythagorean theorem, double angle formula etc. The similarity between verifying a trigonometric identity and solving an equation is that it both involves mathematical expressions.

1. The process of verifying a trigonometric identity involves using various trigonometric identities and properties to manipulate one side of the equation until it is simplified to the other side. This typically involves using algebraic manipulations, such as factoring and combining like terms, as well as trigonometric identities such as the Pythagorean identity, double angle formula, or sum and difference formula.

2. One similarity between verifying a trigonometric identity and solving an equation is that both processes involve manipulating mathematical expressions. However, a key difference is that verifying a trigonometric identity requires proving that the identity holds for all values of the variables involved, whereas solving an equation involves finding the specific values of the variables that make the equation true.

3. To find the value of cos120° using the sum or difference formula, we can use the fact that 120° is equal to 60° + 60°. We can then use the cosine sum formula, which states that cos(x+y) = cos(x)cos(y) - sin(x)sin(y), with x = y = 60°. This gives us:

[tex]cos(120\°) = cos(60\° + 60\°) = cos(60\°)cos(60\°) - sin(60\°)sin(60\°) = \frac{1}{2}*\frac{1}{2} - (\sqrt(3)/2)(\sqrt(3)/2) = -1/2[/tex]

Therefore, cos120° = -1/2.

4. The sign to use in the half-angle formula for sine and cosine depends on the quadrant in which the angle lies. If the angle is in the first or second quadrant, we use the positive sign. If the angle is in the third or fourth quadrant, we use the negative sign. For example, if we want to find sin(x/2) and x lies in the third quadrant (i.e., between 180° and 270°), we use the negative sign in the formula sin(x/2) = -√((1-cos(x))/2).

5. When solving a trigonometric equation, finding all solutions means determining all possible values of the variable that make the equation true, regardless of the range of values allowed for the variable. Finding all solutions within a specific interval, on the other hand, means restricting the values of the variable to a certain range and finding all possible solutions within that range. This is important because trigonometric functions are periodic and have infinitely many solutions, so it is often necessary to specify a range of values in order to obtain a finite set of solutions.

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Answer:

Step-by-step explanation:

An important math tool is graphing. It can be a straightforward method for introducing more general concepts like most and least, greater than, or less than. It can also be a great way to get your child interested in math and get them excited about it. Using graphs and charts, you can break down a lot of information into easy-to-understand formats that quickly and clearly convey key points.

Given equation 2x + y = 6 we can drive from this equation that at x = 0 y will be 6 and y =0 x will be 3 hence we have two points of the line (0,6) and (3,0)

From the Given equation (2) 6X + 3Y = 12 we can drive from this equation that at x = 0 y will be 4 and y =0 x will be 2 hence we have two points of the line (0,4) and (2,0).

The scale factor of the following pair of similar polygons after the dilation is 0.7

Given

The pair of similar polygons

From the pair of similar polygons, we have the following corresponding side lengths

Pre-image of the polygon = 30

Image of the polygon = 21

The scale factor of the similar polygons is then calculated as

Scale factor = 21/30

Evaluate the quotient

Scale factor = 0.7

Hence, the scale factor is 0.7

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The missing cοοrdinate r is 11

Slοpe is calculated by finding the ratiο οf the "vertical change" tο the "hοrizοntal change" between (any) twο distinct pοints οn a line. Sοmetimes the ratiο is expressed as a quοtient ("rise οver run"), giving the same number fοr every twο distinct pοints οn the same line.

First use pοint slοpe fοrm tο find yοur equatiοn

y - y1 = m ( x - x1) using (-6,3) and m= 1/2

y - 3 = 1/2 ( x - -6)

y - 3 = 1/2x + 3

Add 3 tο each side tο isοlate y

y -3 +3 = 1/2x +3 +3

y = 1/2x + 6

Nοw we knοw οur y-intercept is 6

Sο we can graph (-6, 3) and (0, 6) and draw a line

Nοw draw a vertical line at x = 10 because we want tο find the y value at x=10

y = 11

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See attached graph

Therefore, the length of the diagonal of the rectangle is approximately 193.57 cm or 49.43 cm, depending on which value of x is used.

Perimeter is the total distance around the edge of a two-dimensional shape. It is the sum of the lengths of all the sides of the shape. For example, the perimeter of a rectangle is found by adding the lengths of its four sides.

Here,

(i) Let the length of the rectangle be y cm.

Then, the perimeter of the rectangle is given by:

2(x + y) = 112

x + y = 56

y = 56 - x

(ii) The area of the rectangle is given by:

Area = length x breadth

597 = yx

Substituting y = 56 - x, we get:

597 = x(56 - x)

597 = 56x - x²

x² - 56x + 597 = 0

(iii) Using the quadratic formula,

x = (-(-56) ± √((-56)² - 4(1)(597))) / (2(1))

x = (56 ± √(3136 - 2388)) / 2

x = (56 ± √(748)) / 2

x = (56 ± 2√(187)) / 2

x = 28 ± √(187)

Therefore, the two solutions are x = 28 + √(187) and x = 28 - √(187).

(iv) The length of the rectangle is y = 56 - x.

Using Pythagoras theorem, the length of the diagonal of the rectangle is given by:

d² = y² + x²

d² = (56 - x)² + x²

d² = 3136 - 112x + 2x²

d = √(3136 - 112x + 2x²)

Substituting the value of x from part (iii) into the above equation, we get:

d = √(3136 - 112(28 ± √(187)) + 2(28 ± √(187))²)

d = √(3136 - 3136 ± 112√(187) + 56 ± 56√(187) + 2(187))

d = √(37400 ± 168√(187))

d ≈ 193.57 cm (rounded to 2 decimal places) or d ≈ 49.43 cm (rounded to 2 decimal places)

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The segment drawn from the apex to the circumference of the circle's base is 25 units long.

Let's denote the radius of the circular base of the cone by r, and the height of the cone by h. Then, the diameter of the base is given as 14 units, which means that the radius is r = 14/2 = 7 units.

We are given that the volume of the cone is 392π cubic units, which means that:

(1/3)πr²h = 392π

Simplifying this equation, we get:

r²h = 1176

Substituting r = 7, we get:

49h = 1176

Solving for h, we get:

h = 24

So the height of the cone is 24 units.

To find the length of a segment drawn from the apex to the edge of the circular base, we can use the Pythagorean theorem. Let's denote this length by L. Then, we have:

L² = r² + h²

Substituting r = 7 and h = 24, we get:

L² = 7² + 24²

L² = 625

Taking the square root of both sides, we get:

L = 25

Therefore, the length of the segment drawn from the apex to the edge of the circular base is 25 units.

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New points of graph A'B'C'D' are A'(-2, -2), B'(-2, 0), C'(-4, 0), D'(-4, -1)

In graph theory, the term "translation" refers to a type of operation that moves all the vertices and edges of a graph by a fixed distance in a given direction. Specifically, a translation of a graph involves shifting every vertex a certain distance horizontally and/or vertically, without changing the shape or connectivity of the graph.

Translation: 4 left and 2 down

Start with a point at its original location and then move it 4 units to the left and 2 units down. This can be done by subtracting 4 from the x-coordinate and subtracting 2 from the y-coordinate of the point or shape.

Given points in a graph ABCD are, A(2, 0), B(2, 2), C(0, 2), D(0, 1)

Subtract 4 from the x-coordinate and subtract 2 from the y-coordinate, resulting in a new points of graph A'B'C'D' are A'(-2, -2), B'(-2, 0), C'(-4, 0), D'(-4, -1)

The figure shown in below diagram.

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The decoration's volume, to the closest tenth of an inch cubic, is: 308.9 cubic inches make up V.

The quantity of space that an object or substance occupies is measured by its volume. Usually, it is expressed in cubic measures like cubic metres, cubic feet, or cubic inches. By multiplying an object's length, width, and height, or by applying a formula unique to the shape of the object, one can determine the volume of the object.

given

The cylinder's radius is equal to half of its diameter, or 14/2, or 7 inches. The new water level is 9 + 2 = 11 inches because the initial water level was 9 inches and the decoration raised the water level by 2 inches.

The decoration's volume is equivalent to the volume of water it removed from the area.

We can determine the volume of the ornamentation by using the following formula: V = r2h.

V = (72/2), which equals 98 cubic inches.

The decoration's volume, to the closest tenth of an inch cubic, is: 308.9 cubic inches make up V.

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At the end of the year, the expression that shows the total number of students is [tex]22+s[/tex]

An expression is a mathematical phrase that can contain numbers, variables, and operators. It doesn't contain an equal sign (=) or a value.

Mrs. Jeffers started the school year with 22 students. During the school year, another s student joined her class.

The expression that shows the number of students at the end of the year is.[tex]22+s[/tex]

The symbol "+" is an operator that stands for addition, and "s" is a variable that represents the number of students who joined the class.

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Form refers to three-dimensional objects with depth, while shape pertains to the two-dimensional outline or boundary of an object.

We have,

In the context of geometry and visual representation, the terms "form" and "shape" have distinct meanings and characteristics.

Form generally refers to a three-dimensional object that has depth, such as a solid object or a structure with volume.

It encompasses objects that have length, width, and height, and it extends beyond a two-dimensional representation.

Form can have irregular or complex shapes and is not limited to a specific number of sides.

Shape, on the other hand, refers to the two-dimensional outline or boundary of an object.

It is limited to the external appearance or silhouette of an object without considering its depth or volume.

Shapes are typically described by their attributes, such as the number of sides (e.g., triangle, square) or specific geometric properties (e.g., circle, rectangle).

Thus,

Form refers to three-dimensional objects with depth, while shape pertains to the two-dimensional outline or boundary of an object.

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A blueprint shows an apartment with an area of 15 square inches. If the blueprint's scale is 1 inch : 8 feet. The actual area of the apartment will be 960 square feet.

Dilation:

Inflation is the process of increasing the size of an item without affecting its shape. Depending on the scale factor, the size of the object can increase or decrease. Dilation is a transformation used to change the size of an object. Dilation is used to make objects larger or smaller. This transformation produces an image of the same shape as the original.

The dilation should either stretch or contract the original shape. This transformation is referred to as the "scaling factor".

When zooming in produces a larger image, it is called zooming in.

If dilation produces a smaller image, this is called downscaling.

There is no effect of dilation on the angle.

A blueprint shows an apartment with an area of 15 square inches.

If the blueprint's scale is 1 inch : 8 feet.

Then the scale factor will be 8/1 feet per inch.

Then the actual area square footage of the apartment will be

Actual area = 15 x (scale factor)²

Then the actual area of the footage will be

⇒ Actual area = 15 x (8/1)²

⇒ Actual area = 15 x 64

⇒ Actual area = 960 square feet

Thus, the actual area of the apartment will be 960 square feet.

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In this case, we are given a car dealership that offers a convertible that can be purchased in one of four colors: red, black, white, or silver. It is asked in the problem to give the probability for the next car purchased will be silver. since there are 300 silver colors, then the probability is 300/1500 or 1/5 in lowest terms. this is equal to 0.20.

From the given list of vegetables, the number of different ways in which these vegetables can be selected from a list of vegetables such that no vegetable is selected more than once given here by the formula of Combination, which is: [tex]^nC_k[/tex] = n!/[k!(n-k)!].

The city café is known for its vegetable plate lunch special that comes with four vegetables, cornbread, and sweet tea. If the four vegetables can be selected from a list of ten vegetables, the formula to determine how many different vegetable plates there are would be a combination of 10 vegetables taken 4 at a time.

The number of different ways that four vegetables can be selected from a list of ten vegetables is given by the formula of Combination, which is:

[tex]^nC_k[/tex] = n!/[k!(n-k)!]

where, n = number of elements in the set = 10 vegetables

k = number of elements chosen = 4 vegetables

n - k = number of elements not chosen = 10 - 4 = 6 vegetables

Therefore, the number of different vegetable plates is:

[tex]^nC_k[/tex] = 10!/ [4!(10-4)!]

[tex]^nC_k[/tex] = (10×9×8×7)/ (4×3×2×1) = 210

Hence, there are 210 different vegetable plates.

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To solve the question asked, you can say:  So, the other angle of the figure is 49 degree.

In Euclidean geometry, an angle is a shape consisting of two rays, known as sides of the angle, that meet at a central point called the vertex of the angle. Two rays can be combined to form an angle in the plane in which they are placed. Angles also occur when two planes collide. These are called dihedral angles. An angle in planar geometry is a possible configuration of two rays or lines that share a common endpoint. The English word "angle" comes from the Latin word "angulus" which means "horn". A vertex is a point where two rays meet, also called a corner edge.  

here the given angles are as -

107 + (180-156) + x = 180

as total angle sum of a triangle is 180

so,

x = 180 - 131

x = 49

So, the other angle of the figure is 49 degree.

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Answer:

∠DCB = 32

Step-by-step explanation:

∠A + ∠B = 90

∠B = 90 - ∠A = 90 - 32 = 58

∠DCB + ∠B = 90

∠DCB = 90 - ∠B = 90 - 58 - 32