There are 20 students in speech class and five speeches are given each day. What is the probability that Maria is randomly selected on the first day?

Answer:

333 cubic inches

Step-by-step explanation:

Hello, I can help you with this.

according to the question the maximum diameter of a bowling ball is 8.6 inches.

[tex]D_{max}=8.6 inches\\[/tex]

Step one

using this equation find the radius of the ball

remember

Diameter=2*radius

diameter/2= radius

put the value into the equation

8.6 inches/2= radius

radius=4.3 inches

Step two

using the known radius , find the volume

the volume of a sphere is given by

[tex]V=\frac{4}{3}\pi *radius^{3}[/tex]

put the value of radius into the equation

[tex]V=\frac{4}{3}\pi *(4.3\ in) ^{3} \\\\V=\frac{4}{3}\pi *79.507\ in ^{3}\\V=333.03 in ^{3}[/tex]

so,  the volume to the nearest tenth of a bowling ball with this diameter is 333 cubic inches.

I hope it helps, have a good day.

Answer:

The volume of the bowling ball to the nearest tenth is v ≈ 106.0π in³ in terms of π  or v≈332.9 in³

Step-by-step explanation:

To find the volume of the bowling ball, we will follow the steps below;

First write down the formula for calculating the volume of a sphere

v=[tex]\frac{4}{3}[/tex]πr³

where v = volume of the ball   and  r = radius of the ball

From the equation given, the diameter of the ball is 8.6 inches but radius is half of diameter, this implies that r= d/2 = 8.6/2 = 4.3, that is; radius=4.3 inches.

Let substitutes the value into the equation

v=[tex]\frac{4}{3}[/tex]×π×(4.3)³

v = [tex]\frac{4}{3}[/tex]×π×79.507

v =106.009π

v ≈ 106.0π in³

we can take π=3.14

v = 106.009×3.14

v =332.86826

v≈332.9 in³

The volume of the bowling ball to the nearest tenth is v ≈ 106.0π in³ in terms of π  or v≈332.9 in³

Answer:

the new price is... i think 180

Step-by-step explanation:

Answer:

V=-11

Step-by-step explanation:

V + 6/2 = -8

You simplify the 6/2 PEMDAS

V + 3 = -8

You subtract 3 from both sides PEMDAS/isolate the variable/combine like terms

V = -11

Answer:

x = [tex]\frac{4}{3}[/tex], x = [tex]\frac{8}{3}[/tex]

Step-by-step explanation:

Given

- 2 | 3x - 6 | + 5 = 1 ( subtract 5 from both sides )

- 2 | 3x - 6 | = - 4 ( divide both sides by - 2 )

| 3x - 6 | = 2

The absolute value function always returns a positive solution, however, the expression inside can be positive or negative, that is

3x - 6 = 2 ( add 6 to both sides )

3x = 8 ( divide both sides by 3 )

x = [tex]\frac{8}{3}[/tex]

OR

- (3x - 6) = 2, that is

- 3x + 6 = 2 ( subtract 6 from both sides )

- 3x = - 4 ( divide both sides by - 3 )

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

As a check

Substitute these values into the left side of the equation and if equal to the right side then they are the solutions.

x = [tex]\frac{8}{3}[/tex] : - 2| 8 - 6 | + 5 = - 2| 2| + 5 = -2(2) + 5 = - 4 + 5 = 1 = right side

x = [tex]\frac{4}{3}[/tex] : - 2 | 4 - 6| + 5 = - 2| - 2| + 5 = - 2(2) + 5 = - 4 + 5 = 1 = right side

Thus the solutions are x = [tex]\frac{4}{3}[/tex] and x = [tex]\frac{8}{3}[/tex]

Answer:

x = 1⅓, 2⅔

Step-by-step explanation:

-2 | 3x - 6 | + 5 = 1

-2 | 3x - 6 | = 1 - 5

-2 | 3x - 6 | = -4

| 3x - 6 | = 2

3x - 6 = 2

3x = 8

x = 8/3 = 2⅔

3x - 6 = -2

3x = 4

x = 4/3 = 1⅓

Answer:

The answer is C

Step-by-step explanation:

Answer:

[tex] {(2x + y)}^{2} - {(x - 2y)}^{2} [/tex]

[tex] < {(x + y)}^{2} = {x}^{2} + 2xy + {y}^{2} > [/tex]

[tex] < {(x - y)}^{2} = {x}^{2} - 2xy + {y}^{2} > [/tex]

[tex] {(2x)}^{2} + 2(2x)(y) + {(y)}^{2} - {(x)}^{2} - 2(x)(2y) + {(2y)}^{2} [/tex]

[tex] {4x}^{2} + 4xy + {y}^{2} - {x}^{2} - 4xy + {4y}^{2} [/tex]

[tex] {4x}^{2} - {x}^{2} + {4y}^{2} + {y}^{2} [/tex]

[tex] = {3x}^{2} + {5y}^{2} [/tex]

Hope this will help u...

Look at the attached picture⤴⤴

6x²+60x+150=0

36x+60x= -150

96x= -150

x= -1.56

Answer: x= -5twice

Step-by-step explanation:

6x2+60x+150=0

Quadratic equation

But firstly,divide all by 6

6x2/6+60x/6+150/6=0

X2+10x+25=0

Variable of 25 that will give 10 is 5&5

Substitute

X2+5x+5x+25=0

X(x+5)+5(x+5)=0

(X+5)(x+5)=0

X+5=0

X= -5 twice

Answer:

on my screen the picture is blocked just comment on my answer and i will do it for you

Step-by-step explanation:

Answer:

Inequality Form:

−30<x<16

Interval Notation:

(−30,16)

Step-by-step explanation:

-0.5

Answer: -0.5

Step-by-step explanation:

Answer:-0.05

Step-by-step explanation:

Answer:

100 x

Step-by-step explanation:

Answer:

Many of the policy tools used by these earlier American systems are obsolete today. But the idea is not. Now, as in the nineteenth and twentieth centuries, national economic development rests on a mutually reinforcing triad of policies to encourage American industry, national infrastructure, and adequate finance.

The principles of economic nationalism, financial stability, and infrastructure development remain influential in modern economic policy.

The American System, also known as the National System or Henry Clay's American System, was an economic plan devised by American statesman Henry Clay in the early 19th century. The plan aimed to promote economic growth and national unity by focusing on three key areas:

Tariff Protection: Clay advocated for high tariffs on imported goods to protect American industries from foreign competition. This policy is still reflected in modern trade agreements, where tariffs are used to balance trade and protect domestic industries.

National Bank: Clay supported the establishment of a strong national bank to regulate the money supply, stabilize the economy, and facilitate commerce. While the specific form of the Second Bank of the United States, which Clay supported, is no longer in existence, the concept of a central bank remains central to modern economic policy.

Internal Improvements: Clay believed in investing in infrastructure projects such as roads, canals, and railroads to improve transportation and connect different regions of the country. This concept is still relevant today, as governments continue to invest in infrastructure to support economic growth and mobility.

For such more question on economic

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Answer:

3.8m

Step-by-step explanation:

Since Lara is putting lace trim around the border of a circular tablecloth, by the time she finishes she has covered the circumference.

The circumference of a circle is calculated using:

[tex]C=\pi \: d[/tex]

where d is the diameter of the circle.

It was given that the diameter of the circular table cloth is 1.2 meters.

[tex]C=3.14 \times 1.2[/tex]

[tex]C=3.768[/tex]

Therefore the length of the lace she needed is 3.8m

Final answer:

Lara will need 3.8 meters of lace trim for the border of her circular tablecloth, after rounding to the nearest tenth.

Explanation:

The student is asking about the circumference of a circle, which is the total length around the circle. Given the diameter of the tablecloth as 1.2 meters, the circumference can be found using the formula C = πd, where C is the circumference and d is the diameter. The value of π (pi) is approximately 3.14. So the length of lace Lara needs is C = 3.14 × 1.2 meters = 3.768 meters. After rounding to the nearest tenth of a meter, Lara would need 3.8 meters of lace trim.

Answer:

Answer 2 is correct, 740

Step-by-step explanation:

The rounded equation would be 10 (50+20) + 40. So if you do the equation then it would be 740

Answer:

0

Step-by-step explanation:

Some president will make Russia mad enough to start a nuclear war and the entire planet will be destroyed, let alone Starbucks.

Answer:

The answer is actually A) -8.53

Step-by-step explanation:

The line of best fit has equation y = 2.1x - 0.55, so plugging in x = -3.8 yields -8.53 for y.  I just did my USATestprep and this was the answer.

Answer:

3/6

Step-by-step explanation:

Answer:

3/6=1/2

Step-by-step explanation:

Cross multiply

x/6=1/2

2x=6

Divide by 2 on both sides

x=3

So, 3/6=1/2

Hope this helps! :)

Answer:

Option C.

Step-by-step explanation:

In the given figure C is the center of the circle.  

Let A and B are two points on the circle, such that

[tex]\angle A=a^{\circ},\angle B=b^{\circ}[/tex]

Since CA and CB are radius of the circle, therefore ABC is an isosceles triangle.

[tex]\angle A=\angle B=a^{\circ}[/tex]

Using angle sum property,

[tex]\angle A+\angle B+\angle C=180^{\circ}[/tex]

[tex]a^{\circ}+a^{\circ}+\angle C=180^{\circ}[/tex]

[tex]2a^{\circ}=180^{\circ}-\angle C[/tex]

Divide both sides by 2.

[tex]a^{\circ}=\dfrac{180^{\circ}-\angle C}{2}[/tex]

It is given that

[tex]30<C<60[/tex]

[tex]\Rightarrow 180-30>180-C>180-60[/tex]     (Subtract from 180)

[tex]\Rightarrow 150>180-C>120[/tex]

[tex]\Rightarrow \dfrac{150}{2}>\dfrac{180-C}{2}>\dfrac{120}{2}[/tex]      (Divide by 2)

[tex]\Rightarrow 75>a>60[/tex]

[tex]\Rightarrow 60<a<75[/tex]

Hence, the correct option is C.

Answer:

There is no correlation between shoe size and math abity.

Step-by-step explanation:

The researcher's examination showed that there's no correlation between a child's shoe size and math ability. Hence, a larger shoe size doesn't inherently relate to better or worse math skills. The concepts of correlation and causation are critical in such evaluations.

The researcher's analysis indicates that there is no correlation between a child's shoe size and their math abilities. In other words, having a larger shoe size does not necessarily mean that a child would be better or worse at mathematics. The subjects of correlation and causation are important in studies like these. Correlation refers to a mutual relationship or connection between two or more things. In this case, there is no evident correlation between shoe size and math ability. On the other hand, causation would mean that one event (a larger shoe size) is the result of the occurrence of the other event (higher math ability), which in this scenario is not the case.

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The odds would be 7/8 that at least one would be a heads.

To find your answer, see each coin flip as unrelated to the last one.

For the first coin flip, you can either get heads or tails. So, there's only 2 possible outcomes.

Flip 1 (Outcome 1): H or T

Flip 1 (Outcome 2): H or T

But when it comes to the second flip, now each outcome has two possible "sub-outcomes" of their own. So there's now four total outcomes.

Flip 2 (Outcome 1) : H, H

Flip 2 (Outcome 2) : H, T

Flip 2 (Outcome 3) : T, H

Flip 2 (Outcome 4) : T, T

On the third flip, there would now be 8 outcomes. As each "sub-outcome" has own of their own.

Flip 3 (Outcome 1) : H, H, H

Flip 3 (Outcome 2) : H, H, T

Flip 3 (Outcome 3) : H, T, H

Flip 3 (Outcome 4 : H, T, T

Flip 3 (Outcome 5) : T, H, H

Flip 3 (Outcome 6) : T, H, T

Flip 3 (Outcome 7) : T, T, H

Flip 3 (Outcome 8): T, T, T

So all but one of the eight outcomes have at least one heads drawn. Due to this, the odds of an heads happening would be 7/8 within all of the possible outcomes.

Final answer:

The cost of 10 books can be found by dividing the total cost for 8 books ($19.60) by 8 to get the cost per book ($2.45), and then multiplying that by 10 to get the total cost ($24.50).

Explanation:

To determine the cost of 10 books if 8 books cost $19.60, we need to establish the price per book and then multiply that by 10. First, let's calculate the cost per book by dividing the total cost by the number of books:

Cost per book = Total cost ÷ Number of books = $19.60 ÷ 8 books = $2.45 per book

Now, using the cost per book, we can find the total cost for 10 books:

Total cost for 10 books = Cost per book × 10 = $2.45 × 10 = $24.50

Therefore, the equation that would help determine the cost of 10 books is:

Cost = $2.45 × Number of books

In this case, for 10 books, the cost would be:

Cost = $2.45 × 10

Given:

Intersecting lines DA and CE.

To find:

Each pair of adjacent angles and vertical angles.

Solution:

Adjacent angles are in the same straight line.

Pair of adjacent angles:

(1) ∠EBD and ∠DBC

(2) ∠DBC and ∠CBA

(3) ∠CBA and ∠ABE

(4) ∠ABE and ∠EBD

Vertical angles are opposite angles in the same vertex.

Pair of vertical angles:

(1) ∠EBD and ∠CBA

(2) ∠DBC and ∠EBA

Answer:

350

Step-by-step explanation:

Y=25 X=25

x + y + 300 = ___

25 + 25 + 300 = 350

Answer:

350

Step-by-step explanation:

given that

y = 25

x = 25

in order to evaluate for the value of

x + y+ 300 = ?

25 + 25 + 300 =350

Answer:

45.1

Step-by-step explanation:

The original amount is 82

But the wrong amount is 45

So we will have to calculate the percentage for the error

82-45

37

So %error= 37/82 ×100

=3700/82

=45.121~45.1( to nearest tenth)

So the final answer is 45.1%

Answer:

If Jada sells 60 kilograms of paprika, her profit would be $200.

Step-by-step explanation:

Note: The missing graph is attached below.

From the graph,

Taking two points

[tex]\mathrm{Slope\:between\:two\:points}:\:\mathrm{Slope}=\frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]\left(x_1,\:y_1\right)=\left(35,\:0\right),\:\left(x_2,\:y_2\right)=\left(60,\:200\right)[/tex]

[tex]m=\frac{200-0}{60-35}[/tex]

[tex]m=8[/tex]

The equation of line in slope-intercept form is

[tex]y=mx+b[/tex]

Putting (60, 200) and m = 8 in the slope-intercept form

[tex]200=\left(60\right)\left(8\right)+b[/tex]

[tex]\left(60\right)\left(8\right)+b=200[/tex]      

[tex]480+b=200[/tex]

[tex]\mathrm{Subtract\:}480\mathrm{\:from\:both\:sides}[/tex]

[tex]480+b-480=200-480[/tex]

[tex]b=-280[/tex]

Thus

[tex]y=mx+b[/tex]

[tex]y=8x+\left(-280\right)[/tex]

[tex]y=8x-280[/tex]

Putting x = 60

[tex]y=8\left(60\right)-280[/tex]

[tex]y=200[/tex]

Therefore, if Jada sells 60 kilograms of paprika, her profit would be $200.

Answer:

the answer is 35 kilograms

Step-by-step explanation:

got it from khan academy

[tex]\boxed{f(x) = 11x^4 + 22x^3 - 1001x^2 - 5632x - 7260}[/tex]

A quartic function is a function given by the the following equation in standard form:

[tex]f(x)=a_{4}x^4+a_{3}x^3+a_{2}x^2+a_{1}x+a_{0} \\ \\ \\ Where: \\ \\ a_{4},a_{3},a_{2},a_{1},a_{0} \ \text{are constant} \\ \\ \text{and} \ a_{4} \ \text{is the leading coefficient}[/tex]

From the statement we must assume the leading coefficient of f(x) is 11, so:

[tex]a_{4}=11[/tex]

The zeros are:

[tex]x=-6 \\ \\ x=-5 \\ \\ x=-2 \\ \\ x=11[/tex]

So, we can write:

[tex]f(x)=11(x-(-6))(x-(-5))(x-(-2))(x-11) \\ \\ \\ So: \\ \\ \mathrm{Rule}:-\left(-a\right)=a \\ \\ \\ Then: \\ \\ f(x)=11\left(x+6\right)\left(x+5\right)\left(x+2\right)\left(x-11\right)[/tex]

[tex]Expand:\left(x+6\right)\left(x+5\right):\ x^2+11x+30: \ \text{Distributive Property} \\ \\ \\ Then: \\ \\ f(x)=11\left(x^2+11x+30\right)\left(x+2\right)\left(x-11\right) \\ \\ \\ Expand:\left(x^2+11x+30\right)\left(x+2\right):\ x^3+13x^2+52x+60: \ \text{Distributive Property} \\ \\ \\ Then: \\ \\ f(x)=11\left(x^3+13x^2+52x+60\right)\left(x-11\right)[/tex]

[tex]Expand: \left(x^3+13x^2+52x+60\right)\left(x-11\right):\ x^4+2x^3-91x^2-512x-660 \\ (Distributive \ property)[/tex]

Finally:

[tex]f(x) = 11(x^4 + 2x^3 - 91x^2 - 512x - 660) \\ \\ \boxed{f(x) = 11x^4 + 22x^3 - 1001x^2 - 5632x - 7260}[/tex]

Answer:

1542 millimeters or 15.42.42 centimeters

Step-by-step explanation:

The initial length being 2m converted to millimeters will mean we multiply by 1000 since

1m=1000mm

Therefore, 2m will be 2*1000=2000 mm

Part used was 458mm hence to get the remaining part we get the difference as follows

2000 mm -458 mm=1542 mm

Therefore, the length that can be used now is 1542 mm or 15.42 cm