A candy is in the shape of a sphere. The candy has a radius of 1.5 centimeters. Which of the following is closest to the volume of the candy? (Use 3.14 for π.)

Answer:

3  7/50

Step-by-step explanation:

so you need them to become common denominators

a common multiple they both have would be is 77

6/7 becomes 66/77 and 3/11 becomes 21/77

now we divide

keep the 66/77 as is and flip 21/77 (keep, change, flip)

so now our equation looks like this: 66/77 x 77/21

and your answer is 3.14

but as a fraction it is 157/50 and to simplified it would be 3 7/50 (mixed fraction)

Answer:8000 i think

Step-by-step explanation:

=20 to the power of nine-20 to the power of four=20 to the power of three.

20 to the power of three is 8000.

Hope this helps.

Answer:

How tall are you

ez clappp

Answer:

B i think

i examined carefully and im %75 sure that is it B

Step-by-step explanation:

im so sorry if it's wrong

Answer:

B

Step-by-step explanation:

more people prefer chicken.

because  73 people prefer chicken.

more people under 40 prefer chicken.

because 39 people prefer chicken where as only 21 people prefer steak

so the correct answer is b

The number of small tiles are needed​ is 300 tiles.

Using area of rectangular formula

Area of the room = length(l) × breadth (b)

Area of the room=300 cm×180 cm

Area of the room=54,000 cm²

Number of tiles needed = Area of rectangular region / Area of one tile

Number of tiles needed=54,000/180

Number of tiles needed=300 tiles

Therefore the number of small tiles are needed​ is 300 tiles.

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Answer:

D

Step-by-step explanation:

7.50/10=0.75

0.75*6=4.5

So, you will get 6 batteries for $4.50 which of course is less than $4.95.

Answer:

125.6 in²

Step-by-step explanation:

Area shaded :

The score(s) that will be obtained respectively in an independent-measures design and repeated-measures design are; 1 and 2

There are different ways to carry out an experiment in mathematics. This is because there are various means of research and also ways to interpret the results.

Now, when comparing two treatment conditions, an independent-measures design would always obtain 1 score for each subject. However, when a repeated-measures design is carried out on the same sample, it will obtain 2 scores.

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Answer:

-2/5

Step-by-step explanation:

the distance between -1 and -3 on the y-axis is 2. 2 is the rise of your slope. two find the run, find the distance between -5 and 0. The distance is negative 2. Rise over run equals the slope so -2/5 is the answer

Answer:

94

Step-by-step explanation:

add all the sides together

Answer:

x = 55.866 ft.

Step-by-step explanation:

39^2 + 40^2 = x^2

1521 + 1600 = 3121

sqrt(3121) = 55.8659

Rounded = 55.866

Make sure to add the ft.

Answer:

Step-by-step explanation:

a²+b²=c²

39²+40²=c²

3121=c²

c=√3121

c=55.866 to 3.d.p

Answer:

Step-by-step explanation:

I’m not sure u didn’t even add numbers

The difference in distance between Aero plane A and B is; 34.67 km

To get the bearing;

∠H = (115 - 90) + (270 - 203)

∠H = 92°

Then, we will use cosine rule to get the distance between both Planes A and B.

d_ab = √(18² + 29² - 2(18 * 29) * cos 92)

d_ab = √(324 + 841 + 36.435)

d_ab = 34.67 km

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Answer:

$17.60

Step-by-step explanation:

20% of $22 is $4.4 - Subtract $4.40 from $22 to calculate the discounted price: $17.60

Hope this helped! :)

The value of the expression f(5) + j(-2)  is -8 where f(x)=12-3x and j(x)=x² + 4x - 1

The expression is given as:

f(5) + j(-2)

Where f(x)=12-3x and j(x)=x² + 4x - 1

Calculate f(5) and j(-2)

f(5)= 12 - 3(5) = -3

j(-2) = (-2)² + 4(-2) - 1 = -5

So, we have:

f(5) + j(-2)  = -3 - 5

Evaluate

f(5) + j(-2)  = -8

Hence, the value of the expression f(5) + j(-2)  is -8

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Answer:

they are 10km 32 degrees far from each other

Step-by-step explanation:

scott - 100km - 30 degrees

spork - 110km - 62 degrees

how far = difference between them

as spork's distance and degrees are greater than scott we substract Scott's from spork's

110 - 100 = 10 km

62 - 30 = 32 degrees

they are 10km 32 degrees far from each other

The volume of a cone with radius of 4x and a height of 21xy² is 352 x³y²

Using the formula:

V=πr²h/3

Where r= radius = 4x

h= height = 21xy∧2

Substitute the values into the equation

V = 22/7 × 4x × 4x × (21 × x × y × y) ÷ 3

V = 22/7 × 16x² × 7xy²

V= 22 × 16x² × xy²

Multiply all through

Volume, V = 352 x³y²

Therefore, the volume of the cone is 352 x³y²

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Answer:

I'm not 100% sure about this question but the formula to get that is

(x-1) x 2 =y

Answer:

A) 24 cm²

Step-by-step explanation:

Area of a triangle formula:

A = 0.5bh

Given:

b = 6

h = 8

Work:

A = 0.5bh

A = 0.5(6)(8)

A = 3(8)

A = 24

[tex]\large{\underline{\underline{\pmb{\sf{\color{yellow}{Answer:}}}}}}[/tex]

Right answer is option A

24 cm²

Step-by-step explanation:

The area of triangle

a = 6 cm, b = 8 cm, c = 10 cm

He know

[tex] \mathfrak {Area \: of \: triangle = \frac{1}{2} \times base \times height}[/tex]

Here (a) acts like base

while (b) acts like height

Now substituting the values

[tex] \sf \longmapsto Area = \frac{1}{2} \times a \times b \\ \\ \\ \sf \longmapsto Area = \frac{1}{2} \times 6 \times 8 \\ \\ \\ \sf \longmapsto Area = 3 \times 8 \\ \\ \\ \sf \purple{\boxed {\longmapsto Area = 24 \: {cm}^{2} }}[/tex]

Answer:

True

Step-by-step explanation:

Cant really provide step by step per se.

The quadratic functions are given as below:-

x = 3y² - 6y + 5

y = 2x² + 2

y = 2x² -8x + 6

y = 5x² + 45x -8

The polynomial having a degree of two or the maximum power of the variable in a polynomial will be 2 is defined as the quadratic equation and it will cut two intercepts on the graph at the x-axis.

As we know that the function which will have the highest power of the variable equal to 2 will be called a quadratic polynomial.

So from the given expressions following equations has a degree of 2.

x = 3y² - 6y + 5

y = 2x² + 2

y = 2x² -8x + 6

y = 5x² + 45x -8

Therefore the above equations are quadratic functions.

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Answer:

z = 10

Step-by-step explanation:

First apply multiplication to inside the parenthesis:

2(z+5) = 2z + 10

5(z+ 2) = 5z + 10

10(z − 1) = 10z - 10 now write the full equation

2z + 10 + 5z + 10 = 10z - 10 add like terms

7z + 20 = 10z - 10 transfer like terms to the same side of the equation

20 + 10 = 10z - 7z

30 = 3z divide both sides by 3

10 = z

Hey there!

[tex] \displaystyle{\orange{\boxed{\bold{\green{d = -5}}}}}[/tex]

[tex] \\ [/tex]

[tex] \displaystyle{ \frac{4}{5}d + 3 = -2 - \frac{1}{5}d} \\ [/tex]

[tex] \hookrightarrow [/tex] Subtract 3 from both sides :

[tex] \\ \displaystyle{ \frac{4}{5}d + 3 \bold{ \red{ - 3} }} = \displaystyle{ - 2 - \frac{1}{5}d \bold{ \red{ - 3}} } \\ \\ \implies \displaystyle{\frac{4}{5}d = - \frac{1}{5}d - 5 } \: \: \: \: [/tex]

[tex] \\ \hookrightarrow [/tex] Add [tex] \frac{1}{5}d [/tex] to both sides :

[tex]\\ \displaystyle{\frac{4}{5}d \: \bold{ \blue{ + \frac{1}{5}d }} = \displaystyle{ - \frac{1}{5}d - 5 \: \bold{ \blue{ + \ \frac{1}{5}d }}}} \\ \\ \implies \displaystyle{\frac{5}{5}d = - 5} \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \implies \displaystyle{\green{ \boxed{ \orange{{d = - 5}}}}} \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: [/tex]

Therefore, our answer is d = -5

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add [tex]\bf{\frac{1}{5}d }[/tex] on both sides.

[tex]\boldsymbol{\dfrac{4}{5}d+3+\dfrac{1}{5}d=-2 }[/tex]

combine [tex]\bf{\frac{4}{5}d }[/tex] and [tex]\bf{\frac{1}{5}d }[/tex] to get d.

[tex]\boldsymbol{d+3=-2}[/tex]

Subtract 3 from both sides.

[tex]\boldsymbol{d=-2-3}[/tex]

Subtract 3 from −2 to get −5.

[tex]\boxed{\boldsymbol{d=-5}} \ \ \to \ \ \bf{Answer}[/tex]

Let d=-5.

[tex]\sf{\dfrac{4}{5}\times-5+3=-2-\dfrac{1}{5}\times-5 }[/tex]

[tex]\rm{Apply \ this \ rule:\dfrac{a}{b}\times c=\dfrac{ac}{b} }[/tex]

[tex]\sf{\dfrac{4\times-5}{5}+3=-2-\dfrac{1}{5}\times-5 \ \ \to \ \ Multiply \ 4 \ by \ -5 }[/tex]

[tex]\sf{\dfrac{-20}{5}+3=-2-\dfrac{1}{5}\times-5 }[/tex]

[tex]\rm{Move \ the \ negative \ symbol \ to \ the \ left. }[/tex]

[tex]\sf{-\dfrac{20}{5}+3=-2-\dfrac{1}{5}\times-5 \ \ \to \ \ Simplify \ \frac{20}{5} \ to \ 4. }[/tex]

[tex]\sf{-4+3=-2- \dfrac{1}{5}\times-1 }[/tex]

[tex]\rm{Move \ the \ negative \ symbol \ to \ the \ left.}[/tex]

[tex]\sf{-4+3=-2-(-1) \ \ \to \ \ Simplify \ -4+3 \ to \ -1. }[/tex]

[tex]\sf{-1=-2-(-1) \ \ \to \ \ \to \ \ Remove \ parentheses. }[/tex]

[tex]\sf{-1=-2+1 \ \ \to \ \ Simplify \ -2+1 \ to \ -1.}[/tex]

[tex]\sf{-1=-1 \ \to \ Equality \ is \ met.}[/tex]

Checked ✅

[tex]\huge \red{\boxed{\green{\boxed{\boldsymbol{\purple{Pisces04}}}}}}[/tex]

Answer:

3x - 11

Step-by-step explanation:

x + 5/ 3x-11

3x - 11 is the quotient

Answer:

-4.67

Step-by-step explanation:

first find f^-1(x)

let f(x)=y

y=3x+2

3x=y-2

x=y-2/3

Therefore f^-1(x)=x-2/3

Now f^-1(-12)=-12-2/3

=-14/3

=-4.67

Answer:

f(x)=2|x|

Step-by-step explanation:

graphing calculators work wonderz

Answer:

Correct option is C)

given, y≥2x+1 and

y>

2

1

x−1

Answer:

D

Step-by-step explanation:

y>_2/3 x+1 (as diagram shows the deepest line that's why it should be either greater than or equal sign or less than or equal sign)

Now check those point,

we get for (-3,-1) is -1=-1 and for (3,3) is 3=3. This can be greater than bcoz it's upon the root point.