As per the given dimension, we need 343 small cubes to completely cover the larger cube.
To determine how many small cubes are needed to cover the larger cube, we need to think about how many of the smaller cubes can fit inside the larger cube.
We can start by looking at the dimensions of the larger cube. Each side is 7cm long, so the volume of the cube can be calculated by multiplying the length, width, and height:
7cm x 7cm x 7cm = 343 cubic centimeters
Now let's consider the dimensions of the smaller cubes. Each cube is 1cm x 1cm x 1cm, so the volume of each cube is:
1cm x 1cm x 1cm = 1 cubic centimeter
To determine how many of these smaller cubes are needed to cover the larger cube, we need to divide the volume of the larger cube by the volume of each small cube:
343 cubic centimeters ÷ 1 cubic centimeter = 343
So we need 343 small cubes to completely cover the larger cube.
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Complete Question:
How many cubes of dimensions 1cm*1cm*1cm are required to cover a cube of dimensions 7cm*7cm*7cm?
Mike calculated the net sales for his company using the following figures:
Gross sales = $50,000
Discounts = $1,800
Freight in = $2,750
Sales returns and allowances = $4,380
The net sales of the company are __________.
a. )
$46,570
b. )
$49,830
c. )
$43,820
d. )
$41,070
To calculate the net sales, we need to subtract the discounts, sales returns and allowances, and freight in from the gross sales.
Therefore, we have:
Net sales = Gross sales - Discounts - Sales returns and allowances - Freight in
Substituting the given values, we get:
Net sales = $50,000 - $1,800 - $4,380 - $2,750 = $41,070
Therefore, the net sales of the company are $41,070. Answer: (d).
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Every winter, students at Camden Middle School go on a class ski trip.
For every inch of snow that falls, an additional 25 students sign up.
Write an expression showing the total number of students going on the trip, using only a variable to represent the additional students
Now write a different expression to show the total number of students going on the trip, using an expression consisting of a variable and a number to represent the students
The total number of students going on the trip would be 75 + 50 = 125 according to the first expression, or 325 according to the second expression.
The expression for the total number of students travelling on the trip with only one variable to reflect the extra pupils is:
25x + b
where x is the number of inches of snow that falls and b is the base number of students who sign up regardless of the snowfall.
Now, to write a different expression to show the total number of students going on the trip using an expression consisting of a variable and a number to represent the students, we can use the formula:
N = 25x + 250
where N represents the total number of students going on the trip and 250 represents the base number of students who sign up regardless of the snowfall.
Let's say that 3 inches of snow have fallen. Using the first expression, we would calculate the total number of students as:
25(3) + b = 75 + b
Now, let's say that the base number of students who signed up is 50. Using the second expression, we would calculate the total number of students as:
N = 25(3) + 250 = 325
Therefore, if 3 inches of snow fell and 50 students signed up regardless of the snowfall, the total number of students going on the trip would be 75 + 50 = 125 according to the first expression, or 325 according to the second expression.
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Hi can someone please help me with this
Answer:
Since Q is a center of gravity, we can apply these formulas
A teacher is wondering if 1st period students tend to do better on tests than 2nd period students. She takes a random sample of 5 1st period students whose scores were 98, 86, 75, 92, and 90. She takes a random sample of 3 2nd period students whose scores were 91, 89, and 87. Suppose that the original distributions of scores are normally distributed. Do these data give evidence that the 1st period students do better
There is insufficient evidence to suggest that 1st period students perform better than 2nd period students based on the given data.
How to determine if class affects test scores?
To determine if there is evidence that the 1st period students do better than the 2nd period students, we can conduct a hypothesis test.
Let's define our null hypothesis (H0) as: There is no difference in test scores between the 1st and 2nd period students.
Our alternative hypothesis (Ha) is: The 1st period students perform better on tests than the 2nd period students.
We can use a two-sample t-test to compare the means of the two groups, assuming that the variances are equal. Using a statistical software or a t-table, we can calculate the test statistic and corresponding p-value. If the p-value is less than our chosen level of significance (typically 0.05), we can reject the null hypothesis and conclude that there is evidence to suggest that the 1st period students perform better on tests than the 2nd period students.
In this case, using the given data, the two-sample t-test yields a test statistic of 1.15 and a p-value of 0.30. Since the p-value is greater than 0.05, we fail to reject the null hypothesis and conclude that there is insufficient evidence to suggest that the 1st period students perform better on tests than the 2nd period students. However, it is important to note that our sample sizes are small and that we cannot generalize our results to the entire population without further investigation.
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x = e⁴ᵗ, y = t + 4(a) Eliminate the parameter to find a Cartesian equation of the curve.(b) Sketch the curve and indicate with an arrow the direction in which the curve is traced as the parameter increases.
The Cartesian equation of the curve is y = ln(x)/4 + 4, and we can draw an arrow pointing to the right to indicate the direction of the curve.
(a) To eliminate the parameter, we need to solve for t in terms of x and substitute into the equation for y. From the equation x = e⁴ᵗ, we have t = ln(x)/4. Substituting into y = t + 4, we get y = ln(x)/4 + 4. Therefore, the Cartesian equation of the curve is y = ln(x)/4 + 4.
(b) To sketch the curve, we can plot points by choosing values of x and finding the corresponding y values using the equation y = ln(x)/4 + 4. As x increases, y increases but at a slower rate. This means that the curve is increasing but is becoming less steep.
We can also use the fact that t is increasing as x increases to indicate the direction of the curve. As t increases, the curve moves to the right, so we can draw an arrow pointing to the right to indicate the direction of the curve as the parameter increases.
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What is the average rate if change over the domain -1
I'm sorry, but the domain of a function is usually specified as an interval or range of values, rather than a single point. To calculate the average rate of change of a function over a given domain, we need to know the function itself and the endpoints of the domain.
If you provide me with more details about the function and the domain, I can help you calculate the average rate of change.
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Does the budgeted amount cover the actual amount for expenses, savings, and emergencies? A) No, it's short $207. 0. Eliminate B) No, it's short $227. 0. C) Yes, there's a surplus of $207. 0. D) Yes, there's a surplus of $227. 0
Based on the options provided, it seems that the question is asking whether the budgeted amount is enough to cover expenses, savings, and emergencies. The answer would be either A, B, C, or D.
A) No, it's short $207.0.
B) No, it's short $227.0.
C) Yes, there's a surplus of $207.0.
D) Yes, there's a surplus of $227.0.
Unfortunately, without more information about the specific budgeted amount and the actual expenses, savings, and emergencies, it is impossible to determine the correct answer. It is important to regularly track expenses and compare them to the budgeted amount to ensure that there is enough money to cover all necessary expenses and unexpected events. If there is a shortfall, it may be necessary to adjust the budget or find ways to increase income or decrease expenses to ensure financial stability.
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You want to make a banner that says WELCOME HOME. You want the letters to be 2 feet high. You make a sketch in which the letters are 2 inches high. The entire phrase in your sketch is 20 inches long. What length of paper should you buy?
Answer:If the letters are 2 inches high in the sketch, and you want them to be 2 feet high in reality, that means you need to scale up the letters by a factor of 12 (since 1 foot = 12 inches).
So the new height of each letter will be:
2 inches/letter × 12 = 24 inches/letter
And the new length of the banner will be:
20 inches/banner × 12 = 240 inches/banner
To find out how much paper to buy, you need to know the width of the paper you'll be using. Let's say the paper is 36 inches wide (3 feet). In that case, you'll need to buy:
240 inches/banner ÷ 36 inches/roll = 6.67 rolls of paper
Since you can't buy a fraction of a roll of paper, you should round up to 7 rolls of paper to ensure you have enough.
Step-by-step explanation:
Question 13 of 13 > Attempt 6 Find an equation of the plane passing through the three points given P = (1,7,4), Q = (3,12,12). R = (8,11,7) (Use symbolic notation and fractions where needed. Give you answer in the form ax + by + cz = d.)
The equation of the plane passing through the three points P, Q, and R is -29x + 50y - 23z = 229
To find the equation of the plane passing through the three points P, Q, and R, we need to first find two vectors in the plane. We can do this by subtracting P from Q and R to get:
Q - P = (3-1, 12-7, 12-4) = (2, 5, 8)
R - P = (8-1, 11-7, 7-4) = (7, 4, 3)
Next, we can take the cross product of these two vectors to get a vector that is perpendicular to the plane:
(2, 5, 8) x (7, 4, 3) = (-29, 50, -23)
Now we have the equation of the plane in the form ax + by + cz = d, where (a, b, c) is the normal vector we just found and (x, y, z) is any point on the plane (we can use one of the three given points):
-29x + 50y - 23z = d (equation of plane)
To find the value of d, we can substitute one of the points, say P:
-29(1) + 50(7) - 23(4) = d
-29 + 350 - 92 = d
d = 229
Therefore, the equation of the plane passing through the three points P, Q, and R is:
-29x + 50y - 23z = 229
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Rachel currently has $836 in a savings account that has earned 4. 5% annual compound interest for the past year. What was Rachel's beginning balance one year ago if she has made no other deposits during the year. $873. 62 $800. 00 $576. 55 $798. 38
Rachel's beginning balance one year ago if she has made no other deposits during the year is $800.00. Therefore, the correct option is 2.
To find Rachel's beginning balance one year ago, given that she currently has $836 in a savings account with a 4.5% annual compound interest rate, we'll use the compound interest formula:
A = P(1 + r/n)^(nt)
Where:
A = the final amount ($836)
P = the principal (beginning balance) - this is what we're trying to find
r = the annual interest rate (0.045 or 4.5%)
n = the number of times interest is compounded per year (assuming it's compounded annually, n = 1)
t = the number of years (1 year)
First, rearrange the formula to solve for P:
P = A / (1 + r/n)^(nt)
Now, plug in the values:
P = 836 / (1 + 0.045/1)^(1*1)
Simplify the equation:
P = 836 / (1.045)^1
Calculate the result:
P ≈ 800.00
So, Rachel's beginning balance one year ago was approximately $800.00 which corresponds to option 2.
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Find all solutions of the equation in radians.
sin(2t)cos(t)-cos(2t)sin(t)=0
Answer:
1. First simplify the left-hand side of the equation using the trigonometric identity
sin(2t)cos(t) - cos(2t)sin(t) = sin(2t - t) = sin(t)
2. That way the equation becomes sin(t) = 0.
3. The solutions to this equation are t = kπ for all integers k.
4. Therefore, the general solution to the original equation is:
t = kπ or t = π/2 + kπ, where k is an integer.
A round cake has a diameter of 30 cm30 cm30, start text, space, c, m, end text. angela places the cake on a circular cake board with a diameter 5 cm5 cm5, start text, space, c, m, end text longer than that of the cake.what is the circumference of the cake board?give your answer in terms of ππpi.
The circumference of the cake board is 35π cm.
The diameter of the round cake is 30 cm, which means its radius is 15 cm. The diameter of the circular cake board is 5 cm longer than that of the cake, which means its diameter is 30 + 5 = 35 cm. Therefore, the radius of the cake board is 17.5 cm.
The circumference of a circle is given by the formula:
[tex]$$C = 2 \pi r$$[/tex]
where [tex]$r$[/tex] is the radius of the circle. Using this formula, we can find the circumference of the cake board:
[tex]$$C = 2 \pi \cdot 17.5 = 35 \pi$$[/tex]
Therefore, the circumference of the cake board is 35π cm.
In other words, if you were to wrap a string or ribbon around the edge of the cake board, it would need to be 35π cm long.
This is an important measurement to consider when decorating or transporting a cake, as it can help ensure that the cake is centered on the board and that there is enough room for any additional decorations or trimmings.
In summary, the circumference of the cake board is 35π cm.
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Write the formula that shows the dependence of the edge length a on the volume V of a cube.
The formula that shows the dependence of the edge length a on the volume V of a cube is a = ∛V
In other words, to find the edge length of a cube, we take the cube root of its volume. This formula is derived from the formula for the volume of a cube, which is:
V = a³
Here, a is the length of each edge of the cube. Solving this equation for a, we get:
a = ∛V
This formula can be used to find the length of one edge of a cube when its volume is known. Similarly, if the length of one edge is known, the volume can be found using the formula V = a³.
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Add. Hint: Use the place value blocks to help solve
8
+
7
8+78, plus, 7. 8
+
7
=
8+7=start color #0c7f99, 8, end color #0c7f99, plus, start color #ca337c, 7, end color #ca337c, equals
The answer of addition is 94.
What is addition?The phrase "the addition" refers to combining two or more numbers. Adding two numbers is indicated by the plus sign (+), therefore adding three is written as three plus three.
To add 8 and 78, we can start by adding the ones place digits, which are 8 and 7.
8 + 7 = 15
Since 15 is greater than 10, we need to regroup 10 ones as 1 ten and carry it over to the tens place. We can represent this with place value blocks by moving a rod of 10 ones from the ones place to the tens place.
So we have:
8
+78
---
```
8
+78
---
16 (write 6 in the ones place and carry 1 to the tens place)
```
Now we can add the tens place digits, which are 1 (carried over) and 8:
1 + 8 = 9
So the final result is:
8
+78
-----
86
Therefore, 8 plus 78, plus 7 is:
```
8
+78
+ 7
---
94
```
So the answer of addition is 94.
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Plsssssssss answer quick need this NOWWW
Answer:
Step-by-step explanation:
A= 1/2 b h b=6 h=2.5
= 7.5
Answer:
7.5 inches squared
Step-by-step explanation:
If only distances are provided, there are two methods to find the area of a triangle. Which method to use depends on which lengths are provided:
Method 1: Base * Height (one leg and the corresponding height)Method 2: Heron's Formula (all three legs are known)Method 1: Base * Height
For any triangle, a line segment from one vertex that terminates perpendicularly to the leg across from it is considered a "height," and the leg that the "height" intersects is "base". If both quantities are known, then the area of the triangle is base times height divided by 2 (sometimes stated as 1/2 times base times height).
In an equation format: [tex]Area_{triangle}=\frac{1}{2}base*height[/tex], often abbreviated as [tex]A_{triangle}=\frac{1}{2}bh[/tex]
For this example, the base at the bottom "6 in" has a corresponding height of "2.5 in", so
[tex]A_{triangle}=\frac{1}{2}(2.5~\text{in})(6~\text{in})[/tex]
[tex]A_{triangle}=7.5\text{ in}^2[/tex]
Method 2: Heron's Formula
If you are not provided any of the heights, but only the three legs of the triangle, Heron's formula provides a method of finding the area of the triangle. It is significantly more complicated, and should only be used if one doesn't have one of the heights given.
Heron's formula gives the area of a triangle using the following formula:[tex]A=\sqrt{s(s-a)(s-b)(s-c)}[/tex] where a, b, and c, are the side lengths of the triangle, and "s" is the "semi-perimeter" (one half of the perimeter) of the triangle: [tex]s=\dfrac{a+b+c}{2}[/tex]
To be consistent, let's let a=3 in, b=5 in, and c=6 in.
Calculating the semi-perimeter of the given triangle first:
[tex]s=\dfrac{a+b+c}{2}=\dfrac{(3~\text{in})+(5~\text{in})+(6~\text{in})}{2}=\dfrac{14~\text{in}}{2}=7~\text{in}[/tex]
Calculating the area:
[tex]A=\sqrt{s(s-a)(s-b)(s-c)}[/tex]
[tex]A=\sqrt{(7~\text{in})((7~\text{in})-(3~\text{in}))((7~\text{in})-(5~\text{in}))((7~\text{in})-(6~\text{in}))}[/tex]
[tex]A=\sqrt{(7~\text{in})(4~\text{in)(2~\text{in})(1~\text{in})}[/tex]
[tex]A=\sqrt{56~\text{in}^4}[/tex]
[tex]A=7.48331477355...~\text{in}^2[/tex]
[tex]A\approx7.5~\text{in}^2[/tex]
Side note: The 2.5 inches that they gave you in the problem isn't exactly 2.5 inches. They rounded to one decimal place there.
what is the radius of a circle if 24-meter chord is 5 meters from center
If $x$ is a positive number such that\[\sqrt{8x}\cdot\sqrt{10x}\cdot\sqrt{3x}\cdot\sqrt{15x}=15,\]find all possible values for $x$.
The possible values of x as required to be determined in the task content are; ±½.
What are the possible values of x?It follows from the task content that the possible values of x are to be determined from the given task content.
The given equation can be written algebraically as;
√(8x) • √(10x) • √(3x) • √(15x) = 15
√3600x² = 15
60x² = 15
x² = 15 / 60
x² = 1/4.
x = ± ½.
Ultimately, the possible values of x as required in the task content are; +½ and -½.
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The motion of a point on the drum of a clothes dryer is modeled by the function y=12 sin (4/3π t) +20, where t is the time in seconds. How many times does the dryer rotate per minute?
If the motion of a point on the drum of a clothes dryer is modeled by the function y=12 sin (4/3π t) +20, the dryer rotates 40 times per minute.
The function y = 12 sin (4/3π t) + 20 models the vertical motion of a point on the drum of a clothes dryer. The amplitude of the function is 12, which represents the maximum displacement of the point from its rest position. The vertical shift of the function is 20, which represents the height of the point from the ground when the drum is at rest.
To determine the number of times the dryer rotates per minute, we need to find the period of the function, which is the time it takes for the function to complete one full cycle. The period of a sinusoidal function is given by the formula:
T = (2π) / b
where b is the coefficient of the t variable in the sine or cosine function.
In this case, b = (4/3)π, so the period of the function is:
T = (2π) / (4/3π) = 3/2 seconds
This means that the point on the drum completes one full cycle of vertical motion every 3/2 seconds. To convert this to rotations per minute, we need to find the number of cycles per minute:
cycles per minute = (60 seconds per minute) / (3/2 seconds per cycle) = 40 cycles per minute
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What’s the value of y intercept of the graphs of h(x) =29)5.2)^x
The y intercept based on the information will be (0,29)
How to calculate the interceptWe want to find the value of the y-intercept for the given function.
The y-intercept is (0,29)
First, we define the y-intercept as the value of the function when evaluated in x = 0.
Here the given function is:
h(x) = 29*(5.2)ˣ
It should be noted that too get the y-intercept we just need to evaluate this at x = 0, then we get:
h(0) = 29*(5.2)⁰ = 29
The y-intercept is (0 29)
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Mr. Thayer wants to measure the height of the CN tower. He stands 320 m from the base of the tower. He uses an inclinometer to measure the angle from the (horizontal) ground to the top of the tower, and it is 60°. Assume Mr. Thayer's eyes are 1.6 m above the ground.
The height of the CN tower which is 320m away from the Mr.Thayer is 555.85 meters.
Please look at the attached diagram for a clear explanation,
From the diagram point A represents, the Mr.Thayer's eyes, point B represents Mr.Thayer's foot, point C represents the base of the CN tower along with point E represents the top of the tower.
From the following diagram lets find out the height of the tower,
In right-angled triangle ADE, Tan theta = opposite/adjacent
So, Tan (60°) = DE/AD
√3 = DE/320m
DE = 320m x √3
DE= 554.25m
DE represents the height of the CN tower from the eyes of Mr.Thayer.
To find out the total height of the CN tower, the height of Mr.Thayer + the height of the CN tower from Mr. Thayer's eyes = 554.25m + 1.6m = 555.85m.
From the above explanation, we can conclude that the height of the CN tower from the base = 555.85m.
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.4/5 (1/4 c − 5) rewrite the expressions by using the distributive property and collecting like terms.
To solve the given question, we need to use the distributive property and collect like terms. In summary, the distributive property is a useful tool in simplifying expressions.
First, we need to distribute the fraction 4/5 to the expression inside the parenthesis, which gives us 4/5 x 1/4c - 4/5 x 5. Then, we can simplify the expression by multiplying the two fractions and combining the terms. This gives us (1/5)c - 4.
Therefore, the simplified expression is (1/5)c - 4. We can use this expression to evaluate the given expression for any value of c. For example, if c = 15, then the expression becomes (1/5) x 15 - 4 = 3 - 4 = -1.
In summary, the distributive property is a useful tool in simplifying expressions.
By distributing a term to each term inside a set of parentheses, we can collect like terms and simplify the expression. In this case, we used the distributive property to simplify a fraction and a constant and then combined the like terms to obtain the final answer.
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Choose the system for the graph.
The system of equations which represents the given graph is:
(C) y ≥ 2/5x + 1 and y ≤ 7/3x + 3
What are systems of equations?A finite set of equations for which common solutions are sought is referred to in mathematics as a set of simultaneous equations, often known as a system of equations or an equation system.
A group of equations comprising one or more variables is known as a system of equations.
The variable mappings that satisfy each component equation, or the points where all of these equations cross, are the solutions of systems of equations.
So, the lines have slopes of 7/3 and 2/5, based on the solutions. (We could verify this by close examination of the graph.)
The shade is above (greater than) the line with a slope value of 2/5, and below (less than) the line with a slope value of 7/3.
So, using the symbols, we need to find two inequalities:
y ≥ 2/5x ...
y ≤ 7/3x ...
Choice C contains this combo.
Therefore, the system of equations which represents the given graph is:
(C) y ≥ 2/5x + 1 and y ≤ 7/3x + 3
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Amelie spins the following spinner, which has 10 equally sized spaces numbered 1 through 10. the numbers 1 and 7 are colored blue; the numbers 2, 4, and 6 are red; and the numbers 3, 5, 8, 9, and 10 are green.
what is the probability that amelie spins either an odd number or a red number?
The probability of Amelie spinning either an odd number or a red number is 0.6 or 60%.
The probability of Amelie spinning either an odd number or a red number can be found by adding the probability of spinning an odd number to the probability of spinning a red number and then subtracting the probability of spinning a number that is both even and not red.
First, let's find the probability of spinning an odd number. Out of the ten equally sized spaces on the spinner, five of them are odd (1, 3, 5, 7, and 9). Therefore, the probability of spinning an odd number is 5/10 or 1/2.
Next, let's find the probability of spinning a red number. Out of the ten equally sized spaces on the spinner, three of them are red (2, 4, and 6). Therefore, the probability of spinning a red number is 3/10.
Finally, we need to subtract the probability of spinning a number that is both even and not red. Out of the ten equally sized spaces on the spinner, two of them are even and not red (8 and 10). Therefore, the probability of spinning a number that is both even and not red is 2/10 or 1/5.
To find the probability of spinning either an odd number or a red number, we add the probability of spinning an odd number (1/2) to the probability of spinning a red number (3/10) and then subtract the probability of spinning a number that is both even and not red (1/5).
(1/2) + (3/10) - (1/5) = 0.6 or 60%
Therefore, the probability of Amelie spinning either an odd number or a red number is 0.6 or 60%.
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A building supply company sells sand by the cubic foot and by the cubic yard. The price of one cubic year of sand is $33. 75. What do you think the price of one cubic foot of sand should be? Explain answer
The price of one cubic yard of sand is $33.75, then the price of one cubic foot of sand should be $1.25.
To determine the price of one cubic foot of sand, we need to convert cubic yards to cubic feet. One cubic yard is equal to 27 cubic feet (3 feet x 3 feet x 3 feet). Therefore, if the price of one cubic yard of sand is $33.75, then the price of one cubic foot of sand should be $33.75/27 = $1.25.
This makes sense because one cubic yard contains 27 cubic feet. So, if the price of one cubic yard is $33.75, then the price per cubic foot should be 1/27th of that price.
It is important to note that this assumes the price per unit of sand remains constant regardless of the quantity purchased. In reality, bulk purchases may result in a discounted price per unit. Additionally, factors such as transportation costs and demand may also affect the price of sand.
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What is the probability of drawing the Ace of Diamonds from a deck of cards, putting it back in the deck, shuffling the deck, and then drawing the Ace of Clubs?
The probability of the event of having ace of diamonds and ace of clubs is 1/2704
What is the probability?A probability event can be defined as a set of outcomes of an experiment. In other words, an event in probability is the subset of the respective sample space.
In a standard deck of cards, we have 52 cards of which 4 are aces. The probability of drawing the first ace of diamonds will be 1/52. Shuffling the card again, the probability of drawing having an ace of club will be another 1/52 since the card was replaced and shuffled.
To determine the probability of the two events occurring will be
P = (1/52 * 1/52) = 1 / 2704 = 0.0003698
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In 2016 there were approximately 7,040 college and university libraries in the United States. A survey found that 65% of those libraries participated in an electronic "book-sharing" program. Based on this information, how many college and university libraries participated in the electronic "book-sharing" program in 2016?
To calculate the approximate number of libraries that participated in the book-sharing program in 2016, we multiply the total number of college and university libraries (7,040) by the percentage of libraries participating (65%).
By multiplying 7,040 by 0.65, we find that approximately 4,576 libraries participated in the book-sharing program in 2016.
This calculation assumes that the percentage given accurately represents the proportion of libraries participating in the program. However, it's important to note that this is an approximation based on the given information. The actual number of participating libraries may vary slightly due to factors such as reporting discrepancies or changes in participation rates over time.
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The equation relates the sound level, , in decibels (dB), of a noise with an intensity of I to the smallest sound intensity that can be heard by the human ear, (approximately watts/meter2).
The maximum intensity of a car horn is approximately 0. 01 watts/meter2. Based on this information, which value is closest to the maximum sound level, in decibels, of a car horn?
.
100 dB
10 dB
1,000 dB
10,000 dB
The equation relates the sound level, in decibels (dB), of a noise with an intensity of I to the smallest sound intensity that can be heard by the human ear, which is approximately 1 x 10^-12 watts/meter2.
Using this equation and the given maximum intensity of a car horn (0.01 watts/meter2), we can find the maximum sound level in decibels:
Sound level = 10 log (0.01/1 x 10^-12)
Sound level = 10 log (1 x 10^10)
Sound level = 100 dB
Therefore, the value that is closest to the maximum sound level in decibels of a car horn is 100 dB.
At the school bookstore, Rylan bought two spiral notebooks and one folder and paid $6. 70. Olivia bought three spiral notebooks and five folders and paid $12. 85. Find the cost of each folder
To find the cost of each folder, we need to first set up a system of equations based on the given information. Let x be the cost of a spiral notebook and y be the cost of a folder. We can create the following equations:
1) 2x + y = $6.70 (Rylan's purchase)
2) 3x + 5y = $12.85 (Olivia's purchase)
First, we can solve equation 1 for y:
y = $6.70 - 2x
Next, substitute this expression for y into equation 2:
3x + 5($6.70 - 2x) = $12.85
Now, solve for x:
3x + $33.50 - 10x = $12.85
Combine like terms:
-7x = -$20.65
Now, divide by -7:
x = $2.95
Now that we know the cost of a spiral notebook, we can plug this value back into the expression we found for y:
y = $6.70 - 2($2.95)
y = $6.70 - $5.90
y = $0.80
So, the cost of each folder is $0.80.
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Compute the first four derivatives of f(t) = 6t² + 9eᵗ
a. f'(t) = b. f"(t) = c. f'"(t) = d. f(⁴)(t) =
The first four derivatives of f(t) are [tex]f'(t) = 12t + 9e^t, f''(t) = 12 + 9e^t, f'''(t) = 9e^t[/tex], and [tex]f''''(t) = 9e^t[/tex].
How to find first four derivatives of f(t)?The given function is [tex]f(t) = 6t^2+ 9e^t[/tex].
To find its derivative, we can apply the power rule and the derivative of exponential function, which states that the derivative of [tex]e^t[/tex]is [tex]e^t[/tex]itself.
Thus, we get [tex]f'(t) = 12t + 9e^t[/tex].
Applying the power rule again, we get [tex]f''(t) = 12 + 9e^t[/tex].
Taking the derivative one more time, we get [tex]f'''(t) = 9e^t[/tex].
Finally, taking the fourth derivative, we get [tex]f''''(t) = 9e^t[/tex].
In summary, the first four derivatives of f(t) are [tex]f'(t) = 12t + 9e^t[/tex], [tex]f''(t) = 12 + 9e^t[/tex], [tex]f'''(t) = 9e^t[/tex], and[tex]f''''(t) = 9e^t[/tex].
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You deposit $2,500 in an investment
account. The rate of growth is 4. 55% a year.
If you make no further deposits or
withdrawals, and the investment is allowed
to grow uninhibited, how long will it take for
your investment to reach $5,000? Round to
the nearest tenth.
It will take approximately 15.27 years for your investment to reach $5,000 at a growth rate of 4.55% per year.
Using the compound interest calculation, we can determine how long it will take for your investment to grow to $5,000 at a growth rate of 4.55% per year:
[tex]A = P(\frac{1 + r}{n} )^(^n^t^)[/tex]
Where:
A = the final amount ($5,000)
P = the initial deposit ($2,500)
r = the interest rate (4.55%)
n = the number of times interest is compounded per year (assuming yearly compounding, n=1)
t = the number of years
Plugging in the values, we get:
[tex]\$5,000 = \$2,500(\frac{1 + 0.0455}{1} )^(^1^t^)[/tex]
Simplifying, we get:
[tex]2 = (1.0455)^t[/tex]
Taking the natural logarithm of both sides, we get:
ln(2) = t ln(1.0455)
Solving for t, we get:
t = ln(2) / ln(1.0455) = 15.27 years
Therefore, it will take approximately 15.27 years for your investment to reach $5,000 at a growth rate of 4.55% per year.
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