WILL GIVE BRAINLIEST!!! If w = 6 units, x = 3 units, and y = 5 units, what is the surface area of the figure?

The surface area of the part of the cone z = sqrt(x^2 + y^2) that lies between the plane y = x and the cylinder y = x^2 is sqrt(2)/6.

To find the surface area of the part of the cone z = sqrt(x^2 + y^2) that lies between the plane y = x and the cylinder y = x^2, we can use a double integral to integrate the surface area element dS over the region of interest.

First, we need to parameterize the surface in terms of two variables (u, v) such that the surface is defined by x = f(u,v), y = g(u,v), and z = h(u,v). We can use cylindrical coordinates, with x = r cos(theta), y = r sin(theta), and z = sqrt(x^2 + y^2) = r. Then, the cone is given by r = h(u,v) = u, and the region bounded by y = x and y = x^2 is given by u^2 <= v <= u.

Next, we need to compute the partial derivatives of f, g, and h with respect to u and v:

f_u = cos(theta)

f_v = -u sin(theta)

g_u = sin(theta)

g_v = u cos(theta)

h_u = 1

h_v = 0

Then, the surface area element dS can be computed using the formula:

dS = sqrt(1 + (h_u)^2 + (h_v)^2) du dv

Substituting in the partial derivatives and simplifying, we get:

dS = sqrt(2) du dv

Finally, we can set up the double integral over the region of interest and integrate dS:

surface area = ∫∫ dS = ∫[0,1]∫[u^2,u] sqrt(2) dv du

Evaluating this integral using the limits of integration gives us:

surface area = ∫[0,1] sqrt(2) (u - u^2) du

= sqrt(2) (1/2 - 1/3)

= sqrt(2)/6

Therefore, the surface area of the part of the cone z = sqrt(x^2 + y^2) that lies between the plane y = x and the cylinder y = x^2 is sqrt(2)/6.

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Answer:

6W-12

Step-by-step explanation:

Answer:

6w-12

Step-by-step explanation:

distribute:

3(2w-4) = 6w-12

The coordinate vector of vector a = [2, 3, 4, 5] with respect to the basis B = [e22, e21, e12, e11] of M22 is [3, 4, 5, 2].

To find the coordinate vector, we need to express vector a as a linear combination of the basis vectors. The given basis B represents the standard basis for a 2x2 matrix.

Let's break down the process step by step:

Start with the basis vectors: e22, e21, e12, e11.

Express vector a as a linear combination of the basis vectors:

a = 2 * e22 + 3 * e21 + 4 * e12 + 5 * e11

The coefficients in front of each basis vector represent the coordinates of a with respect to the basis B.

Therefore, the coordinate vector of a with respect to B is [2, 3, 4, 5].

However, it's important to note that the given basis B is not the standard basis for a 2x2 matrix. The standard basis for a 2x2 matrix consists of the following vectors: e11 = [1, 0, 0, 0], e12 = [0, 1, 0, 0], e21 = [0, 0, 1, 0], e22 = [0, 0, 0, 1].

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a) i)P(X > 18)= 0.65542

ii)P(7 < X < 15)=0.154

b)The value of a using the standard normal table or a calculator is 12.875

c)the value of b using the standard normal table or a calculator is 9.8

a) Let X be the normal random variable with mean μ = 20 and standard deviation σ = 5. We have to find P(X > 18) and P(7 < X < 15).

(i) P(X > 18)

This can be calculated using the standard normal table or a calculator as follows:

z = (18 - μ)/σ

= (18 - 20)/5

= -0.4

P(X > 18) = P(Z > -0.4)

= 1 - P(Z ≤ -0.4).

Using the standard normal table or a calculator, P(Z ≤ -0.4) = 0.34458

Therefore, P(X > 18) = 1 - 0.34458 = 0.65542

(ii) P(7 < X < 15). This can be calculated using the standard normal table or a calculator as follows:

z₁ = (7 - μ)/σ

(7 - 20)/5 = -2.6z₂

(15 - μ)/σ = (15 - 20)/5

= -1

P(7 < X < 15) = P(-2.6 < Z < -1)

= P(Z < -1) - P(Z < -2.6)

Using the standard normal table or a calculator,

P(Z < -1) = 0.15866P(Z < -2.6) = 0.00466

Therefore, P(7 < X < 15) = 0.15866 - 0.00466 = 0.154

b) We have to find the value of a such that

P(20 - a < X < 20 + a) = 0.99.

This can be calculated as follows:

z₁ = (20 - a - μ)/σ

= (20 - a - 20)/5

= -a/5z₂ = (20 + a - μ)/σ

= (20 + a - 20)/5 = a/5

We need to find a such that

P(z₁ < Z < z₂) = 0.99

Using the standard normal table or a calculator,

P(Z < z₂) - P(Z < z₁) = 0.99P(Z < a/5) - P(Z < -a/5) = 0.99

This can be rewritten as

P(Z < a/5) - [1 - P(Z < a/5)] = 0.99P(Z < a/5) - P(Z < -a/5) = 0.995

From the standard normal table or a calculator,

P(Z < 2.575) = 0.995P(Z < -2.575) = 0.005

Therefore,

2.575 = a/5 or -2.575 = -a/5a = 12.875

Therefore, the value of a is 12.875.

c) We have to find the value of b such that P(20 - b < X < 20 + b) = 0.95.

This can be calculated as follows:

z₁ = (20 - b - μ)/σ

= (20 - b - 20)/5

= -b/5z₂

= (20 + b - μ)/σ

= (20 + b - 20)/5 = b/5

We need to find b such that

P(z₁ < Z < z₂) = 0.95

Using the standard normal table or a calculator,

P(Z < z₂) - P(Z < z₁) = 0.95P(Z < b/5) - P(Z < -b/5) = 0.95

This can be rewritten as

P(Z < b/5) - [1 - P(Z < b/5)] = 0.95P(Z < b/5) - P(Z < -b/5) = 0.975

From the standard normal table or a calculator,

P(Z < 1.96) = 0.975P(Z < -1.96) = 0.025

Therefore,1.96 = b/5 or -1.96 = -b/5b = 9.8

Therefore, the value of b is 9.8.

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Answer:

D

Step-by-step explanation:

Answer:

Width-6

height-3

I determinded the width and the height by counting how many cubic blocks there are up and down.

Step-by-step explanation:

The measurements of the width and height can 3 inches each or 1 and 9 inches.

The volume of the cuboid is defined as the measure of the space occupied within a cuboid. The cuboid is a three-dimensional shape that has length, breadth, and height. The volume of a cuboid is equal to the product of length, width and height of a cuboid.

Given data as :

Jason wants to create a box with the same volume as the one shown  

To determine measurements of width and height of box

Volume of given box (cuboid) = 6 × 2 × 3

Volume of given box = 36

length to be 4 inches.

length × width × height = 36

⇒ 4 w × h = 36

⇒ w × h = 9

Now multiplication factors of 9 as

9 = 1 × 9

9 = 3 × 3

So, width and height can 3 inches each or 1 and 9 inches.

Hence, the measurements of the width and height can 3 inches each or 1 and 9 inches.

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Answer:Im pretty sure it's 25% percent loss

Step-by-step explanation:

sorry if im wrong

Answer:

[tex]a_{n}[/tex] = n - 7

Step-by-step explanation:

There is a common difference between consecutive terms in the sequence

d = - 5 - (- 6) = - 4 - (- 5) = - 3 - (- 4) = 1

This indicates the sequence is arithmetic with nth term

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Here a₁ = - 6 and d = 1 , then

[tex]a_{n}[/tex] = - 6 + 1 (n - 1) = - 6 + n - 1 = n - 7

Answer:

c

Step-by-step explanation:

each dozen cost $8 so do the $8 times the 23 dozen she sold to get the answer

Answer:

C)$184

Step-by-step explanation:

8 times 23=$184

plz can i get brainliest:)

Answer:

Step-by-step explanation:

- 3, 000 tells the number of views loss in each month.

Answer:

the answer is A:

sinA=h/c

sinC=h/a

Step-by-step explanation:

edge 2020

The pair of equations is sinA=h/a cosC=h/a

What is trigonometry?

Trigonometry is the branch of mathematics that deals with particular angles' functions and how to use those functions in calculations. There are six popular trigonometric functions for an angle. Sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant are their respective names and acronyms.

When a altitude is drawn from the base of the triangle

we can write

sinA=height/ a where a, is the side length of AB

also,cos C=height/a where a, is the side length of AB

Therefore,The pair of equations is where a, is the side length of AB

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Answer:

P(-3) = -1

Step-by-step explanation:

So just substitute the value of x in the equation:

Value of x is (-3)

So:

P(x) = -2(1 - x)2 +5

P(-3) = -2(1-(-3)) 2 + 5

P(-3) = -2(4) 2 + 5

P(-3) = -8 + 2 + 5

P(-3) = -6 + 5

P(-3) = -1

Answer:

5%

Step-by-step explanation:

20=  100%

1 x100 = 100

100/20= 5

Answer:

44

Step-by-step explanation:

14x3.14 is 43.96 and that after being rounded to the nearest tenth becomes 44

The y-intercept for the given equation p = 285+45n is 285.

The Y-intercept is the point where the graph intersects the y-axis.

To find the y-intercept of a function y = f(x), substitute x=0 and solve for y.

According to the given question

we have an equation p = 285+45n

where,

p is the amount of profit

and, n is the number of necklaces

Let,  p = y and n = x

then the given equation becomes y=285+45x

substitute, x = 0 in equation y = 285+45x

⇒ y = 285

Hence, the y-intercept of the equation p=285+45n is 285.

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Answer:

C

Step-by-step explanation:

11+5=15

15+11=26

15 does not equal 26

Answer:C 11 + 5 = 15 + 11

Step-by-step explanation:

This is the only one that is false because the left side of the equation is equal to 16 and the right side of the equation is equal to 26

Answer:  B is 0  A is 1 D 2 E 3

Step-by-step explanation:

Answer:

a: 1

b: 0

d:2

e:3

Step-by-step explanation:

Since you already know that C is -1, you can add or subtract along the numberline by ones to get the values of each letter

The null hypothesis for this test is that the probability that the home team wins is equal to or less than one half. The alternative hypothesis is that the probability that the home team wins is greater than one half.

1. Identify the null hypothesis (H0): The null hypothesis for this test is that the probability that the home team wins is equal to or less than one half (P ≤ 0.5).

2. Identify the alternative hypothesis (Ha): The alternative hypothesis is that the probability that the home team wins is greater than one half (P > 0.5).

3. Determine the significance level (α): The significance level, also known as the alpha level, is set at 0.01. This means that we are willing to accept a 1% chance of rejecting the null hypothesis when it is actually true.

4. Collect the sample data: In this case, we have a sample of 47 football games, where "at" of them were won by the home team (let's assume "at" to be a specific number).

5. Calculate the test statistic: To test the claim, we need to calculate the test statistic based on the sample data. Since we are comparing a proportion (probability), we can use the z-test. The test statistic formula is given by:

  z = (p - P) / √(P * (1 - P) / n)

  Where:

  p is the proportion of games won by the home team in the sample,

  P is the claimed probability that the home team wins (in this case, P = 0.5),

  n is the sample size.

6. Determine the critical value: Since we have a one-tailed test (alternative hypothesis is directional), we need to find the critical value corresponding to the significance level of 0.01 in the standard normal distribution (z-distribution). Using a z-table or a statistical software, the critical value for a 0.01 significance level is approximately 2.33.

7. Compute the test statistic: Plug in the values from the sample data into the test statistic formula calculated in Step 5 to obtain the z-value.

8. Compare the test statistic with the critical value: If the test statistic is greater than the critical value, we reject the null hypothesis; otherwise, we fail to reject the null hypothesis.

9. Make a decision: If the test statistic is greater than the critical value, we reject the null hypothesis, indicating that there is sufficient evidence to support the claim that the probability that the home team wins is greater than one half. If the test statistic is less than or equal to the critical value, we fail to reject the null hypothesis, indicating that there is not enough evidence to support the claim.

10. Provide a conclusion: Based on the decision made in Step 9, state the conclusion in the context of the problem. For example, if we reject the null hypothesis, we can conclude that there is significant evidence to suggest that the home team has a greater than 50% chance of winning in these football games.

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The given statement mentions a large population that exhibits a bimodal distribution. Bimodal distribution means that the data has two distinct peaks or modes.

Additionally, it states that samples of size 40 are drawn from this population, resulting in a sampling distribution.

A sampling distribution refers to the distribution of a statistic, such as the mean or proportion, calculated from multiple samples drawn from the same population. In this case, samples of size 40 are drawn, which means that each sample consists of 40 observations from the population.

The statement does not provide specific details about the purpose or objective of analyzing the sampling distribution. However, studying the sampling distribution can provide valuable insights into the behavior and properties of the population. It allows researchers to make inferences about the population parameters based on the statistics calculated from the samples.

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Answer:

44

Step-by-step explanation:

[tex] \sqrt{44 \times 2 \times 2 \times 11} [/tex]

[tex] \sqrt{88 \times 2 \times 11} [/tex]

[tex] \sqrt{176 \times 11} [/tex]

[tex] \sqrt{1936}[/tex]

[tex] \sqrt{ {44}^{2} } [/tex]

Pull terms out from under the radical, assuming positive real numbers.

[tex]44[/tex]

Step-by-step explanation:

[tex] \sqrt{44 \times 2 \times 2 \times 11} \\ = \sqrt{11 \times 4 \times 4 \times 11} \\ = \sqrt{11 \times 11 \times 4 \times 4} \\ = 11 \times 4 \\ = 44[/tex]

Answer:

Joel earns $7 per hour to mow his aunt's lawn. If he spends $6 on gas, how many hours, x , will he need to mow to have $ 29 left?

Step-by-step explanation:

The given equation is :

6x - 7 = 29

It is given that total hours be = x

Joel earns $7  per hour, so the total earning of Joel in x hours is = $ 7x

He spends $6 on gas, so = 7x - 6

He is left with $ 29 after spending on gas.

Therefore, the equation becomes :

7x - 6 = 29

Clearly, it can be seen that in this case, the given situation cannot be represented by the given equation, i.e. 6x - 7 = 29.

Answer:

1047.4 cm^3

Step-by-step explanation:

Answer:1047.4

Step-by-step explanation:

.

Answer:

10. 123º

13. 65º

Step-by-step explanation:

For number 10, a straight line is equal to 180º so all we have to do is subtract 57 (the number that we're given) from 180

For number 13, vertical angles are always congruent (the same) so we know that it's 65º

Answer:

it should be by mult by 10 is 816.81

Step-by-step explanation:

just to fit characters ...........

Answer:

This is a line that is parallel to Y-axis

Answer:

This is often called scaling in math, used in ratios, fraction, percent's etc.

Step-by-step explanation:

Answer:

You can use similar processes when converting from smaller to larger units. When converting a larger unit to a smaller one, you multiply; when you convert a smaller unit to a larger one, you divide. Here is an example..