True or false a statiscal package is likely to be used with quantitative research but not with qualitative reearch

Answer:

4

Step-by-step explanation:

4

The standard error of mean is a technique for calculating the sampling distribution's standard deviation.

A technique for assessing the standard deviation of a sampling distribution is standard error of the mean. The acronym SEM stands for standard error of the mean, which is another name for it. For instance, in a sample space, the sample mean is often the projected population mean value. But, if we choose another sample from the same population, the result can be different.

As a result, a population of the sampled means with unique variance and means will emerge. The standard deviation of such a sample mean, which includes all feasible samples taken from the same specified population, could be referred to as the standard error of mean. SEM is an approximation of standard deviation that was determined from the sample.

The standard error of the mean (SEM) demonstrates how the mean changes when the same quantity is evaluated in various tests. Consequently, the SEM will be higher if the outcome of random fluctuations is crucial. Yet if repeated attempts fail to reveal any change in the data points, the standard error of the mean will be equal to zero.

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The perimeter of the rectangle, in terms of x, is [tex]9x + 4 + 2/(2x+1).[/tex]

What is area of a rectangle?

The formula for the area of a rectangle is multiply length x width.

We know that the area of a rectangle is equal to the product of its length and b. In this case, the area is given by the expression [tex]2x^2+5x+2[/tex], and one side has a length of (2x+1) units.

To find the width of the rectangle, we can divide the area by the length:

Width = Area / Length

Width = ([tex]2x^2+5x+2) / (2x+1)[/tex]

The perimeter of the rectangle is the sum of the lengths of all four sides. Since we know one side has a length of (2x+1), the other side must have a length of:

Width = [tex](2x^2+5x+2) / (2x+1)[/tex]

Other side = Area / Length = ([tex]2x^2+5x+2) / (2x+1)[/tex]

Therefore, the perimeter of the rectangle is:

Perimeter = 2(Length + Width)

= [tex]2[(2x+1) + (2x^2+5x+2)/(2x+1)][/tex]

Simplifying this expression, we get:

Perimeter = [tex]4x + 2 + 5x + 2 + 2/(2x+1)[/tex]

                [tex]= 9x + 4 + 2/(2x+1)[/tex]

So the perimeter of the rectangle, in terms of x, is   [tex]9x + 4 + 2/(2x+1).[/tex]

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The weight of gallon of water is 8.345 pounds according to density of water.

The gallon is a unit of volume and we need to find the weight of one gallon of water. So, the weight and volume are related to each other by the formula -

Density = mass/volume

Now, we know the volume and need the density of water in pounds per gallon.

The density of water is 8.345 pounds per gallon.

So, keeping the values in formula

Mass = density × volume

Mass = 8.345 × 1

Performing multiplication on Right Hand Side of the equation

Mass = 8.345 pounds

The weight of water is 8.345 pounds.

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The requried slope of the given linear representation is -0.67.

The slope of the line is a tangent angle made by line with horizontal. i.e. m =tanx where x in degrees.

m = (y₂ - y₁) /  (x₂ - x₁)

Here,

From the figure,
Locate two points, on the line
(-3, -3) and (3, -5)

m = (y₂ - y₁) /  (x₂ - x₁)

Substitute the value in the above expression,
m = -5 + 3 / 3 + 3
m = -2/6
m = -1/3
m = -0.67

Thus, the requried slope of the given linear representation is -0.67.

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Never. Correlation does not imply causation. A correlation coefficient based on an observational study can only be used to suggest a relationship between two variables, but it cannot be used to support a claim of cause and effect.

Correlation is a measure of the relationship between two variables. It is used to measure how two variables move together. A correlation coefficient based on an observational study can only be used to suggest a relationship between two variables, but it cannot be used to support a claim of cause and effect. This is because correlation does not imply causation. A correlation coefficient close to -1 or +1 is an indication of a strong linear relationship between the two variables, but this does not necessarily imply a cause-and-effect relationship. Additionally, even if the scatterplot of the data has little vertical variation, this does not guarantee a cause-and-effect relationship. In summary, correlation coefficients based on observational studies can never be used to support a claim of cause and effect.

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The sets of ordered pairs that could represent a linear function are A and D.

What is linear function ?

A linear function is a mathematical function that can be graphically represented as a straight line. It has a constant rate of change between any two points, which means that the slope (i.e., the steepness of the line) is constant.

To determine if a set of ordered pairs can represent a linear function, we need to check if there is a constant rate of change (i.e., a constant slope) between any two pairs of points. If there is a constant rate of change, then the set of ordered pairs could represent a linear function.

Let's check each set of ordered pairs:

A = {(-4, 2), (-2, 3), (2, 5), (4, 6)}

The rate of change between (-4, 2) and (-2, 3) is 1/2.

The rate of change between (-2, 3) and (2, 5) is 1/2.

The rate of change between (2, 5) and (4, 6) is 1/2.

Therefore, the set A could represent a linear function.

B = {(1, 2), (3, 4), (5, 6), (6, 8)}

The rate of change between (1, 2) and (3, 4) is 1.

The rate of change between (3, 4) and (5, 6) is 1.

The rate of change between (5, 6) and (6, 8) is 2.

Therefore, the set B could not represent a linear function.

C = {(-1, -1), (0, 2), (1, 4), (2, 6)}

The rate of change between (-1, -1) and (0, 2) is 3.

The rate of change between (0, 2) and (1, 4) is 2.

The rate of change between (1, 4) and (2, 6) is 2.

Therefore, the set C could not represent a linear function.

D = {(2, 9), (4, 6), (5, 3), (6, 0)}

The rate of change between (2, 9) and (4, 6) is -1.5.

The rate of change between (4, 6) and (5, 3) is -3.

The rate of change between (5, 3) and (6, 0) is -3.

Therefore, the set D could represent a linear function.

Therefore,  the sets of ordered pairs that could represent a linear function are A and D.

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Answer: -5

h(0) = -5(0) - 5

h(0) = -5

Answer:

K=27/2

Step-by-step explanation:

Hope this helps!

Answer: k = 27/2 = 13 1/2 = 13.5

Step-by-step explanation: Brainliest? That answer is right. I just solved it

The sequence of transformations performed by Isabella is Rotate 90° clockwise about the origin; translate 10 units down.

A transformation is a process that manipulates a polygon or other two-dimensional object on a plane or coordinate system.

Given that, Luther drew on his graph paper. After performing a series of transformations, Isabella drew. we need to find the transformations performed by Isabella,

We see, that, the sequence performed by Isabella is a rotation of 90°, from the origin, also the image is 10 units down to the original figure.

Hence, the sequence of transformations performed by Isabella is Rotate 90° clockwise about the origin; translate 10 units down.

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The complete question :-

The value of 7 after converted into decimals is 7.0.

To convert the integer 7 into a decimal, you simply need to place a decimal point after the 7 and add a zero to the right of the decimal point. This is because in the decimal system, each digit to the right of the decimal point represents a power of 10, starting with 10^-1 or 0.1.

Therefore, 7 can be represented as 7.0 in decimal form. Note that trailing zeros to the right of the decimal point do not change the value of the number. In other words, 7, 7.0, and 7.00 all represent the same value in decimal form.

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107+73 = 180

107-73 = 34

========================================================

Explanation

Rule: Supplementary angles always add to 180 degrees.

This is our system of equations.

[tex]\begin{cases}x+y = 180\\x-y = 34\\\end{cases}[/tex]

Add the equations straight down.

After the y terms go away, we have this new equation: 2x = 214 which solves to x = 107 after dividing both sides by 2.

Then use this x value to find y

x+y = 180

107+y = 180

y = 180-107

y = 73

Or you could say

x-y = 34

107-y = 34

-y = 34-107

-y = -73

y = 73

Either way, we get the same y value each time. This helps confirm the answer.

Another way to confirm the answer is shown in the next section below.

---------------------

Check:

x+y = 180

107+73 = 180

180 = 180 .... confirms the 1st equation

x-y = 34

107-73 = 34

34 = 34 ... the other equation is confirmed.

In short,

The state diagrams of the DFAs can recognize the different languages  over the alphabet {0,1}.  the DFAs for the following languages are

a. {w| w begins with a 1 and ends with a 0},

b. {w| w contains at least three 1s},

c. {w| w contains the substring 0101 (i.e., w = x0101y for some x and y)},

d. {w| w has length at least 3 and its third symbol is a 0},

e. {w| w starts with 0 and has odd length, or starts with 1 and has even length},

f. {w| w doesn’t contain the substring 110},

g. {w| the length of w is at most 5},

h. {w| w is any string except 11 and 111},

i. {w| every odd position of w is a 1},

j. {w| w contains at least two 0s and at most one 1}.

a. The DFA recognizing the language {w | w begins with a 1 and ends with a 0} is:

    --> q0 -- 1 --> q1 -- 0 -->

   /                           \

  1                             0

 /                               \

* q2                               q3

where q0 is the start state and q3 is the accepting state.

b. The DFA recognizing the language {w | w contains at least three 1s} is:

       --> q1 -- 1 --> q2 -- 1 --> q3 -- 1 --> q4 -->

      /                                              \

     0                                                0

    /                                                  \

* q0                                                      q5

where q0 is the start state and q5 is the accepting state.

c. The DFA recognizing the language {w | w contains the substring 0101}

    --> q1 -- 0 --> q2 -- 1 --> q3 -- 0 --> q4 -- 1 --> q5 -->

   /                                                           \

  1                                                             1

 /                                                               \

* q0                                                               q6

where q0 is the start state and q6 is the accepting state.

d. The DFA recognizing the language {w | w has length at least 3 and its third symbol is a 0} is:

    --> q1 -- 0 --> q2 -->

   /                     \

  1                       1

 /                         \

* q0                         q3

where q0 is the start state and q3 is the accepting state.

e. The DFA recognizing the language {w | w starts with 0 and has odd length, or starts with 1 and has even length} is:

    --> q1 -- 0 --> q2 -- 1 --> q3 -- 0 --> q4 -- 1 --> q5 -->

   |                                                           |

   1                                                           0

   |                                                           |

* q0                                                           q6

   |                                                           |

   0                                                           1

   |                                                           |

    --> q7 -- 1 --> q8 -- 0 --> q9 -- 1 --> q10 -- 0 --> q11 -->

where q0 and q7 are the start states and q6 and q11 are the accepting states.

f. The DFA recognizing the language {w | w doesn’t contain the substring 110} is:

    --> q1 -- 0 --> q2 -->

   /                     \

  1                       1

 /                         \

* q0                         q3 -- 0 --> q4

                               \

                                1

                                 \

                                  q5

where q0 is the start state and q3 and q5 are the accepting states.

g. The DFA recognizing the language {w | the length of w is at most 5} is:

 --> q1 -- 0 --> q2 -- 0 --> q3 -- 0 --> q4 -- 0 --> q5 -- 0 --> q6

*                      |                      |                      |

                       1                      1                      1

                       |                      |                      |

                       v                      v                      v

                       q7                     q8                     q9

where q1 is the start state and q1, q2, q3, q4, q5, q6, q7, q8, q9 are the accepting states.

h. The DFA recognizing the language {w | w is any string except 11 and 111} is:

* q0                         q2 -- 1 --> q4

   \                     /           |          

    0 -- any input --> q5            | any input

                                    v

                                    q6 -- any input --> q6

where q0 is the start state and q2, q3, q4, and q5 are the accepting states.

i. The DFA recognizing the language {w | every odd position of w is a 1} is:

    --> q1 -- 1 --> q2 -- 1 --> q3 -- 1 --> q4 -- 1 --> q5 -- 1 --> q6

   |                                                                   |

   0                                                                   0

   |                                                                   |

* q0                                                                   q7

   |                                                                   |

   1                                                                   1

   |                                                                   |

    --> q8 -- 1 --> q9 -- 1 --> q10 -- 1 --> q11 -- 1 --> q12 -- 1 --> q13

where q0 and q8 are the start states and q7 and q13 are the accepting states.

j. The DFA recognizing the language {w | w contains at least two 0s and at most one 1} is:

    --> q1 -- 1 --> q2 -- 0 --> q3 -- 0 --> q4

   |                                           |

   0                                           1

   |                                           |

* q0                                           q5

   |                                           |

   1                                           0

   |                                           |

    --> q6 -- 0 --> q7 -- 0 --> q8 -- any input --> q8

where q0 and q6 are the start states and q5 and q8 are the accepting states.

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The solutions of the differential equation y" - 6y' + 8y = 0 are [tex]y=3e^{2x}[/tex]

and [tex]y = Ce^{4x}[/tex]. So option D II and III only is correct.

A differential equation is an equation including dependent variables and their derivatives concerning independent variables.

Given the equation is y" - 6y' + 8y = 0. This can be written as [tex]\frac{d^2y}{dx^2}-6\frac{dy}{dx}+8y=0[/tex].

Now, let's substitute d/dx = m, and we get,

[tex]\begin{aligned}(m^2-6m+8)y&=0\\m^2-6m+8&=0\\m^2-(4+2)m+8&=0\\m^2-4m-2m+8&=0\\m(m-4)-2(m-4)&=0\\(m-4)(m-2)&=0\\m&=2,4\end{aligned}[/tex]

Then, the general solution will be written as [tex]y(x)=C_1e^{2x}+C_2e^{4x}[/tex]. Then, [tex]y_1=C_1e^{2x}[/tex] and [tex]y_2=C_2e^{4x}[/tex]. Hence, the solution of a given ODE is always this y₁ or y₂ or the combination of these. Therefore, (I) cannot be possible.

Now let's consider (II) and put [tex]y'=6e^{2x}[/tex] and [tex]y"=12e^{2x}[/tex] in the given equation. We get,

[tex]\begin{aligned}12e^{2x}-36e^{2x}+24e^{2x}&=0\\36e^{2x}-36e^{2x}&=0\\0&=0\end{aligned}[/tex]

Hence, (II) is the solution of the given equation and is possible.

Now let's consider (III) and put C₁=0 and we get, [tex]y(x)=C_2e^{4x}=Ce^{4x}[/tex]when C₂=C. Hence, (III) is possible.

Therefore, the correct option is D II and III only.

The complete question is -

Of the following, which are solutions to the differential equation y" - 6y' +8y=0?

I. y = 2 sin(4x)

II. [tex]y=3e^{2x}[/tex]

III. [tex]y = Ce^{4x}[/tex], where C is a constant.

A) I only B) Il only C) Ill only D) II and III only

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Answer:

By cutting it for example:

Step-by-step explanation:

10/2 ,you can cut 10 from the multiplication table of 2 and the answer is 5.

The inequalities representing the two lines are y ≤ 3x + 8 and y < - 2x - 8.

Inequality is a relation that compares two numbers or other mathematical expressions in an unequal way.

The symbol a < b indicates that a is smaller than b.

When a > b is used, it indicates that a is bigger than b.

a is less than or equal to b when a notation like a ≤ b.

a is bigger or equal value of an is indicated by the notation a ≥ b.

The two lines can be obtained by identifying the points.

(0, - 8) and (1, - 10) are the points of the non-dotted line.

So, m = (- 10 + 8)/(1 - 0).

m = - 2.

Now, - 8 = 0(-2) + b.

b = - 8.

y = - 2x - 8.

The points for the dotted line are, (0, 8) and (1, 11).

m = (11 - 8)/(1 - 0).

m = 3

8 = 3(0) + b.

b = 8.

y = 3x + 8.

The dotted line is y ≤ 3x + 8 and the non-dotted line is y < - 2x - 8.

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Answer:

x=1

Step-by-step explanation:

To find the value of "x", we can start by setting up an equation based on the information given in the problem:

3 + x = 2x - 2

To solve for "x", we can simplify the equation by subtracting "x" from both sides and adding 2 to both sides:

3 + x - x = 2x - 2 - x + 2

3 = x + 2

Finally, we can solve for "x" by subtracting 2 from both sides:

x = 1

Therefore, the number we're looking for is 1.

Answer:

300

Step-by-step explanation:

you have to do 3,000 times 10% then you will get 300 that’s what I have learned for example if you do 30,000 of 10% it would be 3,000.

The solution to the system of equation is x = -2 and y = -3.

System of equation can be solved using different method such as elimination method, graphical method and substitution method,

here we have,

Therefore, let's solve the system of equation by using substitution method.

-2x+ 7y = 15

6y=x

substitute the value of x in equation(i)

-2* 6y+ 7y = 15

or, -12y + 7y = 15

or, -5y = 15

or, y = -3

so, we get,

x = 6/ -3

or, x = -2

Hence, The solution to the system of equation is x = -2 and y = -3.

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On factorizing each equation we get

a) x² + 6x + 9 =  (x + 3) (x + 3)  

b) x² - 6x + 8 = (x - 4) (x - 2)  

c) x² - 4x - 32 = (x - 8) (x + 4)  

d) x² + x - 42 = (x + 7) (x - 6)  

Factorization is the process of finding the factors of an expression or number. In algebra, factorization involves expressing an algebraic expression as a product of its factors.  

To factorize the following split the middle term and group out the common factors as given below.

Here we have four equations that can be factorized as follows

a) x² + 6x + 9  

=> x² +3x + 3x + 9         [ Split middles term ]

=> x(x + 3) +3(x + 3)      [ Grouping the terms ]

=> (x + 3) (x + 3)  

∴  a) x² + 6x + 9 =  (x + 3) (x + 3)  

b) x² - 6x + 8

=> x² - 4x - 2x + 8               [ Split middles term ]

=> x(x - 4) -2(x - 4)              [ Grouping the terms ]  

=> (x - 4) (x - 2)

∴ x² - 6x + 8 = (x - 4) (x - 2)  

c) x² - 4x - 32  

=> x² - 8x + 4x - 32         [ Split middles term ]  

=> x(x - 8) + 4(x - 8)         [ Grouping the terms ]    

=> (x - 8) (x + 4)

∴ x² - 4x - 32 = (x - 8) (x + 4)  

d) x² + x - 42  

=> x² + 7x - 6x - 42             [ Split middles term ]  

=> x(x + 7) - 6(x + 7)            [ Grouping the terms ]    

=> (x + 7) (x - 6)

∴ x² + x - 42 = (x + 7) (x - 6)  

Therefore,

On factorizing each equation we get

a) x² + 6x + 9 =  (x + 3) (x + 3)  

b) x² - 6x + 8 = (x - 4) (x - 2)  

c) x² - 4x - 32 = (x - 8) (x + 4)  

d) x² + x - 42 = (x + 7) (x - 6)  

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Answer:

about 30.9 feet

Step-by-step explanation:

Using the Pythagorean Theorem:

[tex] {l}^{2} + {10}^{2} = {32.5}^{2} [/tex]

[tex] {l}^{2} = 956.25[/tex]

[tex]l = 30.9[/tex]

Since in the figure, m || n, the value of x is equal to 13.

In Mathematics, corresponding angles can be defined as a postulate (theorem) which states that corresponding angles are always congruent when the transversal intersects two (2) parallel lines. This ultimately implies that, the corresponding angles will be always equal (congruent) when a transversal intersects two (2) parallel lines.

By applying corresponding angles theorem to lines a and b, we have the following:

∠m ≅ ∠n

7x - 1 = 8x - 14

8x - 7x = 14 - 1

x = 13

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False. The Six Sigma DMAIC approach is a problem-solving methodology used to improve processes and reduce defects, but it is not the only tool available.

Sigma is a statistical measure of dispersion, which is used to measure the variability or spread of a given data set. It is calculated by taking the square root of the variance, which is the average of the squared differences from the mean. Sigma is commonly used in data analysis and is used to identify outliers and other patterns in data sets.

Depending on the nature of the problem, other problem-solving techniques may be more appropriate. For example, if the goal is to improve customer service, a method such as Lean Six Sigma, which focuses on customer value, may be more effective. Similarly, if the goal is to create new products or services, a design thinking approach could be used. In any case, it is important to assess the situation and choose the best course of action for the specific problem.

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Answer:

f(x) = -x^2 is a downward parabola.

Step-by-step explanation:

The f(x) = x^2 graph is a parabola pointing up. Therefore, f(x) = -x^2 is a downward parabola.

Using the triangle inequality theorem, the combination of side lengths, in cm, that could make a triangle for the quilt are:

12, 35, 37

16, 30, 34

20, 21, 29

The Triangle Inequality Theorem is a fundamental theorem in geometry that states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

More formally, given a triangle with sides a, b, and c, the Triangle Inequality Theorem states:

a + b > c

b + c > a

a + c > b

If any of these inequalities is not true, then the three sides cannot form a triangle.

Using the Triangle Inequality Theorem, we can check which of these sets of numbers can form the sides of a triangle:

For the first set of numbers (12, 35, 37):

12 + 35 > 37 (True)

35 + 37 > 12 (True)

12 + 37 > 35 (True)

Therefore, the numbers 12, 35, and 37 can form the sides of a triangle.

For the second set of numbers (16, 30, 34):

16 + 30 > 34 (True)

30 + 34 > 16 (True)

16 + 34 > 30 (True)

Therefore, the numbers 16, 30, and 34 can form the sides of a triangle.

For the third set of numbers (18, 24, 42):

18 + 24 > 42 (False)

24 + 42 > 18 (True)

18 + 42 > 24 (True)

Therefore, the numbers 18, 24, and 42 cannot form the sides of a triangle.

For the fourth set of numbers (20, 21, 29):

20 + 21 > 29 (True)

21 + 29 > 20 (True)

20 + 29 > 21 (True)

Therefore, the numbers 20, 21, and 29 can form the sides of a triangle.

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The following statements are true:

Line AB and line CG are parallel.

Line CG and line RS are perpendicular.

Line segment CG lies in plane X.

What is a line segment?

A line segment is a section of a straight line that is enclosed by two clearly defined endpoints and contains every point on the line located within. The Euclidean distance between two ends of a line segment determines its length.

Here, we have

Given: Planes X and Y intersect at a right angle. Line A B and Line C G lie in plane X and do not intersect. Line R S lies in plane Y.

A) Line AB and Line CG are parallel: As both lines, AB and CG lie in plane X. Thus both are parallel and option A is the correct option.

B) Line AB and Line RS are parallel: As a line, AB lies in plane X and line RS lies in plane Y. Thus both are perpendicular and not parallel. Option B is the incorrect option.

C)Line CG and Line RS are perpendiculars: As line CG lies in plane x and line RS lies in plane Y. Thus both are perpendicular. Option C is the correct option.

D) Line AB and Line RS must intersect: line RS passes from the middle of plane Y and line AB passes from the left of plane X center. Thus they do not intersect each other. Option D is the incorrect option.

E) Line segment CG lies in plane X: As shown in the diagram, line CG lies in plane X. Thus option E is the correct option.

F) Line segment RS lies in plane X: As shown in the diagram, and the line lies RS in plane Y. Thus option F is the incorrect option.

Hence, The following statements are true:

Line AB and line CG are parallel.

Line CG and line RS are perpendicular.

Line segment CG lies in plane X.

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The area of the lawn that is watered by the sprinkler is approximately 78.5 square feet.

To determine the area of the lawn that is watered by a rotating sprinkler, we need to calculate the area of the circle that the sprinkler covers. The radius of the sprinkler is given as 5 feet, which means that the diameter of the circle it covers is 10 feet.

To calculate the area of the circle, we can use the formula A = πr^2, where A is the area and r is the radius.

A = πr^2 = π(5^2) = 78.5 square feet (rounded to one decimal place)

This means that any plants or grass within this area should receive water from the sprinkler, assuming it is functioning properly and has sufficient water pressure.

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Volume of Cone B is 48 π³ units. We know both cones have same volume because we used the volume formula for cones to equate the volumes of the two cones.

To find the dimensions of Cone B, we need to use the formula for the volume of a cone, which is:

Volume=(1/3) × π × radius² × height

Since the volume of Cone A and Cone B are the same (48 π³ units), we can set up the following equation:

(1/3) × π × 6² × 4

=(1/3)× π × r² × h

Simplifying the equation, we get:

r² × h = 72

We can choose any values of r and h that satisfy this equation. For example, we could choose r = 4 units and h = 9 units. When we enter these numbers into the equation, we obtain:

4² × 9 = 72

This is a valid solution, as Cone B with radius 4 units and height 9 units would have a volume of: Volume = (1/3) × π × 4² × 9 = 48 π³ units

Therefore, Cone A and Cone B have the same volume of 48 π³ units, which we know because we used the volume formula for cones to equate the volumes of the two cones.

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Step-by-step explanation:

4³ = 4 × 4 × 4

4³ = 16 × 4

4³ = 64

Answer: 4³ = 4 × 4 × 44³ = 16 × 44³ = 64

Step-by-step explanation: hope this helps0^0