Matthew is saving money for a pet turtle. The data in the table represent the total amount of money in dollars that he saved by the end of each week.

The solution to the system of equations shown above is: D. there are infinitely many solutions.

In order to determine the solution for this system of linear equations on a coordinate plane, we would make use of an online graphing calculator to plot the given system of linear equations while taking note of the point of intersection;

x + 2y = 6   ......equation 1.

2x + 4y = 12 ......equation 2.

Based on the graph shown (see attachment), we can logically deduce that the solution for this system of linear equations is the point of intersection of each lines on the graph that represents them, which is given by multiple ordered pairs and as such, it has more than one solution or infinitely many solutions because the lines coincide.

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If there were eight equal pieces and seven of them were gone, there would be 45 degrees in angle measurement.

When the circle is divided into eight equal pieces, each piece has an angle of 360°/8 = 45°. If seven of these pieces are gone, only one piece is remaining, which is equivalent to 45 degrees in angle measurement. Therefore, the answer is 45 degrees.

Alternatively, we can use the formula for finding the angle of a sector of a circle. The formula is given as Angle = (θ/360) x 2πr, where θ is the central angle in degrees, and r is the radius of the circle. In this case, the radius of the circle is not given, but we know that there were eight equal pieces initially.

Therefore, the central angle for one piece is 360°/8 = 45°. So, the angle of the remaining piece is (45/360) x 2πr = (1/8) x 2πr = π/4 radians or 45 degrees.

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Answer:

Step-by-step explanation:

Q.1:

6m - 8n - 10m - 2 - 2n + 4 = -6n - 4m + 2

12x - 25y - 10z + 10 - 16x - 2z + 7 = -4x - 25y - 12z + 17

Q.2:

8pq + 20qr - 16s = 4(2pq + 5qr - 4s)

4a2 + 7a + 3 = (4a + 3)(a + 1)

a2 - 5a + 2ab - 10b = (a - 2)(a + 2b - 5)

Q.3:

3m4 + 5m8 - m2 = m2(3m2 + 5m6 - 1)/(m2) = 3m2 + 5m6 - 1

2p3 - 3p + p2 = p2(2p - 3)/(p2) = 2p - 3

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The area of the quadrilateral can be found by dividing it into two triangles and finding the sum of their areas. The line connecting points B and D divides the quadrilateral into two triangles ABD and BCD. The area of triangle ABD is 1/2 * base * height = 1/2 * 6 * 6 = 18 square units. The area of triangle BCD is 1/2 * base * height = 1/2 * 3 * 8 = 12 square units. Therefore, the area of the quadrilateral is 18 + 12 = 30 square units.

The area of the parallelogram is 300 centimetres squared.

The length of the base is 20 centimetres. The length of the sides is 17 centimetres. The overhang of the base is 8 centimetres long. The angle between the overhang and the height is a right angle.

Therefore,

area of a parallelogram = b × h

where

Therefore, let's use Pythagoras's theorem to find the height of the parallelogram as follows
17² - 8² = h²

289 - 64 = h²

h = √225

h = 15 centimetres

Therefore,

area of the parallelogram = 20 × 15

area of the parallelogram = 300 cm squared

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Now let's check if f(x) = g(h(x)):
gh(x)) = g(x + 1) = (x + 1)² + 1 = x² + 2x + 1 + 1 - 1 = x² + 2x + 1
The formulas for g(x) and h(x), which are g(x) = x² + 1 and h(x) = x + 1, such that their composition yields:

f(x) = g(h(x)) = x² + 2x + 1.

In both cases, we use the composition of functions f(x) = g(h(x)) to relate the functions g(x), h(x), and their inverses. These formulas allow us to find the other function given one of the functions in the composition.
Suppose we have the function f(x) = g(h(x)). Here, we have three functions: f(x), g(x), and h(x). We're given one of these functions and asked to find the formulas for the other two functions so that their composition results in f(x).

To find a formula for one of the functions in the composition f(x) = g(h(x)), we can substitute the other function into it and simplify.
(1) If we want to find a formula for g(x) given f(x) = g(h(x)), we can substitute h(x) for x in g(x), which gives us g(h(x)). This means that g(x) = f(h^{-1}(x)), where h^{-1}(x) is the inverse function of h(x).
(2) If we want to find a formula for h(x) given f(x) = g(h(x)), we can substitute g(x) for f(x) and solve for h(x). This gives us h(x) = g^{-1}(f(x)), where g^{-1}(x) is the inverse function of g(x).

Given: f(x) = x² + 2x + 1
We need to find the formulas for g(x) and h(x) such that f(x) = g(h(x)).
One possible choice for g(x) could be g(x) = x² + 1. Now we need to find the function h(x) such that when we compose g(h(x)), it results in f(x) = x² + 2x + 1.

To do this, we can see that g(x) has x² + 1, and f(x) has x² + 2x + 1. We need to add a term '2x' in the composition. Therefore, we can choose h(x) = x + 1.
Now, let's check if f(x) = g(h(x)):
g(h(x)) = g(x + 1) = (x + 1)² + 1 = x² + 2x + 1 + 1 - 1 = x² + 2x + 1

Thus, we have successfully found the formulas for g(x) and h(x), which are g(x) = x² + 1 and h(x) = x + 1, such that their composition yields f(x) = g(h(x)) = x² + 2x + 1.

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c. Yes, there is evidence of an association between grade level and preferred option to raise money.

a. The completed two-way frequency table summarizing the data on grade level and options to raise money is as follows:

         Car Wash | Bake Sale | Talent Show | Total

Seventh Graders[tex]| 66 | 15 | 16 | 98[/tex]

Eighth Graders [tex]| - | 50 | - | 50[/tex]

Total [tex]| 66 | 65 | 16 | 148[/tex]

Note: The "-" indicates that no data is available for those specific combinations.

b. To calculate the row relative frequencies, we divide each cell value by the corresponding row total and round to the nearest thousandth:

     Car Wash | Bake Sale | Talent Show

Seventh Graders [tex]| 0.673 | 0.153 | 0.163[/tex]

Eighth Graders [tex]| - | 1.000 | -[/tex]

Total [tex]| 0.446 | 0.439 | 0.115[/tex]

c. To determine if there is evidence of an association between grade level and preferred option to raise money, we can observe the row relative frequencies. If the relative frequencies differ substantially between the rows, it suggests an association. In this case, since the row relative frequencies for each option vary between the seventh and eighth graders, there is evidence of an association between grade level and the preferred option to raise money.

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Using a hammer and nail instead of a screwdriver and screw would change the type of force applied (linear versus rotational) and the distance covered (shorter linear distance versus longer turning distance). These differences can affect the efficiency, holding power, and ease of use when connecting materials.

When using a screwdriver and screw, the applied force of 20 newtons and turning distance of 0.5 meters involve rotational motion to insert the screw into the wood. The screwdriver acts as a lever, and the screw's threads translate the rotational force into linear motion, increasing the grip strength and holding power.

In contrast, when using a hammer and nail, the force applied would be different because the action is linear instead of rotational. The hammer delivers a series of high-impact, short-duration forces to drive the nail into the wood. The amount of force required would depend on factors like the size of the nail, the hardness of the wood, and the user's strength.

Additionally, the distance covered during hammering would be different. Unlike the screwdriver's 0.5-meter turning distance, the hammer's motion covers a shorter linear distance as it strikes the nail head repeatedly. The total distance depends on the number of hammer strikes and the length of the nail.

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Complete Question:

A person uses a screwdriver to turn a screw and insert it into a piece of wood. The person applies a force of 20 newtons to the screwdriver and turns the handle of the screwdriver a total distance of 0.5 meter. How would these numbers be different if the person inserted a nail with a hammer instead of the screw with the screwdriver?

A. The force applied would be greater, but the distance would be shorter.

B. The force applied would be less, but the distance would be greater.

C. The force applied would be the same, but the distance would be shorter.

D. The force applied would be the same, but the distance would be greater.

The solution to the problems using trigonometric ratios are:

12a) x = 16.09

12c) x = 7 and y = 7

13a) Time it takes to reach the ground is: 8 seconds

13b) Highest point reached is: 80 ft

12a) Using the law of sines, we can say that:

x/sin 90 = 9/sin 34

x = (9 * sin 90)/sin 34

x = 16.09

12c) Using the law of sines, we can say that:

x/sin 45 = 7√2/sin 90

x = (7√2 * 1/√2)/1

x = 7

Similarly, because it is an isosceles triangle, y = 7

13a) The equation of the height above the ground is :

h = 40t - 5t²

where:

h is height

t is time in seconds

Thus:

Time it takes to reach the ground is at h = 0.

40t - 5t² = 0

5t² = 40t

5t = 40

t = 8 seconds

b) Highest point reached:

h'(t) = 40 - 10t

h'(t) = 0

40 - 10t = 0

t = 4 seconds

Thus:

h_max = 40(4) - 5(4)²

h_max = 80 ft

c) Time at which ball was 35ft off ground is:

35 = 40t - 5t²

5t² - 40t + 35 = 0

Using quadratic equation calculator gives us:

t = 1 and 7 seconds

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The surface area of the pyramid is 310.00 square centimeters.

To find the surface area of the pyramid, we need to find the area of each of its faces and add them up.

First, let's find the area of the base of the pyramid;

Area of base = (side length)² = 7² = 49 cm²

Now, we find the area of each triangular face. To do this, we need to find the length of the slant height (l), which is the hypotenuse of a right triangle with one leg equal to half the base and the other leg equal to the height of  pyramid.

Half of the base = 7/2 = 3.5 cm

Using Pythagorean theorem, we find the slant height;

l² = (3.5)² + (15)²

l² = 122.25 + 225

l² = 347.25

l = √(347.25) ≈ 18.64 cm

Now we find the area of each triangular face;

Area of face = (1/2) x base x height = (1/2) x 7 x 18.64 ≈ 65.24 cm²

Finally, we can find the total surface area by adding up the areas of all four faces;

Total surface area = 4 x (area of face) + (area of base)

Total surface area = 4 x 65.24 + 49

Total surface area = 261.00 + 49

Total surface area = 310.00 cm²

Therefore, the surface area of the pyramid is 310.00 cm².

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Total string used = Number of bracelets × String used per bracelet

Total string used = 77 × 17.8 = 1370.6 cm

Let's denote the total amount of string used as "T". We know that the girl used xx centimeters of string to make 77 bracelets, and each bracelet required 17.8 centimeters of string.

To find the total string used, we can set up the following equation:

T = 77 * 17.8

Simplifying the equation, we have:

T = 1369.6

Therefore, the girl used a total of 1369.6 centimeters of string to make all the bracelets.

In conclusion, the equation T = 77 * 17.8 can be used to determine the total amount of string used, and the solution to the equation is T = 1369.6 centimeters.

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Based on the given information, we can set up an equation using the fact that the measures of angles m1 and m2 are equal in circle P.

m1 = m2

Substituting the given values:

9x + 5 = 4x + 35

Solving for x:

9x - 4x = 35 - 5

5x = 30

x = 6

Now that we have found the value of x, we can substitute it back into the expressions for m1 and m2 to find their measures:

m1 = 9x + 5 = 9(6) + 5 = 59

m2 = 4x + 35 = 4(6) + 35 = 59

Therefore, both angles have a measure of 59 degrees.

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Answer:

The equation provided is y = 1200x + 7000, where y is the yearly income and x is the number of years of education.

To determine how much 1 year of education adds to a person's yearly income, we need to find the change in y when x increases by 1.

Let's plug in x and x+1 into the equation to find the corresponding yearly incomes:

When x = 1, y = 1200(1) + 7000 = $8200

When x = 2, y = 1200(2) + 7000 = $9400

The difference between these two yearly incomes is:

9400 - 8200 = $1200

Therefore, 1 year of education adds $1200 to a person's yearly income according to the model.

The answer is (A) $1200.

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There is a high probability that Somil will be assigned at least one of his preferred topics.

To calculate the probability of Somil getting at least one of his preferred topics, we can use the complement rule. That is, we calculate the probability of Somil not getting any of his preferred topics and then subtract that probability from 1.

Let's first calculate the total number of ways to assign the topics to the students. We can think of this as distributing 34 distinct objects (the topics) into 9 distinct groups (the students), where each group gets 3 objects. We can use the multinomial coefficient formula to compute this:

C(34, 3, 3, 3, 3, 3, 3, 3, 3) = (34!)/(3!)^9

where C(n, k1, k2, ..., km) denotes the multinomial coefficient, which is the number of ways to divide n distinct objects into m groups with k1, k2, ..., km objects in each group.

Next, let's calculate the number of ways to assign the topics such that Somil does not get any of his preferred topics. We can think of this as first choosing 5 topics that Somil does not want, and then distributing the remaining 29 topics among the 9 students. The number of ways to choose 5 topics out of 29 is C(29, 5), and the number of ways to distribute the remaining 29 topics among 9 students is C(29, 3, 3, 3, 3, 3, 3, 3, 2) (since 2 topics are already assigned to Somil). Therefore, the total number of ways to assign the topics such that Somil does not get any of his preferred topics is:

C(29, 5) * C(29, 3, 3, 3, 3, 3, 3, 3, 2)

To calculate the probability of this event, we divide the above expression by the total number of ways to assign the topics:

P(Somil does not get any preferred topic) = [C(29, 5) * C(29, 3, 3, 3, 3, 3, 3, 3, 2)] / [(34!)/(3!)^9]

Finally, we can use the complement rule to find the probability that Somil gets at least one of his preferred topics:

P(Somil gets at least one preferred topic) = 1 - P(Somil does not get any preferred topic)

Plugging in the values, we get:

P(Somil gets at least one preferred topic) = 1 - [C(29, 5) * C(29, 3, 3, 3, 3, 3, 3, 3, 2)] / [(34!)/(3!)^9]

This evaluates to approximately 0.782, or 78.2%. Therefore, there is a high probability that Somil will be assigned at least one of his preferred topics.

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Without more information about the function f(x) from the previous question, the statement cannot be labeled as true or false.

To determine if the statement is true or false, we first need to understand the terms involved.

Left-hand sum: This is a method of approximating the definite integral of a function by using the left endpoints of subintervals to calculate the sum of the areas of rectangles.

Right-hand sum: This is similar to the left-hand sum, but it uses the right endpoints of the subintervals to calculate the sum of the areas of rectangles.

Now, let's analyze the statement:

The left-hand sum of f(x) is always smaller than the right-hand sum of f(x) for x ∈ [3, 8].

This statement is not necessarily true or false for all functions. The comparison between the left-hand sum and right-hand sum depends on the behavior of the function within the given interval [3, 8].

If the function is increasing in the interval, then the left-hand sum will be smaller than the right-hand sum. If the function is decreasing in the interval, then the left-hand sum will be greater than the right-hand sum. In cases where the function changes direction within the interval, the comparison may not be definitive.

Therefore, without more information about the function f(x) from the previous question, the statement cannot be labeled as true or false.

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The following are correct about the triangle;

1. angle C is 60°

2. angle B is 60°

3. The length of segment DB is 3

4. The length of side x is 3√3

An equilateral triangle is a type of triangle in which all it's sides and angles are equal.

Since all the angles of an equilateral triangle are equal, then,

x+x+x = 180

3x = 180

x = 180/3 = 60°

therefore each angle is 60°

angle C and angle B are 60°

Using Pythagorean theorem

x² = 6²- 3²

x² = 36-9

x² = 27

x = √27

x = √9×3

x = 3√3

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The math fact that 4 x 6 = 24 helps Matt remember that 6 x 4 = 24, and Sadie arrived at the answer 10 for 6 + 4 by incorrectly adding the numbers in reverse order.

Matt knows that 6 x 4 = 24. This helps him remember that 4 x 6 and 6 x 4 are both equal to 24.

The math fact that Matt can remember based on 4 x 6 = 24 is that multiplication is commutative. This means that the order of the numbers being multiplied doesn't affect the result. So, if 4 multiplied by 6 equals 24, it also implies that 6 multiplied by 4 would give the same result of 24.

Sadie arrived at the answer 10 for 6 + 4 by mistakenly swapping the order of the numbers and performing the addition incorrectly. The correct sum for 6 + 4 is indeed 10. Sadie's error demonstrates the importance of following the correct order of operations, where addition should be performed after ensuring the numbers are in the correct order.

As for Sadie's answer of 6 + 4 = 10, it is not directly related to the multiplication fact that Matt knows.

It is possible that Sadie used a different math fact or strategy to arrive at that answer.

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Marissa needs to score 94% on test five to have a mean of 90% for all five tests.

What is average?

Let's look at the average formula in more detail in this part and use some examples to illustrate how it may be used. The following is an example of the average formula for a specific set of data or observations: Average = (Sum of Observations) ÷ (Total Numbers of Observations).

Let's use the formula for finding the mean:

mean = (sum of all scores) / (number of scores)

We know that Marissa has taken four tests and has a mean score of 89%, so:

(4 x 89) + x = 5 x 90

Simplifying:

356 + x = 450

x = 94

Therefore, Marissa needs to score 94% on test five to have a mean of 90% for all five tests.

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1) function g is increasing on all intervals of x.

2) the same is true about both s and t.

3) functions s and g have the same x-intercept.

The phrase "function g is ___ on all intervals of x" refers to the behavior of the function g with respect to its input variable x. If we know that g is increasing on all intervals of x, this means that as we move from left to right along the x-axis, the values of g are increasing. In other words, if we were to plot the graph of g, it would be sloping upwards from left to right.

The phrase "the same is true about ____" is asking us to identify another function that has the same behavior as function g. The options given are both s and t, function s, function t, or neither s nor t. Without any further information about s and t, we cannot definitively say whether they are increasing on all intervals of x like g. Therefore, the correct answer is "both s and t," because this option covers the possibility that either s or t may have the same behavior as g.

The phrase "functions ____ have the same x-intercept" refers to the point(s) where the graph of each function intersects the x-axis. If we know that functions s and g have the same x-intercept, this means that they intersect the x-axis at the same point(s). Therefore, the correct answer is "s and g." However, there is no information given to suggest that function t has the same x-intercept as either s or g, so it is not a correct answer option.

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1. decreasing

2. function t

3. s and t

4. x

Got it right on Edmentum

Answer:

[tex]3\sqrt{5}[/tex]

Step-by-step explanation:

Use the distance formula to determine the distance between the two points.

Distance = [tex]\sqrt{(1-4)^{2} + (4-(-2))^{2} }[/tex]

Simplify, and you get the answer.

[tex]3\sqrt{5}[/tex]

Looking at the spread of your data is part of the data analysis step in the statistical process.

In this step, the data is examined to identify patterns, relationships, and trends in the data.

One aspect of data analysis is understanding the distribution and spread of the data, which can be done through measures of central tendency and measures of variability.

Understanding the spread of the data can help in making decisions about what statistical analyses are appropriate and how to interpret the results.

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Answer: C

Step-by-step explanation:

C is a parallelogram, meaning that both sets of opposite sides are parallel.

Using one cigarette packet per day with the cost of $ 5.50 tax revenue would be raised from John's cigarette purchases is $9,636.

Tax revenue is the income received by the government from the taxation of individuals, businesses, and other entities.

Taxes are mandatory payments imposed on income, goods and services, property, and other items, which are collected by the government to finance public goods and services such as infrastructure, education, healthcare, and defense.  

To solve the given problem, assume the cost of a cigarette packet and find the total revenue that can be generated.

Here we have

There was a 10 percent tax on every pack of cigarettes John bought between the age of 22 and age 70

To calculate the tax revenue raised from John's cigarette purchases between ages 22 and age 70, we need to know how many packs of cigarettes he bought during that period.

Let's assume that John bought an average of one pack of cigarettes per day or 365 packs per year.

The difference Between the ages of 22 and age 70 = 70 - 22 = 48 years

Hence, John would have bought cigarettes for 48 years, so the total number of packs he bought would be:

365 packs/year x 48 years = 17,520 packs

If there were a 10% tax on each pack, the tax revenue would be:

0.10 x $5.50 (average cost of a pack of cigarettes in the US)

= $0.55 tax per pack

$0.55 tax per pack x 17,520 packs = $9,636 in tax revenue

This is an estimate, as it does not take into account any variations in the price of cigarettes over time or across different regions.

As for how much tax money could be used to reduce smoking rates, there are several options.

One possibility is to invest the revenue in smoking cessation programs and public health campaigns to educate people about the risks of smoking and help them quit.

The money could also be used to fund research into developing new treatments for tobacco addiction or to support medical research into the health effects of smoking.

Therefore  

Using one cigarette packet per day with the cost of $ 5.50 tax revenue would be raised from John's cigarette purchases is $9,636.

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Her total earnings increase by $21.25 for every hour she works, since her hourly wage is constant.

The relationship between Natalie's earnings and the number of hours she works can be represented by a linear equation in the form y = mx + b, where y is her total earnings, x is the number of hours she works, m is her hourly wage, and b is her initial earnings (or y-intercept).

To find the hourly wage, we can divide her total earnings by the number of hours she works:

hourly wage (m) = total earnings / number of hours worked

m = 85 / 4 = 21.25

So, Natalie's hourly wage is $21.25.

Now, we can use this information to create a table that shows the relationship between the number of hours she works and her total earnings:

| Hours worked (x) | Total earnings (y) |
|------------------|-------------------|
|       1          |       21.25       |
|       2          |       42.50       |
|       3          |       63.75       |
|       4          |       85.00       |

As you can see, her total earnings increase by $21.25 for every hour she works, since her hourly wage is constant. Therefore, the correct table that represents the relationship between the number of hours she works and her total earnings is the one shown above.

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y < four-fifthsx - one-fifth

y < 2x + 6

The given system of inequalities can be represented in slope-intercept form as follows:

y < (4/5)x - 1/5

y < 2x + 6

To convert the given inequalities into slope-intercept form, we rearrange each equation to solve for y

In the first inequality, we add 5y to both sides and then divide by 4 to isolate y. This gives us:

4x - 5y < 1

-5y < -4x + 1

y > (4/5)x - 1/5

In the second inequality, we add x to both sides and then divide by -1/2 to isolate y. This gives us:

1/2y - x < 3

1/2y < x + 3

y > 2x + 6

Therefore, the given inequalities in slope-intercept form are:

y < (4/5)x - 1/5

y > 2x + 6

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The mean of the puppy weights changes by 0.14 pounds.

To determine how the mean of the puppy weights changes with the removal of the outlier, follow these steps:

1. First, identify the outlier in the given data set: Puppy Weights: 2.9, 3.0, 3.1, 3.1, 3.2, 3.3, 3.3, 3.4, 4.4. The outlier is 4.4 as it is significantly higher than the rest of the values.

2. Calculate the mean with the outlier: Add all the weights and divide by the total number of puppies (9). (2.9+3.0+3.1+3.1+3.2+3.3+3.3+3.4+4.4)/9 = 29.7/9 = 3.3

3. Calculate the mean without the outlier: Remove the outlier (4.4) from the sum and divide by the new total number of puppies (8). (29.7 - 4.4)/8 = 25.3/8 = 3.1625

4. Calculate the change in mean by subtracting the mean without the outlier from the mean with the outlier, and round to the nearest hundredth of a pound: 3.3 - 3.1625 = 0.1375, which rounds to 0.14.

With the removal of the outlier, the mean of the puppy weights changes by 0.14 pounds.

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The volume of the actual shoe store that Mai's company plans to build is 280,000 ft³.

Based on the given information, Mai created a scale model with a ratio of 1:20. If the volume of the model is 35 ft³, we can find the volume of the actual shoe store by using the ratio.

Since the ratio of the dimensions is 1:20, the ratio of the volumes will be (1:20)³, which is 1:8000. Therefore, to find the volume of the actual shoe store, we can multiply the volume of the model by 8000:

Volume of the actual shoe store = 35 ft³ × 8000 = 280,000 ft³

So, the volume of the actual shoe store that Mai's company plans to build is 280,000 ft³.

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The probability of drawing two striped tiles in a row would be 9/64.

The probability of picking a striped tile with one draw is 3/8, due to the fact that out of the eight existing tiles, three are striped. Simultaneously considering that the tile is replaced following each pick, the likelihood of obtaining another striped tile is still 3/8.

To ascertain the probability of drawing two consecutive striped tiles, we multiply the likelihood of the initial draw being striped (3/8) by the chance of the second draw occurring striped (3/8).

The probability is therefore :

= 3 / 8 x 3 / 8

= 9 / 64

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0.1859 is the relative frequency for male goats, female goats, adult goats, and baby goats

To find the relative frequency of marked mountain goats by gender and age group, we need to divide the number of marked goats in each group by the total number of marked goats.

The total number of marked goats is:

Total = Male + Female + Adult + Baby = 71 + 93 + 103 + 61 = 328

The relative frequency for male goats is:

Male/Total = 71/328 = 0.2165 or 433/2000 (simplified fraction)

The relative frequency for female goats is:

Female/Total = 93/328 = 0.2835 or 567/2000 (simplified fraction)

The relative frequency for adult goats is:

Adult/Total = 103/328 = 0.3140 or 157/500 (simplified fraction)

The relative frequency for baby goats is:

Baby/Total = 61/328 = 0.1859 or 93/500 (simplified fraction)

Therefore, the relative frequency for male goats is 433/2000, for female goats is 567/2000, for adult goats is 157/500, and for baby goats is 93/500, all expressed as simplified fractions.

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If the surface area of cylinder A is 700cm², the surface area of cylinder B is 1612.8cm².

Since the two cylinders are similar, their dimensions are proportional to each other. Let the height and radius of cylinder A be h and r, respectively, and let the height and radius of cylinder B be kh and kr, respectively, where k is the scale factor.

Since cylinder B uses 72.8% more metal than cylinder A, we have:

Volume of cylinder B = 1.728 times the volume of cylinder A

Using the formula for the volume of a cylinder, we have:

π(kr)²(kh) = 1.728πr²h

Simplifying the equation, we get:

k³ = 1.728

k = 1.2

So the scale factor is 1.2. Therefore, the height and radius of cylinder B are 1.2 times those of cylinder A. Hence, we have:

Surface area of cylinder B = 2π(1.2r)² + 2π(1.2r)(1.2h)

= 2.304(2πrh)

= 2.304(700cm²)

= 1612.8cm²

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