Answers
volume = area x height
volume = 6cm x 5cm
6x5=30
so, the volume of the cylinder would be 30!
Related Questions
The opposite angles formed by two intersecting lines are ______?
1)of equal measures/ समान मापाचे
2)supplimentary / पूरक
3)of unequal measures / असमान मापाचे
4)corresponding angles / संगत कोन
Answers
Answer:
1)
Step-by-step explanation:
The opposite angles formed by two intersecting lines are of equal measures.
They are called vertically opposite angles.
Express 1.07 into percentage
Answers
hope this helps! :)
Answer:
12 * 1.07 = 12.84
Step-by-step explanation:
You an can pick any number to express another number in this example we find 0.84 = 7% and 12 = 1 as 12 represents 1 whole.
Which of these is not a factor of 4x2? x2 2.
Answers
The population of Hillsborough County in Florida in 2010 was 1,229,226 and the land
area was 1,020 square miles. The population increased by 9.7% in 2015.
Part 1: To the nearest whole number, find the population density, in people per
square mile, for Hillsborough County in 2010.
Part 2: To the nearest whole number, how much did the population density, in people
per square mile, increase from 2010 to 2015?
Answers
Answer:
About 1205.12352941 people per square mile in 2010
About 1329.36306853 people per square mile in 2015
Explanation:
take population and divide by land area
for 2015 pop do total pop divided by 9.7 plus total pop
Solve for r
K=3r-s
r=?
Answers
Answer:
K=3r-s
K+s=3r
K/3+s/3=r
Step-by-step explanation:
k=3r-s
k+s=3r
k+s/3 = r
r = k+s/3
s 0.4544555444........ Rational or Irrational? Why
Answers
Answer:
Rational
Step-by-step explanation:
Its rational because it has the same numbers/pattern
You can find the answer in the image above.
HELP HELP HELP HELP HELP HELP
Answers
Problem 1
I'm assuming your teacher means "list all the possible rational roots".
If so, then we use the rational root theorem. This is the idea where we'll divide the factors of the last term over the factors of the first coefficient.
Factors of 5: 1, 5Factors of 3: 1, 3If we divide said factors in the order mentioned, then we get this list of possible positive rational roots:
1/1, 1/3, 5/1, 5/3
That list simplifies to
1, 1/3, 5, 5/3
That takes care of the positive possible rational roots. We double the list to incorporate the negative possible rational roots as well
-1, -1/3, -5, -5/3
Answer: 1, -1, 1/3, -1/3, 5, -5, 5/3, -5/3Note: We can rewrite that list in bold into [tex]\pm 1, \pm\frac{1}{3}, \pm 5, \pm \frac{5}{3}[/tex] to shorten it.
============================================================
Problem 2
We'll follow the same idea as the previous problem
Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36
Factors of 4: 1, 2, 4
To keep track of everything, I made a spreadsheet table. Refer to the diagram below. The factors of 36 are laid across the top while the factors of 4 are along the left side. Each inner cell represents dividing the headers.
For example, 36/4 = 9 is in the bottom right corner. The first table is before the fractions are reduced, and the second table after the fractions are reduced.
As the second table shows, we have a few repeats. The unique items here are:
1,2,3,4,6,9,12,18,36,1/2,3/2,9/2,1/4,3/4,9/4
We'll then mirror this set to include negative values as well to write the full list of all possible rational roots.
Answer: 1,2,3,4,6,9,12,18,36,1/2,3/2,9/2,1/4,3/4,9/4-1,-2,-3,-4,-6,-9,-12,-18,-36,-1/2,-3/2,-9/2,-1/4,-3/4,-9/4============================================================
Problem 3
Factors of 15: 1, 3, 5, 15Factors of 5: 1, 5Divide the factors of 15 over the factors of 5 to get
1/1, 1/5, 3/1, 3/5, 5/1, 5/5, 15/1, 15/5
That list reduces to
1, 1/5, 3, 3/5, 5, 1, 15, 3
we can then toss out the duplicates to get
1, 3, 5, 15, 1/5, 3/5
Don't forget to include the negative values as well
Answer: 1, 3, 5, 15, 1/5, 3/5-1, -3, -5, -15, -1/5, -3/5============================================================
Problem 4
The steps will be effectively the same as before. You can write out the factors like done in problem 3, or make a table like done in problem 2. I'll skip the steps shown here unless you need me to go over them.
Answer: 1, 3, 9, 1/2, 3/2, 9/2-1, -3, -9, -1/2, -3/2, -9/2============================================================
Problem 5
There's not really much new here, except for the fact that the first term has coefficient of 1. This is a special case where all we have to do is list the factors of the last term -40 to generate all the roots we need. This is because each time we're dividing over +1 or -1 which doesn't really change the overall result (except for the sign part).
Factors of 40: 1, 2, 4, 5, 8, 10, 20, 40
Don't forget the negative values as well
Answer:1, 2, 4, 5, 8, 10, 20, 40-1, -2, -4, -5, -8, -10, -20, -40Find the domain and range of the function
Answers
Step-by-step explanation:
using set notation
domain [-3,3]
range[-1,3]
I need help asap pleaseeeee
Answers
=
−
2
x
−
1
I think I’m not sure
please help me asap if you can!
Answers
Answer:
Step-by-step explanation: -3(m-2)=-9
-3m + 6 = -9
-3m = -15
m=5
Answer:
[tex]m=5[/tex]
Step-by-step explanation:
[tex]-3(m-2)=-9~(Given)\\\\-3m+6=-9~(Distributive~Property)\\\\-3m+6-6=-9-6~(Addition~Property~of~Equality)\\\\-3m=-15~(Simplify)\\\\\frac{-3m}{-3}=\frac{-15}{-3}~(Division~Property~of~Equality)\\\\m=5~(Simplify)[/tex]
Need help thank you !
Answers
Exact form - 101/15
Decimal form - 6.73
Mixed number - 6 11/15
Answer:
Step-by-step explanation:
The lowest common denominator of 10 and 6 is 30.
9/10 = 3*9/10*9 = 27/30
1/6 = 5/1/(6 * 5) = 5/30
6 27/30 - 5/30 = 6 22/30 = 6 11/15
Answer 6 11/15
write an equation of the line that passes through the point (1,3) and has a slope of -2
Answers
Answer:
y= -2x+1
Step-by-step explanation:
y=mx+b
y= -2x +b
3= -2(1) +b
3= -2 +b
b=1
y= -2x+1
Lucie spent 1/4 hour shooting baskets. She made 15 baskets durning that time. How many baskets would she make in 3 1/2 hours?
Answers
Answer:
15*4=60;60*3.5=210
Step-by-step explanation:
60 is the number of baskets Lucy makes in an hour,210 is her 3.5 hours of baskets
Answer:
answer is 1/4 × 3 1/2 =
3 1/8
what is I need help with this 3/4 + 1/3 =
Answers
Answer:
Find the LCM of 3 and 4
Divide 12 by 4 and multiply with 3 which is 9
Divide 12 by 3 and multiply with 1 which is 4
9 plus 4 is 13
so the answer is 13/14
How to identify in congruence of triangles that the triangle is congruent by RHS criteria (property)
Answers
Answer:
In two right-angled triangles,If the length of the hypotenuse and one side of one triangle, is equal to the length of the hypotenuse and corresponding side of the other triangle, then the two triangles are said to be congruent.
Step-by-step explanation:
Thank you!!!!
9514 1404 393
Explanation:
The RHS congruence theorem states that, if the hypotenuse and side of one right triangle are equal to the hypotenuse and the corresponding side of another right triangle, the two triangles are congruent.
This is also known as the HL (hypotenuse-leg) congruence theorem for right triangles.
__
The four theorems generally available for showing congruence of triangles are abbreviated ...
SSS, ASA, SAS, AAS . . . . A=angle, S=side; order is important
These list the sides/angles that must be identified as corresponding congruent parts.
Notable for its absence from this list is an SSA theorem. The reason is that SSA congruence can only be shown under the specific circumstance that the angle is opposite the longest of the two sides. That can only be guaranteed if the angle is a right angle or obtuse angle.
If the triangle is a right triangle, and the hypotenuse (longest side) is one of the two corresponding sides involved in the congruence statement, then the conditions required for RHS, or SSA, or HL congruence are established.
_____
Additional comment
In general, a triangle can be "solved" (all sides and angles determined) if at least one side and any two of the remaining angles or sides are specified. That is, the triangle will be uniquely specified.
The exception is described above, where two sides and an angle are given, but the side opposite the angle is the shorter of the two. In that case, if the triangle is not a right triangle, there are always two possible solutions. This is why, in general, congruence cannot be shown between two triangles with the same SSA specification.
Which of the following systems of inequalities has no solution?
Answers
Answer:
The third one
Step-by-step explanation:
y=>x+1
y=<x-1
removing y
x-1 => x+1
removing x
we have no solution
By definition, parallel lines have the same slope, in which they have no point of intersection. Therefore, they will have no solution (making them an inconsistent system).
Out of all the given options, the inequality statements in Option C has the same slope of 1 (regardless of the inequality symbol, what matters is their lack of point of intersection because their lines are parallel).
Therefore, the correct answer is Option C: y ≥ x + 1; y ≤ x - 1.
Which of the following relation is/are function/s?
A.the rule which assigns each person a surname
B. the rule which assigns a pen and the color of it's ink
C.the rule which assigns the name of teachers you have
D. the rule which assigns to each person the name of his brother
Answers
Answer:
A. THE RULE WHICH ASSIGNS EACH PERSON USERNAME
Step-by-step explanation:
MARK PLS
Answer:
punta ka sa settings bi tapos I change ng Pilipinas yong server mo baka may makasagot ng tanong mo
Can someone pls help me :(( tysm if u do and i have 7 khan academy’s and there only 4 questions on each on can someone pls help me on them there all due by 12 tn and i dont know who else to ask for help tysm if u do:c
Answers
Answer:
-8
Step-by-step explanation:
I’ll substitute x for the blank space:
-2 = x + 6
-2 - 6 = x
x = -8
-8 + 6 = -2 ✅
Quis
if
A= 3
B= 4
C= 2
so
A x B - C
is
Answers
Answer:
if
A= 3
B= 4
C= 2
so
A x B - C
iis
3 x 4 - 2
=12 - 2
=10 ✓
Answer:
if
A= 3
B= 4
C= 2
so
A x B - C
iis
3 x 4 - 2
=12 - 2
=10 ✓
16. John's daily income is $120. His daily income is 20% more than Michael's daily income. What is Michael's
daily income?
Plz send step by step explanation
Will mark as a brainiest
Answers
Answer:
Michael's daily income is $96
Step-by-step explanation:
Given
john's income=$120
by question
John's income is 20%more than Micheal's
so,. Micheal's income= John's income - 20%of John's income
=$120 - 20%of $120
=$120 -20/100*$120
=$120 - $24
=$96
Answer:
100
Step-by-step explanation:
[tex]x + \frac{20x}{100} = 120 \\ x + \frac{x}{5} = 120 \\ 5x + x = 600 \\ 6x = 600 \\ x = 100[/tex]
Mona opened a savings account with a S500
deposit and a simple interest rate of 5.6% If
there were no deposits or withdrawals now
much money is in the account after 8 ÷ years?
Answers
$224
...................
Which segments are parallel?
Select each correct answer.
O EF
O AB
O GH
O CD
Answers
Answer:
EF ║ CD and AB ║ CD are the parallel segments.
Step-by-step explanation:
The given question is incomplete without picture; here is the picture attached with the answer.
Since m∠A = m∠D = 42°
Therefore, AB ║ CD and segment AD is the transverse.
Now ∠AEF + ∠IEF = 180° [Supplementary angles]
138° + ∠IEF = 180°
∠IEF = 180 - 138
= 42°
∠IHG + ∠DHG = 180° [ Supplementary angles ]
∠IHG + 122 = 180
∠IHG = 180 - 122
∠IHG = 58°
But ∠IEF ≠ ∠IHG
Therefore, EF and GH are not parallel.
If the segments AB and GH are parallel then ∠IHG = ∠IAB (By the property of alternate angles)
But ∠IHG ≠ ∠IAB
Therefore, AB and GH are not parallel.
Now ∠IEF ≅ ∠IDC ≅ 42° [alternate angles]
which reveals that EF ║ CD
Therefore, EF ║ CD and AB ║ CD
just give me the coordinates plzplzplz
Answers
Answer:
(0,4) and (5,-3)
Step-by-step explanation:
please!!!
need an answer asap!
will give brainliest
Answers
{(-4,3), (5,-9), (11,4), (9,6), (5,-3), (8,-9), (1,4)}
Function / Not a Function
Answers
is not a function.
The relation is not a function.
Step-by-step explanation:
It’s a function because the x values don’t repeat. If there were two or more of any numbers in the x value, it’s not a function. It doesn’t matter if the y values repeat tho. Remember it’s written (x, y)
proportional escape room puzzle two
Answers
Answer:
Step-by-step explanation:
Is there a question to it?
What is the vertex form of the function: f(x) = -12x - 6x^2- 13?
Answers
Answer:
f(x)=-6*(x+1)^2+-7
Step-by-step explanation:
This is because the vertex is at (-1|-7)
f(x)=-6*x^2+-12*x+-13
f(x)=-6*(x^2+2*x+13/6) ( Factor out )
f(x)=-6*(x^2+2*x+(1)^2+-1*(1)^2+13/6) ( Complete the square )
f(x)=-6*((x+1)^2+-1*(1)^2+13/6) ( Use the binomial formula )
f(x)=-6*((x+1)^2+1*7/6) ( simplify )
f(x)=-6*(x+1)^2+-7 ( expand )
Hope this Helps
3. Consider the equation 3x + 4 = 8x - 16. Solve for x using the given starting point."
Group 1
Group 2
Group 3
Group 4
Add 16 to both sides
Subtract 3x from both
sides
Subtract 4 from both
sides
Subtract 8x from both
sides
Answers
Answer:
X=-2.4
Step-by-step explanation:
3x+4=8x+16
-5x+4=16
-5x=12
x=-2.4
3x+4=8x-16
+16 +16
3x+20=8x
-3x -3x
30=5x
/5 /5
6=x
Simplify this expression (square root 2+square root 3)(square root 5-square root 7)
Answers
Answer:
√10−√14+√15−√21
Step-by-step explanation:
Answer:
√10−√14+√15−√21
Step-by-step explanation:
Correct on Edge 2022
calculate the time taken for a train to travel 1000m if its initial is 3 m/s and it is moving at a constant acceleration of 0.1m/s^2
Answers
Answer:
Step-by-step explanation:
For obects already in motion, the distance travelled, s, is:
s = vi*t + (1/2)at^2
where vi is the initial velocity, a is the acceleration, and t is the time in seconds.
We want the time, t, to reach 1000 meters.
1000 m = (3 m/s)*t + (1/2)*(0.1m/s^2)*(t^2)
(1/2)*(0.1m/s^2)*(t^2) = 0.05t^2
0.05t^2 + 3t -1000 = 0
Solve quadratic equation:
t = 114.6 seconds