please help! will give brainliest if right
Answer:
first option
Step-by-step explanation:
y = 1/4x - 5/4
this line has a slope of 1/4 and a y-intercept of -5/4
Find the remaining volume of the cube with the cone removed.
What is the average lifespan of Tasmanian devils?
Use cosine law to find the value of x. Show working. use ^ for power and sqrt for square root
Answer:
x ≈ 11.89
Step-by-step explanation:
Using the cosine rule
x² = 4² + 9² - ( 2 × 4 × 9 × cos128° )
= 16 + 81 - 72cos128°
= 97 - (- 44.33 )
= 141.33 ( take the square root of both sides )
x = [tex]\sqrt{141.33}[/tex] ≈ 11.89 ( to 2 dec. places )
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Answer:
The x-intercepts of this quadratic function would be (-1, 0) and (4, 0).
Step-by-step explanation:
The x-intercepts of a function are where the graph of the function hits the x-axis on a coordinate plane, meaning the y-coordinate of an x-intercept would always be 0. In this quadratic function's graph, the parabola crosses the x-intercept at two points: (-1, 0) and (4, 0). So that would be the correct answer.
Solve for x. Enter the solutions from least to greatest.(x+1) 2 −36=0
Answer:
x = 17
Step-by-step explanation:
(17+1) 2 - 36 = 0
If you don't think this is right, you may clarify it by plugging it in and multiplying :) thank you for your time <3
Answer:
x=17
Step-by-step explanation:
So i have a pic i need 1a plz i am giving a bunch of my points plz give it real asap
Answer:
3x - (15 x 3) = 90
or
3x - 45 = 90
Explanation:
there are 3 boxes. We don't know how many are in them yet, so we write this as 3x. However, we know that we give away 15 to 3 different teachers. 15 x 3 = 45
Therefore the first part is 3x - 45
We also know that in the end we have 90 left.
So our final equation is:
3x - 45 = 90
Find the measure of x any y
Answer:
Step-by-step explanation:
Helpppp chile. I’m stuck sidnfifnfig vkfniffnf
Step-by-step explanation:
12*4 - 2*2
48 - 4
44 ft of carpet.
What is the area of the parallelogram of 7,6,5
Answer:
I think it is 336.
Step-by-step explanation:
7 x 8 x 6 (Though my process could be wrong, I hope I'm correct)
please help
Three systems of equations are shown in the table below
Answer:
1. One solution
2. Infinitely many solutions
3. No solution.
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Answer:
p=20
6p=120
Step-by-step explanation:
Answer:
A: 6p = 120
Solution:
6 / p = 120 / 6
p = 20
dont forget to five-star and heart! ;)
Write the percent as a fraction and as a decimal 1/10% what is the fraction equivalent
Answer:
As a fraction 1/1000 and as a decimal 0.001
Can someone please help me with math.
Solve the equation:
3x - 5 = -26
Answer:
x = -7
Explanation:
Move the constant to the right-hand side and change its sign:
3x = -26 + 5
Calculate the sum:
3x = -21
Divide both side of the equations by 3:
Therefore, the answer will be x = -7
Answer:
[tex]3x - 5 = - 26 \\ \\ = > 3x = - 26 + 5 \\ \\ = > 3x = - 21 \\ \\ = > x = - \cancel\frac{ - 21}{3} \\ \\ = > x = - 7[/tex]
Hope This Helps You ❤️2/5 of a foot pieces are there in 10 feet?
Answer:
[tex]\frac{a}{25}[/tex] That is the answer if you're finding the exact form...
Step-by-step explanation:
Simplify the expression
Which quadrant is each ordered pair in?
1. (-3,1)
2. (-9,-4)
3. (10,5)
4. (6, -7)
Answer:
(-3‚1) lies in second quadrant.
Find mZEGF.
pleaseeee help mee boo
Answer:
angle EGF = 100°
Step-by-step explanation:
here's your solution
==> angle DGE = angle AGB. [ vertical angle]
==> angle DGE = 30°
==> angle ( FGE + EGD + DGC) = 180° [ linear pair]
==> 2x + 30° + 50° = 180°
==> 2x = 180° - 80°
==> x = 100°/2
==> x = 50°
==> 2x = 100°
[tex]\huge\mathfrak\red{hope \: it \: helps...}[/tex]
luke has a set of cards numbered 1 to 8, which he arranges in pairs. He notes the sum of the numbers on each pair of cards and calculates the lowest common multiple of the four sums. if luke obtained an LCM of 24, find two different ways in which the cards could have been paired
Answer:
(5,7 6,2 4,8 1,3) and (7,1 5,3 4,8 6,2)
Answer: 5,7 6,2 4,8 1,3 7,1 5,3 4,8 6,2
Step-by-step explanation:
In an all boys school, the heights of the student body are normally distributed with a mean of 70 inches and a standard deviation of 3 inches. What is the probability that a randomly selected student will be shorter than 63 inches tall, to the nearest thousandth?
The probability that a randomly selected student from the all-boys school will be shorter than 63 inches tall is approximately 0.9%.
To find the probability that a randomly selected student will be shorter than 63 inches tall, we need to use the standard normal distribution table or a statistical calculator.
Calculate the z-score for the value of 63 inches using the formula:
z = (X - μ) / σ
where X is the value (63 inches), μ is the mean (70 inches), and σ is the standard deviation (3 inches).
z = (63 - 70) / 3
z = -7 / 3
z = -2.3333
Now, we look up the area to the left of the z-score -2.3333 in the standard normal distribution table.
Using a standard normal distribution table, the cumulative probability for z = -2.33 (rounded to two decimal places) is approximately 0.009.
So, the probability that a randomly selected student will be shorter than 63 inches tall is approximately 0.009 or 0.9% (rounded to the nearest thousandth).
To learn more on Statistics click:
https://brainly.com/question/30218856
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A game of chance has a spinner with five equal sized sections. The results of 625 spins are shown below.
For which color is the experimental probability closest to the theoretical probability? Use the drop down menus to explain your answer.
(Brown,Orange,Yellow,Green,Purple) The experimental probability is (22.72%, 18.88%, 21.92%, 19.52%) and the theoretical probability is (10%, 25%, 20%)
For which color is the difference between the theoretical probability and experimental probability greatest? Use the drop down menus to explain your answer.
Brown,Green,Yellow,Orange,Purple) The experimental probability is (16.96%, 22.72, 18.88%, 21.92%) and the theoretical probability is (25%, 10%, 20%).
Answer:
https://e-eduanswers.com/mathematics/question176807332
Step-by-step explanation:
Can you guys help me please
£730 is divided between June, Sushil & Fiona so that June gets twice as much as Sushil, and Sushil gets three times as much as Fiona. How much does Sushil get?
Answer:
Sushil gets $219.
Step-by-step explanation:
With the information provided, you can write the following equations:
It says that £730 is divided between June, Sushil & Fiona, which can be expressed as:
x+y+z=730 (1), where:
x is the amount June gets
y is the amount Sushil gets
z is the amount Fiona gets
Also, the statement indicates that June gets twice as much as Sushil which means that the amount June gets is equal to two for the amount Sushil gets:
x=2y (2)
Besides, you know that Sushil gets three times as much as Fiona which means that the amount Sushil gets is equal to 3 for the amount Fiona gets:
y=3z (3)
Now, you can replace (3) in (1) and (2) and you will have 2 new equations:
x=2(3z)
x=6z (4)
x+3z+z=730
x+4z=730 (5)
You have the following equations:
x=6z (4)
x+4z=730(5)
Next, you can replace (4) in (5) and solve for z:
6z+4z=730
10z=730
z=730/10
z=73
Now, you can replace the value of z in (3):
y=3z
y=3(73)
y=219
Finally, you can replace the value of y in (2):
x=2y
x=2(219)
x=438
According to this, the answer is that Sushil gets $219.
A student makes a sign out of a rectangular piece of cardboard for an upcoming event at school. The piece of cardboard has a length of 50 inches (in.) and a width of 25 inches. The sign is in the shape of an arrow, as shown. how much cardboard, in square inches, is not used for the sign?
Answer:
915 in²
Step-by-step explanation:
The area of the rectangle :
Length = 32 inches
Width = 25 - (10+10) = 25 - 20 = 5 inches
Area of rectangle = Length * width
Area = 32 * 5 = 160 in²
Area of triangle :
Base = 25 inches
Height = (46 - 32) inches = 14 inches
Area of triangle = 1/2 * base * height
Area of triangle = 1/2 * 25 * 14 = 175 in²
Total area = (160 + 175)in² = 335 in²
Total area of cardboard :
50 inches * 25 inches = 1250 in²
Amount of cardboard not used :
(1250 - 335) in² = 915 in²
The cross-sectional areas of a triangular prism and a right cylinder are congruent. The triangular prism has a height of 10 units, and the right cylinder has a height of 7 units. Which conclusion can be made from the given information?
Answer:
The volume of the prism is not equal to the volume of the cylinder.
Step-by-step explanation:
I took the test and it was right
If the base area of a triangular prism and a right cylinder are congruent then the volume of both can not be the same.
What is Geometry?It deals with the size of geometry, region, and density of the different forms both 2D and 3D.
The cross-sectional areas of a triangular prism and a right cylinder are congruent.
The triangular prism has a height of 10 units, and the right cylinder has a height of 7 units.
The volume of the triangular prism will be
[tex]\rm Triangular \ prism \ volume = \dfrac{1}{2} \times a \times b \times 10\\\\\rm Triangular \ prism \ volume = 5ab[/tex]
Where a is the height of the triangle and b is the base of the triangle.
The volume of the right cylinder will be
[tex]\rm Right \ cylinder \ volume = \pi \times r^2 \times 7\\\\\rm Right \ cylinder \ volume = 22\ r^2[/tex]
Where r is the radius of the base circle.
If the base area of a triangular prism and a right cylinder are congruent then the volume of both can not be the same.
More about the geometry link is given below.
https://brainly.com/question/7558603
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A right triangular prism and its net are shown below.
(All lengths are in centimeters.)
Answer:
A=4
B=8
C=6
D=10
SA=208
Surface area=bh+(s1+s2+s3)H
=6×8+(4+6+10)(8)
=208
Step-by-step explanation:
Answer:
Step-by-step explanation:
(a) Contrast the shapes of the data sets displayed in the box-and-whisker plots in Question 1. Explain
what the difference in the shapes means in context of the situation.
(b) Compare the spread of the data sets. Discuss both the overall spread and the spread within the
boxes.
(c) Use an appropriate measure of central tendency to compare the center of the data sets. Explain what
the difference in those measures means in context of the situation.
Answer:
Kindly check explanation
Step-by-step explanation:
A.)
Differentiating based on the shape of the box and whisker plot.
The first plot, named shrella depicts a skewed distribution, (negative skew) highlighted by the long whisker (tail) to the left with the median also shifting towatds to the right of the box away from the box center. This could mean that the time difference between the coins aren't even and older coins seem to exhibit a larger time gap than newer coins.
The second plot however. VENITA, depicts a distribution which could be described as normal, as the whiskers are aodt of equal length and the median centered in the middle of the box. This could mean that Venita's coins are evenly spread out based time.
B.)
As for the overall spread, Shrella's plot covers a wider range, hence (larger spread) than Venita's plot. Thanks to the long whiskers in Shrella's plot.
For the spread within the boxes, Venita's plot has a larger within box spread than Shrella. With Venita's plot has a wider box tham Shrella's box plot.
C)
The appropriate measure of centre to be used is the median which is denoted by the vertical line in between the box. Shrella's plot has a median value of about 68 while Venita's has a median value of 60. The median value are still s bit close or similar.
The coaches at Dobie High School recorded the number of miles ran by various students. What is the difference between the number of students who ran 2 and a half or three miles and the number of students who ran one or one and a half miles?
Answer:
See Explanation
Step-by-step explanation:
The question is incomplete, as a table or chart that shows the required data is not given.
To answer this, I will make use of the following frequency table
[tex]\begin{array}{cccccc}{Miles} & {1} & {1\frac{1}{2}} & {2} & {2\frac{1}{2}} & {3} \ \\ {Students} & {10} & {0} & {5} & {10} & {5} \ \end{array}[/tex]
From the above table.
[tex]2\frac{1}{2}\ miles \to 10\ students[/tex]
[tex]3\ miles \to 5\ students[/tex]
So:
[tex]2\frac{1}{2}\ or\ 3\ miles = 10+5[/tex]
[tex]2\frac{1}{2}\ or\ 3\ miles = 15\ students\\[/tex]
From the above table.
[tex]1\ miles \to 10\ students[/tex]
[tex]1\frac{1}{2}\ miles \to 0\ students[/tex]
So:
[tex]1\frac{1}{2}\ or\ 1\ miles = 0+10[/tex]
[tex]1\frac{1}{2}\ or\ 1\ miles = 10\ students[/tex]
The difference (d) is then calculated by subtracting the number of students in both categories
[tex]d = 15\ students - 10\ students[/tex]
[tex]d = 5\ students[/tex]
picture is included ! i need help guys please
Answer: y=-3x+2
Step-by-step explanation: quik maf
Answer:
y = -3x + 2
Step-by-step explanation:
Slope = Change in y / Change in x
Slope = -3/1
Slope = -3
Y-intercept = when x = 0, y = 2, therefore y-intercept = 2
Hence, equation:
y = -3x + 2
Hope this helps!
The height of a diver above the water is given by the quadratic function h(t)= -5t^2+5t+10, with t in seconds and h(t) meters. When will the diver reac maximun height
Answer:
0.5 seconds
Step-by-step explanation:
Equation: h(t) = -5t²+5t=10
Where h(t) is in meter, t is in seconds.
The driver will reach maximum height when d[h(t)]/d(t) = 0
From the equation,
d[h(t)]/d(t) = -10t+5
Therefore,
-10t+5 = 0
Solve for t
-10t = -5
10t = 5
t = 5/10
t = 0.5 seconds.
Hence the height will be maximum in 0.5 seconds.