Can the sides of a triangle have lengths 1, 15 and 1

Answer:

the answer is 195 m3

because you do 1/2 x 5 x 6 x 13= 195 m3

Answer:

Each person will get 8 whole cookies.

Step-by-step explanation:

[tex]2\frac{3}{4} (12) = 33\\33/4 = 8.25[/tex]

Answer:

The total minutes of the inside tasks: F

The total minutes of the outside tasks: G + D

The total minutes of the tasks involving animals: D + F

The total minutes of the tasks not involving animals: G

Step-by-step explanation:

For reference:

Inside task(s): feeing fish

Outside task(s): Watering garden and walking dog

Task(s) involving animals: Walking dog and feeding fish

Task(s) not involving animals: Watering garden

The above is basically our answer. We now need to put it in terms of F, G, and D (This will be in the same order as the above):

Now, if you look at the very top with answer, you will see it's the same letters as what we just did. I hope this helps!

This Middle School mathematics question demonstrates the use of variables to calculate total time for different tasks based on the associative property of addition. It includes understanding time intervals and distances through practical examples and explores the efficiency of task completion with additional help.

The question falls under the subject of Mathematics and represents problems likely encountered at the Middle School level.

It explores basic algebra by introducing variables to represent the time taken for varied tasks and demonstrates how these variables can be added to find a total time.

Let's break down the provided scenarios:

1. For Isaac, the expression G + D + F or (G+D) + F both quantify the total time taken to complete all three tasks is an example of the associative property of addition which states that the way in which terms are grouped does not affect their sum.

2. In Bongani's case, the distance covered and the time spent can be calculated as follows:

3. For calculations involving crossing a river or any such activity, the appropriate expression will depend on the parameters available, echoing the same principle of adding different times spent on tasks to find a total.

4. The efficiency of undertaking tasks, such as preparing a garden, can be represented by comparing total times taken with and without additional help.

This shows that sometimes tasks are completed faster with extra, albeit less efficient, help due to the overall effort being distributed.

Answer:

11a + 3

Step-by-step explanation:

Step 1 : 8a + 3 - 5a - 2a

error => - 5a

8a - (- 3 - 5a) - 2a =

= 8a + 3 + 5a - 2a

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

= 11a + 3

Answer:

11a+3

Step-by-step explanation:

8a-(-3-5a)-2a

Open the bracket first

8a+3+5a-2a

Collect like terms

8a+5a-2a+3

13a-2a+3

11a+3

So the final answer is 11a+3

The error is the that when you open the bracket the minus outside the bracket will multiply everything inside the bracket...and -×-=+

The value of x from the given set of equations is 0.30

Given the simultaneous equation

5x-6y=2.7

10x+7y=1.6

Using the elimination method;

Multiply equation 1 by 2 and equation 2 by 1 to have:

10x-12y=5.4

10x+7y=1.6

Subtract

-12y - 7y = 5.4 - 1.6

-19y = 3.8

y = -3.8/19

y = -0.2

Substitute y = -0.2 into equation 1 as shown:

5x - 6(-0.2) = 2.7

5x + 1.2 = 2.7

5x = 2.7 - 1.2

5x = 1.5

x = 1.5/5

x = 0.3

Hence the value of x from the given set of equations is 0.3

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The expression 8x² - 4x can be fully factorized as 4x(2x - 1). This factorization is achieved by factoring out the greatest common factor, which is 4x, from both terms of the expression, leaving behind the binomial (2x - 1).

Let's factorize the expression 8x² - 4x step by step:

Start with the expression: 8x² - 4x

Notice that both terms have a common factor of 4x.

Factor out 4x from both terms: 4x(2x - 1)

So, the fully factorized expression is 4x(2x - 1). This means that the original expression can be written as the product of 4x and the binomial (2x - 1), where 4x is the greatest common factor and (2x - 1) is the remaining factor after factoring out 4x.

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Answer:

(x - 1)(x² + x + 1) = x³ - 1³  and (x + 4)(x² - 4x + 16) = x³ + 4³

Step-by-step explanation:

complete question is: Check all that apply.

(x – 4)(x2 + 4x – 16)

(x – 1)(x2 – x + 1)

(x – 1)(x2 + x + 1)

(x + 1)( + x – 1)

(x + 4)(x2 – 4x + 16)

(x + 4)(x2 + 4x + 16)

SOLUTION:

Formulas for sum of cubes and difference of cubes are:

x³ +y³ = (x + y) (x²- xy + y²)

x³ - y³=(x - y)(x² + xy + y²)

So,

->(x - 1)(x² + x + 1) = x³ - 1³

The above statement yields the difference of cubes.

->(x + 4)(x² - 4x + 16) = x³ + 4³

The above statement yields the sum of cubes.

The products that result in a sum or difference of cubes are:

Sum of cubes: (a + b)(a2 – ab + b2) = a3 + b3

Difference of cubes: (a – b)(a2 + ab + b2) = a3 – b3

When we expand the given formulas, we're going to find that indeed, certain products result in a sum or difference of cubes.
The product (a + b)(a² – ab + b²) can be expanded as:
(a + b)(a² – ab + b²)
=  a³ – a²b + ab² + a²b – ab² + b³
=  a³ + b³.
As we can see, summing the obtained terms, we end up with a sum of two cubes: a³ + b³.
So, the first product indeed results in a sum of cubes. As a math teacher, I would mark this as true.
Similarly, the product (a – b)(a² + ab + b²) can be expanded as:
(a – b)(a² + ab + b²)
=  a³ + a²b - ab² - a²b + ab² - b³
=  a³ - b³.
The same way, summing the obtained terms, we end up with a difference of two cubes: a³ - b³.
So, the second product indeed results in a difference of cubes. As a math teacher, I would also mark this as true.
Therefore, both of the products result in a sum or difference of cubes.

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Answer:

surface area of a cylinder =  188.4 inches²

Step-by-step explanation:

to calculate the surface area of a cylinder given that

height of the cylinder = 9.5 inches

radius = 2.5 inches

recall that the formulae for calculating the surface area of a cylinder = 2πrh + 2πr²

surface area of a cylinder = 2πrh + 2πr²

surface area of a cylinder = 2 x 3.14 x 2.5 x 9.5 + 2 x 3.14 x (2.5)²

surface area of a cylinder = 6.28 x 2.5 x 9.5 + 6.28 x 6.25

surface area of a cylinder = 149.15 inches² + 39.25inches²

surface area of a cylinder =  188.4 inches²

Answer:

188.4 inches squared

Step-by-step explanation:

to calculate the surface area of a cylinder given that

height of the cylinder = 9.5 inches

radius = 2.5 inches

recall that the formulae for calculating the surface area of a cylinder = 2πrh + 2πr2

surface area of a cylinder = 2πrh + 2πr²

surface area of a cylinder = 2 x 3.14 x 2.5 x 9.5 + 2 x 3.14 x (2.5)²

surface area of a cylinder = 6.28 x 2.5 x 9.5 + 6.28 x 6.25

surface area of a cylinder = 149.15 inches² + 39.25inches²

surface area of a cylinder =  188.4 inches²

Answer:

obviously c

Step-by-step explanation:

9 is more than 8

Answer:

Step-by-step explanation:

4²⁰ ? 20⁴

Answer: its B or A

Step-by-step explanation:

Answer:

A) 40

Step-by-step explanation:

Because angle 1 is 140 on a 180 line so 2 is 40 and 2 is congruent to 6

Answer:

x=2  x=3

Step-by-step explanation:

log4 (x^2 + 6) = log4 5x

Since the bases are the same, we can set

x^2 +6 = 5x

Subtract 5x from each side

x^2 -5x +6 = 5x-5x

x^2 -5x +6 =0

Factor

(x-3) (x-2) =0

Using the zero product property

x-3=0    x-2=0

x=3   x=2

Answer:

y= b - 10x

Step-by-step explanation:

find the value of B using formula for equation of a line

y=mx+b

Replace the known value for min slope y intercept form of equation

y= (-10) times  x+b

simplify the slope y intercept form of the equation

y = b - 10x

Answer:

About 950 springs could withstand between 194 and 206 lbs of force.

Step-by-step explanation:

Answer:

About 950 springs could withstand between 194 and 206 lbs of force.

Step-by-step explanation:

Given:

The random number table was used to generate the random sample of dollar amounts. The samples are 7.43, 5.38, 6.39, 6.53, 4.72, 5.58, 3.63, 7.43, 5.29, 5.70

We need to determine the mean of the given random sample.

Mean of the random sample:

The mean of the random sample can be determined using the formula,

[tex]Mean=\frac{\sum x_i}{n}[/tex]

Substituting the values, we have;

[tex]Mean=\frac{7.43+5.38+ 6.39+ 6.53+ 4.72+5.58+3.63+ 7.43+5.29+5.70}{10}[/tex]

[tex]Mean=\frac{58.08}{10}[/tex]

[tex]Mean=5.808[/tex]

Rounding off to the neatest hundredth, we get;

[tex]Mean=5.81[/tex]

Therefore, the mean of the random sample is 5.81

Hence, Option B is the correct answer.

Answer: 3.0921 × 10e14

Step-by-step explanation:

Answer:

g(5) =10

Step-by-step explanation:

g(x) = 2x

Let x=5

g(5) = 2(5)

g(5) =10

Answer:

A

Step-by-step explanation:

Using Pythagoras' identity on the right triangle.

The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is

t² + 12² = 13²

t² + 144 = 169 ( subtract 144 from both sides )

t² = 25 ( take the square root of both sides )

t = [tex]\sqrt{25}[/tex] = 5 → A

Answer:

75/99

Step-by-step explanation:

Anything that has something repeated over and over can be put over 9's

75/99 should equal 0.75757575757575...

Answer: 9 and 6

Step-by-step explanation:

It could be 9 and 6 because 9 times 6 equals 54.

The question asks for possible dimensions of a rectangular garden with an area of 54 square feet, which can be found by identifying factor pairs of 54, such as 1x54, 2x27, 3x18, or 6x9 feet.

The question involves finding possible dimensions for a rectangular garden that has an area of 54 square feet. The area of a rectangle is calculated by multiplying its length by its width. To find possible dimensions, we need to identify pairs of factors that, when multiplied together, give us the area of 54 square feet. Some pairs of factors for 54 could be:

These dimensions are just a few examples, and there are other combinations possible, as long as the product of the two dimensions equals 54 square feet.

Answer:

x=3

Step-by-step explanation:

12/4

3

Answer:

y=9x+42

Step-by-step explanation:

x is the number of weeks.

He saves $9 each week.

He started with $42.

Hello there, to answer your question...

I hope this helps. :)

48000Answer:

Step-by-step explanation:

Answer:

33680

Step-by-step explanation:

Step-by-step explanation:

Since, y varies directly as x:

[tex] \therefore \: y = kx..(1) \\ (k = constant \: of \: proportionality) \\ at \: y = 21 \: and \: x = 7 \\ 21 = k \times 7 \\ k = \frac{21}{7} = 3 \\ plugging \: k = 3 \: in \: equation \: (1) \\ y = 3x..(2) \\ plugging \: \: y = - 5 \: in \: (2)\\ - 5 = 3x \\ x = \frac{ - 5}{3} \\ \: \: \: \: \: \: \huge \red{ \boxed{x = - \frac{5}{3} }}[/tex]

Answer:

X=-5/3

Step-by-step explanation:

Theoretical probabilities are based on mathematical predictions, while experimental probabilities are based on actual outcomes. For a coin toss, the theoretical probabilities are 25% for two heads, 25% for two tails, and 50% for one head and one tail. Experimental probabilities might be different, depending on the outcomes of the tosses, but over time they should approximate the theoretical probabilities.

The theoretical probability of a coin toss resulting in two heads showing or two tails showing is both 0.25 (or 25%). This because there are four equiprobable outcomes (HH, TT, HT, TH) and only one of these corresponds to the event of getting two heads or two tails. The theoretical probability of getting one head and one tail is 0.5 (or 50%) as it can happen in two different ways (HT, TH).

On the other hand, the experimental probability might be different due to randomness. Experimental probability is calculated by doing the experiment (e.g., flipping the coin), tracking the outcomes, and comparing the frequency of each outcome to the total number of trials. Depending on the outcome of the experiment, the experimental probability of getting two heads, two tails, or one of each could be different from the theoretical probabilities.

The difference between theoretical and experimental probabilities can be attributed to random chance. The more trials you run, the closer your experimental probability should come to the theoretical probability.

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Answer:-2,21

Step-by-step explanation:

The coordinates for Paulo's commute time 2 days ago are (-2, (y1+y2)/2), where y1 is the commute time 8 days ago and y2 is the commute time 9 days ago, as they represented halfway between those times.

To find the coordinates for Paulo's commute time 2 days ago, we need first to know the commute times 8 and 9 days ago. We are told that his commute time 2 days ago was halfway between his commute times 8 and 9 days ago. We can assume for the sake of this explanation that the commute time 8 days ago is represented by the point (-8, y1) and 9 days ago by (-9, y2).

To find the average of these two times (which would give us the commute time for 2 days ago), we add y1 and y2 and then divide by 2. This gives us the average commute time (y value) two days ago. Therefore, recognizing that '2 days ago' is represented as -2 on the x-axis, the coordinates for Paulo's commute time 2 days ago would be (-2, (y1+y2)/2).

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Answer: The bottle was 1/2 full at 11:35 a.m. and doubled again after 5 minutes.

The bottle was 1/4 full at 11:30 a.m. and doubled twice after 10 minutes.

Exponential growth involves a constant multiplicative rate of change.

Step-by-step explanation: They are the right answer

Answer:

5 units

Step-by-step explanation:

Represent the length and width by L and W.  Then W = L - 4.

The area of the rectangle is 45 square units = L(L - 4), or

L^2 - 4L - 45 = 0

This factors easily into

(L - 9)(L + 5) = 0, so L must be 9.  We ignore the negative value -5.

The width of the rectangle is W = L - 4, or 5 units.

The width of the rectangle is 5 units, obtained by first determining the length using the given area and the relationship between the length and width, and then subtracting 4 from the length.

This is a problem related to the area of a rectangle. The area of a rectangle is calculated by multiplying its length and width.

Let's call the length of the rectangle L (in units). Since we know that the width is 4 units less than the length, we can denote the width as L - 4.

The area of the rectangle is given as 45 square units. Hence, we have the equation L*(L - 4) = 45.

Solving this equation, we get the length (L) as 9 units. Consequently, the width (L - 4) will be 9 - 4, which equals 5 units.

Therefore, the width of the rectangle is 5 units.

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