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And I need to explain it.

Answer:

[tex]\frac{1}{9^{5} }[/tex]

Step-by-step explanation:

[tex]\frac{9^{2} }{9^{7} } \to 9^{2-7} \to 9^{-5} \to \frac{1}{9^{5} }[/tex]

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The value of the d is 6.48, if the angle D E F is 90 degrees and angle F D E is 42 degrees and the length of D E is 7.2 and the length of E F is d.

Step-by-step explanation:

The given is,

                    Angle D E F is 90 degrees

                    Angle F D E is 42 degrees

                    The length of D E is 7.2

                    The length of E F is d

Step:1

                   For the given values,

                   Triangle DEF is right angle triangle,

                   Ref the attachment,

                             Angle FDE, ∅ = 42°

                                               DE = 7.2

                                               EF = d

                   Trigonometric ratio for the given right angle triangle,

                                            [tex]tan[/tex] ∅ = [tex]\frac{Opp}{Adj}[/tex]

                                            [tex]tan[/tex] ∅ = [tex]\frac{EF}{DE}[/tex]

                                            [tex]tan 42 = \frac{d}{7.2}[/tex]

                 ( the value of tan 42° = 0.900404 )

                            [tex](0.900404)(7.2)= d[/tex]

                                                 [tex]d=6.48[/tex]

                                         EF = d = 6.48

Result:

           The value of the d is 6.48, if the angle D E F is 90 degrees and angle F D E is 42 degrees and the length of D E is 7.2 and the length of E F is d.

Answer:

6.48

Step-by-step explanation:

just did the test

Answer:

1177.5 in^3

Step-by-step explanation:

Volume of a cylinder=π*r^2*h

3.14*radius^2*height=

3.14*5*5*15=1177.5

Answer:

k = 3

Step-by-step explanation:

The two triangles are congruent;

Triangle EFD is and enlargement of triangle QRP by scale factor 2;

So we can get side RP (k) by halving FD.

Answer:

Where is the cylinder?

Step-by-step explanation:

Sorry, cannot determine the solution to this problem. Unless, if it is pi times r squared times the height of the shape.

Answer:

Step-by-step explanation:

b

Answer:b

Step-by-step explanation:

Answer:

Patrick walk approximately 112 yards.

Step-by-step explanation:

Given:

A rectangular field is 50 yards wide and 100 yards long.

Patrick walks diagonally across the field.

Now, to find the distance he walk.

Length of the field = 100 yards.

Width of the field = 50 yards.

Now, to get the diagonal distance we put formula:

[tex]Diagonal = \sqrt{length^2+width^2}[/tex]

[tex]Diagonal = \sqrt{100^2+50^2}[/tex]

[tex]Diagonal = \sqrt{10000+2500}[/tex]

[tex]Diagonal = \sqrt{12500}[/tex]

[tex]Diagonal = 111.80[/tex]

Therefore, Patrick walk approximately 112 yards.

Using the Pythagorean Theorem, we find that the diagonal distance Patrick walks across the rectangular field is approximately 111.8 yards.

To find how far Patrick walks when he travels diagonally across the rectangular field, we need to use the Pythagorean Theorem, which states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

The rectangular field forms a right triangle when we draw the diagonal. One of the other sides of this triangle is the width of the rectangular field, and the other side is the length. So the lengths of the two sides of the right triangle are 50 yards (width) and 100 yards (length).

Applying the Pythagorean Theorem, we get the square of the hypotenuse (diagonal) equal to the square of 50 yards (2500 yard2) plus the square of 100 yards (10000 yard2). This results in 12500 yard2. The length of the diagonal is then the square root of 12500 yard2, which is approximately 111.8 yards.

So, Patrick walks about 111.8 yards when he travels diagonally across the field.

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Answer:

1/16

Step-by-step explanation:

1/2 getting tails

1/4 getting tails twice

3/12 getting a J month =1/4

1/4 x 1/4 =1/16

Answer:

1/16

Step-by-step explanation:

Given a fair coin, the probability of getting tails on any one toss =

P(tails) = 1/2

if a coin is tossed twice and  we get tails both times,

P( 2 tails on 2 consecutive tosses) = (1/2)(1/2) = 1/4

Total number of months = 12 months

Months that start with J = January, June, July = 3 months

P(selecting months that start with J) = 3/12 = 1/4

Hence the probability of tossing 2 consecutive tails then selecting a month that starts with J

= (1/4) x (1/4)

= 1/16

Answer:

Image attached.

Step-by-step explanation:

The given inequality is [tex]y<\frac{1}{2}x-4[/tex].

Let us make a table for [tex]y=\frac{1}{2}x-4[/tex]

x  0   2

y  -4  -3

Then we draw the dotted line and shade below it because of the "<" sign.

Learn more: https://brainly.com/question/1594198

Answer:

y = -2x-2

Step-by-step explanation:

y=mx+b

m is the slope, which you already wrote (-2)

b is the initial condition, the value of y when x equals 0.

For (-4,6), we need a value 0 for x, so we add 4, but for each x value added, we add -2 to the y value, so 4 times, 6 - 8 = -2

Hope that helps

Answer:

[tex]x=11[/tex]

Step-by-step explanation:

Step 1:  Divide both sides by 6

[tex]6x^2 / 6 = 726 / 6[/tex]

[tex]x^2 = 121[/tex]

Step 2:  Square root both sides

[tex]\sqrt{x^2} = \sqrt{121}[/tex]

[tex]x = 11[/tex]

Answer:  [tex]x=11[/tex]

Answer:

[tex]6 {x}^{2} = 726 \\ \frac{6 {x}^{2} }{6} = \frac{726}{6} \\ {x}^{2} = 121 \\ x = \sqrt{121} \\ x = 11[/tex]

Answer:

17

Step-by-step explanation:

4 1/4 - 2 5/6

These are mixed fractions

Step one

Convert mixed fraction to improper fraction

4 1/4 = [(4×4)+1]/4=(16+1)/4=17/4

2 5/6 = [(2×6)+5]/6=(12+5)/6=17/6

Step 2

Difference between 17/4 and 17/6

Find the lowest common multiples of the denominators of both fractions

Multiples of 4

4×1=4

4×2=8

4×3=12

Multiples of 6

6×1=6

6×2=12

The lowest common multiple(LCM) of 4 and 6 is 12

Step 3

Multiply each fraction by the LCM , 12

[(17/4)×12] - [(17/6)×12]=51-34=17

Answer:

(7x + 10y)

Step-by-step explanation:

To find this add (3x - 4y) to itself to calculate to lengths of the shorter sides.

(3x - 4y) + (3x - 4y) = 6x - 8y

Subtract this from (20x + 12y)

(20x + 12y) - (6x - 8y) = 14x + 20y     Divide this by two to get the length of one side

14x + 20y / 2 = 7x + 10y

If this answer is correct, please make me Brainliest!

The expression for the other side of the rectangle, when one side is (3x-4y) and the perimeter is (20x+12y), is (7x + 10y).

To determine the expression for the other side of the rectangle with a perimeter of (20x+12y) and one side being (3x-4y), we must remember that the perimeter of a rectangle is calculated by adding together twice the length and twice the width (P = 2l + 2w). Since we have one length, we can solve for the width by dividing the perimeter by 2 and subtracting the length.

First, let's find half of the perimeter by dividing the given perimeter by 2:

(20x + 12y) / 2 = 10x + 6y

This represents the sum of one length and one width. We then subtract the given side (one length) from this to find the other side (one width):

(10x + 6y) - (3x - 4y) = 10x + 6y - 3x + 4y = 7x + 10y.

Answer:

it is 4

Step-by-step explanation:

i know it i had that question

Step-by-step explanation:

[tex]\sqrt{100}=10[/tex]  because [tex]10^{2}=100[/tex]. 10 is the square root of 100, which means that 10 multiplied by itself (10×10=[tex]10^2[/tex]) is equal to 100. So, when you are trying to find the square root of a number, the square root is itself multiplied by itself.

In mathematics and related fields, if no number is written next to a variable or as a coefficient, it is implicitly understood to be 1. This concept applies across algebra, chemistry, scientific notation, and more, illustrating the importance of context in interpreting mathematical and scientific notation.

If no number is written next to a variable, it is understood to be the number 1. This foundational concept is seen across multiple mathematical and scientific disciplines. In algebra, for instance, writing x is the same as writing 1x. Similarly, in chemistry, a coefficient of 1 is usually omitted when writing chemical equations - for example, H2O is understood to have a coefficient of 1 for both hydrogen and oxygen.

The notion of coefficients being implied to be 1 is also prevalent in contexts such as scientific notation and computer programming. In scientific notation, a number like 7.9345104 has 7.9345 as its coefficient, and while explicit, the idea of implicit values is similar. In programming, operations assume an implicit understanding of values, much like the implicit coefficient of 1.

Answer:

9 inches

Step-by-step explanation:

The formula for the volume of a rectangular pyramid is

Here we have volume (V), base (L), and width (W)

V = 360 in³, L = 12 in, W = 10 in

We need to manipulate the volume equation to solve for the height (H)

First we need to multiply both sides by 3 to get rid of the fraction:  3V = L×W×H

Then we need to divide both sides by (L×W) to get:

Now we can plug in the given values:

The height is 9 inches

Answer:

9

Step-by-step explanation:

edge

Answer:

Positive

Step-by-step explanation:

Slope: (6-4)/(45-30)

= 2/15

The slope of 2/15 miles/minute is positive, representing Robi's speed from the 4-mile mark to the 6-mile point of the race. It is calculated by taking the difference in distance and dividing it by the difference in time.

The question presented is dealing with the concept of slope, which is a foundational aspect of algebra and indicative of the rate of change in a given situation. In this context, the slope represents Robi's speed or velocity during a race. Since Robi has run the first 4 miles in 30 minutes and reached the 6-mile point after 45 minutes, we can calculate her average speed (slope) between these two points. To find the slope (rate), we can use the change in distance over the change in time, which in this case is:

Change in distance (miles) = 6 miles - 4 miles = 2 miles

Change in time (minutes) = 45 minutes - 30 minutes = 15 minutes

Then, we calculate the slope:

Slope = Change in distance / Change in time = 2 miles /15 minutes = 2/15 miles/minute

This slope is a positive value, indicating that Robi's speed is in the forward or positive direction. It is not negative, zero, or undefined.

Additionally, the information provided about the percentage of runners and their speeds gives us a context within which we can compare Robi's speed to understand her performance relative to other runners. It's important to note that these percentages do not affect the calculation of the slope.

Answer:

-2

Step-by-step explanation:

Answer: IT IS NOT -2 IT IS 10

Step-by-step explanation:

Answer:

Fig. 1 has less surface area than Fig. 2, but both figures have the same volume.

Step-by-step explanation:

The formulas for the surface area and volume are equal to:

[tex]A_{s} = n_{s} \cdot l^{2}[/tex]

[tex]V = n_{v}\cdot l^{3}[/tex]

Where:

[tex]n_{s}[/tex] - Number of faces.

[tex]n_{v}[/tex] - Number of cubes.

[tex]l[/tex] - Length of a cube side.

Surface Area

Fig. 1 has 34 faces, whereas Fig. 2 has 36 faces. The surface area are, respectively:

Fig. 1

[tex]A_{s} = 34\cdot (1\,u)^{2}[/tex]

[tex]A_{s} = 34\,u^{2}[/tex]

Fig. 2

[tex]A_{s} = 36\cdot (1\,u)^{2}[/tex]

[tex]A_{s} = 36\cdot u^{2}[/tex]

Fig. 2 has more surface area than Fig. 1

Volume

Fig. 1 has 9 cubes, whereas Fig. 2 has 9 cubes.

Fig. 1

[tex]V = 9\cdot (1\,u^{3})[/tex]

[tex]V = 9\,u^{3}[/tex]

Fig. 2

[tex]V = 9\cdot (1\,u^{3})[/tex]

[tex]V = 9\,u^{3}[/tex]

Both have the same volume.

Answer:

The two figures have equal volume, but different surface areas.

Step-by-step explanation:

Since the small cubes are congruent with side length of 1 unit, the area of its surfaces is 1 squared unit.

For fig 1, the surface area = number of faces × 1 squared unit

                                          = 34 ×1 squared unit

                                          = 34 squared unit

For fig 2, the surface area = number of faces × 1 squared unit

                                           = 38 ×  1 squared unit

                                           = 38 squared unit

The volume of a cube = 1 cube unit

For fig 1, volume  = number of cubes ×1 cube unit

                                  = 9 × 1 cube unit

                                 = 9 cube unit

For fig 2, volume = number of cubes ×1 cube unit

                            = 9 × 1 cube unit

                           = 9 cube unit

Answer: 64

Step-by-step explanation:

l x w

8 x 8

= 64 ft^2

Answer:The area of the shape is 16 pi unites

Step-by-step explanation:

Step 1: Find the area of the full circle

Step 2: Find the area of 1/4 a circle

64/4 pi = 16

Answer:

GCF: (x - 2)

4 / (x + 5)

Step-by-step explanation:

The expression given is:

(4x - 8) / (x² + 3x - 10)

To find the greatest common factor, we have to factorise the numerator and denominator individually.

NUMERATOR:

4x - 8 = 4(x - 2)

DENOMINATOR:

x² + 3x - 10 = x² + 5x - 2x - 10

x² + 3x - 10 = x(x + 5) - 2(x + 5)

x² + 3x - 10 = (x - 2) ( x + 5)

So, the expression becomes:

4(x - 2) / [(x - 2) ( x + 5)]

We observe that the common factor in both numerator ad denominator is (x - 2).

This is the greatest common factor (GCF).

Factoring out (x - 2), the expression can be rewritten as:

4 / (x + 5)

Answer:

The terms in the denominator have a GCF of 1, so nothing gets pulled out in the denominator. The GCF of the terms in the numerator is 4.

Step-by-step explanation:

Given:

Polynomials: [tex]a+3 \text { and }-2 a^{2}+15 a+6 b^{2}[/tex]

To find:

The product of the polynomials.

Solution:

[tex](a+3)(-2 a^{2}+15 a+6 b^{2})[/tex]

Using distributive property: [tex]x(y+z)=xy+xz[/tex]

[tex](a+3)(-2 a^{2}+15 a+6 b^{2})=a(-2 a^{2}+15 a+6 b^{2})+3(-2 a^{2}+15 a+6 b^{2})[/tex]

Now multiply each of the first term with each of the second term.

                             [tex]=a\left(-2 a^{2}\right)+a \cdot 15 a+a \cdot 6 b^{2}+3\left(-2 a^{2}\right)+3 \cdot 15 a+3 \cdot 6 b^{2}[/tex]

Applying plus minus rule: [tex]+(-x)=-x[/tex]

                            [tex]=-2 a^{2} \cdot a+15 a \cdot a+6 a\cdot b^{2}-3 \cdot 2 a^{2}+3 \cdot 15 a+3 \cdot 6 b^{2}[/tex]

Apply the exponent rule: [tex]x^{n} \cdot x^{m}=x^{n+m}[/tex]

                          [tex]=-2 a^{3}+15 a^2+6 a b^{2}-6 a^{2}+45 a+18 b^{2}[/tex]

Add or subtract the like terms:

                          [tex]=-2 a^{3}+15 a^2-6a^2+6 a b^{2}+45 a+18 b^{2}[/tex]

                          [tex]=-2 a^{3}+9 a^{2}+6 a b^{2}+45 a+18 b^{2}[/tex]

Arrange in the order.

                          [tex]=-2 a^{3}+9 a^{2}+45 a+6 a b^{2}+18 b^{2}[/tex]

The product of [tex]a+3 \text { and }-2 a^{2}+15 a+6 b^{2}[/tex] [tex]-2 a^{3}+9 a^{2}+45 a+6 a b^{2}+18 b^{2}[/tex].

Answer:

Simple.

The decimal 0.5555 is a rational number. It's a terminating decimal, since it doesn't end with an ellipsis.

Answer:

0.01 , 0.088 , 4.2 x 10-2 , 8.9 x 10-3

Step-by-step explanation:

4.2 x (10.2).

4.2 x 8

=33.6

8.9 x (10-3)

8.9 x 7

=62.3

0.01 , 0.088 , 4.2 x 10-2 , 8.9 x 10-3

Answer:

B) 367.5 ft

Step-by-step explanation:

BECAUSE ITS NOT A

Answer:

the answer is b

Step-by-step explanation:

Answer:

oke

Step-by-step explanation:

Answer:

y = 10m

Step-by-step explanation:

Step 1:  Rewrite

y = centimeters

y = millimeters * 10

y = 10m

Answer: y = 10m

Hope this will help u....

Answer:

-40

Step-by-step explanation:

-21m^2 - 11m - 30

m = -1

Therefore

-21(-1)^2 - 11(-1) - 30

-21(-1 x -1) -11 x -1 -30

-21 x 1 +11 -30

-21 + 11 - 30

-10 - 30

-40

Answer:

21 > 3x ≥ 12

Step-by-step explanation:

Let's represent "a number" with the variable x.

Keep in mind: times means multiplication. *

21 > 3x ≥ 12

The part on the left shows us that the 3x is less than 21. The part on the right shows that it's greater than or equal to 12.