What is the volume of the cone below?
A. 432 units 3
B. 1447 units 3
C. 1087 units 3
D. 2167 units 3

Answer:

Step-by-step explanation:

Hope this Helps ;)

its 4

x=4

[tex]4^{2}[/tex]-2x4

16-8

=8

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Let's solve your equation step-by-step.

[tex]x^2 - 2x = 8[/tex]

Step 1: Subtract 8 from both sides.

[tex]x^2 - 2x - 8 = 8 - 8\\x^2 - 2x - 8 = 0[/tex]

Step 2: Factor left side of equation.

[tex]( x+2) ( x - 4) = 0[/tex]

Step 3: Set factors equal to 0.

[tex]x + 2 = 0[/tex] or [tex]x - 4 = 0[/tex]

[tex]x = -2[/tex] or [tex]x = 4[/tex]

Answer : -2 , 4

     ❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙

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         Have a great day/night!

                    ❀*May*❀

Answer:

142 cm^2

Step-by-step explanation:

Okay, we can first break this down into 3 different rectangles.

3 x 5 rectangle

16 x 7 rectangle

3 x 5 rectangle.

From here, we just multiply these out and add them. 15 + 15 + 112 = 142. So our answer is 142 cm^2  

Answer:

142 cm²

Explanation:

to find the surface area, you need to find the area of all of the boxes within the image above add them all together.

Starting in the middle row and working from left to right it is,

7×3+7×5+7×3+7×5

21+35+21+35=112

Than the bottom and top box is

3×5+5×3

15+15=30

Than you add both of them together,

112+30=142

Answer:

Jonathan's Unit rate = 4 hr (reading/homework)/(1 hour for video games)

Lucas' Unit rate = 3 hr (reading/homework)/(1 hour for video games)

Step-by-step explanation:

The unit rate is the rate per unit of a quantity, that is the rate at which the denominator has been made a unit or one

The given parameters are;

The number of hours of homework or reading Jonathan needs to do for his parents to allow him to play video games for 30 minutes = 2 hours

The number of hours of homework or reading Lucas needs to do for his parents to allow him to play video games for 30 minutes = 1.5 hours

We note that 30 minutes = 0.5 hours

For Jonathan we have

Unit rate = (Number of hours of reading or homework)/(Number of hours playing video games)

Unit rate = (2 hours)/(0.5 hours) = 4 hours of reading or homework per hour of paying video games

Jonathan's Unit rate = 4 hr (reading/homework)/(1 hour for video games)

For Lucas we have

Unit rate = (Number of hours of reading or homework)/(Number of hours playing video games)

Unit rate = (1.5 hours)/(0.5 hours) = 3 hours of reading or homework per hour of paying video games

Lucas' Unit rate = 3 hr (reading/homework)/(1 hour for video games).

Answer:

Amy types at a rate of 50 words per minute

Step-by-step explanation:

In this question, we are interested in calculating the rate at which April is typing.

From the question, we can deduce that she typed a 5 page report, with each page having a total of 500 words.

Now, if each page has 500 words, the total number of words in all of the pages will be 5 * 500 = 2,500 words

Now, from here, we can see that 2,500 words were typed in 50 minutes.

The number of words per minute will be ;

Total number of words/Time taken = 2500 words/50 minutes

That will give a value of 50 words per minute

Answer:

D

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

Here m = 5 and (a, b) = (5, - 8 ), thus

y - (- 8) = 5( x - 5), that is

y + 8 = 5(x - 5) → D

The first mistake is that she didn't use parenthesis to indicate we're dividing all of one thing (numerator) over all of another expression (denominator)

slope = rise/run = numerator/denominator

So she should write (17-4)/(1-8) to indicate all of "17-4" is divided over all of "1-8"

However, there's another error that your teacher is probably more focused on. Note how 17-4 represents subtracting the y coordinates from left to right. We start with the left point y coordinate 17 and subtract off the right point y coordinate 4

left y - right y = 17 - 4

But then the student swaps the order when they wrote 1-8. Instead it should be 8-1

-----------------

Here's what they should have written (17-4)/(8-1)

This is the same as (4-17)/(1-8)

We can subtract in any order as long as it stays consistent between the numerator and denominator

Answer:

  10x

Step-by-step explanation:

The height on the left is the same as the height on the right:

  (2x -y) +(y) = (2x)

  2x = 2x . . . . . not particularly helpful

The width across the top is the same as the width across the bottom:

  3x = (y) +(4x -2y)

  y = x . . . . . . . . add y-3x to both sides

The perimeter is the sum of side lengths. Working clockwise from the top, that is ...

  P = 3x +2x +(4x-2y) +y +y +(2x -y) = 11x -y = 10x

The perimeter is 10x. (or 10y, if you like)

240 times.

Explanation:

24 times because,

If you divide 5 with 12k that's,

= 1200/5

= 240

Hence proved, 240 times.

Step-by-step explanation:

csc(4x) − 2 = 0

csc(4x) = 2

sin(4x) = 1/2

In radians:

4x = π/6 + 2kπ, 5π/6 + 2kπ

x = π/24 + kπ/2, 5π/24 + kπ/2

In degrees:

4x = 30° + 360°k, 150° + 360°k

x = 7.5° + 90°k, 37.5° + 90°k

Answer:

Step-by-step explanation:

Let the mass of the metal be x

From the question

5/9 of the metal is 7kg

That's

[tex] \frac{5}{9} x = 7[/tex]

Multiply through by 9

We have

5x = 7 × 9

5x = 63

Divide both sides by 5

[tex] \frac{5x}{5} = \frac{63}{5} [/tex]

We have the final answer as

x = 12.6 kg

Hope this helps you

Answer:

12y-14

Step-by-step explanation:

we expand first and doing that we get

5y+15+7y-35+6

12y-14

2(6y-7)

Step-by-step explanation:

5(y+3) + 7(y-5) +6

5y+15+7y-35+6

5y+7y+15-35+6

12y-14

y= -14-12

y= +26

Answer:

[tex]\huge\boxed{9}[/tex]

Step-by-step explanation:

[tex]\sf (2^8 * 3^{-5} * 6^0)^{-2 } (\frac{3^{-2}}{2^3} )^4*2^{28}[/tex]

Rule of exponents [tex]a^0 = 1[/tex] , [tex]1/a^m = a^{-m}[/tex]

=> [tex]\sf 2^{8*-2} * 3 ^{-5*-2} * 3 ^{-2}* 2^{-3*4} * 2^{28}[/tex]

=> [tex]\sf 2 ^ {-16} * 3^{10} * 3^{-8} * 2 ^{-12}* 2^{28}[/tex]

Combining same bases

=> [tex]\sf 2 ^ {-16} * 2 ^{-12}* 2^{28}* 3^{10} * 3^{-8}[/tex]

When bases are same , powers are to be added

=> [tex]\sf 2 ^{-16-12+28} * 3^{10-8}[/tex]

=> [tex]\sf 2^{-28+28} * 3^2[/tex]

=> [tex]\sf 2^0 * 3^2[/tex]

=> [tex]\sf 3^2[/tex]

=> 9

Answer:

(-3 ÷ 4)x^2 + 6x

Step-by-step explanation:

Data mentioned in the question

Maximum height = 12m

Number of seconds = 8

Height = 3m

Depend on the above information, the quadratic equation is shown below:

As it took 8 seconds to hit the maximum altitude and it reverted to the ground floor, this graph also reflects the motion in parabola after 4 seconds, so that the a must be negative

Now it is given that

a × x ^ 2 + bx + c =0

We can considered that

x = 0

x = 8

As {0.8} are intercepts of x

When x = 0, then it is

a × 0 ^ 2 + b(0)  + c = 0 .................... (i)

Hence 0 = 0

Now x = 8, it is

a × 8 ^ 2 + b(8)  + c = 0

Hence a(8)^2 + b(8) + c =  0 ..................(ii)

As it can be seen that in the first equation c must be zero

Whereas the second equation is

64a + 8b = 0

i.e.

8a = -b or a = -b ÷ 8

Now according to the quadratic function, it presented

(-b ÷8)x^2 + bx + 0

So, the parabola vertex is (4, 12)

Now place this in the place of a

(-b ÷ 8)(4)^2 + b(4) = 12

And for calculating this b, all terms must be multiplied by 8

That appears

-b(16) + 32b = 96

16b = 96

So, b = 6.  

As a = -b ÷8

a = -6 ÷ 8

a = -3 ÷4

So, the equation is

= (-3 ÷ 4)x^2 + 6x

Hence, this is the equation

Answer:

a = 15/2, b = 2/5

Step-by-step explanation:

For a system of two linear equations to have infinitely many solutions, the equations must be equivalent to one another.  

Assuming a and b to be constants, and since b is absent from equations, there must be a typo where b was mistaken for a 6.

Modified equations:

2a - 15x + 3y - 5 = 0 ...................(1)

3x + (b - 1)y - 2 = 0 .....................(2)

rearrange equations to standard form:

-15x + 3y + 2a-5 = 0  .................(1a)

3x + (b-1)y -2 = 0 ........................(2)

To equalize the coefficient of x, multiply (2) by -5

-15x - 5(b-1) y +10 = 0  ................(2a)

Subtract (2a) from (1a)

3y + 5(b-1)y + 2a-5 -10 = 0  ..............(3)

For the two equations (1a) and (2a) to be identical, coeffients of y and constant term of (3) must equal zero.

3+5(b-1) = 0   .................(4)

3+5b-5 = 0

5b = 2

b = 2/5

2a-5-10 = 0 .....................(5)

a = 15/2

Answer:

5/w -7

Step-by-step explanation:

quotient means division

5/w

less than means it comes after

5/w -7

Answer:

5/w-7

Step-by-step explanation:

First, let's write out "the quotient of a number 5 and w"

The quotient is the result from dividing two numbers. Therefore, we must divide 5 and w.

5/w

Now, let's add on "7 less than". Since it is "less than" it will come after the division. "Less" means subtract. So, subtract 7 from 5/w.

5/w-7

7 less than the quotient of a number 5 and w as an expression is: 5/w-7

Options :

A. 6 cups of flour

B.7 cups of flour

C.8 cups of flour

D.9 cups of flour

Answer:

B.7 cups of flour

Step-by-step explanation:

Given the following :

Cups of flour required to make muffins = 3 1/5

Cups of flour required to make banana = 3 2/3

Number of cups of flour required to make both recipe :

(cups of flour required to make muffins + cups of flour required to make bread)

(3 1/5 + 3 2/3) = 3+3+(1/5 + 2/3)

= 6 + (1/5 + 2/3) = (3 + 10)/15 = 6 + (13/15)

6 13/15 = 6.8666666

The best estimate is to round to the nearest whole number = 7

Answer: The answer is 7

Step-by-step explanation:

I got it right in my quiz! Hope this helps (:

Answer:

y =  4  or y = 6

Step-by-step explanation:

2log4y - log4 (5y - 12) = 1/2

​2log_4(y) - log_4(5y-12) = log_4(2)           apply law of logarithms

log_4(y^2) + log_4(1/(5y-12)) = log_4(/2)    apply law of logarithms

log_4(y^2/(5y-12)) = log_4(2)                     remove logarithm

y^2/(5y-12) = 2                                            cross multiply

y^2 = 10y-24                                                  rearrange and factor

y^2 - 10y + 24 = 0

(y-4)(y-6) = 0

y= 4 or y=6

Answer:

1/16   2/16  3/16  4/16  5/16  6/16  7/16  8/16 9/16 10/16  11/16 12/16

Step-by-step explanation:

Para la identificación de las brocas tenemos dos consideraciones:

1.- Fracciones de igual denominador son mas grandes en orden creciente según vayan creciendo los numeradores, de tal forma que entre

9/16   3/16    7/16     5/16   11/16    el orden es como sigue ( de menor a mayor)

3/16     5/16     7/16     9/16     11/16

2.- Las fracciones con denominadores distintos pueden llevarse a denominador común /16  amplificando la fracción es decir por ejemplo

1/4   =  1*4/4*4   =  4/16

Con ese procedimiento las convertimos todas al caso señalado en el punto anterior y ordenamos

1/4   = 4/16

3/8  = 6/16

1/2  = 8/16

5/8 =  10/16

1/8  =  2/16

Entonces hay diez brocas la primera será 1/16 y la número 12   12/16

Y finalmente el orden es:

1/16   2/16  3/16  4/16  5/16  6/16  7/16  8/16 9/16 10/16  11/16 12/16

Answer:

It should equal zero or seven. I think is zero

Answer:

1. u = 2, v = -1.5

2. y = -7, x = -3

Step-by-step explanation:

1) For the following simultaneous equation, we have;

5·u + 2·v = 7....................(1)

2·u - 2·v = 7......................(2)

Adding equation (1) to equation (2), gives;

5·u + 2·v + 2·u - 2·v = 14

5·u + 2·u + 2·v- 2·v   = 14

7·u = 14

u = 14/7 = 2u = 2

u = 2

From equation (1), we have;

5·u + 2·v = 7 substituting u = 2 gives;

5×2 + 2·v = 7

2·v = 7  - 5×2 = 7 - 10 = -3

v = -3/2 = -1.5

v = -1.5

2.

3·x - 4·y = 19....................(1)

4·x - 5·y = 23.......................(2)

Multiplying  equation (1) by 4 and equation (2) by 3 gives;

For equation (1)

4 × (3·x - 4·y) = 4 ×19

12·x - 16·y = 76...........................(3)

For equation (2)

3 × (4·x - 5·y) = 3 × 23

12·x - 15·y = 69...........................(4)

Subtracting equation (3) from equation (4) gives;

12·x - 15·y - (12·x - 16·y) = 69 - 76 = -7

12·x - 15·y - 12·x + 16·y = 69 - 76 = -7

12·x - 12·x - 15·y + 16·y = -7

y = -7

Substituting the value of y = -7 in equation (1), we have;

3·x - 4·y = 19 = 3·x - 4×(-7) = 19

3·x - 4×(-7) = 19

3·x + 28 = 19

3·x = 19- 28  = -9

x = -9/3 = -3

x = -3.

Answer: There are 17 quarters.

Step-by-step explanation:

Let x = Number of quarters and  Number of nickels =x+16

∵ 1 nickel = $0.05, 1 quarter = $0.25

value of x quarters = 0.25 x

value of x+16  nickels = 0.05(x+16)

Then, as per given,

[tex]0.05(x+16)+0.25 x= 5.90 \\\\\Rightarrow\ 0.05x+0.8+0.25x=5.90\\\\\Rightarrow\ 0.30x=5.9-0.8\\\\\Rightarrow\ 0.30x=5.1\\\\\Rightarrow\ x=\dfrac{5.1}{0.30}=\dfrac{51}{3}\\\\\Rightarrow\ x=17[/tex]

Hence, there are 17 quarters.

Answer:

EAT THIS ANDAD Which polynomial has (3x + 2) as a binomial factor?

6x3 + 3x2 + 4x + 2

12x2 + 15x + 8x + 10

18x3 – 12x2 + 9x – 6

21x4 + 7x3 + 6x + 2

Step-by-step explanation:

Answer:

A. Regular pyramid

Step-by-step explanation:

If it has a vertex over the centre of the base, it has to be a pyramid.

Also, since the base is a regular polygon, the solid is a regular pyramid.

Answer:

The correct answer is

Step-by-step explanation:

Regular pyramid: A regular pyramid has a regular polygon base and a vertex over the center of the base.

Hope this helps....

Have a nice day!!!!

Answer:

i). If p = 7, then each person would get 5 cookies, with 1 cookie left over.

ii). If p = 10, then each person would get 3 cookies, with 6 cookies left over.

iii). If p = 11, then each person would get 3 cookies, with 3 cookies left over.

Step-by-step explanation:

First option is wrong because 5 dividing 36 is 7, not 6. It would remain 1, not 4.

Second option is correct because 36 divided by 7 would give you 5 remaining 1.

Third option is correct because 8 dividing 36 is 4, but will remain 4, not 3.

Fourth option is correct because 36 divided by 10 is 3, then will remain 6.

Fifth option is correct because 36 divided by 11 is 3, remaining 3.

Answer:

B,D,E

Step-by-step explanation:

edge

Answer:A terminating decimal between -3.14 and -3.15.

Step-by-step explanation:

A natural number includes non-negative numbers like 5, 203, and 18476.

It is encapsulated by integers, which include negative numbers like -29, -4, and -198.

Integers are further encapsulated by rational numbers, which includes terminating decimals like 3.14, 1.495, and 9.47283.

By showing a terminating decimal between -3.14 and -3.15, you are showing that rational numbers include integers (because integers include negative numbers.

Answer:

(n^(2)+6n-4)(2n-4)

Answer:

Speed of train A is 44 miles/hr.

Step-by-step explanation:

Let the speed of train A = [tex]u\ miles/hr[/tex]

Let the speed of train one = [tex]v\ miles/hr[/tex]

Train A travels at [tex]\frac{4}{5}^{th}[/tex] the speed of train one.

i.e.

[tex]u = \dfrac{4}{5}v \\\Rightarrow v =\dfrac{5}{4}u.... (1)[/tex]

Distance traveled = 693 miles

Time taken = 7 hours

They are travelling in opposite directions so the resultant speed will appear to be faster.

Relative speed = [tex]u+v\ miles/hr[/tex]

The trains are 693 miles apart in 7 hours that means they have traveled a total distance of 693 miles in 7 hours with a speed of ([tex]u+v[/tex]) miles/hr.

Using the formula:

[tex]Speed = \dfrac{Distance}{Time}[/tex]

[tex]u+v = \dfrac{693}{7}\\\Rightarrow u+v=99 ...... (2)[/tex]

Putting the value of v using equation (1):

[tex]\dfrac{5}4u+u=99\\\Rightarrow 5u+4u = 99 \times 4\\\Rightarrow 9 u = 99 \times 4\\\Rightarrow u = 11 \times 4 = \bold{44\ miles/hr}[/tex]

Speed of train A is 44 miles/hr.

Answer:

One edge of the cube is 5 cm, one edge of the square is 8 cm, so the edge of the cube is 3 cm shorter than the edge of the square.

Step-by-step explanation:

The volume of the cube is found by the formula

V = s³,

where s is the side length (called the edge in this problem)

Since V = 125 cm³, we can take the cube root of 125 to find the edge length.

The cube root of 125 is 5, ( 5³ = 125)

So the edge of the cube is 5 cm

The are of a square is found by the formula

A = s² ,  

where s is the side length (called the edge in this problem)

Since A = 64 cm², we can take the square root of 64 to find the edge length.

The square root of 64 is 8  (8² = 84)

So the edge of the square is 8cm

Comparing the two edges tells us that the edge of the cube is 3cm shorter than the edge of the square.