A rectangular prism with a volume of
5 cubic units is filled with cubes with side lengths of
1/3 unit. How many 1/3 unit cubes does it take to fill the prism?

Answer:

Equation that can find the value of the car on December 31, 2017 is:

A= 25000*(1-0.15)^7 and the value of car after 7 years is $8014.427.

Step-by-step explanation:

Price of car = $ 25,000

Rate of depreciation = 15 %

Formula used:

A= P(1-r)^n

where p= price of car

A= new price of car after depreciation

r = rate of depreciation i.e. 15/100 = 0.15

n= time in years 2017 - 2010 = 7 years

Putting values in formula:

A= 25000*(1-0.15)^7

A= 25000*(0.85)^7

A= $8014.427

So, Equation that can find the value of the car on December 31, 2017 is:

A= 25000*(1-0.15)^7 and the value of car after 7 years is $8014.427.

Answer:

The pattern is pretty clear. After $n$ years, in $200n$ the price will be:

$a_n= a_0(0.85)^{n-1}$

Step-by-step explanation:

The length is 8.hope this helps.if it does

Please mark brainliest

Given a rectangle with a perimeter of 24 ft where the length is 4 ft longer than the width, we find that the length is 8 ft and the width is 4 ft by setting up and solving an equation based on the formula for the perimeter of a rectangle.

The subject of this question is about finding the length and width of a rectangle given the perimeter and a relationship between the length and width. The formula for the perimeter of a rectangle is 2 * (length + width). If a rectangle has a perimeter of 24 ft, and the length is 4 ft longer than the width, we can add the length and width together and multiply by 2 to calculate the perimeter.

Let's call the width 'w'. Then the length will be 'w + 4'. From the information given, we have:

Therefore, the width of the rectangle is 4 ft. This means that the length, which is 4 ft longer than the width, is 4 + 4 = 8 ft. So the length of the rectangle is 8 ft.

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Answer:

8(157x^6 - 1)

Step-by-step explanation:

1256x^6 - 8

Start by factoring out a common factor. 1256 and 8 are both divisible by 8.

1256x^6 - 8 = 8(157x^6 - 1)

157 is prime, so 157x^6 - 1 is not factorable.

Answer: 8(157x^6 - 1)

B is the correct answer

Answer

The scale factor is

Explanation

We have to ways to find the scale factor here:

1. Find the unit fraction from inches to miles; in other words, we need to divide the distance between the cities on the map (in inches) by the actual distance between the cities.

We can conclude that the scale factor is

2. Let  be the scale factor.

We know form our problem that 24 miles times the scale factor is equal 4 1/2 inches, so we can set up an equation an solve for :

Just like before, we can conclude that the scale factor is

B.

Answer

6 inches separate the cities on the map

Explanation

We know that our scale factor is 1/4 inch = 1 mile, so we can create a conversion factor to convert 24 miles to inches. Since we need to convert from miles to inches, the denominator of our conversion factor must be 1 mile so we can cancel miles out. Notice that we can also express 1/4 inch as 0.25 inch to simplify our calculations:

We can conclude that if the conversion factor is 1/4 inch = 1 mile, 6 inches separate the cities on the map.

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Answer: A. Find the unit fraction from inches to miles; in other words, we need to divide the distance between the cities on the map (in inches) by the actual distance between the cities.

Step-by-step explanation:

B. 6 inches separate the cities on the map

Find the mean for both:

Sierra: 2 + 11 + 12 + 13 + 15 =  53

53/5 =10.6

Median is the middle value = 12

Alek: 9 + 11 + 11 + 12 + 13 = 56

56/5 = 11.2

Median = 11

A: The medians do not equal the mean.

B: Sierra's are more spread out, ( no identical ages and a greater range ).

C: Sierra's mean is less than Alek.

D. Sierra has an outlier (2).

The answer would be B

Simplify the radical 75 first:

[tex]\sqrt{75}[/tex]

5[tex]\sqrt{3}[/tex]

Next simplify the radical 12:

[tex]\sqrt{12}[/tex]

2[tex]\sqrt{3}[/tex]

Now that both radicals have the same number under the radical you can subtract the number in front normally

[tex]5\sqrt{3} -2\sqrt{3}[/tex]

[tex]3\sqrt{3}[/tex]

Hope this helped!

:

Pls mark brainliest I need help

For this case we can raise a rule of three based on Anthony trotting [tex]11 \frac {1} {2}[/tex] miles in 23 minutes.

[tex]11 \frac {1} {2} = \frac {2 * 11 + 1} {2} = \frac {23} {2}[/tex]

[tex]\frac {23} {2}[/tex] miles -----------> 23 minutes

x ----------------------------------------> 1minute

[tex]x = \frac {\frac {23} {2} * 1} {23}\\x = \frac {\frac {23} {2}} {23}\\x = \frac {23} {2 * 23}\\x = \frac {1} {2}[/tex]

ANswer:

0.5 miles per minute

Answer:

y=0.2x+3

Step-by-step explanation:

Let

x-----> the number of stickers

y-----> the price

we have that

For x=15, y=6

and

For x=25, y=8

step 1

Find the slope of the linear equation

m=(8-6)/(25-15)

m=2/10=0.10 $/sticker

step 2

Find the equation of the line into point slope form

The equation of the line is equal to

y-y1=m(x-x1)

we have

m=0.10

point (15,6)

substitute

y-6=0.2(x-15)

y=0.2x-3+6

y=0.2x+3

Answer:

The correct answer option is 20.3.

Step-by-step explanation:

We are given a right angled triangle with one known angle and one known side length and we are to find the value of x.

To find the value of x, we will use the appropriate trigonometric ratio.

[tex] sin 5 2 = \frac { x } { 2 5 . 8 } [/tex]

[tex] x = sin 52 \times 2 5 . 8 [/tex]

x = 20.3

Answer:

Step-by-step explanation:

Use the sine:

[tex]sine=\dfrac{opposite}{hypotenuse}[/tex]

We have

[tex]opposite=x,\ hypotenuse=25.8,\ \sin52^o\approx0.788[/tex]

Substitute:

[tex]\dfrac{x}{25.8}=0.788[/tex]              multiply both sides by 25.8

[tex]x\approx20.3[/tex]

The numbers you are looking for are 23, 25, and 27. Let's start by defining a variable.  Let x be the first of the three odd numbers.  Since odd numbers are 2 apart, that means that the other two numbers are x + 2 and x + 4.

Now, their sum is x + (x + 2) + (x + 4) which equals 3x + 6.

Decrease that by the second number, x + 2.  That means:  3x + 6 - (x + 2), which is equal to 2x + 4.

So now we know that 2x + 4 = 50, and we can solve that easily:

2x + 4 = 50

2x = 46

x = 23

Therefore, the three odd numbers are 23, 25, and 27. Hope this helps! Please mark Brainliest. Thank you v much! :)

The answer to the problem is the three consecutive odd integers 23, 25, and 27.

Let's solve the problem step by step. We are looking for three consecutive odd integers. A useful way to express consecutive odd integers algebraically is as x, x+2, and x+4, where x is any odd integer.

The problem states that the sum of these integers minus the second one equals 50. This provides the equation: x + (x+2) + (x+4) - (x+2) = 50. Simplifying this equation, we get 2x + 4 = 50. We can further simplify to find that x = 23.

So, the three consecutive odd integers are 23, 25, and 27.

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Step-by-step explanation:

Odd numbers are any numbers that end with 1, 3, 5, 7, 9.

Out of the numbers inbetween 75 & 100, the odd numbers are:

75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99,

which makes 13.

Set the amount of numbers you got over the total amount.

13/27

You have a 13/27, or 48.15% chance of picking an odd number.

~

Final answer:

The maximum value of the quadratic function y = -2x^2 - 16x - 29 is 3, occurring at x = -4, found by determining the vertex of the parabola, which opens downwards due to the negative coefficient of the x^2 term.

Explanation:

To find the maximum or minimum value of the quadratic function y = -2x² - 16x - 29, we can utilize the properties of parabolas. Since the coefficient of the x² term is negative, the parabola opens downwards, meaning the vertex will give us the maximum value. The vertex of a parabola given by y = ax² + bx + c is found at the x-coordinate x = -b/(2a). Substituting the values from the given equation:

x = -(-16)/(2*(-2)) = -16/(-4) = -4

Now, we substitute this value back into the original equation to find the y-coordinate of the vertex:

y = -2(-4)² - 16(-4) - 29

y = -2(16) - 64 - 29

y = -32 + 64 - 29

y =3

Therefore, the maximum value of the function is 3, and it occurs at x = -4.

Answer:

73.79

Step-by-step explanation:

i forgot how to do it step by step

soooooo sorry

Answer:

option 1 is correct:

y = -5cos(2x - π)

Factor out common terms in the first two terms, then in the last two terms

x^2(x + 1) + 2(x + 1)

Factor out the common term x + 1

= (x + 1)(x^2 + 2)

I think that 2/4 would be bigger because 2/4 is the same as 1/2 and 1/2 is bigger than 1/8. Imagine a pizza, if i have 1/2 of a whole pizza i would have more pizza than a friend who had 1/8 of the whole pizza.

I hope this helps :)

If you simplify 2/4, you will get 1/2. 1/2 is bigger than 1/8.

Proof:

Draw 2 mental circles in your head. then draw lines that will make the circles out of 2 and out of 8. Now color in 1/2 of the first circle and 1/8 of the second circle. You can see that the 1/2 is bigger than the 1/8.

Hope I helped, sorry if I'm wrong ouo.

~Potato.

Copyright Potato 2019.

Answer:

B

Step-by-step explanation:

The slope would be 1/6

Answer:

30%

Step-by-step explanation:

Step-by-step Answer:

f and f^(-1) are inverses of each other within a specified domain, with the property that

y=f(x)  <=> (is equivalent to)  f^(-1)(y)=x

since

2=f(4), by the definition of inverse functions, f^(-1)(2) = 4

-4, -2, -2 hope that will help you

Step-by-step explanation:

Every state has different requirements for obtaining a high school diploma. And each school varies greatly in what type of classes they offer. There are, however, a number of classes that are available, and perhaps even mandatory, in most high schools.

The courses your teen takes will also vary depending on his plans beyond high school. Students who plan to go to college may be required to take more years of a foreign language. Or a student who plans to major in engineering may want to take more math and science classes to prepare for college.

Students in a vocational track may be able to gain some hands-on learning. Many of them are even able to gain certificates or licenses that will help them in their future careers.

It's important to talk to your teen about her aspirations. Help her explore various career options.

Also, talk about what courses she plans to take in high school. Discuss her interest areas and review her schedule together. In addition to the basic classes, there are usually plenty of opportunities for your teen to take electives in various areas of study.

English or Language Arts

Studying the English language and literature is an important part of high school. In addition to studying important pieces of literature, English classes teach teens about writing and speaking. Most states require four years of English or Language Arts classes.

The main English classes in high school are:

   Literature

   Writing or Composition

   Speech

Mathematics

In high school, students dig into several different types of math. Algebra and geometry are required at most high schools and students may choose to take advanced math classes. Most states require three or four years of Math coursework in high school.

The main math classes in high school are:

   Algebra

   Geometry

   Algebra II

   Trigonometry and/or Calculus

   Statistics

Science

Basic biology and chemistry are required at most high schools. They often include lab components that allow students to perform hands-on experiments. Most states require three or four years of Science coursework in high school.

The main science classes in high school are:

   Biology (typically has advanced classes)

   Chemistry (typically has advanced classes)

   Physics (typically has advanced classes)

   Earth or Space Sciences

Social Studies

Understanding how the world works is important for young adults. In high school, students will study history and government and learn about how social studies affects their lives. Most states require three or four years of Social Studies coursework in high school.

The main social studies classes in high school are:

   U.S. History

   U.S. Government

   Economics

   World History

   Geography

Foreign Languages

Learning a second language is important in today's global world. High school students are often required to learn the basics of at least one foreign language and they can choose to take advanced classes to learn more.

The most common languages offered in high school are:

   Spanish

   French

   German

Other common languages include Latin, American Sign Language, Japanese, Mandarin Chinese, and Italian.

Other High School Classes

High schools offer a variety of other classes. Some may be required in the school's curriculum and some are electives that students may choose.

These classes may include:

   Arts, such music, photography, or pottery

   Computer applications, graphic design, or web design

   Physical education

   Trade field study such as auto mechanics or nursing classes

   Psychology

College Credit

Many high schools offer opportunities to gain college credit. Students may take advanced placement classes and if they pass the exam, they may test out of a basic class in college.

Some high schools also have programs that allow students to take certain college classes that will also grant them high school credit. These programs help students gain some college credits free of charge.

Step-by-step explanation:

Answer: Residuals and scatter plots and other stuffs.

Answer:

7. 46.39 miles

8. 109 cm

9. 18 cm

Step-by-step explanation:

7. Look at the attached picture so you can picture the scenario.

The distance from City A to City B is 85 miles North. Notice that the plane only got to travel 20 miles North because of a cloudbank and redirected 108 degrees NORTH OF EAST, 20 miles towards that direction.

The new path makes a triangle, as shown in the picture.

The angle of the triangle was solved this way.

108° - 90° = 18°

The length of a was solved by getting how many miles the plane didn't travel in its original path.

85 miles - 20 miles = 65 miles.

So now we have our new given:

a = 65 miles

b = 20 miles  

c = ?

C = 18°

Using the cosine law we can solve for the c, which is the distance of the plane from City B.

[tex]c^{2}=a^{2}+b^{2}-2abCosC\\\\c^{2}=65^{2}+20^{2}-2(65)(20)Cos18\\\\c^{2}=4225+400-2600(Cos18)\\\\c^{2}=4625-2472.75\\\\\sqrt{c^{2}}=\sqrt{2152.25}\\\\c=46.39miles[/tex]

8. Again look at the attached. So as you can see we make another triangle. We can solve this with the cosine law once again. Just remember that the longer diagonal is opposite the biggest angle.

Given that:

a = 54cm

b = 78 cm

C = 110°

[tex]c^{2}=a^{2}+b^{2}-2abCosC\\\\c^{2}=54^{2}+78^{2}-2(54)(78)Cos110\\\\c^{2}=2916+6084-8424(Cos110)\\\\c^{2}=9000-(-2281.18)\\\\\sqrt{c^{2}}=\sqrt{11881.18}\\\\c=109cm[/tex]

9. Again, the shorter diagonal is facing the smaller angle. But we use the same cosine law to find it, but we use the formula of a, since a is what we are missing.

Given that:

a=?

A = 58°

b = 21cm

c= 15cm

[tex]a^{2}=b^{2}+c^{2}-2bc(CosA)\\\\a^{2}=21^{2}+15^{2}-2(21)(15)(Cos58)\\\\a^{2}=441+225-630(Cos58)\\\\a^{2}=666-333.85\\\\\sqrt{a^{2}}=\sqrt{332.15}\\\\a = 18cm[/tex]

Answer:

∡GFB

Step-by-step explanation:

∡GFB and ∡HGD are corresponding angles

Angle CGH corresponds to angle AFG

Hope this helped!

Answer:

[tex]y\leq -1/3[/tex]

The graph in the attached figure

Step-by-step explanation:

we have

[tex]-3(5y-4)\geq 17[/tex]

Applying the distributive property on the left side

[tex]-15y+12\geq 17[/tex]

Subtract 12 both sides

[tex]-15y\geq 17-12[/tex]

[tex]-15y\geq 5[/tex]

Multiply by -1 both sides

[tex]15y\leq -5[/tex]

Divide by 15 both sides

[tex]y\leq -5/15[/tex]

Simplify

[tex]y\leq -1/3[/tex]

The solution is the interval -------> (-∞, -1/3]

All real number less than -1/3

In a number line the solution is the shaded area down of y=-1/3 (close circle)

The graph is the attached figure

Answer:

n = 28

Step-by-step explanation:

3/4n - 18 = 1/4n - 4 (eliminate fractions by multiplying each value by 4)

(3/4n * 4) - (18 * 4) = (1/4n * 4) - (4 * 4)

3n - 72 = 1n - 16 (move values with variable to same side)

3n - 1n - 72 = 1n - 1n -16

2n - 72 = -16 (move numeric values to same side)

2n - 72 + 72 = -16 + 72

2n = 56  (isolate n by dividing out the 2)

2n/2 = 56/2

n = 28

Simplif 1/2t to t/2

t/2 + 8 = 5/2t - 10

Simplify 5/2t to 5t/2

t/2 + 8 = 5t/2 - 10

Multiply both sides by 2

t + 16 = 5t - 20

Subtract t from both sides

16 = 5t - 20 - t

Simplify 5t - 20 - t to 4t - 20

16 = 4t - 20

Add 20 to both sides

16 + 20 = 4t

Simplify 16 + 20 to 36

36 = 4t

Divide both sides by 4

36/4 = t

Simplify 36/4 to 9

9 = t

Switch sides

t = 9

Answer:

t = 9.

Step-by-step explanation:

1/2 t + 8 = 5/2 t - 10

         - 8      -5/2 t

1/2 t - 5/2 t   =   -10 - 8

-2t = -18

t = 9.

Answer:

x=9

Step-by-step explanation:

We have been given the following proportion;

x/6 = 6/4

In order to solve for x, we simply make x the subject on the left hand side;

To do this we multiply both sides by 6,

(x/6)*6 = (6/4)*6

x = 36/4

x = 9

The value of x is thus 9

if you simplify the answer you get its x=9

Answer:

0.3

Step-by-step explanation:

In the bag are 12 red, 10 blue, 15 white, and 13 black marbles.

So total = 12 + 10 + 15 + 13 =  50 marbles

The probability he pulls a white marble = 15/50 = 0.3

Answer:

√245 or 15.65247...

Step-by-step explanation:

a² + b² = c²

14² + 7² = c²

196 + 49 = c²

245 = c²

√245 ≈ c

When you have a right triangle, you can use the Pythagorean Theorem to find the missing side length. (but it only works for RIGHT triangles)

Pythagorean Theorem:

a² + b² = c²         Since you know a=14 and b=7, plug it into the equation

(14)² + (7)² = c²

196 + 49 = c²

245 = c²

√245 = c    or 15.6524758425 = c