The figure below shows a rectangular prism and a cube: How many such cubes are required to completely pack the prism without any gap or overlap? 240 900 1,440 3,658

Answer:

3⋅(5⋅x)

5⋅(x⋅3)

15x

Step-by-step explanation:

As the values are inside the brackets, it does not matter what side the (x3) is on, so 3⋅(5⋅x) is equivalent.

Multiplying the contents of the brackets in the third one (x * 3) by 5 gives the same value as 3 * (x * 5) so 5⋅(x⋅3) is also equivalent.

On multiplying the brackets out:

5 * x = 5x

5x * 3 = 15x

So 15x is also equivalent.

Answer:

B

Step-by-step explanation:

Answer:

nine hundred fifty-four thousandths

Step-by-step explanation:

If you mean written as in a form in words:

To the first decimal place means tenths because it is out of ten

To the second place, it's hundredths because 100 = 10^2

3rd is 1000, and so on

A fraction (as in two out of five), is expressed in words as "two fifths"

So 954 out of 1000 would be nine hundred fifty-four thousandths

Answer:Here is the answer

Step-by-step explanation: You first break the shape into two different shapes.Then add them side by side. Determine the length for each side. Then add them together. Add both of the perimeters of the shapes.

The formula of a volume of a cylinder:

[tex]V=\pi r^2H[/tex]

r - radius

H - height

W have r = 3cm and H = 8cm. Substitute:

[tex]V=\pi(3)^2(8)=\pi(9)(8)=72\pi\ cm^3[/tex]

[tex]\pi\approx3.14\to V=72(3.14)=226.08\ cm^3[/tex]

Answer:

y = 8/5x - 9

Step-by-step explanation:

That would be your equation.

Final answer:

The question pertains to finding the equation of a straight line with a given slope of 8/5 and a y-intercept of (0,-9), which can be represented in slope-intercept form as y = (8/5)x - 9.

Explanation:

The question involves constructing the equation of a line with a given slope and y-intercept.

To find the equation of a line, we use the slope-intercept form of a linear equation, which is y = mx + b, where m is the slope and b is the y-intercept.

Given the slope of 8/5 and a y-intercept of (0,-9), the equation of the line would be y = (8/5)x - 9.

The slope tells us that for every increase of 5 units in the horizontal direction (-axis), the line rises 8 units in the vertical direction (-axis). Meanwhile, the y-intercept indicates that the line crosses the y-axis at -9.

Answer:

A Yana's average number of points is 0.5 points greater than Amber's

Step-by-step explanation:

i added up all of Yana's points = 15

I added up all of Amber's points = 12

then i divided them both by 6 because there is 6 numbers total so then i got

Yana = 2.5 Amber = 2

2.5 - 2 = 0.5 so Yana's average number of points is 0.5 points greater than Amber's

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Answer:

A: Yana's average number of points is 0.5 points greater than Amber's

Step-by-step explanation:

I did this on my homework

Answer:

B.  0.33

Step-by-step explanation:

The probability will be given by the amount of space in the target area, blue, compared to the total amount of space, the red square.

The size of the blue square is 64 and the size of the red square is 196; this gives us a probability of

64/196 = 16/49 = 0.3265 ≈ 0.33.

The required probability that a dart will land in the blue region is 0.33. Option B is correct.

Given that,
A target is made of a blue square inside of a red square. The blue square has an area of 64 square units, and the red square has an area of 196 square units.

Probability can be defined as the ratio of favorable outcomes to the total number of events.

Here,
Total sample space = 196
Total favorable space = 64
The probability that a dart will land in the blue region is given as.
probability = 64 / 196 ≈ 0.33

Thus, the required probability that a dart will land in the blue region is 0.33. Option B is correct.

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Answer:

 x=0 and y=2

Step-by-step explanation:

We have been given system of equations:

2x+5y=10     (1)

And 2x+3y=6     (2)

Subtract equation (2) from(1) we get:

2y=4

y=2

Now, substitute y=2 in equation(2) we get:

2x+3(2)=6

2x+6=6

2x=0

x=0

Hence, x=0 and y=2

Answer:

0.4

Step-by-step explanation:

-1/5 = -2/10 = -0.2, -1/4 = -25/100 = -0.25

-0.25-(-1/5)+0.2+(-1/4) = -0.25+0.2+0.2+0.25 = -0.25+0.25+0.2+0.2 = 0.4

Answer:

0.0016

Step-by-step explanation:

Answer:

Each jar has 12/7 cups of blueberries.

Step-by-step explanation:

To find out how many cups of blueberries per jar, we take the number of cups of blue berries and divide by the number of jars

12 cups/7 jars

12/7 cups of blueberries per jar

Each jar has 12/7 cups of blueberries.

Answer:

Step-by-step explanation:

Answer:

6.1

Step-by-step explanation:

If we are rounding at the 0 digit, we look at the next digit, which is 9

9 >= 5 so we need to round  the 0 up to 1

6.099 rounds to 6.1

Answer:

6.1 is your answer

Step-by-step explanation:

The underlined digit (the tenth place) is 0. Look at the number in the place value directly right to it (hundredth place). It is a 9. Because 9 is greater than 5, round up.

6.099 rounded to the nearest tenth place is 6.1

~

The equation of proportional situation is y = ax.

Therefore your answer is y = -2x + 14

Answer: 10

Plug in the given x values and see which result is the largest

Plug in x = 0 ---> x^2+1 = 0^2 + 1 = 1

Plug in x = 1 ----> x^2 + 1 = 1^2 + 1 = 2

Plug in x = 2 ----> x^2 + 1 = 2^2 + 1 = 5

Plug in x = 3 ---> x^2 + 1 = 3^2 + 1 = 10

The range is therefore {1, 2, 5, 10} which is just the set of possible outputs.

We see that y = f(x) = 10 is the largest output of the range if the domain is restricted to the set {0, 1, 2, 3}

Answer:

8x + 5y = 3

Step-by-step explanation:

the equation of a line in standard form is

Ax + By = C ( A is a positive integer and B, C are integers )

given 8x = - 5y + 3 ( add 5y to both sides )

8x + 5y = 3 ← in standard form

By calculating 2/3 of 600, we find that 400 seeds sprouted, which means 200 seeds did not sprout.

To determine how many seeds did not sprout, we start by calculating the number of seeds that did sprout. Given that 2/3 of the 600 seeds sprouted, we multiply 600 by 2/3:

600 × (2/3) = 400

So, 400 seeds sprouted. Next, we subtract this number from the total number of seeds to find out how many did not sprout:

600 - 400 = 200 seeds

Therefore, 200 seeds did not sprout.

Answer: 8/1

Step-by-step explanation: 6/1 x 3/4= 24/3( divide both numbers by 3) and you get 8/1 yards of fabric.

Answer:

18/4

Step-by-step explanation:

3/4 per scarf

6 scarfs

6*(3/4)=(18/4)=4.5 yards

1458/26 = 56.0769230769

Hope this helps! <3

The quotient is 56, and there is a remainder of 2.

The quotient of 1,458 divided by 26 is 56. In long division, you would set up the problem as follows:

        56

     __________

26 | 1,458

You start by asking how many times 26 can fit into 145 (the first two digits of 1,458). The answer is 5 (5 times 26 equals 130).

You write the 5 above the line and subtract 130 from 145, leaving you with 15.

Then, you bring down the next digit, which is 8, making it 158. You repeat the process, finding that 26 goes into 158 six times (6 times 26 equals 156).

Write the 6 above the line, and you're left with a remainder of 2. So, the quotient is 56, and there is a remainder of 2.

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Answer:

Examples of linear functions would be relationships that represent a constant rate of change, such as 20 miles per gallon of gas.  Exponential functions would be relationships that represent a growth or decay the increases or decreases by an exponential amount, such as a bacterial growth that doubles each hour.  Examples of situations that would be neither linear or exponential would be absolute value functions or quadratic functions.

Step-by-step explanation:

Situations, or relationships between data, that can be modeled with a linear function must show a constant increase or decrease in rate.  For example, we could control the rate of temperature in a water bath by two degrees every ten minutes.  For exponential functions, these can be modeled in situations where there is a significant growth or decay of a material.  For instance, the radioactivity of an element will decrease by one-half every year.  This would represent an exponential decay.  For other types of situations, such as changes in body temperature (absolute value) or the speed of a kayaker (quadratic), these would not be modeled using either linear or exponential functions.

A linear function can model constant rate of change, exponential function can model constant growth or decay, and some situations do not fit into these mathematical models.

A linear function can model situations where there is a constant rate of change between two variables. For example, if the cost of a movie ticket increases by $2 for every additional hour of the movie, you can represent this relationship with a linear function.

An exponential function can model situations where there is constant growth or decay. For example, if the value of an investment doubles every year, you can represent this relationship with an exponential function.

There are situations that cannot be modeled with either a linear or exponential function. For example, unpredictable events or situations with multiple complex factors may not fit into these mathematical models.

Answer:

see explanation

Step-by-step explanation:

when solving an equation and the final statement reads

4 = 4

this means that there are an infinite number of solutions to the system

Answer:

6.33... and 0.333...

Step-by-step explanation:

The quadratic formula is

[tex]x=\frac{-b+\sqrt{b^2-4ac} }{2a}[/tex].

It is important because while some quadratics are factorable and can be solved not all are. The formula will solve all quadratic equations and can also give both real and imaginary solutions.  Using the formula will require less work than finding the factors if factorable. We will substitute a=9, b=-54 and c=-19.

[tex]x=\frac{-b+/-\sqrt{b^2-4ac} }{2a}\\x=\frac{-(-54)+/-\sqrt{(-54)^2-4(9)(-19)} }{2(9)}\\x=\frac{54+/-\sqrt{2916+684} }{18}[/tex]

We will now solve for the plus and the minus.

The plus,,,

[tex]x=\frac{54+\sqrt{3600}}{18}\\x=\frac{54+60}{18}\\x=\frac{114}{18}\\x=6.3[/tex]

and the minus...

[tex]x=\frac{54-\sqrt{3600}}{18}\\x=\frac{54-60}{18}\\x=\frac{-6}{18}\\x=-0.333...[/tex]

Answer: C

Step-by-step explanation: The word problem says that the value depreciates monthly, which means that -22m is how much Megan's gadget depreciates because m stands for months.

Options B and D are not true because the value has a variable, which indicates that it is decreasing by number of months according to the minus sign and not at a fixed amount.

Option A is not true because the word problem says that the expression shows the monthly depreciated sales value of the gadget, not the amount of time Megan will wait to sell the gadget.

Answer:1/15

Take 60/4=15

The theoretical probability of winning a prize is 1/15.

Probability can be defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event.

Here, given data;

Total trials = 60

Expect to win = 4

Probability = favorable outcomes/total outcomes

                   = 4 / 60

                   = 1/15

Thus, The theoretical probability of winning a prize is 1/15.

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If I understand the question corrects it’s asking which numbers work in the inequality so you just plug in each number where x is.

B and D

Answer:

3 inches

Step-by-step explanation:

⇒r3=36π×3/4π

or r3=27

Taking cube root of both sides

r=3 inch

Answer:

32

Step-by-step explanation:

To find the number of students in the class, use the equation 3/4x = 24 and solve for x.

To find the number of students in the class, we can set up the equation 3/4x = 24, where x represents the total number of students in the class.

To solve for x, we need to isolate it. We can do this by multiplying both sides of the equation by the reciprocal of 3/4, which is 4/3.

3/4x * 4/3 = 24 * 4/3

x = 32

Therefore, there are 32 students in the class.

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Answer:

Step-by-step explanation: I would say 3 because when you divide 54 by 9 you get 6. Then when you divide 6 by 2, you get 3. Hope this helps‼ ☺

The number of students gym teacher has putted in each team is, 3

A ratio in mathematics is a comparison of two or more numbers that shows how big one is in comparison to the other. The dividend or number being divided is referred to as the antecedent, while the divisor or number that is dividing is referred to as the consequent.

Given that,

A third-grade gym class has 54 students

The gym teacher divides them into 9 groups

Then divides each group into 2 teams

The number of students in each team = ?

Number of students in a group =   54/9

                                                    =    6 students

Then each group divided into two teams,

Number of students in each team = 6/2

                                                         = 3

Hence, the number of students is 3

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Answer:

Answer (a):

s + l = 22 ... (i)

43s + 75l = 1234 ... (ii)

Answer (b)

9 large dogs.

Step-by-step explanation:

Paws at Play made a total of $1234 grooming 22 dogs.

Paws at Play charges $43 to groom each small dog and;

$75 for each large dog.

Let the number of small dogs be 's'

And the number of large dogs be 'l'

A system of equations will be:

s + l = 22 ... (i)

43s + 75l = 1234 ... (ii)

Solving this set of simultaneous equations by elimination, we simply multiply (i) by 43 to get;

43s + 43l = 946 ... (i)

43s + 75l = 1234 ... (ii)

Subtracting (i) from (ii) we get;

32l = 288 , l = [tex]\frac{288}{32}[/tex] = 9

So there are 9 large dogs.

Answer:

x = 3

Step-by-step explanation:

m < T = m < R  (Because they are opposite angles of a parallelogram). Therefore:-

40x + 2 = 122

40x = 120

x = 120/40

x = 3

Parallelogram is the closed shaped quadrilateral which has opposite site equal and the opposite angle are equal. The value of the x is 3 units.

For the parallelogram angle T is (40x+2) degrees.

The angle R is 122 degrees.

To solve this the it should be known about the angle of the parallelogram.

Parallelogram is the closed shaped quadrilateral which has opposite site equal and the opposite angle are equal.

As in the given figure the angle T and angle R is the opposite angle. Thus angle T and angle R will be equal to the each other. Thus,

[tex]\angle T= \angle R[/tex]

Put the values of the angle in the above equation. Thus,

[tex]40x+2=122[/tex]

[tex]40x=122-2[/tex]

[tex]40x=120[/tex]

[tex]x=\dfrac{120}{40}[/tex]

[tex]x=3[/tex]

Hence the value of the x  is 3.

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Answer:

t = 540

Step-by-step explanation:

18 - t/20 = -9

Subtract 18 from both sides.

-t/20 = -27

Multiply both sides by -20.

t = 540