A candybar box is in the shape of a triangular prism. the volume of the box is 1,200 cubic centimeters.

Part A; what is the height of the base. show your work.

Part B; What is the approximate amount of the cardboard used to make the candybox? Explain how you got your answer. ​

Answer:

-9

Step-by-step explanation:

Hey there!

Well, to simplify,

5 - 2(3 + 4)

Wel need to use PEMDAS,

3+4=7

7 * -2 = -14

5 - 14 = -9

Hope this helps :)

Answer:

-9

Step-by-step explanation:

[tex]5 - 2(3+4)\\5 - 2(7)\\5 - 14\\-9[/tex]

Answer:

96 dollars and 50 cents

Step-by-step explanation:

Answer:

6 and 14

Step-by-step explanation:

let the second number=x

the first number=3x-4

(x+3x-4)+5=25

4x-4+5=25

4x+1=25

4x=25-1

4x=24

x=6

Since x is the first number,the first number is 6

second number=3•6-4

=18-4=14

=================================================

Explanation:

The graph goes on forever to the left and right. This means any real number x can be plugged into the function to get some output y. The domain is the set of all real numbers. In interval notation, we would say [tex](-\infty, \infty)[/tex] which is another way of saying [tex]-\infty < x < \infty[/tex]

The range is y > -100 because the exponential graph steadily approaches this horizontal asymptote. Think of it like an electric fence you cannot touch. Since we never actually get to this y value, this means y = -100 is not part of the range. Your teacher made a typo when they wrote [tex]y \ge -100[/tex] and instead they should have written [tex]y > -100[/tex]. So basically y can be anything larger than -100. The graph may look like it eventually reaches y = -100 itself, but it's actually just getting closer and closer to this y value. To write the range in interval notation, we would say [tex](-100, \infty)[/tex]

This function is exponential because it has the general shape all exponential growth functions do. We have a fairly flat part with very slow growth at first, but then as time goes on, the growth rate increases dramatically resulting in the very steep curve.

Quartic polynomials are 4th degree polynomials. They have the same end behavior as quadratic functions do, since both are even degree polynomials. We don't have a quartic here because the left end behavior isn't going off to positive infinity as the right end behavior is.

Answer:

First should get $220, other two should get $140 each.

Step-by-step explanation:

The ratio of hours the friends worked is 11:7:7. Say that they are paid 11x, 7x, and 7x respectively, therefore:

11x + 7x + 7x = 500

25x = 500

x = 20 so the first friend should get 11 * 20 = $220 and the other two should get 20 * 7 = $140 each.

Answer:

Hey there!

Part A. This is a proportional relationship because the amount of dollars she earns per hour is constant. We can divide her total income by the number of hours she works to find that she earns 12.50 dollars per hour.

Part B. Joslyn will always earn more money than Kate because she earns more money per hour, and the slope of Joslyn's line is greater.

Let me know if this helps :)

Using Pythagorean theorem

[tex]\\ \sf\longmapsto P^2=H^2-B^2[/tex]

[tex]\\ \sf\longmapsto P^2=11^2-9^2[/tex]

[tex]\\ \sf\longmapsto P^2=121-81[/tex]

[tex]\\ \sf\longmapsto P^2=40[/tex]

[tex]\\ \sf\longmapsto P=\sqrt{40}[/tex]

[tex]\\ \sf\longmapsto P=6.2cm[/tex]

Step-by-step explanation:

Given,

Hypotenuse = 11 cm

Base (One of the given leg) = 9 cm

Therefore,

According to Pythagoras Theorem,

[tex] {base}^{2} + {height}^{2} = {hypotenuse}^{2} [/tex]

[tex] = > {(9)}^{2} + {height}^{2} = {(11)}^{2} [/tex]

[tex] = > {height}^{2} = {(11)}^{2} - {(9)}^{2} [/tex]

[tex] = > {height}^{2} = 121 - 81[/tex]

[tex] = > {height}^{2} = 4 0[/tex]

[tex] = > height = \sqrt{40} [/tex]

=> height = 6.3245553203

When rounded to nearest tenth,

=> height = 6.3

Hence,

Required length of other leg is 6.3 (Ans)

Answer:

It seems like you misunderstood the instructions, though I don't blame you because they wrote it strangely. I believe that you're supposed to draw your own conclusion and then explain how you go there, rather than analyze a conclusion that was already drawn for you. If a long drive=a large fare, and you've been told that the driver has a long drive, you can draw the conclusion that "The fare will be large."

Answer:

first number after the decimal point

Step-by-step explanation:

after the decimal point is the tenths, hundredths, and thousandths place.

0.1 - tenths

0.09 - hundredths

0.006 - thousandths

I can't type it I have to solve on a paper for you

Answer:

There are seven seventh roots of unity, e2πki7 , all on the unit circle, r=1 above.

The first one is at θ=2π7=360∘7=5137 ∘ , and there are others at 4π7,6π7,8π7,10π7,12π7 and of course at 0 radians, i.e. unity itself.

How to find?

There are 4 fourth roots of unity and they are 1, i,−1 and−i

Each of the roots of unity can be found by changing the value of k k k in the expression e 2 k π i / n e^{2k\pi i/n} e2kπi/n. By Euler's formula, e 2 π i = cos ⁡ ( 2 π ) + i sin ⁡ ( 2 π ) = 1.

Answer:

82 degrees

Step-by-step explanation:

Measure of arc ABC = 86*2 = 172 degrees.

Measure of arc DC = 360 - (145+172) = 360-317 = 43 degrees.

Measure of arc BCD = 121+43 = 164 degrees.

Measure of angle A = 164/2 = 82 degrees

Answer:

80 m

Step-by-step explanation:

Given :-

One side of rhombus = 20 m.

[ as one of the property of rhombus = all sides are equal ]

So, perimeter of rhombus = sum of all sides

= 20+20+20+20 = 80 m

...........................OR............................

Perimeter of rhombus = 4 × side

= 4 × 20 = 80 m

Hence, the perimeter of the rhombus is 80m.

Answer:

The perimeter is 80 meters

Step-by-step explanation:

The geometric characteristic of a rhombus is that it has 4 equal sides, then if one side measures 20 m, then each of the other sides measure also 20 m.Then its perimeter (addition of all the sides must render: 4 * 20 m = 80 m

Answer:

B) 3

Step-by-step explanation:

Traveling at a rate of 70 miles per hour, a car travels 26 miles per gallon of gasoline.

In 300 miles journey the gallon of gasoline consumed will be

300/26= 11.54 gallons

Traveling at a rate of 45 miles per hour, the same car travels 36 miles per gallon of gasoline.

In 300 miles journey the gallon of gasoline consumed will be

300/36= 8.33 gallons

The amount of gasoline saved= 11.54-8.33

The amount of gasoline saved= 3.21

approximately 3 gallons of gasoline

[tex]\dfrac{DI}{DR}=\dfrac{DE}{DZ}\\\\\dfrac{DI}{6+2.8}=\dfrac{3}{6}\\\\6DI=26,4\\DI=4,4[/tex]

Answer:

Evaluate each expression inside both grouping symbols, then multiply the result.

Step-by-step explanation:

[tex]\displaystyle (3 - 1)(4 + 2) = (2)(6) = 12[/tex]

G - Grouping Symbols

E - Exponents

M\D - Division & Multiplication [left to right]

S\A - Subtraction & Addition [right to left OR vice versa]

I am joyous to assist you at any time.

Complete question:

All of Ralph's ranch land was divided equally among his 6 children. His daughter Lynn's portion of the ranch land was divided equally among her 4 children. How much of Ralph's ranch land was inherited by 1 of Lynn's children?

Answer:

1 / 24

Step-by-step explanation:

Number of Ralph's children = 6

Number of Lynn's children = 4

If Ralph's land were divided equally among his six children, the fraction each child gets equals

Proportion of land / number of children

= 1 / 6

Therefore, Lynn who is also Ralph's daughter gets 1/6 portion.

If 1/6 is shared equally between her four children, then ;

Her portion ÷ 4

(1/6) ÷ 4

(1/6) × (4/1)

= 1/ 24

Each of Lynn's children gets 1 / 24

Answer:

11

Step-by-step explanation:

The sum of the shortest two sides must be greater than the longest side.

If n is the longest side:

6 + 8 > n

14 > n

If 8 is the longest side:

6 + n > 8

n > 2

So n must be an integer greater than 2 and less than 14.

n can be 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, or 13.

There are 11 possible integers.

[tex] \LARGE{ \boxed{ \rm{ \purple{Answer}}}}[/tex]

We know,

Sum of two sides of a triangle > Third side

Then,

⇛ 6 + 8 > n

⇛ 14 > n

Nextly,

Difference of two sides of a triangle < Third side

Then,

⇛ 8 - 6 < n

⇛ 2 < n

Then, Range of third side:

☃️ 2 < n < 14

Possible measures of 3rd sides = 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 or 13.

There are 11 possible values of 3rd side. Out of them, any measure is the length of 3rd side.

━━━━━━━━━━━━━━━━━━━━

Answer:

D because even though the flat fee is 150 paying 5$ a hour it will cost less

Answer:

x= -1

y= 2.5

Step-by-step explanation:

15x+6y=0

4x-6y=-19

19x = -19

x=-1

-15+6y = 0

6y=15

y=2.50

Answer:

19x = -38

x = -2

(-2,5)

Step-by-step explanation:

3(5x + 2y = 0)

2(2x - 3y = -19)

First step is to simplify the equations by using the distributive property.

3(5x + 2y = 0)

distribute the 3 by multiplying 3 by everything inside of the parenthesis

3 * 5x = 15x

3 * 2y = 6y

3 * 0 = 0

first equation simplified: 15x + 6y = 0

2(2x - 3y = -19)

distribute the 2 by multiplying 2 by everything inside of the parenthesis

2*2x = 4x

2 * -3y = -6y

2 * -19 = -38

second equation simplified: 4x - 6y = -38

We acquire the two equations

15x + 6y = 0

4x - 6y = -38

Notice how there are two 6ys, one is negative and the other is positive. When this happens we can add the two equations together and solve for x. We can do this because the two 6ys will cancel out and we will be left with one variable. when there is only 1 variable you can solve it.

So add the two equations

+ 15x + 6y = 0

4x - 6y = -38

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

19x = -38

now solve for x

divide both sides by 19

19x/19 = -38/19

x = -2

Now we need to find the value of y.

To do so simply plug in the value of x into one of the equations and solve for y

4x - 6y = -38

x = -2

4(-2) - 6y = -38

multiply 4 and -2

-8 - 6y = -38

add 8 to both sides

-6y = -30

divide both sides by -6

y = 5

The solution to the system is (-2,5)

Answer:

D) 9

Step-by-step explanation:

These angles are equal to each other because they’re alternate interior angles so:

9x + 8 = 15x - 46

9x - 15x = -46 - 8

-6x = -54

x = 9

Answer:

Domain: all real numbers/ (-inf,inf)/ -inf<x<inf

Range: all real numbers greater than -4/  [-4,inf)/ -4≤y<inf

Step-by-step explanation:

the graphs/equations of ALL quadratics (parabolas) have a domain of all real numbers

The vertex of the parabola is at y=-4 so the range cannot be any less than that, and then both ends point up, so they will continue on for infinity.  

Hope i could help!

Answer:

70.83 ft³

Step-by-step explanation:

The volume of a pyramid is:

[tex]\frac{bh}{3}[/tex], where b is the base area and h is the height.

Let's first find the area of the base.

[tex]17\cdot5=85\\85\div2=42.5[/tex]

Multiplying this by 5:

[tex]42.5\cdot5=212.5[/tex]

Dividing by 3:

[tex]212.5\div3=70.83[/tex].

Hope this helped!

Answer:

I used to know this not anymore sry g

Answers:

=====================================================

Explanation:

The domain is the set of allowed x input values, aka the set of all allowed x coordinates of the points. We see that [tex]-4 < x \le 3[/tex]. It might help to draw vertical lines through the endpoints until you reach the x axis. Note the open hole at x = -4 to indicate we do not include this as part of the domain (hence the lack of "or equal to" for the first inequality sign).

The interval [tex]-4 < x \le 3[/tex] then can be condensed into the shorthand form (-4, 3] which is the domain in interval notation.

It says: x is between -4 and 3. It can't equal -4 but it can equal 3.

So the use of parenthesis versus square brackets tells the reader which endpoint is included or not.

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

The range describes all possible y outputs. We see that y = 5 is the largest it gets and y = -5 is the lower bound. It might help to draw horizontal lines through the endpoints until you reach the y axis. The open hole means -5 is not part of the range.

The range as a compound inequality is [tex]-5 < y \le 5[/tex]. This condenses into the shorthand of (-5, 5] which is the range in interval notation.

Verbally, the range is the set of y values such that y is between -5 and 5. It can't equal -5 but it can equal 5.

Answer:

Hello,

Step-by-step explanation:

Domain(f)= ]-4;3]={x€R | -4<x≤3}

Rang(f)=]-5;5]={y€R | -5< y ≤5}

Answer:

where m= slope m= -7/3

Step-by-step explanation:

Answer:

y=-5/6

Step-by-step explanation:

-24y=20

y=-5/6

alternate:

-0.83

Answer:

5 inches on the drawing = 32 actual inches

Step-by-step explanation:

195 inches

104 x 12 = 1248 inches

1/39

Answer:

she used a scale of 5 inches to represent 32 inches actual length

Step-by-step explanation:

We are told that helen made the gym to be 195 inches long in the drawing.

Now, we are told that the actual length of the gym is 104 ft long.

Thus, converting to inches,

1ft = 12 inches

So, 104ft = 104 × 12 = 1248 inches

Which means that 194 inches represented 1248 inches.

So the scale is:

195:1248

Dividing both by a common factor of 39 to give a scale of (195/39):(1248/39)

This gives;

5:32

So she used a scale of 5 inches to represent 32 inches actual length

Answer:

y=2x+1

Step-by-step explanation:

there's nothing to show, sorry

ask me if you have question

Answer:

Step-by-step explanation:

Given two coordinates (x₁, y₁) and (x₂, y₂), the coordinate of their midpoint is equivalent to X = (x₁+x₂)/2 and Y = (y₁+y₂)/2.

Given the coordinate of Sally's house and  her school to be (5, −1) and  (−9, 7) respectively, the midpoint of Sall's house and school is expressed as shown;

from the coordinates, x₁ = 5, y₁ = -1, x₂ = -9 and y₂ = 7

X = (5+(-9))/2

X = 5-9/2

X = -4/2

X = -2

Y = -1+7/2

Y = 6/2

Y = 3

The coordinate of the midpoint of Sally's house and school will be expressed as (X, Y) which is equivalent to (-2, 3).