Answer:
593.76
Step-by-step explanation:
Round, 1 is smaller that 5, stays the same.
Answer:
600
Step-by-step explanation:
5 is the digit in the hundred place
Look at the number on the right. Since 9 is bigger than 5, you are going to round up. So you have 600
The surface area of a cone with radius r units and slant height s units is shown below:
Surface area = 3.14(rs + p2)
Part A: If r = 6 units and s = 4 units,
write an expression that can be used to calculate the surface area of the cone.
Part B: What is the surface area of the cone? Show your work.
PLEASE HELP WILL GIVE BRAINLIEST AND 5.0 STAR RATING
Answer:
A. 3.14(6·4 +6²)
B. 188.4 square units
Step-by-step explanation:
Use the given expression to calculate surface area by substituting the numbers for the corresponding variables.
A.3.14(rs +r²) . . . . for r = 6 and s = 4
= 3.14(6·4 +6²)
__
B.Evaluating the above expression gives the surface area:
= 3.14(24 +36) = 3.14(60) = 188.4 . . . square units
What is the approximate area of the shaded region? Use 3.14 for pi.
A. 33.14 square inches
B. 26.86 square inches
C. 28.43 square inches
D. 29 square inches
hmmm if we take the whole area of the rectangle, well the rectangle is a 6x5, so the whole of its area is 6*5 = 30 in².
now, we have a circle inside, it really doesn't matter if it's in the center or corner so long is inside, hmmm well, we know it has a radius of 1, so let's get the area of the circle, and then subtract that area from that of the whole rectangle, by subtracting it we're in essence making a whole in the rectangle's area and what's leftover is the shaded region, that part that was not subtracted.
[tex]\stackrel{\textit{\Large Areas}}{\stackrel{rectangle}{(6)(5)}~~ - ~~\stackrel{circle}{\pi (1)^2}}\implies 30~~ - ~~\pi \implies 30~~ - ~~3.14\implies 26.86[/tex]
Help me out please hurry!!
Answer:
I guess you forgot to attach something
Step-by-step explanation:
Hope it helps!!!
Calculator
What is the volume of this sphere?
9 m
Answer:
The volume of a sphere is equal to 43 times Pi π times the radius cubed. Substitute the value of the radius r=9 into the formula to find the volume of the sphere. Pi π is approximately equal to 3.14
I am not sure though
please show your work using quadratic form
Answer:
3(x²−4x+7)
Step-by-step explanation:
Factor 3x2−12x+21
3x2−12x+21
=3(x ²−4x+7)
The graph below could be the graph of which exponential function?
A. F(x) = 3 • (1.2)^x
B. F(x) = 3 • (0.2)^x
C. F(x) = 3^x
D. F(x) = 3 • (-1.2)^x
Jess used 11 1/2 cups of flour to make 3 1/2 batches of oatmeal cookies. One batch makes 24 cookies. If Jess follows the same recipe, how many cookies can she make with 16 1/2 cups of flour.
Answer:
72
Step-by-step explanation:
3 1/2 = 3.5
16 1/2 = 16.5
16.5/3.5 = 4.71428571429
round down because she can't make like 7/10 of a cookie
Two similar rectangles have a scale factor of 2. What is the ratio of their areas?
Answer:
Step-by-step explanation:
If the polygons are similar, this means that the ratio of their corresponding sides are equal. This ratio is what we commonly refer to as the scale factor. The ratio of the area of similar polygons is equal to the SQUARE of SCALE FACTOR. For this item since the scale factor is 2, the ratio of the areas is equal to 4.
What is the volume of the shape?
Answer:Volume
Quantity of three-dimensional space
Step-by-step explanation:
Volume is a scalar quantity expressing the amount of three-dimensional space enclosed by a closed surface. For example, the space that a substance (solid, liquid, gas, or plasma) or 3D shape occupies or contains. Volume is often quantified numerically using the SI derived unit, the cubic metre
50 POINTSSSSSS PLS HELP ME ITS MATHHHHHH
dont take my points i really need this done
Answer:
1a: 1,000,000
2a: 1
3a: 6
4a: 0
5a: 1
6a: 1
7a: 9
1b: 1
2b: 1
3b: 1
4b: 1
5b: 1
6b:49
7b: 1
Step-by-step explanation:
Answer:
1a. 1,000,000
1b. 1
2a. 1
2b. 1
3a. 6
3b. 1
4a. 0
4b. 1
5a. 1
5b. 1
6a. 1
6b. 49
7a. 9
7b. 1
Step-by-step explanation:
1a:
100 x 100 x 10010000001,000,0001b:
any number to the power of 0 = 12a:
any number to the power of 0 = 12b:
any number to the power of 0 = 13a:
6 x 1 = 63b:
any number to the power of 0 = 14a:
0 to the power of any number = 04b:
any number to the power of 0 = 15a:
1 to the power of any number = 15b:
any number to the power of 0 = 16a:
1 to the power of any number = 16b:
7 x 7497a:
9 x 1 = 97b:
any number to the power of 0 = 1
Find the distance between the points(-9,8) and (7,-10) if one unit represents one kilometer
Answer:
√X2-X1+√Y2-Y1
=√7-(-9) +√-10-8
=√16 + √-18
=4 + -(√18)
=4 + (-3√2)
=-0.24
Step-by-step explanation:
by answering this you must use the distance formula and label -9 as X1 , 8 as Y1 and 7 as X2 , -10 as Y2 then you put X2-X1 in the same root sine do the same at Y2-Y1.
Please Solveeeeeeeee and make sure your correct
Answer:
Step-by-step explanation:
For A it's the first and the last.
For B it's the last
Let me know if this helped. Brainliest is appreciated <3
another i need help bad
Answer:
[tex] - \frac{1}{6} [/tex]
Step-by-step explanation:
[tex] - \frac{1}{2} + \frac{1}{3} = - \frac{1}{6} [/tex]
Can somebody help me with this question?
Answer:
[tex]\frac{2}{5}\vec{a}+\vec{b}[/tex]
Step-by-step explanation:
[tex]\vec{DE}=\vec{DB}+\vec{BE}[/tex]
[tex]=\frac{3}{5}\vec{OB}+\frac{1}{5}\vec{BC}[/tex] [tex]\left\{OD:DB=2:3,BE:EC=1:4\right\}[/tex]
[tex]=\frac{3}{5}\left(\vec{OA}+\vec{AB}\right)+\frac{1}{5}\left(\vec{BA}+\vec{AO}+\vec{DC}\right)[/tex]
[tex]=\frac{3}{5}\left(\vec{a}+\vec{b}\right)+\frac{1}{5}\left(-\vec{b}-\vec{a}+\vec{3b}\right)[/tex]
[tex]=\frac{2}{5}\vec{a}+\frac{2}{5}\vec{b}+\frac{3}{5}\vec{b}[/tex]
[tex]=\frac{2}{5}\vec{a}+\vec{b}[/tex]
I hope this helps you
:)
The second angle of a triangle is 100 more than the first angle. The third angle is two times the first. Find
the three angles.
First angle:
Second angle:
Third angle
Answer:
Step-by-step explanation:
factorize x²+4xy-3+4y²
please explain it too
Answer:
[tex]\huge\boxed{\bf\:(x + 2y)^{2} - 3}[/tex]
Step-by-step explanation:
[tex]x ^ { 2 } +4xy-3+4y ^ { 2 }[/tex]
Rearrange the terms.
[tex]x ^ { 2 } +4xy+4y ^ { 2 } - 3[/tex]
Here, x² + 4xy + 4y is in the form of the algebraic identity ⟶ x² + 2xy + y² = (x + y)². Then, here, x = 1 & y = 2y.
[tex](x + 2y)^{2} - 3[/tex]
Leave 3 as it is as 3 can't be further simplified. So, the final answer is:
[tex]\boxed{\bf\:(x + 2y)^{2} - 3}[/tex]
[tex]\rule{150}{2}[/tex]
Do not understand 3 and 4
Step-by-step explanation:
please mark me as as pleaseWhen two lines intersect, the opposite (X) angles are equal. In the diagram above, the two green angles are equal and the two yellow angles are equal. These X angles are called vertically opposite angles because they are opposite each other at a vertex.
At a different store, a dressmaker spent $16.45 on 2.5 yards of silk and cotton. Write the system of equations that represents this situation. You do not have to solve it, just write the equations.
Answer:
Step-by-step explanation:
The solution of system of equations is x=1.5 and y=2.75. It means, the yards of silk are 1.5 and yards of cotton are 2.75.
A banner is made of 8 equel parts five of the parts are green three of the parts are yellow
Your question is...?
i do not know this answer
Answer:
9,-2
Step-by-step explanation:
sorry if im wrong
Please help me with this last math problem!! No links please!! Will give brainliest if correct!! It's due tonight!! :)
What is the slope of the line that passes through the points (6,-8) and (6,-3)?
Write your answer in simplest form.
Given:-
[tex] \: \: [/tex]
The slope of the line that passes through the points (6, -8) and (6, -3)
[tex] \: \: [/tex]
[tex] \rm \: Let's \: x_1 = 6 , \: y_1= -8 \: and \: \: x_2 = 6 , \: y_2 = -3 [/tex]
[tex] \: \: [/tex]
[tex] = \sf \large \frac{(y_2 - y_1 )}{(x_2 - x_1) } [/tex]
[tex] \: \: [/tex]
[tex] \sf \large \: = \frac{ -3 \: + \:8}{6 \: - \:6} [/tex]
[tex] \: \: [/tex]
[tex] \sf \large = \frac{ - 5}{0} [/tex]
[tex] \: \: [/tex]
[tex] \sf \large = \infty [/tex]
[tex] \: \: [/tex]
Slop is undefined
[tex] \: \: [/tex]
Hope Helps! :)
how to change fraction into percentage
Here is your Answer:-
ConvertFractions to Percents Divide the top of the fraction by the bottom, multiply by 100 and add a "%" sign.
Answer:
To change a fraction to a percentage, you can divide the numerator by the denominator then multiply the result by 100. Alternatively, you can multiply the numerator by 100 first then divide the result by the denominator of the fraction[tex]⭐[/tex]
For a snack, Sameer ate a plum with 32 calories and several strawberries with 4 calories each. If the total number of calories in Sameer’s snack was 56, how many strawberries did he eat?
6 strawberries
8 strawberries
14 strawberries
22 strawberries
Answer:
6 straberries
Step-by-step explanation:
56
-32
=24
24 divided by 4 is six.
hope this helps!
1. Janet is 1. 5 m tall and her brother is 1. 2 times taller. Their father is half their combined height, which is 0. 1 m more than their mother's height.
a) what is the combined height for Janet's mother and father?
b) Is Janet more or less than half of her parent's combined height?
Answer:
1.5+1.2=2.7
2.7÷2=1.35
1.35=dad's height
1.35-0.1=1.25 mothers height
2.6 combined height of mother and father
b) more than half
A point at (-4,10) in the standard (x,y) coordinate
plane is translated right 10 coordinate units and down
4 coordinate units. What are the coordinates of the
point after the translation?
Translation involves changing the position of a point along the standard coordinate plane
The coordinate of the point after translation is (6,6)
How to translate the pointThe point is given as:
(-4,10)
When the point is translated 10 units right, the new coordinate becomes
(-4 + 10,10)
(6,10)
When the point is translated 4 units down, we have:
(6,10 - 4)
(6,6)
Hence, the coordinate of the point after translation is (6,6)
Read more about translation at:
https://brainly.com/question/11468584
I don't know what to choose
Find the equation of the line in standard form that passes through J(7, 2) and is perpendicular to 5x+3y -8 =0
Convert to a mixed number and simplify: 83 over 6
Answer:
[tex]13\frac{5}{6}[/tex]
Step-by-step explanation:
[tex]\frac{60}{6}=10[/tex] (low estimate to make later estimates easier)
[tex]10+\frac{24}{6} =14[/tex] (high estimate, must make lower)
[tex]14*6\neq 83[/tex] (incorrect estimate)
[tex]84-83=1[/tex] (correcting estimate)
[tex]14-\frac{1}{6} =13\frac{5}{6}[/tex] (corrected estimate)
PLEASE HELP ME!!!! THIS IS DUE SOON!
In this module we reviewed finding the GCF of numbers and then finding the GCF of monomials. Below is an example of this work. Which statement best explains the similarities between the two methods?
Group of answer choices
When looking for common factors, we circle terms not in common between factors
When looking for common factors we are looking for the prime factors that are in common and then multiplying the prime factors together to get the GCF.
There are no similarities between finding the GCF of monomials and the GCF of numbers.
When looking for common factors, we use factor trees to determine the common factor and then dividing prime factors to get the GCF.
Answer:
2nd choice
When looking for common factors we are looking for the prime factors that are in common and then multiplying the prime factors together to get the GCF.
Step-by-step explanation:
The picture shows the choice that is being used to find the GCF.
Answer:
2nd choice
When looking for common factors we are looking for the prime factors that are in common and then multiplying the prime factors together to get the GCF.