Answer:
650
Step-by-step explanation:
475+375-65-135=650
Look at this cone:
,,
We know
[tex]\boxed{\sf \star TSA_{(Cone)}=\pi r(r+\ell)}[/tex]
[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=2
\dfrac{22}{7}\times 2(2+3)[/tex]
[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=\dfrac{44}{7}(5)[/tex]
[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=\dfrac{220}{7}[/tex]
[tex]\\ \sf\longmapsto TSA_{(Old\:Cone)}=31.4ft^2[/tex]
Now
New slant height =2(3)=6cmNew radius=2(2)=4cm[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=\dfrac{22}{7}\times 4(4+6)[/tex]
[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=\dfrac{88}{7}(10)[/tex]
[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=\dfrac{880}{7}[/tex]
[tex]\\ \sf\longmapsto TSA_{(New\:Cone)}=125.7cm^2[/tex]
So
[tex]\\ \sf\longmapsto \dfrac{TSA_{(New\:Cone)}}{TSA_{(Old\:Cone)}}=\dfrac{125.7}{31.4}[/tex]
[tex]\\ \sf\longmapsto \dfrac{TSA_{(New\:Cone)}}{TSA_{(Old\:Cone)}}=\dfrac{4}{1}[/tex]
[tex]\\ \sf\longmapsto\underline{\boxed{\bf{ {TSA_{(New\:Cone)}}:{TSA_{(Old\:Cone)}}=4:1}}}[/tex]
6y−3=57 what does y equal
Answer:
y = 10
Step-by-step explanation:
6y−3=57
6y = 60
y = 10
ASAP!!!!!!!!! PLEASE help me with this question! This is really urgent! No nonsense answers please.
==========================================================
Explanation:
Let point A be the center of the circle.
Arc DCF is 316 degrees. Arc FG is 20 degrees. Subtracting the arc measures gives 316-20 = 296 which is the measure of arc DCG, and by extension, it is the measure of reflex angle DAG. The acute angle DAG is 360-296 = 64 degrees
Triangle DAG is isosceles with AD = AG, so the base angles are ADG and AGD. Let's call each of these angles x for now. The sum of the three angles add to 180
x+x+64 = 180
2x+64 = 180
2x = 180-64
2x = 116
x = 116/2
x = 58
Therefore angle ADG is 58 degrees. It adds to angle ADB = 90 to get 90+58 = 148, which is the measure of angle BDG.
Note: angle ADB is 90 because tangent BD forms a right angle with the radius AD.
Another note: angle ADG is half that of the arc it cuts off, so in a sense it's similar to an inscribed angle
Are the ratios 1:2 and 13:18 equivalent?
Answer:
No.
Step-by-step explanation:
If I multiplied 2 by 9 to get 18, I would have to do the same to the 1. This would make the ratio 9:18, not 13:18.
Therefore, these two ratios are not equivalent.
Answer:
123456789101112131415161718192021222324252627282930
Identify a transformation of the function f(x) = x by observing the equation of
the function g(x) = VX+3.
Answer:
1st option
Step-by-step explanation:
Given f(x) then f(x + a) is a horizontal translation of f(x)
• If a > 0 then a shift left of a units
• If a < 0 then a shift right of a units
Here g(x) = [tex]\sqrt{x+3}[/tex]
The base graph f(x) has been shifted left 3 units
(y 2 - 3)(y 4 - 6y 2 + 9)
Find the product.
Answer:
y^6 - 9y^4 + 27y² - 27
Step-by-step explanation:
(y² - 3) (y^4 - 6y² + 9)
y^6 - 6y^4 + 9y² - 3y^4 + 18y² - 27
y^6 - 9y^4 + 27y² - 27
Pls answer all questions
5:-c
The 3multiples are 25,50,75
6:-c
[tex]\\ \sf\longmapsto 6\:of\:2+9-5[/tex]
[tex]\\ \sf\longmapsto 6(11-5)[/tex]
[tex]\\ \sf\longmapsto 6(6)[/tex]
[tex]\\ \sf\longmapsto 36[/tex]
7:-a
12,17
8:-c
22=2×1188=2×2×2×11HCF=2×2×11=44
9:-c
LCM of 9 and 5 is 45 hence its true
10:-c
HCF of two consecutive numbers is 1
Can some one help me answer this
7. √9
√9 is a rational number because √9 = 3 = 3/1.
8. No, there is no integer between -6 and -7.
9. π
π is an irrational number
Please help me. if I don’t complete my course I’m getting sent back to my parents house, and I need to complete this course
This is similar polygons, and the lessons I get don’t help
after allowing 5 percent discount on the marked price of a radio 10 percent vat is charged on it , then its price became rs 1672 .how much amount was given in the discount
Answer:
Marked price= RS 1600
Discount= RS 80
Step-by-step explanation:
Let
x= the marked price
Discount= 5%
Discount = 5% of x
=0.05x
Cost after discount = x-0.05x
= 0.95x
Vat=10%
=0.1
Cost of the radio including vat=0.95x + 0.1(0.95x)
=0.95x + 0.095x
=1.045x
Price became rs 1672
Therefore,
1.045x=1672
Divide both sides by 1.045
x= RS 1600
Discount=5% of 1600
=0.05 * 1600
=rs 80
225125 in base 6 divided by 101 in base 6
225125₆/101₆ = 2225₆
One way to arrive at this is to convert both given numbers to base 10, compute the quotient in base 10, then convert back to base 6.
101₆ = 1×6² + 0×6¹ + 1×6⁰ = 37
225125₆ = 2×6⁵ + 2×6⁴ + 5×6³ + 1×6² + 2×6¹ + 5×6⁰ = 19,277
So we have
225125₆/101₆ = 19,277/37 = 521
Next,
521 = 2×216 + 89 = 2×6³ + 89
89 = 2×36 + 17 = 2×6² + 17
17 = 2×12 + 5 = 2×6¹ + 5×6⁰
and so
521 = 2×6³ + 2×6² + 2×6¹ + 5×6⁰ = 2225₆
Or you can use the long division algorithm. Division in base 6 is the same as in base 10, except numerals range from 0 to 5 instead of 0 to 9. See if you can follow this diagram (replaced with an attachment)
Don’t know. Someone help a person!Ty
Answer:
3rd option
Step-by-step explanation:
8x³ - 27y³ ← is a difference of cubes and factors in general as
a³ - b³ = (a - b)(a² + ab + b²)
8x³ - 27y³
= (2x)³ - (3y)³
= (2x - 3y)((2x)² + 2x(3y) + (3y)²) , that is
= (2x - 3y)(4x² + 6xy + 9y²)
there are 3468 apples in a basket how many children can share them equally
Answer:
3468 children.
Step-by-step explanation:
One apple per person.
how many are 5 raised to 3 ???
Answer:
[tex]\boxed{125}[/tex]
Step-by-step explanation:
Hey there!
Well 5 raised to the 3 can be written as,
[tex]5^3[/tex]
This is 5*5*5
= 125
Hope this helps :)
2x + 5 = 22.
how can I write it in a scenario?
Answer:
Alexis sold 22 lemon cups, 5 of the cups she sold were large and the rest were small, how many small cups did she sell?
The length of a rectangle is three times its breadth if the breadth is decreased by 2 m and breadth increased by 4 m the area of the rectangle is decreased by 1/3
a) form a quadratic equation
Answer:
Let the breadth is x, then the length is 3x.
The area is:
A = lw = 3x*x = 3x²The breadth is decreased by 2 m:
w = x - 2The length is increased by 4m:
l = 3x + 4The area is now:
(x - 2)(3x + 4) = 3x² - 1/3(3x²)3x² + 4x - 6x - 8 = 2x²x² - 2x - 8 = 0x² - 2x + 1 = 9(x - 1)² = 3²x - 1 = 3x = 4The breadth was 4 m and the length 12 m
Consider the equation:
x ^2 −4x+4=2x
1) Rewrite the equation by completing the square.
Your equation should look like (x+a)^2=b or (x-c)^2 =d
Answer:
(x-3)^2 = 5
x = 3 ±sqrt(5)
Step-by-step explanation:
x ^2 −4x+4=2x
Subtract 2x from each side
x ^2 −4x-2x+4=2x-2x
x^2 -6x +4 = 0
Subtract 4 from each side
x^2 -6x+4-4 =0-4
x^2 -6x = -4
Take -6
Divide by 2
-6/2 = -3
Square it
(-3)^2 = 9
Add to each side
x^2 -6x+9 = -4+9
(x-3)^2 = 5
Take the square root
sqrt((x-3)^2) = ±sqrt(5)
x-3 = ±sqrt(5)
Add 3 to each side
x = 3 ±sqrt(5)
Answer:
lusing completing square metjod
x
Step-by-step explanation:
x^2_6x+(_3)^2=_4+9
(x_3)^2=5
x_3=
[tex] \sqrt{5} [/tex]
[tex]x = 3 + or - \sqrt{5} [/tex]
ESSENTIAL QUESTION How do graphs
and equations reveal information about a
relationship between two quantities?
Answer:
When you plot the graph, you may see a line or a curve. This presents the trend of the relationship of the two quantities when the independent variable changes.
Graphs visually depict patterns and trends, while equations provide precise mathematical descriptions, both revealing valuable information about the relationship between two quantities.
Graphs visually represent data and patterns, allowing us to identify the nature of the relationship between two quantities. The slope and intercepts of a graph provide information about the rate of change and the values when one quantity is zero.
Equations, on the other hand, offer precise mathematical descriptions of the relationship. The form of the equation reveals the nature of the relationship, while coefficients and constants provide specific information. Solving equations yields solutions that satisfy the relationship.
Both graphs and equations work together to provide a comprehensive understanding of the relationship between two quantities, with graphs offering visual insights and equations providing precise mathematical information.
Learn more about equations here;
https://brainly.com/question/4803354
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Use the figure below to find the measure of angle x.
Answer:
70 degrees
Step-by-step explanation: this is an equilateral triangle. All of its angles are the same.
04 Name the
Name the property
1(-15) X (-56)
1) (-72) X 26 26 X4-72)
m) 3% (-40) X 32 X 11-463) X32
(-15) X 105 (-15) X (100$;]-1-15) %100 f15XSI
Answer:
integers integers OK ok ok ok ok ok okTrevor thought there would only be 8 teams in the soccer tournament, but there were 17. What was his percent error?
Answer:
Around 52.94%
Step-by-step explanation:
We can use the percentage error formula, which is
[tex]\frac{|approx-exact|}{exact}\cdot100[/tex].
The approximated value was 8, however the exact value was 17, so we can substitute inside the equation.
[tex]\frac{|8-17|}{17}\cdot100 \\\\\frac{|-9|}{17}\cdot100 \\\\\frac{9}{17}\cdot100 \\\\0.5294...\cdot100 \\\\52.94[/tex]
Hope this helped!
Dimitri and Jillian were trying to solve the equation:(x+1)(x+3)=12(x+1)(x+3)=12(x+1)(x+3)=12left parenthesis, x, plus, 1, right parenthesis, left parenthesis, x, plus, 3, right parenthesis, equals, 12Dimitri said, "The left-hand side is factored, so I'll use the zero product property."Jillian said, "I'll multiply (x+1)(x+3)(x+1)(x+3)(x+1)(x+3)left parenthesis, x, plus, 1, right parenthesis, left parenthesis, x, plus, 3, right parenthesis and rewrite the equation as x2+4x+3=12x^2+4x+3=12x2+4x+3=12x, squared, plus, 4, x, plus, 3, equals, 12. Then I'll solve using the quadratic formula with a=1a=1a=1a, equals, 1, b=4b=4b=4b, equals, 4, and c=3c=3c=3c, equals, 3.Whose solution strategy would work?Choose 1 answer:Choose 1 answer:(Choice A)AOnly Dimitri's(Choice B)BOnly Jillian's(Choice C)CBoth(Choice D)DNeither
Answer:
D. NeitherStep-by-step explanation:
The equation that Dimitri and Jillian were trying to solve is expressed as
(x+1)(x+3) = 12. They are both solving this equation to get the value of x.
Based on the their suggestion, Jillian strategy would have been the best and the only one that will work for us in solving the equation but he didn't take cognizance of 12 when using the formula in his second step hence None of them are correct. The following steps should have been taken;
Step 1: Multiply out the expression (x+1)(x+3)
= (x+1)(x+3)
= x(x)+ 3x+x+1(3)
= x² + 3x + x + 3
= x² + 4x + 3
He got x² + 4x + 3 on expansion
Step 2: He should have rewrote the equation as shown;
x² + 4x + 3 = 12
x² + 4x + 3 -12 = 0
x² + 4x -9 = 0
Step 3: He used the quadratic formula to factorize the expression x² + 4x + 3 where a = 1, b = 4 anad c = -9
x = (-b±√b²-4ac)/2a
x = (-4±√(4)²-4(1)(-9))/2(1)
x = -4±√16+36/2
x = (-4±2√13)/2
x = (-4+2√13)/2 or (-4-2√13)/2
x = -2+√13 or -2-√13
Hence Neither of them is correct. Jillian is almost correct but he should have equated the equation to zero by taking 12 into consideration before factorizing.
what is (a x b) x c if a = 2, b = 8, and c = 12? PLEASE HELP!!
Answer:
192
Step-by-step explanation:
(a x b) x c
Let a=2 b=8 c=12
(2 * 8) * 12
16 * 12
192
Answer:
192Step-by-step explanation:
[tex]a = 2\\b = 8\\c = 12\\\\(a \times b) \times c\\\\(2 \times 8) \times 12\\\\(16) \times12\\\\= 192[/tex]
Here is a list of fractions 18/45 14/30 10/25 8/20 16/40 one of these fractions are not equivalent to 2/5 write down this fractions
Answer:
14/30Step-by-step explanation:
How to simplify: • divide both numerator and denominator by their GCF.18/45= 18 ÷ 9 / 45 ÷ 9= 2/514/30= 14 ÷ 2 / 30 ÷ 2= 7/1510/25= 10 ÷ 5 / 25 ÷ 5= 2/58/20= 8 ÷ 4 / 20 ÷ 4= 2/516/40= 16 ÷ 8 / 40 ÷ 8= 2/5[tex]\tt{ \green{P} \orange{s} \red{y} \blue{x} \pink{c} \purple{h} \green{i} e}[/tex]
[tex]\frac{14}{30}[/tex] is not equivalent to [tex]\frac{2}{5}[/tex] in the list of fractions [tex]\frac{18}{45}, \frac{14}{30} , \frac{x}{y} \frac{10}{25}, \frac{8}{20}, \frac{16}{40}[/tex].
Equivalent FractionsEquivalent fractions represent the same value even though they look different.
How to determine the Equivalent fractions?We know we can find an equivalent fraction of a given fraction by or dividing both the numerator and denominator of the given fraction with the same number (maybe LCM or HCF of the numerator or denominator).
[tex]\frac{18}{45}=\frac{18/9}{45/9}=\frac{2}{5}[/tex] (since [tex]9[/tex] is HCF of [tex]18, 45[/tex])
[tex]\frac{14}{30}=\frac{14/2}{30/2}=\frac{7}{15}[/tex] (since [tex]2[/tex] is HCF of [tex]7, 15[/tex])
[tex]\frac{10}{25} =\frac{10/5}{25/5} =\frac{2}{5}[/tex] (since [tex]5[/tex] is HCF of [tex]10, 25[/tex])
[tex]\frac{8}{20} =\frac{8/4}{20/4} =\frac{2}{5}[/tex] (since [tex]4[/tex] is HCF of [tex]8, 20[/tex])
[tex]\frac{16}{40} =\frac{16/8}{40/8} =\frac{2}{5}[/tex] (since [tex]8[/tex] is HCF of [tex]16, 40[/tex])
Thus, [tex]\frac{14}{30}[/tex] is not equivalent to [tex]\frac{2}{5}[/tex].
Learn more about Equivalent fractions here- https://brainly.com/question/17912
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At 11:00 a.m., John started driving along a highway at constant speed of 50 miles per hour. A quarter of an hour later, Jimmy started driving along the same highway in the same direction as John at the constant speed of 65 miles per hour. At what time will Jimmy catch up with John?
Answer:
12:05 pm
Step-by-step explanation:
Let z be the number of hours, from 11:00 am, when Jimmy would catch up with John. The time that Jimmy will have to drive to catch up with John is z - 1/4 as he started a quarter of an hour late. When Jimmy would catch up with John, they would have traveled the same distance. Hence
50 z = 65 (z - 1/4)
Solve for t
50z = 65z - 65/4
z = 65/60 = 1.083 hours = 1 hour and 5 minutes
Jim will catch up with John at
11:00 am + 1 hour 5 minutes = 12:05 pm
Answer From Gauth Math
HELP FAST 100 POINTS - please show how you got it thank you
Which theorem/postulate can be used to prove ∆PQR ≅ ∆STU?
What is the perimeter of ∆PQR?
side angle side (SAS) is the postulate because we can clearly see that two of the sides of the triangles are congruent (9 & 14), as well as the Q and T angle.
the perimeter is 43
6y+5=8y
y= 5/2
9+14+6(5/2)+5= 43
Answer:
Solution given:
In ∆ PQR and ∆ STQ
PQ=ST=9ft given
<Q=<T given
QR=TU = 14ft [given]
S.A.S axiom therom is used to prove
∆PQR ≅ ∆STU
Since ∆PQR ≅ ∆STU
their corresponding side is equal.so
6y+5=8y
5=8y-6y
2y=5
y=5/2
now
perimeter of ∆ PQR=sum of all sides
=9ft +14ft+ 6*5/2+5=43ft
pls help answer, explain it too. I will give brainliest
Pages read by Arnold in 7 minutes = 3 pages
Pages read by Arnold in 1 minutes
= 3/7 pages
= 6/14 pages
Pages read by Brenda in 14 minutes = 8 pages
Pages read by Brenda in 1 minutes = 8/14 pages
(6/14) < (8/14)
So, speed of Arnold < speed of Brenda.
So, Brenda reads faster.
Carolyn was training for cross-country season on an indoor track. During her workout, she ran 24 laps around a track that measured 110 meters. What was the total distance Carolyn ran in kilometers?
Answer:
2.64 km
Step-by-step explanation:
24*110=2640 meters
2640/1000=2.64 km
help please, got a little lost in everything
Answer:
375 mm cubed
Step-by-step explanation:
The volume would stay the same because the same number of the same pennies are being used.
If the question was asking for the surface area, then the answer would be different.
Hope that helped!!! k
Answer: 375 mm cubed
PLEASE HELP ASAP!!!! A survey was taken of students in math classes to find out how many hours per day students spend on social media. The survey results for the first-, second-, and third-period classes are as follows: First period: 2, 4, 3, 1, 0, 2, 1, 3, 1, 4, 9, 2, 4, 3, 0 Second period: 3, 2, 3, 1, 3, 4, 2, 4, 3, 1, 0, 2, 3, 1, 2 Third period: 4, 5, 3, 4, 2, 3, 4, 1, 8, 2, 3, 1, 0, 2, 1, 3 Which is the best measure of center for second period, and why? Mean, because there are no outliers that affect the center Median, because there is one outlier that affects the center Interquartile range, because there is one outlier that affects the center Standard deviation, because there are no outliers that affect the center
Answer:
Answer: D : Median, because there is 1 outlier that affects the center
Step-by-step explanation:
Mean and median terms are use to measure the central tendency in a data set.
Mean is the best measure of center if there is no outlier present in the data otherwise median is the best measure of center if there is outlier present because outliers effects the means value of a data but not the median value.
In the third period, there is an outlier present as 8 that affects the center, then the best measure of center for third period must be Median.