Find the area of the following shapes/polygons

Step-by-step explanation:

[tex]4 {x}^{2} \sqrt{ {5x}^{4} } \times 3 \sqrt{5 {x}^{8} } [/tex]

[tex]4 {x}^{2} \times \sqrt{5} \times {x}^{2} \times 3 \sqrt{5} \times x ^{4} [/tex]

[tex]4 {x}^{2} \times {x}^{2} \times {x}^{4} \times \sqrt{5} \times 3 \sqrt{5} [/tex]

= 4x⁸ × 5 × 3

= 60x⁸

Answer:

8.75

Step-by-step explanation:

Answer:

9.5 I think

STEPS-

9+4+11+14=38

38/4=9.5

Answer:

1.100+1.700+1=100+5.300+2..500

Answer:

$4.98

Step-by-step explanation:

50*16%=8 (pennies), 50*40%=20 (dimes)

8+5=13 (nickels), 50-(8+20+13)=9 (quarters)

So the money in total is 8*0.01+20*0.1+13*0.05+9*0.25=$4.98

ANSWER: $4.98

Steps for pennies:

1.) 50 * .16 = 8

8 pennies out of 50 coins

2.) 1 cent * 8 = 8 cents

Steps for dimes:

1.) 50 * .40 = 20

20 dimes out of 50 coins

2.) 10 cents * 20 = 200 cents = $2

Steps for nickels:

1.) 8 + 5 = 13

13 nickels out of 50 coins

2.) 5 cents * 13 = 65 cents

Steps for quarters:

1. 8 + 20 + 13 = 41

2. 50 - 41 = 9

3. 9 * .25 = $2.25

FINAL STEP:

8 cents + $2 + 65 cents + $2.25 = $4.98

ANSWER: the bag contained $4.98

*to change a percentage into a decimal move the decimal point 2 places to the left. Ex.) 50% > 50. > .50

50% = .50

Answer:

Step-by-step explanation:

3/4 left and 1/7 of that eaten:

Answer:

9/14

Step-by-step explanation:

tell me in I'm wrong

Answer:

7. A

8. C

Step-by-step explanation:

7. 2(-2)^2 - 3(-2) + 4 = 18 (A.)

8. 2(3a)^2 - 3(3a) + 4 = C

Given:

Consider the given expression is

[tex]\log_59+\log_521-\log_57[/tex]

To find:

The simplified form of the given expression.

Solution:

We have,

[tex]\log_59+\log_521-\log_57[/tex]

It can be written as

[tex]=\log_5(9\times 21)-\log_57[/tex]       [tex][\because \log_ax+\log_ay=log_a(xy)][/tex]

[tex]=\log_5\dfrac{9\times 21}{7}[/tex]       [tex][\because \log_ax-\log_ay=log_a\dfrac{x}{y}][/tex]

[tex]=\log_5(9\times 3)[/tex]

[tex]=\log_527[/tex]

Therefore, the simplified form of the given expression is [tex]\log_527[/tex].

Answer:

Hope this helps

Step-by-step explanation:

Std Error Mean – Standard Error Mean is the estimated standard deviation of the sample mean. This value is estimated as the standard deviation of one sample divided by the square root of sample size: 9.47859/sqrt(200) = . 67024, 10.25294/sqrt(200) = . 72499.

Given:

The probability of landing A is 0.70.

The probability of landing B is 0.60.

The probability of landing both is 0.50.

To find:

The probability of landing A given it lands B.

Solution:

We have,

[tex]P(A) = 0.70[/tex]

[tex]P(B) = 0.60[/tex]

[tex]P(A\cap B) = 0.50[/tex]

The probability of landing A given it lands B is

[tex]P\left(\dfrac{A}{B}\right)=\dfrac{P(A\cap B)}{P(B)}[/tex]

[tex]P\left(\dfrac{A}{B}\right)=\dfrac{0.50}{0.60}[/tex]

[tex]P\left(\dfrac{A}{B}\right)=\dfrac{5}{6}[/tex]

[tex]P\left(\dfrac{A}{B}\right)=0.8333...[/tex]

[tex]P\left(\dfrac{A}{B}\right)\approx 0.83[/tex]

Therefore, the probability of landing A given it lands B is about 0.83.

Answer:

u(12-v)

Step-by-step explanation:

12u and -uv both have a factor of u in common, so we can pull it out to give us the factored expression u(12-v).

Note on factoring:

Remember, it's just using the distributive property in reverse! We can get our original expression back by distributing the u to the 12 and the -v.

Answer:

Step-by-step explanation:

This means the area of each hexagon inside out starting from the one with unit area is 4/3 of the previous one.

The original hexagon has the area of:

Answer:

(4/3)^98units.

Step-by-step explanation:

By hexagonal property in which cut off the triangles obtained be the joining of m.p of adjacent sides which left 3/4 of total area.

Answer:

D. 13.02

Step-by-step explanation:

Apply trigonometric function to find the height (h) of the wall.

Reference angle = 40°

Hypotenuse = 17 ft

Adjacent = h (height of the wall)

Apply CAH:

Cos 40 = Adj/Hyp

Cos 40 = h/17

17*Cos 40 = h

13.0227555 = h

h ≈ 13.02 ft

Answer:

(20×20)+(2×20×30)

400+1200

1600inches^2

Answer:

1600 in^2

Step-by-step explanation:

We only have to add the areas of one square in the centre and 4 surrounding triangles.

area of the square=20×20=400 in^2

area of one triangle=1/2×20×30=300 in^2

area of four triangles=4×300=1200 in^2

So, total surface area of the square pyramid=400+1200=1600 in^2

*The units given should be in^2.

Answer:

14

Step-by-step explanation:

Add all values in "Times spun".

9 + 11 + 7 + 9 + 7 + 7

= 50

The spinner was spun a total of 50 times in the table.

We are looking for information if the spinner is spun 100 times, which is double of 50.

To predict information for spinning 100 times, double the data given in the table.

# of times "5" was spun for 50 spins (in table): 7

Double 7:

7 * 2 = 14

# of times "5" will likely be spun for 100 spins: 14

Or, solve using proportions:

The proportions are given in: (times "5" was spun)/(total spins)

[tex]\frac{7}{50} = \frac{?}{100}[/tex]

Since you double 50 to make 100, double 7 to solve for "?"

[tex]\frac{7}{50} = \frac{14}{100}[/tex]

∴ if you spin the spinner 100 times, you will spin "5" 14 times.

Answer:

14

Step-by-step explanation:

7 * 2 = 14

Trabajar con el infinito es un asunto complicado. Las paradojas de Zenón alertaron por primera vez a los filósofos occidentales sobre esto en 450 a. C. cuando argumentó que un corredor rápido como Aquiles tiene un número infinito de lugares para alcanzar durante la persecución de un corredor más lento. Desde entonces, ha habido una lucha por entender cómo usar la noción de infinito de una manera coherente. Este artículo se refiere al importante y controvertido papel que juegan los conceptos de infinito y el infinito en las disciplinas de la filosofía, las ciencias físicas y las matemáticas.

Los filósofos quieren saber si hay más de un concepto coherente de infinito; qué entidades y propiedades son infinitamente grandes, infinitamente pequeñas, infinitamente divisibles e infinitamente numerosas; y qué argumentos pueden justificar las respuestas de una forma u otra.

Aquí hay algunos ejemplos de estas cuatro formas diferentes de ser infinito. La densidad de la materia en el centro de un agujero negro es infinitamente grande. Un electrón es infinitamente pequeño. Una hora es infinitamente divisible. Los números enteros son infinitamente numerosos. Estas cuatro afirmaciones están ordenadas de mayor a menor controversia, aunque las cuatro han sido cuestionadas en la literatura filosófica.

Este artículo también explora una variedad de otras preguntas sobre el infinito. ¿Es el infinito algo indefinido e incompleto, o es completo y definido? ¿Qué quiso decir Tomás de Aquino cuando dijo que Dios es infinitamente poderoso? ¿Estaba en lo cierto Gauss, que fue uno de los más grandes matemáticos de todos los tiempos, cuando hizo la controvertida observación de que las teorías científicas involucran infinitos simplemente como idealizaciones y simplemente para facilitar la aplicación de esas teorías, cuando en realidad todas las entidades físicamente reales son ¿finito? ¿Cómo cambió la invención de la teoría de conjuntos el significado del término "infinito"? ¿Qué quiso decir Cantor cuando dijo que algunos infinitos son más pequeños que otros? Quine dijo que los primeros tres tamaños de los infinitos de Cantor son los únicos en los que tenemos motivos para creer. Los platónicos matemáticos no están de acuerdo con Quine. ¿Quién tiene razón? Veremos que existen profundas conexiones entre todas estas cuestiones.

Answer:

9 remainder2

Step-by-step explanation:

Answer:

29 divided by 3 is equal to 9, with the remainder 2.

Step-by-step explanation:

 29 : 3 = 9

- 27

   (2)

Answer:

[tex]y = -8x + 3[/tex]

Step-by-step explanation:

Equation of a line:

The equation of a line has the following format:

[tex]y = mx + b[/tex]

In which m is the slope and b is the y-intercept.

Perpendicular lines:

When two lines are perpendicular, the multiplication of their slopes is -1.

Perpendicular to y=1/8x+2

This line has slope [tex]\frac{1}{8}[/tex]

So, for the line we want to find the equation, we have that:

[tex]\frac{m}{8} = -1[/tex]

[tex]m = -8[/tex]

So

[tex]y = -8x + b[/tex]

Find the equation of the line through point (1,−5)

This means that when [tex]x = 1, y = -5[/tex]. We use this to find b. So:

[tex]y = -8x + b[/tex]

[tex]-5 = -8 + b[/tex]

[tex]b = 3[/tex]

The equation of the line is:

[tex]y = -8x + 3[/tex]

Answer:

In each family functions, the parent function is the most basic function in the family.

In each family of functions, the parent function is the most basic function

A linear function is represented as:

y = mx + b

A quadratic function is represented as:

y = ax^2 + bx + c

The above and others of similar formats are the most basic of their families, and they are referred to as the parent function

Read more about parent function at:

https://brainly.com/question/17079244

#SPJ6

Answer:

1504

Step-by-step explanation:

3472-1968=1504

CHECK

1968+1504=3472

Answer:

Sofia will be 19 years old

Step-by-step explanation:

First:

What know that David is 30 right now.

David=30

We also know that David is 7 years older than Mark, meaning that David-7=Mark

30-7=23        -Mark

And last we know that Mark is 4 years older than Sofia So we would do 23-4 to get Sofia age,

23-4=19        -Sofia

So in conclusion...

SOFIA: 19  

MARK: 23

DAVID: 30

Answer:

a

Step-by-step explanation:

Answer:a and b

Step-by-step explanation:

Answer:

256

Step-by-step explanation:

Answer:

16 is the answer because 64/4 is 16 so 16*4 is 64 meaning that there are 16 books on each shelf

Step-by-step explanation:

hope this helped

Answer:B

Step-by-step explanation:

Answer:

its B

Step-by-step explanation:

Answer:

The exponent of the variable of this equation is 2.

And here's the solution to the equation:

[tex]x^{2} +8=5[/tex]

[tex]x^{2} = 5 - 8[/tex]

[tex]x^{2} = -3[/tex]

[tex]x[/tex] ∉ R

Answer:

I only see a black screen.