Help please !!! don't answer if you don't know!!!!

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

A=LW

L=A/W, given A=15 and W=3.75

L=15/3.75

L=4cm

Answer:

3.7

Step-by-step explanation:

Answer:49.5

Step-by-step explanation:

Since all sides of a square are equal, multiply 6 x 6. Then multiply 6 times 4 1/2 then divided by 2. Now add everything together. Hopefully this helps :)

Step-by-step explanation:

Cancel 15/24 by 3 you'll get your solution.

hope it helps

Answer:

6mile + hour + 3.5 hours + miles

Step-by-step explanation:

add the expressions

Answer:

x=3

Step-by-step explanation:

When you substitute x = 3 to both equations, you get y = -4 for both so that is a solution

Answer:

2.9 feet

Step-by-step explanation:

Answer:

1/9

Step-by-step explanation:

prime #'s between 1 and 45:

2,3,5,7,11,13,17,19,23,27,29,31,37,41,43

P(prime,prime) = 15/45 × 15/45 or 1/3 × 1/3

I think its 9.7980........

Answer:

age is 35

Step-by-step explanation:

5a - 20 + (-3a) = 50

2a - 20 = 50

2a = 70

a = 35

Answer:

Sometimes

Step-by-step explanation:

Example 1:

Take two numbers as [tex]7,8[/tex]

LCM of [tex]7,8=7(8)=56[/tex]

In this case, the lcm of two numbers is equal to the product of the two numbers.

Example 2:

Take two numbers as [tex]6,3[/tex]

[tex]6=3(2)[/tex]

So,

LCM of [tex]6,3=3(2)=6[/tex]

In this case, the lcm of two numbers is not equal to the product of the two numbers.

Therefore,

Sometimes, the lcm of two numbers is equal to the product of the two numbers.

Im not for sure.. but I think it would be something like 3,9

Answer:

We rearrange the first equation into y = 8x - 42 and we substitute it in to get

-4x - 6 = 8x - 42 so 12x = 36 so

x = 3 and y = -18

hope this helps and brainliest please

Answer:

0.30854

Step-by-step explanation:

Given :

Sample size, n = 602

p = 10% = 0.1

q = 1 - p = 1 - 0.1 = 0.9

Using binomial approximation :

Mean, m = n * p = 602 * 0.1 = 60.2

Standard deviation, s = sqrt(npq) = sqrt(602*0.1*0.9) = 7.36

P(x < x - 0.5) = (x - m) / s

x = 57

P(x < 56.5) = (56.5 - 60.2) / 7.36

Z = - 3.7 / 7.36

Z = - 0.5027 = - 0.50

P(Z < - 0.50) = 0.30854 (Z probability calculator)

Answer:

  30√3 m ≈ 52 m

Step-by-step explanation:

The side ratios in a 30°-60°-90° triangle are 1 : √3 : 2. The long leg of the triangle is √3 times 30 m, or about 51.96 m.

The distance between the tree and the tower is about 30√3 m ≈ 52 m.

__

If you haven't memorized the ratios of this special triangle, you can use the relation ...

  Tan = Opposite/Adjacent

  tan(30°) = 30/d

  d = 30/tan(30°) = 30√3 = 51.96 . . . . same as above

Answer:

Ye cs they're both cong.

Step-by-step explanation:

Answer:

Which figures

Step-by-step explanation:

Answer:

3^(2x+1)

Step-by-step explanation: srry if am wrong and am probally wrong.

Answer:

c. and D.

Step-by-step explanation:

Answer:

To receive 1 foot of snow it will take about 18 hours.

Step-by-step explanation:

Given that a city receives 2 inches of snowfall every 3 hours, to write and graph a function that describes the relationship and determine how long does it take to receive 1 foot of snow, the following calculation must be performed:

1 foot = 12 inches

(12/2) x 3 = X

6 x 3 = X

18 = X

Thus, to receive 1 foot of snow it will take about 18 hours.

Answer:

1/32

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

use the formula of slopes

[tex] = \frac{y2 - y1}{x2 - x1} \\ = \frac{32 - 8}{1 - ( - 3)} \\ = \frac{24}{4} \\ = 6[/tex]

Answer:

[tex]\frac{31 }{11 }[/tex]

Step-by-step explanation:

The formula to solve this is: [tex]\frac{y_{2} -y_{1} }{x_{2} -x_{1} }[/tex]. In this case, the expression would be: [tex]\frac{32 -1 }{8 -(-3) }[/tex] or [tex]\frac{32 -1 }{8 +3 }[/tex]. This is also [tex]\frac{31 }{11 }[/tex].

Hope it helps and is correct!

Answer:

Students review how to determine the surface area and volume of a rectangular prism, that all dimensions are equal in cubes so the volume of cubes are the length of any side raised to the third power, or cubed. This prepares them for two associated activities. First, students find the volumes and surface areas of rectangular boxes such as cereal boxes and then figure out how to convert their boxes into a new, cubical boxes having the same volume as the original. As they construct the new, cube-shaped boxes from the original box material, students discover that the cubical box has less surface area than the original, and thus, a cube is a more efficient way to package items. Students consider why consumer goods are generally not packaged in cube-shaped boxes, even though this would require fewer materials and ultimately, less waste. Then, to display their findings, each student designs and constructs a mobile that contains a duplicate of his or her original box, the new cube-shaped box of the same volume, the scraps that are left over from the original box, and pertinent calculations of the volumes and surface areas involved.

Step-by-step explanation: