Sketch a cylinder with radius 8 feet and height 3 feet, then find the volume.

Answer:

C. (4, 3)

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

Point (3, 1)

Point (5, 5)

Step 2: Find Midpoint

Simply plug in your coordinates into the midpoint formula to find midpoint

Answer:

we don't know the exact value of "a number" so we can assign it the letter value x

so we know that x-8 is less than or equal to 17

you would solve this the same way you would solve any other equation so

x is less than or equal to 25

Answer:

A E F

Step-by-step explanation:

I just did it on a calculator and saw if was a recurring

Answer:

0.6b - 3c

Step-by-step explanation:

Multiply 0.2 and 3b

0.2 x 3b = 0.6b

Then multiply 0.2 and 15c

0.2 x 15c = 3c

We can't add these, 3c and 6b because they have different letters.

different letter vs. different letter =

don't add

different letter vs. normal number like 5 =

dont add

same letter vs. same letter =

add

normal number vs. normal number =

add

This all goes the same for dividing, subtracting, and multiplying

I hope this helped! :)

Answer:

distubitive property

Step-by-step explanation:

0.6b - 3c

Answer:

1/3(x-10)=-4

We move all terms to the left:

1/3(x-10)-(-4)=0

Domain of the equation: 3(x-10)!=0

We add all the numbers together, and all the variables

1/3(x-10)+4=0

We multiply all the terms by the denominator

4*3(x-10)+1=0

Wy multiply elements

12x(x+1=0

Step-by-step explanation:

Answer:

1. x = 15

2. y = 2/3x - 1

Step-by-step explanation:

Answer:

the first one (:

Step-by-step explanation:

Answer:

73.48

Step-by-step explanation:

I did it WITH THE POWER OF THE INTERNET

Answer:

the answer is b

Step-by-step explanation:

The possible inequality for x is 4 < x < 20.

The correct option is (B).

Inequality, A declaration of an order relationship between two numbers or algebraic expressions, such as greater than, greater than or equal to, less than, or less than or equal to. Either questions or theorems can be used to express inequality problems, and both can be solved using methods similar to those used to solve equations. The triangle inequality, for instance, stipulates that the length of the remaining side of a triangle is more than or equal to the sum of the lengths of any two of its sides.

We are given that,

A triangle has sides measuring 8 inches and 12 inches. If x represents the length in inches of the third side

8+12=20

so it has to be less than 20, and 12-8=4,

So it has to be more than 4,

So the only answer that makes sense is

4<x<20.

Therefore, option B is correct.

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Answer:pretty sure 1 is 23 and 2 is 211200

Step-by-step explanation:

1. 92/4 is 23

2. Just used a calculator on

Answer:

9% 9. -9/1 9/1

Step-by-step explanation:

Answer:

1/12

Step-by-step explanation:

I got this question on one of my quizzes

WHC 1    WWBHC 1   Explanation: there are 12 samples and they asked us to                  

WHS 2    WWBHS 2  pick 1 so it would be 1/12

             (whole wheat bread, ham, swiss)

WHA 3    WWBHA 3

WTC 4     WWBTC 4

WTS 5      WWBTS 5

WTA 6      WWBTA 6  

Answer:

Answer: x=5

Step-by-step explanation:

-3x + 16 = 1

-16. -16

-3x = 15

÷-3. ÷-3

x = 5

Answer:

You have to first find a ratio. Then, draw a double number line representing the ratio. Finally, you must write a sentence describing the situation. Also use the word per in the sentence.

HOPE THIS HELPED AND SO SORRY IF IT DOESN'T

Answer:

1: -16/0 or undefined

2: 0

Step-by-step explanation:

Answer:

17

≈ 0.31

Step-by-step explanation:

Do the rise over run tactic for both of these points :

[tex]\frac{Y2 - Y1}{X2 - X1}[/tex]

Substitute : (8,7) and (8, -9)

[tex]\frac{(-9 ) -8}{7-8}[/tex]

[tex]\frac{-17}{-1}[/tex]

[tex]17[/tex]

Substitute : (-5, 8) and (4, 8)

[tex]\frac{8- 4}{8- (-5)}[/tex]

[tex]\frac{4}{13}[/tex]

≈ [tex]0.31[/tex]

Answer:

15

Step-by-step explanation:

Answer:

15

Explanation:

If p=5 then 3p=3(5)

3*5=15

Have a beautiful day!

Answer: 55.

Step-by-step explanation:R = 55. You put all the angles equal to 180 and then get the variable by itself.

Answer:

Yes, that is true.

Step-by-step explanation:

The bounded regions of the two inequalities do not overlap, so there is no solution set. However, the existence of parallel lines does not necessarily indicate that there is no solution, it just means that there is the possibility of no solutions.

Answer:4   : 3

Step-by-step explanation:

32:48

8 : 6

4 : 3

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Answer:

5% ????

Step-by-step explanation:

Not sure?

I think its 5%

Answer:

hundredths place

Step-by-step explanation:

because after the decimal it starts in tenth place and you want enough room to make it -0.17

Answer:

Step-by-step explanation:

b b

Answer:

d=√((x_2-x_1)²+(y_2-y_1)²)

d=√((2-(-4))²+(1-(-3))²)

d=√(6²+4²)

d=√36+16

d=√52

d=7.21110255...

d=7.2

Step-by-step explanation:

d=7.2

The distance between the points on the coordinate plane is 7.2 units.

Coordinate geometry is the study of geometry using the coordinate points.  It provides a link between geometry and algebra through line graphs and curves.

For the given situation,

The points are (x1, y1) be (–4, –3) and (x2, y2) be (2, 1)

The formula for the distance between points,

[tex]d=\sqrt{(x2-x1)^{2}+(y2-y1)^{2} }[/tex]

On substituting the above points,

⇒ [tex]d=\sqrt{(2-(-4))^{2}+(1-(-3))^{2} }[/tex]

⇒ [tex]d=\sqrt{6^{2}+4^{2} }[/tex]

⇒ [tex]d=\sqrt{52}[/tex]

⇒ [tex]d=7.211[/tex] ≈ [tex]7.2[/tex]

Hence we can conclude that the distance between the points on the coordinate plane is 7.2 units.

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Answer:

Grapes

Step-by-step explanation:

The rate of change for the grapes was -12 grapes per minute.

To calculate the rate of change for the carrots, use the slope formula [tex]m = \frac{y_{1}-y_{2} }{x_{1}-x_{2} }[/tex]. In this case, m is the rate of change, time is x, and the carrots remaining is y.

[tex]m = \frac{118-136}{8-6} = \frac{-18}{2} = -9[/tex]

The decrease in grapes was much greater than the decrease in carrots, so therfore the students ate the grapes at a faster rate.

If the table shows the number of carrots remaining after different amounts of time. The students eat grapes at a faster rate.

It is defined as the change in values of a dependent variable with respect to the independent variables.

It is given that, the students in the After-School Club ate 12 grapes per minute. After 9 minutes, there were 32 grapes remaining.

Grapes were changing at a pace of -12 grapes per minute. Use the slope formula to get the rate of change for the carrots.

m=118-136/8-6

m=-18/2

m=-9

The students consumed the grapes more quickly because the decline in grapes was significantly larger than the decline in carrots.

Thus, the table shows the number of carrots remaining after different amounts of time. The students eat grapes at a faster rate.

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Answer:

7 units. I hope I was able to help kiddo :)

Answer: 6250

Step-by-step explanation: 5 to the 5th power is 3125. Times that by 2 and you get 6250.