The diagram shows a cube with sides of length 8 meters. A smaller cube with
sides of length 3.5 meters has been out out of the larger cube.
a) Find the volume, in cubic centimeters of the large aube before the
small cube is out out. Write your answer in scientific notation
Find the volume of the solid after the small cube is removed. Write your
answer in scientific notation. Round the coefficient to the nearest tenth

9

Step-by-step explanation:

woody is 5

buzz is 3

mr potato head is 3

rex is 7

alien is 1

Answer:

1

Step-by-step explanation:

x + 2y = 6, multiply by 2 = 2x + 4y = 12

2nd equation:                    2x - 3y = 26

It has one solution

Answer: One solution

Step-by-step explanation:

Convert both equations into slope-intercept form:

x+2y=6

2y=6-x

[tex]y=\frac{6-x}{2}[/tex]

Slope = 6/2 = 3

2x-3y=26

y=2x-26/3

Slope = 2/3

Therefore, he system of equations have one solution because their slopes are not equal.  

The smallest integer greater than 2000 for both the fractions [tex]\frac{17k}{66} \ and \ \frac{13k}{105}[/tex] to be terminating decimals is 2079.

K is greater than 2000.

[tex]k> 2000\\[/tex].

Given fractions are

[tex]\dfrac{17k}{66} \ and \ \dfrac{13k}{105}[/tex].

In order for the decimal equivalents to be terminating, the only factors that can remain in the denominators are 2 and 5.

Here, the given denominators are 66 and 105 respectively.

Now factors of 66 will be 2,3,11.

And the factors of 105 will be 3,5,7.

So, the value of k must be multiples of 3, 7, and 11. The LCM of these numbers will be,

[tex]3\times 7\times 11=231[/tex]

Now the value of K must be greater than 2000, so the multiple of 231 which is greater than 2000 is its [tex]9^{th}[/tex] multiple,

[tex]231\times9=2079[/tex]

Hence 2079 is the smallest integer greater than 2000 for both the fractions [tex]\frac{17k}{66} \ and \ \frac{13k}{105}[/tex] to be terminating decimals.

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Answer:

GCF 4, LCM 80

Step-by-step explanation:

Since both 16 and 20 have two 2s as factor, their greatest common factor is 4.

The LCM is found by multiplying all of the remaining factors by the LCM:

16 still has (2 x 2), 20 still has (5), times the GCF (4)  so 2 x 2 x 5 x 4 = 80.

Answer:

260≤67.5+35x

Step-by-step explanation:

Answer:

He had $210.1 after deductions.

Step-by-step explanation:

Add his regular pay and overtime pay together

$375.50 + $65.50 = $441

Now subtract his net pay from the total that he makes before deductions - with his overtime and regular pay.

$441 - $230.90 = $210.1

Answer:

53

Step-by-step explanation:

248-195 is 53

you should take his weight and then subtract the amount he wants to weigh

Answer:

53 pounds

Step-by-step explanation:

248 minus 195 which gives you 53

He needs to lose 53 pounds.

Hope that helped!

Answer:

4i

Step-by-step explanation:

Distribute the 2, you get 4i.

It's imaginary because it has an i with it

Answer:

-4, real

Step-by-step explanation:

Hi there!

‘i’ is characterized as the sqrt of -1 or, alternatively, i^2= -1

If the problem is asking us to square i, then we know that it is going to equal -1. If we distribute the exponent, we would also square the 2, making it become 4. Now that we have done that, we multiply -1 and 4 to get a final answer of -4. This would be a real number as it is not imaginary.

I hope this can help!

The null hypothesis is the one in which any statement which is the claim of the experiment is chosen to decide the results for .

The alternate hypothesis is the opposite of the null hypothesis.

Type I Error:  Type I Error occurs when H0 is true but it is rejected and Ha is accepted.

Type II Error:  Type II Error occurs when Ha is true but it is rejected and the false null hypothesis H0 is accepted which is wrong decision.

In this case the null hypothesis is

H0: On pulling the rip cord the parachute will open.

Ha: On pulling the rip cord the parachute will not open.

In this experiment the alternate hypothesis Ha :On pulling the rip cord the parachute will not open is accepted then type I error occurs.

In this experiment the null hypothesis H0 :On pulling the rip cord the parachute will not open is accepted then type II error occurs.

In this experiment Type I Error is a more serious error because the true null hypothesis H0: the parachute will open is rejected.

In this experiment Type II Error is a more serious error.

Type I and Type II Errors are independent of the confidence interval.

When the parachute has a backup in case of ripcord malfunctions then the confidence level of the hypothesis can be 100 percent. That is we are 100 percent sure that the parachute will land safely and there will be no accidents.

This is does not guard the type I and type II errors because these are made on the wrong decision.

The null and alternate hypotheses can be understood here

https://brainly.com/question/19132215

https://brainly.com/question/15681523

Type I and II Errors can be understood

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Answer:

Somewhat illegible but looks like the equation should be:

S = u t + 1/2 a t^2

100 = 20 + 1/2 * a * 4    where t = 2

a* 4 = 160

a = 40

If -0.14 is changed to 2, the graph would become a positive graph, or it would be steeper, because it has a positive slope

The equation of the graph is given as:

[tex]y = -0.14x + 3[/tex]

The above equation is a linear equation, which is represented as:

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

Where m represents the slope of the linear equation.

By comparison, we have:

[tex]m = -0.14[/tex]

i.e. the slope of the equation [tex]y = -0.14x + 3[/tex] is -0.14

When -0.14 is replaced with 2, the equation becomes

[tex]y = 2x + 3[/tex]

And the slope of the new equation [tex]y = 2x + 3[/tex] is

[tex]m =2[/tex]

2 is greater than -0.14, and 2 is positive.

This means that the graph would become a positive graph, or it would be steeper, because it has a positive slope

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I got the answer and steps for this math problem,

Answer:

[tex]5 \times - 13 = 2 \times - 9 - 4 + 3 \times \\[/tex]

= 1 5/9 or 1 .5555556.

Step-by-step explanation:

Please comment if I'm

wrong...

Answer:

(A) 2^11

Step-by-step explanation:

Answer:

2 feet long

Step-by-step explanation:

Answer:

mx+b

Step-by-step explanation:

One way to express linear function rules is called slope-intercept form. Sometimes, f(x)=mx+b is used. In either case, m and b describe the general characteristics of the line. m indicates the slope, and b indicates the y-intercept.

The required function of the line would be y = 2x + 1 which is shown in the given graph.

The slope-intercept form is one rule to represent linear function rules. f(x)=mx+b is sometimes used. In any scenario, m and b describe the line's overall features. The slope is denoted by m, while the y-intercept is denoted by b.

According to the given figure,

We clearly see that the coordinates of the y-intercept would be (0, 1).

The value of the x-coordinate is 1 when y-coordinate is 3.

Here the line passes through points (0, 1) and (1, 3).

Let the required linear function would be y - y₁ = (y₂ - y₁)/(x₂ -x₁ )[x₂ -x]

x₁ = 0, y₁ = 1

x₂ = 1, y₂ = 3

⇒ y - y₂ = (y₂ - y₁)/(x₂ -x₁ )[x -x₂]

⇒ y - 3 = (3 - 1)/(1 - 0 )[x -1]

⇒ y - 3 = (2)[x -1]

⇒ y - 3 = 2x - 2

⇒ y = 2x - 2 + 3

⇒ y = 2x + 1

Therefore, the required function of the line would be y = 2x + 1 which is shown in the given graph.

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Answer:

-25/1 or -25

Step-by-step explanation:

Answer:

-25/1 or -25

Step-by-step explanation:

there hope this will help a lot

Step-by-step explanation:

There are other factors than Roberto coming that could have affected the outcome of the game. For example, maybe the night games were against better teams to generate better ratings in prime time. Moreover, maybe the Angels do better at home due to home-field advantage. There are many factors such as these that could explain why Roberto witnessed such a high win rate at the games he went to, so it cannot be concluded that Roberto's attendance caused the Angels to win.

What magic trick??

Are you gonna do a magic??

Sorry for a lot of questions.

The inverse of a function may or may not be a function

The function g(x) is given as:

[tex]g(x) = 2(x - 1)^2 - 3[/tex]

(a) Inverse function g^-1(x)

We have:

[tex]g(x) = 2(x - 1)^2 - 3[/tex]

Replace g(x) with y

[tex]y = 2(x - 1)^2 - 3[/tex]

Swap the positions of x and y

[tex]x = 2(y - 1)^2 - 3[/tex]

Add 3 to both sides

[tex]x + 3 = 2(y - 1)^2[/tex]

Divide both sides by 2

[tex]\frac{x + 3}2 = (y - 1)^2[/tex]

Take square roots of both sides

[tex]\sqrt{\frac{x + 3}2} = y - 1[/tex]

Add 1 to both sides

[tex]1 + \sqrt{\frac{x + 3}2} = y[/tex]

Rewrite as:

[tex]y = 1 + \sqrt{\frac{x + 3}2}[/tex]

Express as inverse function of g

[tex]g^{-1}(x) = 1 + \sqrt{\frac{x + 3}2}[/tex]

Hence, the inverse function of g is [tex]g^{-1}(x) = 1 + \sqrt{\frac{x + 3}2}[/tex]

(b) The domain, and the range of g(x) and g^-1(x)

Function g(x)

The function g(x) is a quadratic function.

So, the domain is:

The range is:

Function g^-1(x)

The function g^-1(x) is a square root function.

So, the domain is:

The range is:

The domain of g(x) is the range of g^-1(x), while the range of g(x) is the domain of g^-1(x).

(c) The graph

See attachment for the graph

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Step-by-step explanation:

[tex] \frac{2}{3} = 2 \times \frac{1}{3} = 2 \times 0.333 = 0.666 \\ \\ \frac{7}{6} = 7 \times \frac{1}{6} = 7 \times \frac{1}{2} \times \frac{1}{3} = 7 \times 0.5 \times 0.333 = 1.1655 \\ \\ 3 \frac{1}{9} = 3 + \frac{1}{9} = 3 + ( \frac{1}{3} \times \frac{1}{ 3} ) = 3 + (0.333 \times 0.333) = 3 \times 0.11088 = 3.11088 \\ \\ 5 \frac{5}{18} = 5 + (5 \times \frac{1}{18} ) = 5 + (5 \times \frac{1}{3} \times \frac{1}{3} \times \frac{1}{2} ) = 5 +(5 \times 0.333 \times 0.333 \times 0.5) = 5 + 0.27722 = 5.27722[/tex]

The steps to construct a parallelogram using a ruler and a compass are;

1. Draw a starting line segment l linger than 8 cm.

2. Mark point K on the line segment.

3. Widen the compass to a radius of 8 cm using the ruler.

4. Place the compass at point K and with the 8 cm radius mark point L on the line l.

5. At point L construct a 45° angle as follows;

The above steps bisects the 90° angle of the perpendicular lines.

6. Adjust the radius of the compass to give an opening of 6 cm and from point L draw an arc to intersect XL at M.

7. At point M construct a line YM at 45° angle to the line l.

8. From point M draw an arc to intersect YM and label the point as point N.

9. Join point M and N to complete the construction of the parallelogram KLMN.

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Answer:

y = 7

Step-1: Subtract 8 both sides

⇒ [tex]36 = 4y + 8[/tex]

⇒ [tex]36 - 8 = 4y + 8 - 8[/tex]

⇒ [tex]28 = 4y[/tex]

Step-2: Divide 4 both sides

⇒ [tex]28 = 4y[/tex]

⇒ [tex]\frac{28}{4} = \frac{4y}{4}[/tex]

⇒ [tex]7 = y[/tex]

4 its the correct answer do it

Step-by-step explanation:

its correct

Answer:

  multiply by (3-√7)/(3 -√7) and simplify

Step-by-step explanation:

When there are radicals or complex numbers in the denominator, you can rewrite the expression so it has a real, rational denominator. You do this by multiplying numerator and denominator by the conjugate of the denominator. That value is the denominator with its sign changed.

This takes advantage of the factoring of the difference of squares.

  (a -b)(a +b) = a² -b²

__

  [tex]\dfrac{2}{3+\sqrt{7}}=\dfrac{2}{3+\sqrt{7}}\times\dfrac{3-\sqrt{7}}{3-\sqrt{7}}=\dfrac{2(3-\sqrt{7})}{3^2-(\sqrt{7})^2}=\dfrac{2}{9-7}\times(3-\sqrt{7})\\\\=\boxed{3-\sqrt{7}}[/tex]

Based on the definition of an isosceles triangle, the measure of angle L is: 43°

Recall:

Given that KL ≅ MK in △KLM, it means △KLM is an isosceles triangle.

If m∠M = 43°, therefore, m∠M = m∠L (equal angles directly opposite KL and MK).

This implies that: m∠L = 43°

In summary, based on the definition of an isosceles triangle, the measure of angle L is: 43°

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Answer:

-12 is the answer for this question

Step-by-step explanation:

make me as brainlist

Answer:

[tex]x\leq-11[/tex]

Step-by-step explanation:

The relationship between sides DY, PY and DP is that they form a right-angled triangle.

The value of side length DY is 8 units

Side length DY can be calculated using the following Pythagoras theorem.

So, we have:

[tex]DP^2 =DY^2 + PY^2[/tex]

Substitute values for DP, DY and PY

[tex]10^2 =DY^2 + 6^2[/tex]

Evaluate the squares

[tex]100 =DY^2 + 36[/tex]

Subtract 36 from both sides

[tex]64 =DY^2[/tex]

Take square roots of both sides

[tex]8 =DY[/tex]

Rewrite as:

[tex]DY = 8[/tex]

Hence, the value of side length DY is 8 units

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Answer:

graph b

Step-by-step explanation: