very easy 5th grade math please answer giving brainliest

Answer:

1. 10

2.96

3.252

4.16

5.105

6.90

Step-by-step explanation:

Answer: 194.194537 centimeters

Step-by-step explanation: Had done it on a piece of paper

Answer:

1.  12    

Step-by-step explanation:

Answer:

[tex]fg^{2} - g =[/tex] -42

Step-by-step explanation:

[tex]fg^{2} - g[/tex]

f = -1

g = 6

substitute the numbers for the letters:

[tex](-1) (6^{2}) - 6[/tex]

[tex](6^{2}) = 36[/tex]

new equation:

-1 x 36 - 6

-36 - 6

= -42

Answer:

5 and 1/9

Step-by-step explanation:

(2/3 × 6) + (2/3 × 1 and 2/3)

4 + 1 and 1/9 = 5 and 1/9

The images show further explanation:

Answer:

Step-by-step explanation:

area of bottom of round pan = πr² = 9π in² ≅ 28.27 in²

area of bottom of rectangular pan = 10×2 = 20 in²

area of bottom of round pan is greater than area of bottom of rectangular pan by about 8.27 in²

Answer:

i think its c

Step-by-step explanation:

Answer: 5 faces,8 edges,5 vertices

Step-by-step explanation:5 faces - of which 1 is a square face at the base and 4 isosceles triangle, above.

5 vertices - of which 4 are at the base where 3 edges meet and one above where 4 edges meet.

8 edges - of which 4 are equal in length and at the base and the other 4 are equal in length and above.

Answer:

Step-by-step explanation:

Volume of the prism:

Given:

Volume is:

Volume

Answer:

I'm assuming that you meant to type: The question is x/5=1/2+1/8 ; X= ?

If so, we're solving for x.

x/5 = 1/2 + 1/8

2 is a factor of 8, so let's start with common denominators.

x/5 = 1/2 *(4/4) + 1/8

x/5 = 4/8 + 1/8

x/5 = 5/8 As long as we just need to know the value of x, let's use inverse operations.

x/5 *5 = 5/8 *5

x = 25/8 or 3.125

Answer:

No solution

Step-by-step explanation:

For the equation given, we have an alternate form that is

[tex]\dfrac{y^2 + 16}{y^2-16} =\dfrac{32}{y^2-16}[/tex]

It is clear that

[tex]y^2+16 = 32 \implies y=4, y=-4[/tex]

But the denominator goes to zero and it is undefined.

If you take

[tex]$\lim _{y\to 4}\left(\dfrac{y^2+16}{y^2-16}\right)$[/tex]

you'll see that

[tex]$\lim _{y\to 4^-}\left(\dfrac{y^2+16}{y^2-16}\right) = -\infty$[/tex]

[tex]$\lim _{y\to 4^+}\left(\dfrac{y^2+16}{y^2-16}\right) =\infty$[/tex]

It diverges and the limit does not exist.

sum is an answer to an addition problem, so we have to add 43 and z. z+43=72.98

Subtract 43 on both sides.

z=29.98

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hope it helps

Answer:

43 + z = 72.98

Step-by-step explanation:

Sum meaning add the two (or more numbers together) we get 43+ z = 72.98

If you're trying to find "z" simply subtract 43 from 72.98 to get 29.98 as z

Answer:

Its C

Step-by-step explanation:

Pretty ez since 8 divided by 12 is 2/3 or you just simply simplify it.

Answer:

C. 2/3

I promise this is right.

Answer:

Multiplication property of equality because we need to multiply both sides by 5 to get rid of the denominator, so we get w = 50.

Hope this helps and brainliest please

Answer:

You would use the multiplication property of equality and by using that you get W=50.

9514 1404 393

Answer:

  90°

Step-by-step explanation:

The ratio of the largest angle to the total is ...

  10/(3+7+10) = 10/20 = 1/2

The largest angle is half the total of all angles:

  1/2×180° = 90° . . . . measure of the largest angle

[tex]Your[/tex] [tex]answer[/tex] [tex]would[/tex] [tex]be.[/tex]

[tex]g/4 = 24 // - 24\\g/4-24 = 0\\1/4*g-24 = 0 // + 24\\1/4*g = 24 // : 1/4\\\g = 24/1/4\\g = 96\\g = 96[/tex]

[tex]- Yaoii[/tex]

Answer:

g = 96

Step-by-step explanation:

Rewrite : g ÷ 4 = 24

Write the division as a fraction : 1/4g = 24

Multiply both sides : 1/4g = 24

Multiply both sides of the eqaution by 4 :

g = 96

Final answer g = 96

Answer:

There is not sufficient evidence to support the claim that the technique performs differently than the traditional method.

Step-by-step explanation:

The null hypothesis is:

[tex]H_{0} = 95[/tex]

The alternate hypotesis is:

[tex]H_{1} \neq 95[/tex]

The test statistic is:

[tex]z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

In which X is the sample mean, [tex]\mu[/tex] is the value tested at the null hypothesis, [tex]\sigma[/tex] is the standard deviation and n is the size of the sample.

A researcher used the technique with 260 students and observed that they had a mean of 94 hours. Assume the standard deviation is known to be 6.

This means, respectively, that [tex]n = 260, X = 94, \sigma = 6[/tex]

The test-statistic is:

[tex]z = \frac{X - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

[tex]z = \frac{94 - 95}{\frac{6}{\sqrt{260}}}[/tex]

[tex]z = -2.69[/tex]

The pvalue is:

2(P(Z < -2.69))

P(Z < -2.69) is the pvalue of Z when X = -2.69, which looking at the z-table, is 0.0036

2*(0.0036) = 0.0072

0.0072 < 0.01, which means that the null hypothesis is accepted, that is, there is not sufficient evidence to support the claim that the technique performs differently than the traditional method.

Answer: The solutions of the equation is [2+2⋅13−−√2;2−2⋅13−−√2]

Step-by-step explanation:

Answer:

7/8

That's the fraction.

Answer:

$23.6

Step-by-step explanation:

Answer:

[tex]\Large\boxed{x=16}[/tex]

Step-by-step explanation:

[tex]\sqrt{x} +2=6[/tex]

Subtract 2 from both sides

[tex]\sqrt{x} =4[/tex]

Square both sides

[tex]x=16[/tex]

Answer:

1 whole

Step-by-step explanation:

Answer:

5/5 or 1 whole

Step-by-step explanation: