A classroom has a length of 20ft. And a width of 30ft. The flooring is to be replaced by tiles. If each tile has a length of 24 in and a width of 36 in, how many tiles are needed to cover the classroom?
Answer:
100
Step-by-step explanation:
first we need to turn the feet into inches
20x12=240
30x12=360
now to get the area of the floor we need to do 360x240=
86,400
now the area of each tile is 24x36=864
now to find out how many tiles fit on the floor we need to do 86,400 divided by 864 which = 100
A pyramid. This shape has faces. This shape has vertices. This shape has edges.
Answer:
5 faces 5 vertices 8 edges
Step-by-step explanation: i just finished it.
Answer:
This shape has
✔ 5
faces.
This shape has
✔ 5
vertices.
This shape has
✔ 8
edges.
Step-by-step explanation:
Trust me on this, also can I have brainiest please?
Hope you do well! :D
I did the instruction, and I got it correct.
Gabrielle is drawing a diagram of a ramp for her science class. Part of the diagram is shown. Angle P Q S has a measure of 50 degrees. Angle R Q S is 20 degrees and is contained within angle P Q S.QuestionWhat is the measure of angle P Q R?
Answer options with 4 options
A.20°
B.30°
C.50°
D.70°
Find c.
i’ll mark as brainiest if correct
Answer:
square root of 325
Step-by-step explanation:
Can someone please explain how to solve this question
Answer:
i cant see it but 7
Step-by-step explanation:
becausee
Find the 4th term in the sequence with the following definition help meeeeeeeeee
Answer:
-37.
Step-by-step explanation:
a2 = 2 a2-1 - 3
= 2 a1 - 3
= 2*-2 -3
= -7
a3 = 2 a3 - 3
= 2*-7 - 3
= -17
4th term a4
= 2*-17 - 3
= -37.
PLEASE HELP I WILL PICK BRAINLIEST
Answer:
A more complex question has rarely been asked.
Principia Mathematica took nearly a thousand pages to prove that 1+1=2. It does meander a bit, but had they wanted to prove 1+1=2 alone, it could have done so in 500 pages.
Mathematically speaking, the definition of 1 is:
There exists a number such that when multiplied upon an element of a specified set, yields the element of the specified set.
It is also defined as:
1.0000000000000000000000…
.9999999999999999999999999…
as the set of all singletons.
a singleton is a set with exactly 1 element.
These 4 definitions work in tandem with one another.
For example:
1=1
Divide both sides by 3.
1/3=1/3
Rewrite.
1/3=.33333333333333333...
Multiply both sides by 3.
1=.9999999999999999999...
Similarly:
If =.9999999999999999999...
10=9.99999999999999999...
10=9+.99999999999999...
10=9+
Simplify by subtracting x from both sides.
9=9
=1
.99999999999999999999...=1
As the set of all singletons, 1 is also THE element that represents the set of all single entities.
That is to say: if you have 7 erasers. What you really have is a set of 7 single entities. The definition of 7 becomes: 1 + 1 + 1 + 1 + 1 + 1 + 1; and not as is commonly believed as: 6 + 1.
There is an argument for 7 to be defined as 6 + 1, but this argument is a corollary of the Peano Axioms which in turn argues that there exists a set with absolutely nothing in it {} and a set with exactly something in it {x}. More on this later.
The Principia Mathematica uses Peano's (from the Peano Axioms mentioned earlier) work and notation to expertly slice through the many nuances pertaining to this question.
This is something we will not do; but hopefully, we will also be able to effectively demonstrate why 1 + 1 = 2 in less than 1000 pages.
We will assume these basic principles of number theory:
There exists a number such that when multiplied to an element of a specific set, yields that element of the specific set.
There exists a number such that when added to an element of a specific set, yields that element of the specific set.
If we again assume to have only two sets, a set that is empty: {} containing no elements, and a set that is not empty {x} containing an element. We realize that Consequently, we went from nothing {}, to something {x}. This means that {x} is the successor to {}, as the next step up from nothing, is something.
As such we now have two elements:
Nothing, {}, and something that comes after {}, this something is called the successor, and it is the Successor of nothing.
in written notation we have:
{} and { the Successor of nothing }
Rewritten:
{0, the thing that comes after 0}
Further reworded:
{0, Successor (0) }
Reduced further:
0,(0)
Where S(0) stands in place of ‘the successor’. Further, we know there are an infinite number of possible Natural numbers, and we get:
{0, Successor of 0, the successor of the successor of 0, the successor of the successor of the successor of 0,…}
Further reduced:
0,(0),((0)),(((0))),((((0)))),(((((0)))),…
Further explained:
We know that we had nothing, and added something to it, and got something:
Nothing + Something = Successor of nothing.
0+__=(0)
We also know that there is nothing closer to 0, than the thing that comes after 0.
0+(0)=(0)
This implies that S(0) is the smallest increment possible from natural number to next natural number.
As a consequence, we now have two discovered entities: Something, and Nothing.
Let’s give them names.
We have decided that
Nothing = 0 .
0 = Nothing.
S(0) is the something that comes after nothing.
We define a new symbol: 1, to be: 1 = S(0)
This is to say that 1 IS the symbol that succeeds 0;
We could have drawn any shape to define the number that succeeds 0; we chose to draw a 1.
0+(0)=(0)
0+1=(0)
0+1=1
0,1,((0)),(((0))),((((0)))),(((((0)))),…
We now have definitions for 0, and 1. What about a definition for the thing that comes after one? The successor of 1?
As we know S(0) is the smallest increment available, and we are interested in finding S(0)’s successor we investigate:
The successor to the successor of Nothing:
0+(0)=1;1+(0)=(1)
This reads:
The successor of the successor of nothing IS the successor of one
And now… we need a new symbol.
We define the
(1)=2
The successor of 1 IS 2.
Thus:
0+(0)=1;1+(0)=(1)=2
Simplify:
0+1=1;1+1=(1);(1)=2.
Further:
0+1=1;1+1=2;2=2.
1 has many different properties; but all of the properties and their resulting definitions have little to do with why 1 + 1 = 2. And that 1 + 1 = 2 is a byproduct of properties inherent to Natural numbers.
Step-by-step explanation:
Pls help
Pls help
Pls help
Answer:
3456
Step-by-step explanation:
24*24 = 576
576*6 = 3456
The number below show the number of children living at home in a neighborhood of 24 homes. Which measure best bdescribes the data: mean, median, or mode? Explain. 2, 1, 3, 0, 4, 4, 1, 2, 0, 6, 2, 2, 5, 0, 2, 3, 3, 1, 1, 4, 2, 0, 1, 4
Answer:
MEAN
Step-by-step explanation:
Out of the measures of dispersion, the measure that best describe a set of data is the mean because it calculates the average of the data. Also, it helps to detect if there are outlier or not.
Given the sets of data;
2, 1, 3, 0, 4, 4, 1, 2, 0, 6, 2, 2, 5, 0, 2, 3, 3, 1, 1, 4, 2, 0, 1, 4
Mean = sum of data/sample size
Sum of data = 2+1+3+0+4+4+1+2+0+6+2+2+5+0+2+3+3+1+1+4+2+0+1+4
Sum of data = 53
Sample size = 23
Mean = 53/23
Mean = 2.3
What is the area of this isosceles trapezoid 96 60 48 72
Step-by-step explanation:
s3d4drks3ks2srddex5v5
At a coffee shop, the first 100 customers'
orders were as follows.
Small
Medium Large
Hot
5
48
22
8
12
5
Cold
What is the probability that a customer ordered
a hot drink given that he or she ordered a large?
Answer:
Step-by-step explanation:
What is the probability that a customer ordered
a hot drink given that he or she ordered a large?
So we are looking for the percentage of a hot drink and a Large.
Our list:
Small
Medium Large
Hot
5
48
22
8
12
5
Cold
He can tell there is 10% atleast for hot and 0% for a large
The probability that a customer ordered a hot drink given that he or she ordered a large is 22%
What is probability?Probability denotes the possibility of the outcome of any random event.
Given that a table of the first 100 customers' orders at a coffee shop.
We need to find the probability that a customer ordered a hot drink given that he or she ordered a large,
= 22 / 100
= 22%
Hence, the probability that a customer ordered a hot drink given that he or she ordered a large is 22%
Learn more about probability, click;
https://brainly.com/question/30034780
#SPJ7
Which test would be used to show these
triangles are congruent?
O SSS
O SAS
O RHS
O ASA
Answer:
SAS show these triangles are congurent
7x - 4x + 3 simplify
Answer:
3x + 3
Step-by-step explanation:
Answer:
x = -1
Step-by-step explanation:
7x - 4x + 3 - solve 7x- 4x
3x + 3 = 0 - move the 3x to other side by subtracting 3x from both sides
3 = -3x isolate the variable by dividing both sides by -3
-1 = x 3/-3 = -1
Tell whether the function table represents a linear or exponential relationship.
Answer: Linear
Step-by-step explanation: When determining whether the function table represents a linear or exponential relationship, we are checking to see if the rate of change is constant or increasing. If we look at the table, when x increases by 1, y increases by 3. This means that on that interval, the average rate of change is 3/1 = 3. When we increase x by 1 again, we see that y increases by 3 again. This means that the rate of change is constant for the function, so it must be linear.
Function g can be thought of as a scaled version of f(x) = x^2
write the equation for g(x)
Answer:
g(x) = - x^2
Step-by-step explanation:
The negative sign flips the f(x) graph across the x-axis.
Answer:
The first guy is right
Step-by-step explanation:
A triangular prism is 33 meters long and has a triangular face with a base of 20 meters and a height of 24 meters. The other two sides of the triangle are each 26 meters. What is the surface area of the triangular prism?
Answer:
7920
Step-by-step explanation:
Answer:
V = 6196.62 m³
Step-by-step explanation:
Given: A triangular prism; 33 meters long, a base of 20 meters, a height of 24 meters. The other two sides of the triangle are each 26 meters
To find: What is the surface area of the triangular prism?
Formula: [tex]A = 12bh[/tex]
Solution: Triangular prisms have their own formula for finding surface area because they have two triangular faces opposite each other. The formula is used to find the area of the top and bases triangular faces, where A = area, b = base, and h = height.
A school has 100 students doing extra lessons 36 students were enrolled in mathematics and English, 4 students were enrolled in both subjects. How many students in an extra lesson that does not do either subject. Explain how you got your answer.
Answer:
60
Step-by-step explanation:
If a school has 100 students doing extra lessons, then;
n(U) = 100
If 36 students were enrolled in mathematics and English. then;
n(MuE) = 36
If 4 students were enrolled in both subjects, then;
n(MnE) = 4
Let n(MuE)' be those that does not do either subject
hence;
n(U ) = n(MuE) + n(MuE)'
100 = 36 + n(MuE)'
n(MuE)' = 100 - 36
n(MuE)' = 64
Since 4 students were enrolled in both, hence (64-4) i.e 60 does not do either subject.
How many ways can 3 different flags be hung in a row if there are 8 flags to choose from?
Answer:
8 flags can be chosen for the first position
7 flags are left for the second position
6 flags are left for the third position
8 * 7 * 6 = 336
Hi can somebody answer and explain this please
Answer:
[f · g](x) = [tex]4x^3+4x^2-13x+5[/tex]
Step-by-step explanation:
[f · g](x) = f(x) · g(x)
[tex]=(2x^2-3x+1)(2x+5)\\\\=(2x^2*2x)+(2x^2*5) + (-3x*2x)+(-3x*5)+(1*2x)+(1*5)\\\\=4x^3+10x^2-6x^2-15x+2x+5\\\\=4x^3+4x^2-13x+5[/tex]
Solve for x:
dx+fx=8-2dx
Answer:
fx=8-3dx
Step-by-step explanation:
Tickets are arranged from 1 to 25 at a ticket counter. if one of the tickets is drawn at random whag is the probability that the chosen ticket is a multiple of 5. and what is the probability that the chosen ticket is a multiple of 6?
Answer:
The probability of choosing a ticket thats a multiple of 5 is 5/25
The probability of choosing a ticket thats a multiple of 6 is 4/25
Step-by-step explanation:
multiples of 6 are 6, 12, 18, and 24
multiples of 5 are 5, 10, 15, 20, and 25
The probability of choosing a ticket thats a multiple of 5 is 5/25
The probability of choosing a ticket thats a multiple of 6 is 4/25
Which equation is true when k = -15?
a) 4k - 11 = -34
b) -53 + 4k = 7
c) k/3 + 17 = 12
d) k/5 + 2.5 = 0.5
Answer:
c) k/3 + 17 = 12
#JUST A TEXT
what’s the length of the
missing leg?
10 ft.
8 ft.
Answer:
2 (not sure but think it's two)
Step-by-step explanation:
10-8
=2
A local waterpark uses 5210 gallons of recycled water each day. How many quarts of water are recycled each day at the waterpark?
Answer: 20 840 quarts
Step-by-step explanation:
1 gallon = 4 quarts
5210 x 4 = 20 840 quarts
Find from first principles, the derivative
3x+5/root x
Answer:
look at the picture
Step-by-step explanation:
Mariah paid $5.00 for a dozen bagels. About how much
does one
bagel cost?
What equation would you use to find the solution?
Answer:
$2.40 a peice for one bagel
Please help what values could work for x in this interval? Will give Brainlyist if right!
A) 1 < x <2
Answer:
x=1
Step-by-step explanation:
does anyone know how to do this ?? 2/2
Answer:
2 divided by 2 is one
Step-by-step explanation:
you divide 2 by 2 and you get one
just divide it and it's good
Answer:
A helpful picture is included ^^
Step-by-step explanation:
part b: 12
part c: 16
I need help with these
Answer:
87.7%
Step-by-step explanation:
Probability = number of positive results / total number of potential results
We will use the above formula to address the question of whether a random flight in Atlanta is likely to arrive on schedule.
Random flight in Atlanta is likely to arrive on time= the number of flights arriving in Atlanta on time, the cumulative number of flights arriving in Atlanta.
C.P. = Rs400, Loss = 12% , Find S.P
Answer:
Step-by-step explanation:
CP= Rs 400
loss%=12%
let sp be x
SP=CP-loss%*CP
x=400-12/100*400
x=40000-4800/100
x=35200/100
x=352
therefore sp =Rs 352
Answer:
S.P. = ₹352
Step-by-step explanation:
UNITARY METHOD:
If C.P. = ₹100
Then SP = ₹(100-12) = ₹88
If C.P. = ₹1
S.P. = ₹(88/100)
Then, as given: C.P. = Rs 400
S.P. = ₹( 88/100)*400
= ₹352
Therefore, S.P. = ₹352