Find the volume of the prism.14 in.7 in:18 in.4 in.V =in3Blank 1:

Answer:

1 cm and 18 cm

2 cm and 9 cm

3 cm and 6 cm

Step-by-step explanation:

We need to find the factors of 18
which are; 1,18; 2,9; 3,6
So therefore we'd pick:
1 cm and 18 cm

2 cm and 9 cm

3 cm and 6 cm

Answer:

Step-by-step explanation:

I do know give me brainliest first

Answer:

24 gift bags

Step-by-step explanation:

Well first the question says to find the GCF and you find that by finding prime factors in each number. Then you would want to subtract 96-72 and get the answer of 24 so you would be able to make 24 gift bags. Hope this helps!!

May I have heart, 5 star, and brainliest please?

Answer:

x = 25

Step-by-step explanation:

The interior angle adjacent to the 123° angle is supplementary to it.

Its measure is 180° - 123° = 57°

The sum of the measures of the interior angles of a polygon is

(n - 2)180° = (4 - 2)180° = 2(180°) = 360°

3x + 7 + 96 + 5x + 57 = 360

8x + 160 = 360

8x = 200

x = 25

Answer:

63 m/s

Step-by-step explanation:

h(3) = 3(3)² + 36(3) + 300 = 435

h(6) = 3(6)² + 36(6) + 300 = 624

v = Δh/Δt = (624m - 435m) / (6s - 3s) = 63 m/s

Answer:

(p+5)(p-2)

Step-by-step explanation:

We are looking for two numbers that multiply to -10 (the rightmost number) and sum to 3 (the middle number)

These are 5 and -2

So we write

(p ____)(p ____)

and fill in the blanks

(p+5)(p-2)

Check by FOILing:

p^2 -2p + 5p -10

And combine the two middle terms.

p^2 + 3p - 10

The probability that either event will occur is P ( C ) = 0.89

Given data ,

Let the probability that either event will occur  be P ( C )

P ( A ) = 20/36

P ( B ) = 12/36

where P ( A or B ) = P ( C )

P ( C ) = P ( A ) + P ( B )

P ( C ) = 32/36

P ( C ) = 0.88888

Hence , the probability is P ( C ) = 0.89

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To factorize 6x²2 - 4xy, we can factor out the greatest common factor (GCF), which is 2x:

6x²2 - 4xy = 2x(3x - 2y)

What is factorization?

Factorization is the process of finding two or more expressions that, when multiplied together, produce a given expression. In other words, it is the process of breaking down a mathematical expression into simpler factors.

For example, consider the expression x²2 - 4x - 21. We can factorize it by finding two expressions that, when multiplied together, give us x²2 - 4x - 21. One way to do this is to factor the expression into (x - 7)(x + 3):

x²2 - 4x - 21 = (x - 7)(x + 3)

This is an example of factorization, where the expression on the left-hand side has been broken down into the simpler factors on the right-hand side.

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There are 5 classes in the frequency table.

The frequency of each data point or interval in a dataset is displayed in a frequency table. It is a technique for arranging data such that patterns and connections within the data may be examined. Two columns are normally present in the table: one for the intervals or data points (referred to as classes) and the other for the frequency of recurrence for each class. The classes may be intervals of equal size or they may be determined by the data's relevant categories or values.

From the given table we have:

Class 1: 23-24 (frequency of 7)

Class 2: 25-26 (frequency of 2)

Class 3: 27-28 (frequency of 6)

Class 4: 29-30 (frequency of 4)

Class 5: 31-32 (frequency of 1)

There are 5 classes in the frequency table.

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The domain and the range of the function are (-∝, ∝) and (-∝, -1), respectively

From the question, we have the following parameters that can be used in our computation:

The graph

The above graph is an quadratic function

The rule of an function is that

The domain is the set of all real values

In this case, the domain is (-∝, ∝)

For the range, we have

Range = (-∝, -1)

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An image of triangle NOG after a rotation 90° clockwise about the origin is shown below.

In Mathematics and Geometry, a rotation is a type of transformation which moves every point of the object through a number of degrees around a given point, which can either be clockwise or counterclockwise (anticlockwise) direction.

Next, we would apply a rotation of 90° clockwise about the origin to the coordinate of this triangle NOG in order to determine the coordinate of its image;

(x, y)                →            (y, -x)

Point N = (-4, -1)          →     Point N' (-1, 4)

Point O = (-4, -3)          →     Point O' (-3, 4)

Point G = (0, -1)          →     Point G' (-1, 0)

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The coordinates of the points after  (x - 2, y - 1) and dilating by 3 is

(- 3, 6).

Two-dimensional figures can be transformed mathematically in order to travel about a plane or coordinate system.

Dilation: The preimage is scaled up or down to create the image.

Reflection: The picture is a preimage that has been reversed.

Rotation: Around a given point, the preimage is rotated to create the final image.

Translation: The image is translated and moved a fixed amount from the preimage.

Given, Maddie plots point A (1, 3).

She then translates it using the rule (x - 2, y - 1) which now becomes

(1 - 2, 3 - 1)

= (-1, 2) and dilates the image centered at the origin with a scale factor of 3.

∴ The new coordinates are (-1×3, 2×3) = (- 3, 6).

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The correct expression is 5/a = 1. There is no need to introduce an additional variable "x".

In such a fraction, the value that appears above the horizontal line is referred to as the numerator.

It represents the number of pieces removed from the whole. The denominator of a fraction is the numerical value that comes before the brings together various.

The error in the reasoning is that it assumes that multiplying the second fraction by "x" will result in an equivalent expression to 5/a. However, this is not necessarily true.

To correct the error, we can use the property of reciprocals, which states that if a/b = c/d, then b/a = d/c. Using this property, we can rewrite the given equation as:

a/5 = b/3

5/a = 3/b (multiplying both sides by 5/a)

5/a = (b/3) * (3/b) (multiplying both sides by the reciprocal of b/3)

5/a = 1

Therefore, the correct expression is 5/a = 1. There is no need to introduce an additional variable "x".

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The value x in the secant line using the Intersecting theorem is 4.

Intersecting secants theorem states that " If two secant line segments are drawn to a circle from an exterior point, then the product of the measures of one of secant line segment and its external secant line segment is the same or equal to the product of the measures of the other secant line segment and its external line secant segment.

From the figure:

First sectant line segment = ( x - 1 ) + 5

External line segment of the first secant line = 5

Second sectant line segment = ( x + 2 ) + 4

External line segment of the second secant line = 4

Using the Intersecting secants theorem:

5( ( x - 1 ) + 5 ) = 4( ( x + 2 ) + 4 )

Solve for x:

5( x - 1 + 5 ) = 4( x + 2 + 4 )

5( x + 4 ) = 4( x + 6 )

5x + 20 = 4x + 24

5x - 4x = 24 - 20

x = 4

Therefore, the value of x is 4.

Option C) 4 is the correct answer.

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The principle of "Caring about the development of students' mathematical proficiency" is a vital component of the teaching process.

As a teacher, you must be concerned about your student's growth in mathematics to support their success in the subject. The main points of this principle are as follows:

1. Supporting Students: The teacher must strive to provide effective support for each student's learning, based on their needs.

2. Encouraging Students: The teacher should encourage students to improve their proficiency in mathematics and support their learning by providing suitable opportunities for them.

3. Problem-Solving Skills: Teachers must help students develop problem-solving skills to tackle challenging mathematical problems.

4. Feedback and Assessment: The teacher must provide timely feedback and assessment to support the student's growth in mathematics. This feedback should be constructive and should aid in the student's development of mathematical proficiency.

5. Encouraging Student Reflection: The teacher should encourage students to reflect on their learning experiences to recognize areas where they need more support. The development of a student's mathematical proficiency should be the focus of a teacher's teaching, learning, and assessment practices.

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The length of the arc is  5.29 miles.

The length of the arc of a circle is the distance along the circumference of the circle between two points, where one point is the start of the arc and the other point is the end of the arc. The length of the arc can be calculated using the formula:

length of arc = radius of circle x angle subtended by arc

In this case, the radius of the circle is 5.02 miles, and the central angle subtended by the arc is \($\frac{\pi}{3}$\) radians. Therefore, we can substitute these values into the formula to find the length of the arc:

length of arc = 5.02 miles x \($\frac{\pi}{3}$\)

To evaluate this expression, we can use the approximation \($\pi \approx 3.14$\)

length of arc = 5.02 miles x \($\frac{3.14}{3}$\)

Simplifying the expression, we get:

length of arc = 5.02 miles x 1.0467

length of arc = 5.26 miles

Rounding the answer to the nearest hundredth, we get the final answer of 5.29 miles.

In conclusion, the length of the arc of a circle is determined by the radius of the circle and the angle subtended by the arc. By using the formula, we can easily calculate the length of the arc given the radius and angle.

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The probability that a randomly chosen member of the Student Government Board is a graduate student or lives in on-campus housing is 8/25 or 0.32 (rounded to the nearest millionth).

1. Calculate the total number of students on the Student Government Board by summing up the numbers in the table:

  Total Students = 2 + 2 + 2 + 4 + 0 + 3 + 4 + 2 = 19

2. Calculate the total number of graduate students on the Student Government Board:

  Total Graduate Students = 2 + 0 = 2

3. Calculate the total number of students living in on-campus housing:

  Total On-Campus Housing = 2 + 2 + 0 + 4 + 2 = 10

4. Calculate the probability of selecting a graduate student from the Student Government Board by dividing the total number of graduate students by the total number of students:

  Probability of Graduate Student = Total Graduate Students / Total Students = 2 / 19

5. Calculate the probability of selecting a student living in on-campus housing by dividing the total number of students in on-campus housing by the total number of students:

  Probability of On-Campus Housing = Total On-Campus Housing / Total Students = 10 / 19

6. Calculate the probability that a randomly chosen member of the Student Government Board is a graduate student or lives in on-campus housing by summing up the probabilities from steps 4 and 5:

  Probability = Probability of Graduate Student + Probability of On-Campus Housing = 2 / 19 + 10 / 19

7. Simplify the fraction if necessary. In this case, the fraction cannot be simplified further, so the final probability is 2 / 19 + 10 / 19 = 12 / 19.

8. Convert the fraction to a decimal by dividing the numerator by the denominator: 12 / 19 ≈ 0.631578947, which rounds to 0.632 (rounded to the nearest thousandth).

9. Finally, express the probability as a fraction in lowest terms: 12 / 19 is already in lowest terms.

Therefore, the probability that a randomly chosen member of the Student Government Board is a graduate student or lives in on-campus housing is 12/19 or approximately 0.632 (rounded to the nearest thousandth).

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According to the Empirical Rule, 99.7% of the measures fall within 3 standard deviations of the mean in the normal distribution.

The Empirical Rule states that, for a normally distributed random variable, the symmetric distribution of scores is presented as follows:

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The given inequality is

To know which coordinated pair is the solution, we have to evaluate the inequality for each of them.

A(1, -1)

This result is false because -1 is not more than 1.

B(2,1)

This result is true because 1 is more than -2.

Answer: Choice D

(a-e)/f

=======================================

Explanation:

Points D and B are at locations (e,f) and (a,0) respectively.

Find the slope of line DB to get

m = (y2-y1)/(x2-x1)

m = (0-f)/(a-e)

m = -f/(a-e)

This is the slope of line DB. We want the perpendicular slope to this line. So we'll flip the fraction to get -(a-e)/f and then flip the sign from negative to positive. That leads to the final answer (a-e)/f.

Another example would be an original slope of -2/5 has a perpendicular slope of 5/2. Notice how the two slopes -2/5 and 5/2 multiply to -1. This is true of any pair of perpendicular lines where neither line is vertical.

The element of A n B is { 7, 8}

A set is the mathematical model for a collection of different things; a set contains elements or members, which can be mathematical objects of any kind.

For example, if the element of P is even numbers from 1 to 20 and element of Q is factor of 6 from 1 to 20 then we can say that set Q is a subset of set P.

The sign 'n' means intersection and this means what is common to two or more set.

If set A = { 1,2,5,7,8}

set B = { 6,7,8,9}

then we can see that 7 and 8 are common to both sides, then

A n B = { 7,8}

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Answer:

x = 7

Step-by-step explanation:

7 = 7

It's given

Answer:

what we have to find or to prove.

Answer:

7

Step-by-step explanation:

"a certain whole number" is a number that we don't know, so pick a variable, let's use n

"Twice" means two times, so we'll use 2n for this.

"subtracted from" means the 2n will be AFTER the minus sign.

____ - 2n

What goes in front? "3 times the square of the number" 3n^2

Now we have 3n^2 - 2n

Lastly, we see the result is 133. So this gives us:

3n^2 - 2n = 133 To solve, subtract 133 from both sides of the equation.

3n^2 -2n - 133 = 0 Next FACTOR.

(3n + 19)(n - 7) = 0

3n+19=0 and n-7=0

n=-19/3 and n=7

Since we are looking for a whole number choose n=7

Answer:

19/20 , 1 1/4 , 1 4/5

Step-by-step explanation:

1.8 = 1 4/5 (fraction)

1.8 converts to 18/10. This can be simplified twice, firstly by making it 9/5 since both 18 and 10 are divisible by two, but can be simplified further to 1 4/5

1.25 = 1 1/4 (fraction)

1.25 converts to 125/100. This can be simplified to 5/4 or 1 1/4

0.95 = 19/20 (fraction)

0.95 converts to 95/100. This can be simplified to 19/20

Ascending Order (smallest to largest)

smallest - 19/20

middle - 1 1/4

largest - 1 4/5

I believe this is the right answer, but haven't done fractions in a while so may want to double check to make sure

Answer:

p ∨ q

Step-by-step explanation:

I took the test and got a 100

The correct statement for the shape being a rectangle is p ∨ q

Any figure bounded by 3 sides and sum of all the internal angles is 180° is called a triangle.

Any figure bounded by four sides, where the opposite sides are equal and all the internal angles are 90° is called a rectangle

As we know a triangle cannot have four sides, so p cannot imply q and vice versa.

According to the problem,

This is a contradiction.

So for the shape being a rectangle the correct option will be p v q(p intersection q)

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The number of words Gillan can read in 1 minute is,  165

A ratio in mathematics is a comparison of two or more numbers that shows how big one is in comparison to the other. The dividend or number being divided is referred to as the antecedent, while the divisor or number that is dividing is referred to as the consequent.

Given that,

Gillan read 3,135 words in 19 minutes

The number of words read each minute = w

Now, it has given,

Total words = 3135

Time taken = 19 minutes

For words per minute,

we need to take ratio of total words and total time taken,

Ratio =  Total words/Time taken

         =   3135/19

         =   165

Hence, the number of words in 1 minute is 165

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Answer: 73

Step-by-step explanation: 68 - 15 = 73

Answer:

Option (A)

Step-by-step explanation:

Volume of a cylinder is given by the formula,

V = πr²h

Here r = radius of the cylinder

h = height of the cylinder

Therefore, volume of a cylinder given in the question,

V = π(\(\frac{18}{2}\))²(8)

  = 648π

  = 2035.8 km²

Volume of the given cylinder is 2035.8 km².

Option (A) will be the answer.

Answer: 1560

Step-by-step explanation: The average rate of change of a function over an interval is the total change in the value of the function divided by the length of the interval. In this case, the function is f(x) = 10(2)^x and the interval is [3, 5].

To find the average rate of change of the function over the interval, we can first evaluate the function at the two endpoints of the interval, which are x = 3 and x = 5. At x = 3, the function has a value of f(3) = 10(2)^3 = 80. At x = 5, the function has a value of f(5) = 10(2)^5 = 3200.

The total change in the value of the function over the interval is then the difference between the values at the two endpoints, which is f(5) - f(3) = 3200 - 80 = 3120.

The length of the interval is 5 - 3 = 2, since it goes from x = 3 to x = 5. Therefore, the average rate of change of the function over the interval is the total change in the value of the function divided by the length of the interval, which is (3120) / 2 = 1560.

Therefore, the average rate of change of the function f(x) = 10(2)^x on the interval [3, 5] is 1560.

The expression becomes: p^(1/2) = p^(1/2 * 1) = p^(1/2) Now we can simplify p^(1/2) as p^1/2 which equals the square root of p.

The property of exponents that must be applied to the expression p^(1/2) to derive p as the result is the Power of a Power Property.

The Power of a Power Property states that when a power is raised to another power, the exponents are multiplied.

For instance, consider the expression p^(1/2). We can apply the Power of a Power Property to this expression as follows: p^(1/2) = (p^(1/2))^1 By applying the Power of a Power Property, the exponent (1/2) is multiplied by the exponent 1, giving a result of 1/2.

Therefore, the expression becomes: p^(1/2) = p^(1/2 * 1) = p^(1/2)Now we can simplify p^(1/2) as p^1/2 which equals the square root of p.

So we have derived p as the result using the Power of a Power Property.

In summary, we must apply the Power of a Power Property to the expression p^(1/2) to derive p as the result.

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