can someone help me on this

The surface area is

[tex]2(5\times4)+2(5\times2)+2(4\times2)=[/tex]

[tex]40+20+16=[/tex]

76 square yards

Answer:

The surface area of the prism.

5 yd, 4 yd, 2 yd

Step-by-step explanation:

You're welcome.

Answer:

Let's say the number of visits to the pool is represented by the variable 'x'.

If a person chooses to pay per visit, the cost will be 4x dollars.

If a person chooses to buy a membership, the cost will be a one-time payment of $100.

We want to find out when the cost of buying a membership becomes less expensive than paying per visit. In other words, we want to solve the inequality:

4x > 100

To solve for x, we need to isolate the variable. We can do this by dividing both sides by 4:

x > 25

So, if a person plans to visit the pool more than 25 times, it's more cost-effective to buy a membership instead of paying per visit.

Answer:

1. I don't know

2. 10

Step-by-step explanation:

[tex]c=\sqrt{a^{2}+b^{2} } = \sqrt{6^{2}+8^{2} } = \sqrt{36+64} = \sqrt{100} = 10[/tex]

I don't know but i can help a little

Step-by-step explanation:

But If the slops are the same and the y-intercepts are different, the lines are parallel...

Answer:

B.

Step-by-step explanation:

I just took the test

the baker needs 15 gallons of milk to make 80 chocolate pies for the community festival. To find out how much milk is needed to make 80 chocolate pies, we need to first determine the total amount of milk required for one chocolate pie. We know that the baker needs 3 cups of milk to make one chocolate pie.

To convert cups to gallons, we need to divide by 16 since there are 16 cups in a gallon. So, one chocolate pie requires 3/16 gallons of milk.

To find out how much milk is needed to make 80 chocolate pies, we can multiply the amount of milk required for one pie by the number of pies. This gives us:

(3/16) gallons of milk per pie x 80 pies = 15 gallons of milk

Therefore, the baker needs 15 gallons of milk to make 80 chocolate pies for the community festival.

It's important to make sure we convert units correctly when solving these types of problems. In this case, we had to convert cups to gallons to make sure we were using the same unit of measurement for both the amount of milk needed for one pie and the total amount needed for 80 pies. By following these steps, we can accurately determine the amount of ingredients needed to fulfill an order, which is important for bakers and other food service professionals.

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There were initially 4 million bacteria in the culture.

To determine the initial number of bacteria in the culture, we can follow these steps:

Step 1: Identify the given data.
At the end of 6 hours, there are 5 million bacteria.
At the end of 9 hours, there are 8 million bacteria.

Step 2: Find the rate of bacterial growth.
Since the number of bacteria increased by 3 million (8 million - 5 million) over 3 hours (9 hours - 6 hours), the rate of bacterial growth is 1 million per hour (3 million ÷ 3 hours).

Step 3: Calculate the initial number of bacteria.
The number of bacteria increased by 5 million over the 6 hours. Therefore, if we divide this number by the rate of growth, we can determine the initial number of bacteria. Divide 5 million by 1 million per hour, which results in 5 hours.

Step 4: Subtract the time from the initial time.
Since we know that the culture was growing for 5 hours before reaching 5 million, we can subtract 5 hours from 6 hours, which equals 1 hour.

Step 5: Calculate the initial number of bacteria at 1 hour.
Since the bacteria grow at a rate of 1 million per hour, at the end of the 1st hour, there would be 1 million bacteria. Subtracting this number from the 5 million at the end of 6 hours will give us the initial number of bacteria: 5 million - 1 million = 4 million bacteria.

So, there were initially 4 million bacteria in the culture.

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Therefore, for spheres of different sizes, we need to use different measuring units, unlike prisms and pyramids, where a unit cube can be used as a standard unit for all shapes with the same base and height.

Volume is a measure of the amount of space occupied by a three-dimensional object. It is the measure of the total amount of space that an object takes up. The standard unit of volume is the cubic meter (m³) in the International System of Units (SI), but other units such as cubic centimeters (cm³) and cubic inches (in³) are also commonly used. The volume of an object can be calculated using different formulas depending on its shape and dimensions.

Here,

A unit sphere is not a good unit of volume measurement for all spheres because spheres come in various sizes and diameters. The unit sphere has a radius of 1, and while it can be used to measure the volume of spheres with radii equal to 1, it cannot be used to measure the volume of spheres with different radii.

For example, if we want to find the volume of a sphere with a radius of 2, we cannot use the unit sphere as a measuring unit. Instead, we would need to use a larger sphere with a radius of 2 as our measuring unit.

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Answer:

x=10

Step-by-step explanation:

x2=20

2*x=20

2*10=20

so, x=10

Answer:

Answer is B The data is asymetrical.

Step-by-step explanation:

The area of 2.5 by 2.5 square is given as follows:

6.25 square units.

The area of a square of side length s is given by the square of the side length, as follows:

A = s².

For this problem, we have 2.5 by 2.5 square, hence the side lengths are given as follows:

s = 2.5.

Then the area of 2.5 by 2.5 square is obtained applying the formula as follows:

A = 2.5²

A = 6.25 square units.

This means that the entire 2.5-by-2.5 square can be divided into 6.25 unit squares, in which each of them would have a side length of one unit.

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Answer:

The polynomial expression x^4 + 4x - 21 cannot be factored into linear factors with rational coefficients. This can be shown using the rational root theorem, which states that any rational roots (zeros) of the polynomial must be of the form p/q, where p is a factor of the constant term (in this case, 21) and q is a factor of the leading coefficient (1). The only possible rational roots of this polynomial are ±1, ±3, ±7, and ±21. However, plugging in each of these values does not give a zero of the polynomial, meaning it has no rational roots. Therefore, it cannot be factored into linear factors with rational coefficients. It may still be factorable using complex numbers, but it is not factorable using only real numbers.

The given probability is 0.37 which is the probability of a supply container dropped from an aircraft by a parachute hitting a target. So the expected number of container drops needed to hit a target is approximately 2.7027.

       To find out the expected number of container drops needed to hit a target, we can use the formula given below;            

                      E(X) = (1/p) E(X)

                             = (1/0.37)E(X)

                             = 2.7027

          Thus, the expected number of container drops needed to hit a target is approximately 2.7027.

An expected value is a statistical concept that represents the theoretical average value of a random variable. It is represented as E(X).

            The expected value is calculated by multiplying each possible value of the random variable by its probability and then adding all of the products.

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The missing numbers to complete the linear equation that gives the rule for this table are y = 11x-10

A linear equation is an equation that describes a line in a two-dimensional coordinate system. It can be written in the form:

y = mx + b

where y and x are variables representing coordinates on the vertical and horizontal axes, respectively, m is the slope of the line, and b is the y-intercept (the point where the line crosses the y-axis).

The slope of the line represents the rate of change between y and x, or the steepness of the line. A positive slope indicates that the line is increasing from left to right, while a negative slope indicates that the line is decreasing from left to right. A slope of zero indicates a horizontal line, while a slope that is undefined (such as when x is constant) indicates a vertical line.

To find the equation that gives the rule for this table, we need to determine the slope and y-intercept of the line that passes through these points.

We can start by using the two given points (4, 34) and (5, 45) to find the slope:

slope = (change in y) / (change in x)

slope = (45 - 34) / (5 - 4)

slope = 11

Now we can use the point-slope form of a linear equation to write the equation for this line, using the point (4, 34):

y - 34 = 11(x - 4)

Simplifying this equation gives:

y = 11x - 10

So the missing numbers to complete the linear equation that gives the rule for this table are:

y = 11x-10

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The answer is k = 1/5, which represents the constant of proportionality between y and x in the equation y = x/5.

What is proportion?

Proportion is a mathematical concept that describes the equality of two ratios. In other words, it is a statement that two ratios or fractions are equal.

To determine if the equation y = x/5 represents a proportional relationship, we need to check if there is a constant of proportionality between y and x.

If there is a constant of proportionality, then we can write y = kx, where k is the constant of proportionality. In other words, the ratio of y to x is always the same constant value.

To find the constant of proportionality for the equation y = x/5, we can rearrange the equation as:

y/x = 1/5

This means that the ratio of y to x is always 1/5. Therefore, there is a constant of proportionality, which is 1/5.

So, the equation y = x/5 represents a proportional relationship, and the constant of proportionality is 1/5.

Therefore, the answer is k = 1/5, which represents the constant of proportionality between y and x in the equation y = x/5.

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Answer:

3√5

Step-by-step explanation:

The graph shows that the rise is 3 and the run is 3, and the hypotenuse is the length between the two points.

let hypotenuse = x

using Pythagorean theorem:

x^2= 3^2 + 3^2

x^2 = 9 + 9

x= sqrt 18

x = 4.2426....

rounding to the nearest 10th:

x = 4.2

The probability that a randomly selected orphan pet in an animal shelter in Austin is a dog is 11.71%. The probability that a randomly selected orphaned dog in the same animal shelter in Austin is a Chihuahua is 29.37%.

The probability that a haphazardly chosen vagrant pet in a creature covered in Austin is a canine is 11.71%.

The probability that a haphazardly chosen stranded canine in a similar creature cover in Austin is a Chihuahua is 29.37% .

2.76% + 2.86% + 3.44% + 2.65% = 11.71%

11.71/3.44 = .2937

.2937 = 29.37%

Probability is just the way that logical something is to occur.

Whenever we're uncertain about the result of an occasion, we can discuss the probabilities of specific results — how likely they are. The investigation of occasions represented by probability is called statistics.

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The box and whisker plot can be created by :

Minimum value - 6

Maximum Value - 15

Median - 10

Quartiles - Q1 - 7.5, Q2 - 10, Q3 - 13.5

To create a box and whisker plot for the given data set {6,7,7,8,9,10,10,10,10,13,13,14,14,15,15}, we need to first find the minimum value, maximum value, median, and quartiles.

Minimum value: 6

Maximum value: 15

Median: To find the median, we need to first arrange the data set in ascending order:

6,7,7,8,9,10,10,10,10,13,13,14,14,15,15

The median is the middle value in the data set, which is 10.

Quartiles: To find the quartiles, we need to divide the data set into four equal parts.

First quartile (Q1): The first quartile is the median of the lower half of the data set. In our case, the lower half of the data set is:

6,7,7,8,9,10

The median of this set is (7+8)/2 = 7.5.

Second quartile (Q2): The second quartile is the median of the entire data set, which we already found to be 10.

Third quartile (Q3): The third quartile is the median of the upper half of the data set. In our case, the upper half of the data set is:

10,10,10,10,13,13,14,14,15,15

The median of this set is (13+14)/2 = 13.5.

Now, we can use the above information to create the box and whisker plot.

The horizontal line inside the box represents the median (10). The bottom of the box represents the first quartile (7.5), and the top of the box represents the third quartile (13.5). The whiskers extend from the box to the minimum value (6) and maximum value (15).

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Law of Cosines Of A Triangle -GIVEN: C (the degree) 20, 22,18 (the base). C is 26.5 degrees.

To solve for the angle C using the law of cosines, we use the formula:

[tex]c^2 = a^2 + b^2[/tex] - 2ab cos(C)

where c is the angle C's opposite side.

Substituting the given values, we get:

[tex]18^2 = 20^2 + 22^2[/tex] - 2(20)(22)cos(C)

324 = 1048 - 880cos(C)

880cos(C) = 724

cos(C) = 724/880

C = [tex]cos^{(-1)}[/tex](724/880)

C ≈ 26.5 degrees

Therefore, the measure of angle C is approximately 26.5 degrees.

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[tex]y = 2800(1.033)^t[/tex] is the exponential function for starting population of 2800 bacterium cells that is shown to multiply exponentially over time using this function, increasing by a factor of 1.033 every hour.

We can use an exponential function of the type y = abt to simulate the development of bacteria cells over time, where y stands for the number of cells, t for the number of hours, and a and b for constants that we must establish.

Since we now know there are 2800 bacterium cells, we can enter this number into the equation to obtain:

[tex]2800 = ab^0[/tex]

By simplifying this equation, we obtain a = 2800, which informs us that there are 2800 bacterium cells in the initial population.

We must use the knowledge that the number of cells rises by 3.3% every hour to get the value of b. By dividing this percentage growth by 100, we can convert it to a decimal, yielding a growth rate of 0.033. The value of b can then be obtained by multiplying this growth rate by 1:

b = 1 + 0.033 = 1.033

These values of a and b are what we obtain when we enter them into our exponential function:

[tex]y = 2800(1.033)^t[/tex]

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The year that saw 164 billion dollars being spent on advertising, given the function for the advertising would be c. 1994

The dimensions of the rectangle, given the area of the rectangle would be:

The function is given by y = 0.93x² + 2.2x + 130, where y is the amount of money spent (in billions of dollars) and x is the number of years since 1990. We need to find the value of x when y = 164.

164 = 0.93x² + 2.2x + 130

0.93x² + 2.2x + 130 - 164 = 0

0.93x² + 2.2x - 34 = 0

x = 2.5

Now, we'll find the year by adding the value of x to 1990:

Year = 1990 + 2.5 = 1992.5

= 1994 which is the closest year in options

The area of the rectangle is given by:

Area = width × length

91 = (x + 2)(2x + 3)

91 = 2x² + 3x + 4x + 6

91 = 2x² + 7x + 6

2x² + 7x - 85 = 0

When solved differently:
x = 4.9

x = -3.5

Using the positive values:

Width = x + 2 ≈ 4.9 + 2 = 6.9 meters

Length = 2x + 3 ≈ 2(4.9) + 3 ≈ 9.8 + 3 = 12.8 meters

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Answer: I mean technically no. grades don't really matter until high school. You can get held back but that's up to your parents if you do

answer:

probobly not because it can also depend on the fsa or fast test u have to take but a 68 is not bad its a d+ really close to 70 so i dont think u will dont worry.

A stadiometer can be used to measure height, age, and shoe size of learners. It is a simple device consisting of a ruler mounted on a vertical board, and the measurements can be taken in the Frankfort Plane position.

An instrument that can be used to measure height, age, and shoe size of learners is a stadiometer. A stadiometer is a device designed to measure the height of an individual, typically from the floor to the crown of the head. It consists of a ruler, graduated in metric or imperial units, mounted on a vertical board. To measure a person's height, they must stand against the board with their feet together and their head in the Frankfort Plane. The Frankfort Plane is an imaginary line running from the top of the ears to the bottom of the eyes. Once the person is standing in this position, the height is read off the ruler and recorded.

In addition to height measurement, a stadiometer can also be used to measure age and shoe size of learners. To measure age, the stadiometer must be calibrated with the average height of the population by age. Then, when the person is standing in the Frankfort Plane position, their age can be read off the ruler. To measure shoe size, the stadiometer must be calibrated with the average height of a person with a certain shoe size. Once the person is standing in the Frankfort Plane position, their shoe size can be read off the ruler.

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The distribution of test scores shows that most students did not do well on the test; some did fine and only a few did exceedingly well. The distribution is likely to be skewed.

What is a skewed distribution?

A skewed distribution is one in which the data is not uniformly distributed but rather concentrated on one side. In simple words, a skewed distribution is one in which one tail has a greater number of observations than the other tail, with the majority of data falling in the tail with the greater number of observations.

In a symmetric distribution, the data is uniformly distributed on both sides of the median, with half of the data lying to the right and half to the left.

Thus, the distribution of test scores shows that most students did not do well on the test; some did fine and only a few did exceedingly well. The distribution is likely to be skewed.

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The rocket will be 30 feet from the ground approximately 0.4 seconds or 9.6 seconds after it is launched.

To solve this problem, we need to find the value of t for which the height of the rocket is 30 feet. We can use the given equation to set up an equation for this as follows:

-16t² + 160t + 90 = 30

Simplifying and rearranging, we get:

-16t² + 160t + 60 = 0

Dividing by -4, we get:

4t² - 40t - 15 = 0

Using the quadratic formula, we get:

t = [40 ± √(40² - 4(4)(-15))] / (2×4)

t = [40 ± √(1840)] / 8

t = [40 ± 2×√(460)] / 8

t = 5 ± (1/2)×√(460)

Therefore, the rocket will be 30 feet from the ground at t = 5 - (1/2)×√(460) seconds or t = 5 + (1/2)×√(460) seconds. These are the two possible solutions to the equation. We can simplify them as follows:

t = 0.4 seconds or t = 9.6 seconds

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The value of x in the given linear equation of 4x = 28 is determined as 7.

To find the value of x in the linear equation 4x = 28, we need to isolate x on one side of the equation.

We can do this by dividing both sides of the equation by 4:

4x/4 = 28/4

Simplifying:

x = 7

Thus, identify the equation and the variable: In this case, the equation is 4x = 28, and the variable we want to solve for is x. Also simplify the linear equation by dividing both sides by 4, we get x = 7, which is the solution.

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The complete question is below:

4x = 28

find the value of x

The given inequality is [tex]|x-3|/11 \geq 1[/tex]and the solution to the inequality is [tex]x \leq -8[/tex] or [tex]x \geq 14.[/tex]

We want to solve for [tex]x[/tex], which means we want to find all possible values of [tex]x[/tex] that satisfy the inequality.

To start, we multiply both sides of the inequality by 11, which gives us:

[tex]| x - 3 | \geq 11[/tex]

Now we have an inequality without any fractions. The absolute value sign means that we need to consider two cases: one where [tex]x-3[/tex] is positive, and one where [tex]x-3[/tex] is negative.

Case 1: [tex]x-3[/tex] is positive

If [tex]x-3[/tex] is positive, then [tex]| x - 3 |[/tex] is equal to [tex]x-3[/tex]. So we can rewrite the inequality as:

[tex]x - 3 \geq 11[/tex]

Adding 3 to both sides, we get:

[tex]x \geq 14[/tex]

This means that if [tex]x[/tex] is greater than or equal to 14, then the inequality is satisfied.

Case 2: [tex]x-3[/tex] is negative

If [tex]x-3[/tex] is negative, then [tex]| x - 3 |[/tex] is equal to [tex]-(x - 3)[/tex]. So we can rewrite the inequality as:

[tex]-(x - 3) \geq 11[/tex]

Multiplying both sides by -1, we get:

[tex]x - 3 \leq -11[/tex]

Adding 3 to both sides, we get:

[tex]x \leq -8[/tex]

This means that if [tex]x[/tex] is less than or equal to -8, then the inequality is satisfied.

Putting these two cases together, we get:

[tex]x \leq -8[/tex] or [tex]x \geq 14[/tex]

These are all the possible values of [tex]x[/tex] that satisfy the inequality.

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The complete question is:

Solve the equation: | x - 3 | / 11 ≥ 11 and determine the type of solution.

It is important to understand that the force of gravity acting on an object does not violate Newton's second law. It is an external force that acts on an object and produces an acceleration in it. Therefore, the acceleration due to gravity does not violate Newton's second law.

According to the Newton's second law, a force acting on a body of mass m produces an acceleration a in the body which is directly proportional to the force and inversely proportional to the mass. For instance, If a body of mass m is acted upon by a force F, then the acceleration produced in the body is given by F/m.As per the law, a larger force will produce a larger acceleration in the object.

When a body falls under gravity, it is said to experience weight. The weight of an object is the force of gravity acting on the object. According to Newton's law of gravitation, every object attracts every other object with a force proportional to their masses and inversely proportional to the square of their distance. In general, the weight of an object can be given by the formula weight = mass x acceleration due to gravity.

Therefore, as the acceleration due to gravity is the same for all objects, the weight of an object is proportional to its mass. It implies that a heavier object has more weight, while a lighter object has less weight.As per the above facts, a heavier object would require a larger force to move it than a lighter object. However, when they fall under gravity, both objects fall at the same rate. It appears as a contradiction, but the reason for it is the difference between weight and mass.

The mass of an object is a measure of the amount of matter in it, while the weight of an object is the force exerted on it by gravity.The acceleration produced in an object by an external force is not the same as the acceleration due to gravity. A force F produces an acceleration F/m, whereas the acceleration due to gravity is the same for all objects.

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560

1) PEMDAS so 2+14=16

2)55/11=5

3)5x7=35

4)35(16)=560