A
rectangular prism has a volume of 9 in. The area of the base
is 4 in? What is the height of the prism?

Answer:

350

Step-by-step explanation:

Using the proportion from part (a):

14/n = 20/500

Cross-multiplying, we get:

20n = 14 × 500

Dividing both sides by 20, we get:

n = 14 × 500 / 20 = 350

Therefore, about 350 seventh graders participate in the contest.

Jimbo approximately 5.09 minutes to solve the problem by himself.

An expression contains one or more terms with addition, subtraction, multiplication, and division.

We always combine the like terms in an expression when we simplify.

We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.

Example:

1 + 3x + 4y = 7 is an expression.

3 + 4 is an expression.

2 x 4 + 6 x 7 – 9 is an expression.

33 + 77 – 88 is an expression.

We have,

The amount of time it takes Jimbo to solve the problem by himself = x.

The amount of time Jimmy takes to solve the problem.

= 8 minutes

The amount of time it takes Jimmy to solve the problem by himself.

= 1/8

Jimbo and Jim Bob together can solve the problem in 6 minutes, so their combined rate of work is 1/6 of the problem per minute.

The amount of time it takes Jim Bon to solve the problem by himself.

= 1/14

Now,

We can make an equation:

1/8 + 1/x + 1/14 = 1/6

We can solve for x to find the amount of time it would take Jimbo to solve the problem by himself.

1/8 + 1/x + 1/14 = 1/6

Multiply both sides by 168x.

We get,

21x + 168 + 12x = 28x

33x = 168

x = 168/33

x = 5.09

Thus,

Jimbo approximately 5.09 minutes to solve the problem.

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The measure of angle ∠T found in the triangle  ΔRST found using the law of cosines is 127.3°.

What is meant by the law of cosines?

The law of cosines, commonly referred to as the cosine formula or cosine rule, is a relation in trigonometry that links the lengths of a triangle's sides to the cosine of one of its angles. It claims that we can determine the length of the third side of a triangle if we know the length of the first two sides and the angle between them.

If ABC is a triangle, then as per the statement of the law of cosines,  we have:

c = [tex]\sqrt{a^{2}+b^{2}-2 a b \cdot \cos \gamma}[/tex]

where,

c = length of side c

a = length of side a

b = length of side b

γ = angle opposite c

Given a  triangle,  ΔRST

The length of side r = 530 cm

The length of side s = 530 cm

The length of side t = 950 cm

According to the law of cosines,

t² =s² + r² - 2.s.r . cos T

950²  = 530² + 530² - 2 * 530 * 530  * cos T

902500  =  280900 + 280900 - 561800 * cos T

cos T = -0.6064

m∠T = 127.3°

Therefore the measure of angle ∠T found using the law of cosines is 127.3°.

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The residual plot tell you about the line of best fit, the closer a data point's residual is to 0, the better the fit.

A residual value is a measure of how much a retrogression line vertically misses a data point. Retrogression lines are the stylish fit of a set of data. You can suppose of the lines as pars; a many data points will fit the line and others will miss.

A residual plot has the Residual Values on the perpendicular axis; the vertical axis displays the independent variable.

A residual plot is generally used to find problems with retrogression. Some data sets aren't good campaigners for retrogression, including

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Answer:

x = -91 8/35

Step-by-step explanation:

Challenging, but lets take it step by step.  We have two sets each  of complex fractions being multiplied, and then added.  As per PEDMAS, do the multiplication first and then add. [I changed the -71/7 as per your note in the comment section.]

[-7 1/7 * (3 2/5)]    +       [6 3/5*(-7 1/7)]     =  x

Convert the two numbers into fractions.  Eg., 7 1/7 becomes 50/7 and 3 2/5 becomes 17/5.  6 3/5 becomes 33/5 and 7 1/7 becomes 50/7.

[-50/7 * (17/5)]    +       [33/5*(-50/7)]     =  x

Now multiply the numerators and denominators.

[-850/35]    +       [-2343/35]     =  x

Now we can add the two fractions since they have the same denominator.

-(3193/35)  = x

x = -91 8/35

Answer:

Since the ratio of the altitudes of the two triangles ABC and DEF is 1:3, we can say that the altitude of triangle DEF is three times that of triangle ABC.

Let's assume the altitude of triangle ABC is h, then the altitude of triangle DEF is 3h.

Now, we know that the area of a triangle is given by the formula:

Area = (1/2) * base * height

Let's apply this formula to both triangles:

Area of triangle ABC = (1/2) * base * altitude

= (1/2) * 7cm * h

= 3.5h cm^2

Area of triangle DEF = (1/2) * base * altitude

= (1/2) * 7cm * 3h

= 10.5h cm^2

Since the two triangles are similar, their areas are proportional to the squares of their corresponding sides. That is:

Area of triangle ABC / Area of triangle DEF = (AB / DE)^2

Substituting the values, we get:

3.5h / 10.5h = (AB / DE)^2

1/3 = (AB / DE)^2

Taking the square root of both sides, we get:

AB / DE = 1 / sqrt(3)

AB = (1 / sqrt(3)) * DE

Now, we know that the sides of triangle ABC are 3cm, 5cm, and 7cm.

Let's assume that the sides of triangle DEF are a, b, and c.

Since the sides of the two triangles are proportional, we can write:

a / 3 = b / 5 = c / 7 = 1 / sqrt(3)

Solving for a, b, and c, we get:

a = 3 / sqrt(3) = sqrt(3) cm

b = 5 / sqrt(3) = (5 * sqrt(3)) / 3 cm

c = 7 / sqrt(3) = (7 * sqrt(3)) / sqrt(3) = 7 cm

Therefore, the measures of the sides of triangle DEF are sqrt(3) cm, (5 * sqrt(3)) / 3 cm, and 7 cm.

Answer:

x= 6

Step-by-step explanation:

3^3x = 9^9

3^3x = 3^(2×9)

3^3x = 3^18

3x = 18

3x/3 = 18/3

x = 6

Using the relationship between speed, distance and time, Jen's average walking speed was approximately 1.75 meters per second over the 20-second window.

To find Jen's average walking speed, we need to first find the total distance that she walked in 20 seconds. We can do this by multiplying the number of strides she took by the distance of each stride, which is given as 140 cm.

From the graph provided, we can see that Jen took 25 strides in the 20-second window. Therefore, the total distance she walked is:

distance = number of strides * distance per stride = 25 * 140 cm = 3500 cm

To convert this to meters, we divide by 100:

distance = 3500 cm / 100 = 35 meters

Finally, we can find Jen's average walking speed by dividing the total distance by the time it took her to walk it, which is 20 seconds:

average speed = distance / time = 35 meters / 20 seconds ≈ 1.75 meters per second

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Answer: 1.33 m/s

Step-by-step explanation:

We need meters per second, not centimeters per second, so convert the stride of 140 cm to meters:

140 cm times 1 m/100 cm = 1.4 meters.

The number of pulses going above the dashed line for the 3 g threshold to

count as strides are 19. Therefore, a total assumed distance of $19 times 1.4 meters  is covered in 20 seconds, making the average speed

19 times 1.4/20 = 19 times 0.07 = 1.33m/s.

Answer:

70

The top line should add up to 180 and both sides other than x are 55 so since 55+55=110  180-110=70

Answer:

3

Explanation:

Based on the given conditions, formulate: 3

Cross out the common factor: 3

get the result:3

Answer: 3

Answer:

2$

Step-by-step explanation:

10/5=2

The statement that is true regarding "96 multiplied by 11/8" is: G. The product is greater than 96.

To find the product of 96 and 11/8, we can multiply these two numbers:

96 x 11/8 = (96/1) x (11/8)

= 1056/8

= 132

So the product is 132.

Now we can check which statement is true:

F. The product is less than 11/8. This statement is false, since 132 is greater than 11/8.

G. The product is greater than 96. This statement is true, since 132 is greater than 96.

H. The product is between 11/8 and 96. This statement is false, since 132 is greater than both 11/8 and 96.

I. The product is equal to 96. This statement is false, since we have calculated that the product is actually 132.

The statement that is true is G. The product is greater than 96.

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Answer:

We know that half of the choir members are women, which means:

Number of women = 80/2 = 40

We also know that the number of men is one-quarter of the number of women, which means:

Number of men = 40/4 = 10

Now, we're given that the ratio of children to men in the choir is n:1. Let's call the number of children in the choir "c".

So, we have:

c : 10 = n : 1

We can cross-multiply to get:

c = 10n

Since we know that the total number of people in the choir is 80, we can set up another equation:

40 (women) + 10 (men) + c (children) = 80

Substituting c = 10n, we get:

40 + 10 + 10n = 80

Simplifying the left side, we get:

50 + 10n = 80

Subtracting 50 from both sides, we get:

10n = 30

Dividing both sides by 10, we get:

n = 3

Therefore, the value of n is 3

Ross achieved a higher sales target.

A fraction is a number which represents the part of a whole or collection of objects. It is in the from of [tex]\frac{a}{b}[/tex] where a represents the numerator part and the b represents the denominator parts.

A contact center provides incentives based on the number of sales achieved by its representatives.

Ross made 27 sales in 3 days.

Sales per one day =[tex]\frac{27}{3}=9.[/tex]

Mona secured 49 sales in one week

Sales per day =[tex]\frac{49}{7}=7[/tex]

Therefore, in one day sale of Ross is 9 and sale of Mona is 7.

Hence, Ross achieved a higher sales target.

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Answer: C

Step-by-step explanation:

The function to represent a direct variation relationship between y and x is y = kx.

A direct variation relationship is one where the ratio of two quantities is always constant. In mathematical terms, if y varies directly with x, then there is a constant k such that y = kx.

Below is a function to represent a direct variation relationship between y and x:

y = kx

where k is the constant of proportionality.

A real world example of a direct variation relationship is the relationship between the distance traveled by a vehicle and the time it takes to travel that distance.

If a car travels at a constant speed, then the distance it travels is directly proportional to the time it takes to travel that distance. In mathematical terms, we can write:

distance = rate × time

where the constant of proportionality (rate) is the speed of the car.

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The total cost to put a new floor on both the court and its border is; $61776

The parameters given are;

Initial length = 84 ft

Initial Width = 46 ft

Now, since the court has a border that is 10 ft wide, it means that we will add 20 ft to the initial length and width to get the new measurements. Thus;

New length = 84 + 20 = 104 ft

New Width = 46 + 20 = 66 ft

Thus;

Area = 104 * 66

Area = 6864 sq.ft

Thus;

Total Cost = 6864 * 9

= $61776

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Mat must bowl 140 in the next game.

In mathematics, the middle value—which is determined by dividing the sum of all the values by the total number of values—is the average value in a set of numbers. To calculate the average of a set of data, add up all the values and divide the result by the total number of values.

Given:

Matt bowled games of 162, 170, and 148.

Average = 155

let the score on fourth game be x.

So, (162 + 170 + 148 + x)/4 = 155

480 + x= 620

x= 140

Thus, he must bowled 140.

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Answer: 108 degrees.

Step-by-step explanation:

I think this is how you solve it:

A circle has a total of 360 degrees.

Having 5 equally placed sensors with a certain detection angle means that the sensors form a regular pentagon.

Finding the measure of the interior angles of a regular pentagon can be found using the formula

(180(n-2))/n, with n being the number of vertices of the polygon.

180(5-2)/5 ; 180(3)/5 ; 540/5 = 108

I think this means the detection angle is 108 degrees. Hope this helps!

If you get it wrong I'm terribly sorry T-T

No, not all fixed costs are considered sunk costs. Sunk costs are costs that have already been incurred and cannot be recovered, regardless of any future actions.

Fixed costs, on the other hand, are costs that do not vary with changes in output or sales, such as rent or salaries. While some fixed costs may be sunk costs (such as a non-refundable deposit for a lease), other fixed costs may still be recoverable or avoidable with different decisions, and therefore are not considered sunk costs. Sunk costs are only relevant in decision making to the extent that they cannot be recovered and should not be factored into future decisions.

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Answer:

The marginal cost in this range is $0.50 per bouquet. This can be calculated by finding the difference in total cost of arranging 500 bouquets and 600 bouquets, which is $800, and dividing that by the difference in quantity of bouquets, which is 100. This gives a marginal cost of $0.50 per bouquet.

The transformations from the parent cube root function to generate function g(x) are given as follows:

A translation happens when either a figure or a function are moved horizontally or vertically.

The four translation rules for functions are given as follows:

For this problem, the transformations are given as follows:

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Answer:

Step-by-step explanation:

5 x 10^3 x 9 x 10^7 can be written as follows in standard form:

5 x 10^3 = 5 x 10^3 x 1 = 5 x 10^3

9 x 10^7 = 9 x 10^7 x 1 = 9 x 10^7

So,

5 x 10^3 x 9 x 10^7 = (5 x 10^3) x (9 x 10^7) = 45 x 10^(3 + 7) = 45 x 10^10 = 4.5 x 10^11

In standard form, the coefficient (45) is written as a number between 1 and 10, and the exponent (10) gives the number of places the decimal point must be moved. So, 4.5 x 10^11 is written in standard form as 4.5 x 10^11.

Answer:

Step-by-step explanation:

45*10^10=4.5*10^11

Nvm. I got it wrong me self. Srry:(

Yes multiplying the matrices shows that it is inverse matrix

The inverse of a matrix is a matrix that, when multiplied by the original matrix, results in the identity matrix.

Using multiplication of matrices product is sort as follows

Row 1 column 1

= 5 * - 5 + 2 * 13 = -25 + 26 = 1

Row 1 column 2

= 5 * -2 + 2 * 5 = -10 + 10 = 0

Row 2 column 1

= 13 * -5 + 5 * 13 = -65 + 65 = 0

Row 2 column 2

= 13 * 2 + 5 * -5 = 26 + -25 = 1

The identity matrix is

Row 1 column 1    Row 1 column 2           1      0

Row 2 column 1   Row 2 column 2           0      1

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Answer:

Step-by-step explanation:

Change in demand refers to a shift in the entire demand curve, either to the right or to the left, resulting in a higher or lower demand for a good or service, respectively. It can be caused by a variety of factors, such as changes in consumer preferences, changes in the price of related goods, changes in income, changes in the population, or changes in consumer expectations.

Change in quantity demanded, on the other hand, refers to a movement along the demand curve, resulting from a change in the price of a good or service, without any change in the underlying demand for the good or service. For example, if the price of a good decreases, the quantity demanded of that good will increase, and vice versa. This relationship between price and quantity demanded is known as the law of demand.

In summary, change in demand represents a shift in the demand curve, while change in quantity demanded represents a movement along the demand curve.

To indicate that one value is greater than, less than, or equal to another, an inequality in a word problem is written using mathematical symbols like, >, or.

Determine the values that the inequality will compare before using the correct mathematical symbol to express the relationship between them in a word problem. Once the values have been determined, represent the relationship between them using the proper mathematical symbol. For instance, the inequality would be phrased as "x > 5" if the problem stated that "x is greater than 5". Other possible symbols for inequalities are (less than), (less than or equal to), and (more than) (greater than or equal to). It is crucial to always use the appropriate mathematical symbols when creating an inequality since they are needed to indicate the direction of the comparison. Moreover, make sure to incorporate all essential components, including the values being compared, the mathematical symbol, and the equals sign, if required. These procedures can be used to effectively write an inequality in a word problem.

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Using the geometric mean theorem, the value of x is approximately 8.2.

The right triangle altitude theorem, also known as the geometric mean theorem, is a basic concept in geometry that connects the altitude of a right triangle to the two line segments it creates on the hypotenuse. According to the theorem, the altitude is equal to the geometric mean of the two line segments.

Using the theorem, we have:

14 = √(x * 24)

14² = 24x

196 = 24x

x = 196/24

x ≈ 8.2

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Answer:

The answer is 4×7×8 units³

Step-by-step explanation:

This is a really easy question. All you have to do is take a look at the prism and you see the height of 4 units, the width of 8 units, and the length of 7 units. To find the volume of a cube you have to multiply the Length, Width, and Height. Therefore, 7×8×4. Also, it doesn't matter the order of the numbers to multiply. Hope this helps!!

The required expression is 30 - 10√5 which is in the form a + b√5, where a = 30 and b = -10.

Expressions are defined as mathematical statements that have a minimum of two terms containing variables or numbers.

The expression is given in the question, as follows:

(5-√5)²

Expanding the above expression,

(5)² + (√5)² - 2 × 5 × √5

25 + 5 - 10√5

30 - 10√5

Compare the above expression to the form a + b√5, and we get

a = 30 and b = -10

Thus, the required expression is 30 - 10√5.

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we can estimate that 762 adults in Eric's sample use their computer every day.

Each sample has an equal chance of being chosen as part of the sampling procedure known as random sampling. A randomly selected sample is intended to be a fair reflection of the entire population.

We can use the proportion from the article to estimate the number of adults who use their computer every day in Eric's sample.

The proportion of adults who use their computer every day from the article is:

15/25 = 0.6

This means that 60% of adults use their computer every day.

To estimate the number of adults who use their computer every day in Eric's sample, we can multiply the proportion by the sample size:

0.6 x 1,270 = 762

So we can estimate that 762 adults in Eric's sample use their computer every day.

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