E Which could be the dimensions of a rectangular prism whose surface area is greater than 140 square feet? Select three options. 6 feet by 2 feet by 3 feet 6 feet by 5 feet by 4 feet 7 feet by 6 feet by 4 feet 8 feet by 3 feet by 7 feet 8 feet by 4 feet by 3 feet​

Answers

Answer 1

Answer:

6feet by 5feet by 4feet

7feet by 6feet by 4feet

8feet by 3feet by 7feet

E Which Could Be The Dimensions Of A Rectangular Prism Whose Surface Area Is Greater Than 140 Square

Related Questions

PLEASE HELP I"LL GIVE BRAINLIST

Every week, Fred deposits $84 into his savings account, which is 20% of his weekly income. How much income does Fred make each week?

$480

$420

$510

$505

Answers

Answer: 420 dollars.

Step-by-step explanation:

Answer:

Total income, $420.

Step-by-step explanation:

if $84 is 20% of freds income, then freds income could be modeled by the equation

Income = 84/.2 which equals $420 ((((ganggang)))

to check this, you can take his total income (420) and multiply it by 20%, and if we get 84, we are correct, 20% of freds income($420) IS in fact $84.

420*.2 = $84 proving ourselves to be correct.

What is the most precise and accurate definition of perpendicular lines?

A. two lines in a plane with opposite reciprocal slopes

B. two lines in a plane with opposite slopes

C. two lines in a plane with reciprocal slopes

D. two lines in a plane with the same slope

Answers

Answer:

A. two lines in a plane with opposite reciprocal slopes

Step-by-step explanation:

Because, if you flip a slope and change the sign, you get an opposite reciprocal to the original slope, thus, forming perpendicular lines.

What principal will amount to 20,790 in 2 years at the simple interest of 5% per annum?​

Answers

Answer:

18900

Step-by-step explanation:

I Can't Believe There Still Work It's Christmas Break

At Tasty Dogs, 2 of the last 12 customers wanted mustard on their hot dogs. Considering this data, how many of the next 6 customers would you expect to want mustard?

Answers

Answer:

1

Step-by-step explanation:

Justin ate 9 out of the last 15 pretzels. What fraction of the pretzels was left ? Write the fraction in simplest form.

Answers

The answer is: 2/5

Explanation:

15 - 9 = 6

6/15 (the remainder) is reduced to 2/5.

1. What is the exact distance from (-4,-2) to (4, 6)?
O 24 units
O 188 units
O V100 units
O V128 units

Answers

V100 Units I hope that's help





Find the measure of the missing angles. 99° e f d​

Answers

Answer:

e = 99 , d = 90 , f = 81

Step-by-step explanation:

Answer:

81º

Step-by-step explanation:

Notice that angle f and 99º form a straight line. A straight line is 180º, so angle f = 180º - 99º = 81º.

how far does a horse travel if it gallops at an average speed of 25 km/h for 30 min?

Answers

Answer:

12.5 km.

Step-by-step explanation:

Distance = average speed x time = 25 km/h x 0.5 h = 12.5 km.

if wrong, sorry

(but most likely right)

If -11 + N = -11, then N is the
a. additive identity
b. additive inverse
c. multiplicative inverse
d. multiplicative identity

Answers

Answer:

Step-by-step explanation:

eeuduehuheuhd  hbu h

A racing track is shaped like an oval. Each time around
the track is 1.2 miles. The total distance for the
race is 480 miles.
What percentage is one lap around the track of
the total race?
(b) How many laps will it take to complete 75% of the
race?

Answers

Answer:

Percentage of one lap around the track of

the total race = 0.25%

It will take 300 laps to complete 75% of the race.

Step-by-step explanation:

1.2/480=0.0025

0.0025*100=0.25

480/100*75= 360

360/1.2=300

Solve the equation if 0°

Answers

The answer is x≈{-0.490883+2k(pi)
{3.63248 +2k(pi). K€Z
Hope it helps you
Good luck

Answer

(225-degree, 315 degree)

Step-by-step explanation:

In a bag, the ratio of red to blue counters is 3:4.
If 3 red counters are removed the ratio of red to blue counters becomes 3:5.
How many blue counters are there in the bag?

Answers

r/b = 2/3, so r = 2/3 b
(r-3)/b = 3/5
5(r-3) = 3b
5(2/3 b - 3) = 3b
Just solve for b

In a school day each student has to participate either in music or sport . Out of 350 students of the school 250 participated in sports and 145 in music then,
a. How many students have participated in both activities?
b. How many of them have participated in one activity only?
c. Represent the above information in a Venn Diagram.​

Answers

Answer:

a. 45

b. 305

(left side) just sports, (middle) amount that did both, (right side) kids that just did music

Step-by-step explanation:

a. 250 + 145 = 395 395-350 = 45

b. 350-45= 305

ope this helps :)

Which of the following is a solution of x2 + 2x + 4?

Answers

Answer:8x

Step-by-step explanation:

2++2=4 add x up 4 = 8x

Do you mean 2x for the first term or x^2? If the first term is 2X then the solution would be 4x+4. If the first term is not 2x but x^2 instead, then there is no solution for it

Which equation represents the line that has a slope of 1/2 and
contains the point (0, 3)?
A y = 1/3x + 1/2
B y = 3x + 1/2
C y = 3/2x
D y = 1/2x + 3

Answers

Answer:

Solution given:

slope(m)=½

passing through point (x',y')=(0,3)

now

equation of a line is:

y-y'=m(x-x')

y-3=½(x-0)

y=½x+3

D.y=½x+3 is a required equation of a line.

PLZ HELP!!!!!!!!

Function 1 is defined by the equation y=-1/4r-5 Function 2 is defined by line p.shown on the following graph. Which function has a more negative slope?​
A. Function 1
B. Function 2
C. The functions have the same slope.

Answers

Answer:

Function 1

Step-by-step explanation:

I got it correct on khan academy

The function defined on the graph by the equation y = (-1/4)r -5 and line p has slope which is represented by option C. The functions have same slope.

Let the two coordinate on the line p of the function 2 on the graph.

( x₁ , y₁ ) = (-4, -6)

(x₂ , y₂ ) = ( 4 ,-8 )

Slope of the line = ( y₂ - y₁ ) / ( x₂ - x₁ )

Substitute the value in the formula we get,

Slope of line p = ( -8 + 6 ) / ( 4 + 4 )

                         = -2/8

                        = -1/4

Slope of the function 1

y = -(1/4)r -5

When r = 8 ⇒ y = -7

r = -8 ⇒ y = -3

( x₁ , y₁ ) = (8, -7)

(x₂ , y₂ ) = ( -8 ,-3 )

Slope of the function 1  = ( -3 + 7 ) / ( -8  - 8 )

                         = 4/ -16

                        = -1/4

Therefore, slope of the both the function 1 and function 2 represented by line p are given by option C. the functions have same slope.

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How I can answer this question, NO LINKS, if you answer correctly I will give u brainliest!

Answers

14. Is the answer
Explanation
49*4= 196
14*14=196

Brainliest
Please do one of the above
(I would appreciate if you did more then one)

Answers

Answer:

5. 7.5m

6. 3, 925m

7. 383.9m

8 42.99m

Answer:

Step-by-step explanation:

How do I find the function of a graph given?

Answers

Answer:

Explanation

Step-by-step explanation:

Well, to find a function of a given graph, you would need m, its slope, and b, its y-intercept. After you've done that, place the function in the format of f(x) or y = mx + b.

Find the slope using the formula y2-y1/x2-x1 or rise/run

Find the y-intercept by looking for the point that touched with the y-axis.

How do I find the inverse?

Answers

g(x) as given has no inverse because there are instances of two x values giving the same value of g(x). For instance,

x = -1   ⇒   g(-1) = 4 (-1 + 3)² - 8 = 8

x = -5   ⇒   g(-5) = 4 (-5 + 3)² - 8 = 8

Only a one-to-one function can have an inverse. g(x) is not one-to-one.

However, if we restrict the domain of g(x), we can find an inverse over that domain. Let [tex]g^{-1}(x)[/tex] be the inverse of g(x). Then by definition of inverse function,

[tex]g\left(g^{-1}(x)\right) = 4 \left(g^{-1}(x) + 3\right)^2 - 8 = x[/tex]

Solve for the inverse:

[tex]4 \left(g^{-1}(x) + 3\right)^2 - 8 = x[/tex]

[tex]4 \left(g^{-1}(x) + 3\right)^2 = x + 8[/tex]

[tex]\left(g^{-1}(x) + 3\right)^2 = \dfrac{x + 8}4[/tex]

[tex]\sqrt{\left(g^{-1}(x) + 3\right)^2} = \sqrt{\dfrac{x + 8}4}[/tex]

[tex]\left| g^{-1}(x) + 3 \right| = \dfrac{\sqrt{x+8}}2[/tex]

Recall the definition of absolute value:

[tex]|x| = \begin{cases}x & \text{if }x\ge0\\-x&\text{if }x<0\end{cases}[/tex]

This means there are two possible solutions for the inverse of g(x) :

• if [tex]g^{-1}(x) + 3 \ge 0[/tex], then

[tex]g^{-1}(x) + 3 = \dfrac{\sqrt{x+8}}2 \implies g^{-1}(x) = -3+\dfrac{\sqrt{x+8}}2[/tex]

• otherwise, if [tex]g^{-1}(x)+3<0[/tex], then

[tex]-\left(g^{-1}(x) + 3\right) = \dfrac{\sqrt{x+8}}2 \implies g^{-1}(x) = -3-\dfrac{\sqrt{x+8}}2[/tex]

Which we choose as the inverse depends on how we restrict the domain of g(x). For example:

Remember that the inverse must satisfy

[tex]g\left(g^{-1}(x)\right) = x[/tex]

In the first case above, [tex]g^{-1}(x) + 3 \ge 0[/tex], or [tex]g^{-1}(x) \ge -3[/tex]. This suggests that we could restrict the domain of g(x) to be [tex]x \ge -3[/tex].

Then as long as [tex]x \ge -3[/tex], the inverse is

[tex]g^{-1}(x) = -3+\dfrac{\sqrt{x+8}}2[/tex]

Zero is a solution for which inequality?
4.1m > -16.4
4.1m > 16.4
-4.1m > 16.4
4.1m < -16.4

Answers

Since 0 is greater than -4 in the expression 4.1m >-16.4, hence zero is a solution to this inequality

Given the following inequality, we are to check which of them has zero as a solution.

For the expression

4.1m >-16.4

m > -16.4/4.1

m > -4

Since 0 is greater than -4, hence zero is a solution to this inequality

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Fifteen cards numbered 1-15 are placed in a hat. What is the probability that the card has a multiple of 3 on it, given that the card picked is an odd
number? Express your answer as a fraction in simplest form.

Answers

1-15 has only 1,3,5,7,9,11,13,15 as odd number therefore a total of 8 odd numbers within 1-15 so that would be 8/15 probability of it being an odd number (I’m not too sure of this sorry)

The probability that the card has a multiple of 3 and an odd number is 20%.

How to find the card has a multiple of 3 on it, given that the card picked is an odd number?

Given:

The number of cards: 15

Multiples of 3 and odd no are 3,9, and 15.

The number of cards Multiples of 3 and odd number = 3

Probability of getting a multiple of 3 cards = 3/15× 100

20%

Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

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When we first learn arithmetic, we focus on working with whole numbers. Then, we extend our understanding to fractions and negative numbers.

In algebra, we transfer these same skills to expressions involving variables. What elementary skills have you used so far in this course, and how have you extended them?

PLESE ANSWER AS FAST AS YOU CAN, IT MEANS ALOT!

Answers

Answer:

I don't think I can remember every skill I was taught through the years but in Kindergarten we used Number Sense so we could understand the meaning of more and less also there's estimation and  PEMDAS. I've also learned how to round up so that the solution is at least around those numbers if the skill is to be applied.

hope that helps

Step-by-step explanation:

DON'T SEND A LINK AND JUST ANSWER IT PLZ

Answers

Answer:

height = 10 , area = 240 units²

Step-by-step explanation:

The diagonal splits the rectangle into 2 right triangles.

Using Pythagoras' identity in the right triangle formed

with hypotenuse h = 26 and legs 24 and height x , then

x² = 26² - 24² = 676 - 576 = 100 ( take square root of both sides )

x = [tex]\sqrt{100}[/tex] = 10

Height = 10 units

area of rectangle = 24 × 10 = 240 units²

Select the correct answer. Simon used these steps to solve an equation: Step 1: -6(x + 7) = 2(x − 11) Step 2: -6x − 42 = 2x − 22 Step 3: -8x − 42 = -22 Step 4: -8x = 20 Which property did he use to get from step 3 to step 4? A. addition property of equality B. distributive property C. subtraction property of equality D. transitive property

Answers

From the steps Simon used in solving the equation, the property he applied to get to step 4 from step 3 is: A. addition property of equality.

What is the Addition Property of Equality?

The addition property of equality states that to balance an equation, whatever value we add to one side of an equation must be added also from the other side of the equation.

In step 3, we have the following equation:

-8x - 42 = -22

Simon applied the addition property of equality by adding 42 to both sides of the equation to get -8x = 20 in step 4.

Thus:

-8x - 42 + 42 = -22 + 42

-8x = 20

Therefore,  from the steps Simon used in solving the equation, the property he applied to get to step 4 from step 3 is: A. addition property of equality.

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angelo's mother put $50 on a lunch card he spends the same amount each day for lunch. what is the constant rate of change for this function. choose two ordered pairs and write a ratio that can be used to find the slope or constant rate of change.

Answers

Given that Angelo spends the same amount everyday from the amount in

the lunch card, the function of the amount remaining is a linear function.

The constant rate of change of the function is; -5.25The two ordered pair used to find the constant rate of change are; (1, 44.75) and (2, 39.5)

Reasons:

The amount Angelo's mother put on the lunch card = $50

A possible table of values to the question is presented as follows;

[tex]\begin{tabular}{r|c|c|c|c|}Days&0&1&2&3\\Money Remaining&&44.75&39.5&\end{array}\right][/tex]

Required:

The constant rate of the function that gives the amount remaining from the

amount Angelo's mother put on his lunch card.

Solution:

[tex]Slope \ or \ constant \ rate \ of \ change = \mathbf{\dfrac{y_{2}-y_{1}}{x_{2}-x_{1}}}[/tex]

The two ordered pair that can be used to find the slope or constant rate of change are;

(x₁, y₁) = (1, 44.75), and (x₂, y₂) = (2, 39.5)

With the above two ordered pairs, we have the constant rate of change of the function given as follows;

[tex]Constant \ rate \ of \ change\ (The \ slope) =\dfrac{39.5-44.75}{2-1} = \mathbf{ -5.25}[/tex]

The constant rate of change for the function that gives the amount remaining in the lunch card is; -5.25

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Solve the system of equations - 2x + 2y = 2 and - x + 3y = –17 by
combining the equations.

Answers

Answer:

x=-10, y=-9. (-10, -9).

Step-by-step explanation:

-2x+2y=2

-x+3y=-17

----------------

-2x+2y=2

-2(-x+3y)=-2(-17)

-------------------------

-2x+2y=2

2x-6y=34

----------------

-4y=36

y=36/-4

y=-9

-x+3(-9)=-17

-x-27=-17

-x=-17+27

-x=10

x=-10

Math is multi-cultural, analytical, timeless and hands-on. Provide a piece of mathematical concept, hypothesis, law, paradox, rule or theorem to prove this statement.

Answers

It should be noted that mathematics is multicultural. This implies that mathematics applies to different cultures.

Mathematics is multicultural and it's neutral from the issues of races, gender, class, etc. Also, it should be noted that mathematics is analytical.

Furthermore, mathematics is timeless and hands-on. This implies that students need to touch and feel what they're learning through a concrete experience.

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(b) Part B
How many solutions does the following the system of equations have?

Answers

Answer:

Its C.

Step-by-step explanation

:Took the test

Graph the linear equation 3x - 4y = 12 ​

Answers

In this picture there is answer
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