Wite a numerical expression for the below problems. Simplify the expressions.
Multiply six times three then divide by lwo
The quotient of twelve and two subiracled from thirty-six

Answer:

The height of cuboid is 50 cm.

Step-by-step explanation:

Given :

To Find :

Using Formulas :

[tex]\star\small{\underline{\boxed{\sf \pink{SA_{(Cuboid)} = 2(lb + bh + lh)}}}}[/tex]

Solution :

Substituting all the given values in the formula to find height of cuboid :

[tex]{\longrightarrow{\sf{SA_{(Cuboid)} = 2(lb + bh + lh)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 2(60 \times 40 + 40 \times h + 60 \times h)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 2(2400 + 40h + 60h)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 2(2400 + 100h)}}}[/tex]

[tex]{\longrightarrow{\sf{14800= 4800 + 200h}}}[/tex]

[tex]{\longrightarrow{\sf{200h = 14800 - 4800}}}[/tex]

[tex]{\longrightarrow{\sf{200h = 10000}}}[/tex]

[tex]{\longrightarrow{\sf{h = \dfrac{10000}{200}}}}[/tex]

[tex]{\longrightarrow{\sf{h = \cancel{\dfrac{10000}{200}}}}}[/tex]

[tex]{\longrightarrow{\sf{\underline{\underline{\red{h = 50 \: cm}}}}}}[/tex]

Hence, the height of cuboid is 50 cm.

[tex]\underline{\rule{220pt}{3.5pt}}[/tex]

Histograms are used to represent data, where the length of each bar represents the frequency of the data element

The histogram is not given; So, I will give a general explanation.

Assume that the number of commuters that travel more than 45 minutes is 450, while the total number of commuters surveyed is 500.

The percentage of commuters that travel more than 45 minutes is the quotient of the commuters that travel more than 45 minutes and the total number of surveyed commuters.

So, we have:

[tex]\%Percentage = \frac{450}{500}[/tex]

Divide 450 by 500

[tex]\%Percentage = 0.9[/tex]

Express as percentage

[tex]\%Percentage = 90\%[/tex]

Hence, the percentage of commuters that travel more than 45 minutes is 90%

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Answer:

The individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.

Step-by-step explanation:

Individuals are the people or things described by a data set.

Variables are characteristics of the individuals that we measure or observe.

Categorical variables take on values that are labels or categories, and quantitative variables take on numerical variables.

The individuals described by this data set are students.

The characteristics listed--homeroom teacher and absences--describe each of the students, not teachers or counselors.

One of the variables--absences--is quantitative.

The individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.

A data set is a set of information. A data set corresponds to one or more database tables in the case of tabular data.

Individuals are the people or things described by a data set.Variables are characteristics of the individuals that we measure or observe.

Categorical variables take on values that are labels or categories, and quantitative variables take on numerical variables. The individuals described by this data set are students.

The characteristics listed--homeroom teacher and absences--describe each of the students, not teachers or counsellors. One of the variables--absences--is quantitative.

Therefore the individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.

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#SPJ2

Answer:3 to 5

Step-by-step explanation:i took the quiz

Answer:

14

Step-by-step explanation:

because both sides need to be equal so if u plug in the 14 in x it gives you the same number for both sides 107.

Answer:

Step-by-step explanation:

If you're supposed to plot that, it would be a line from (0, 10) to (5, 0)

slope would be -2 mi/hr

Answer:

multiply by 2

Step-by-step explanation:

Answer:

x > 2

Step-by-step explanation:

-1+6(-1-3x)>-39-2x

-1-6 - 18x > -39 - 2x

-7 - 18x + 2x > -39 - 2x + 2x

-7 - 16x + 7 > -39 + 7

16x / 16 > -32 / 16

x > 2

[tex]\huge\text{Hey there!}[/tex]

[tex]\large\textsf{4(x + 3) - 10 = 6(x -2)}\\\large\textsf{4(x) + 4(3) - 10 = 6(x) + 6(-2)}\\\large\textsf{4x + 12 - 10 = 6x - 12}\\\large\textsf{4x + 2 = 6x - 12}\\\large\text{SUBTRACT 6x to BOTH SIDES}\\\large\textsf{4x + 2 - 6x = 6x - 12 - 6x}\\\large\text{SIMPLIFY IT!}\\\large\text{NEW EQUATION: \textsf{-2x + 2 = -12}}\\\large\text{SUBTRACT 2 to BOTH SIDES}\\\large\textsf{-2x + 2 - 2 = 6x - 12 - 6x}\\\large\text{SIMPLIFY IT!}\\\large\textsf{-2x = -14}\\\large\text{DIVIDE -2 to BOTH SIDES}[/tex]

[tex]\mathsf{\dfrac{-2x}{-2}= \dfrac{-14}{-2}}\\\large\text{CANCEL out: }\rm{\dfrac{-2}{-2}}\large\text{ because it gives you 1}\\\large\text{KEEP: }\rm{\dfrac{-14}{-2}}\large\text{ because it helps solve for the x-value}\\\large\text{NEW EQUATION: }\mathsf{x = \dfrac{-14}{-2}}\\\large\text{SIMPLIFY IT!}\\\large\textsf{x = 7}\\\\\\\huge\boxed{\text{Therefore, your answer is: \boxed{\textsf{x = 7}}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Hi!

If they each got the same, then they each got 1/3 of the total $360. Therefore, we can divide 360 by 3. We can do this by dividing 36 by 3, 36/3, and that's 12. Then add the 0! 120.

Your sentence could be: "The amount of money each worker got can be represented by 360/3, which is $120."

Hope this helps! :D

Answer: Since Marcus hired 3 people and paid them $360 altogether, it should be easy to figure this out through dividing. 360/3 or 360 divided by 3 = 120. You can put three into 360 one-hundred and twenty times. So, your answer would be that each worker got $120.

The weight of Euclid is 10.625 pounds, and the weight of Riemann is 21.25 pounds.

The expression that represents the given scenario is written as;

when Pythagoras weight is 1/4 pound less than weight in January:

T + 1.2x + 0.25 = y

y- 13 + 1.2x + 0.25 = y

1.2x - 12.75 = 0

Euclid's weight is calculated as follows;

1.2x = 12.75

[tex]x = \frac{12.75}{1.2} \\\\x = 10.625 \ pounds[/tex]

The weight of Riemann is calculated as follows;

[tex]= 2 (10.625)\\\\= 21.25 \ pounds[/tex]

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Answer:

true

Step-by-step explanation:

Answer: store b because you can get more ground beat.

Step-by-step explanation:

Answer:

  5y +6 +7y = 2 (6y + 3 )

Step-by-step explanation:

We can name the blanks 'a' and 'b'. Then we have ...

  5y +6 +7y = a(6y +b)

This will have infinitely many solutions when both sides simplify to the same expression.

  12y +6 = 6ay +ab

To have these expressions be the same, we must have ...

  12 = 6a . . . . same coefficient of y

  6 = ab . . . .  same constant

The first of these equations tells us ...

  a = 12/6 = 2

Then the second equation tells us ...

  b = 6/a = 6/2 = 3

The equation with the blanks filled in is ...

  5y +6 +7y = 2 (6y + 3 )

Step-by-step explanation:

3/5 are done, that means 2/5 are still to do.

that means these 30 km are these 2/5.

2/5 x = 30

2x = 150

x = 75

the total distance is 75 km.

Answer:

75 km

Step-by-step explanation:

2/5 = 30 km

→ Find 1/5

1/5 = 15 km

→ Now find 5/5 or 1

1 = 75 km

Step-by-step explanation:

-4y= -17x+20

4y=17x-20

y= 4.25x-5

Slope intercept form

[tex]\\ \tt\Rrightarrow 17x-4y=20[/tex]

[tex]\\ \tt\Rrightarrow 17x-20=4y[/tex]

[tex]\\ \tt\Rrightarrow y=17/4x-5[/tex]

Counterexamples are simply used to disprove conjectures.

(a) Elephants and Giraffes

This conjecture may or may not be true.

However, it can be disproved by the following counterexample

There are sometimes more elephants in a zoo than giraffes

The word "sometimes" disproves the original conjecture

(b) The oldest leatherback sea turtle

This conjecture is not true.

This is so because the oldest leatherback sea turtle in captivity is actually 400 years old.

So, the conjecture can be disproved by the following counterexample

The oldest leatherback sea turtle in captivity is 400 years old.

(c) American bison

This conjecture may or may not be true.

However, it can be disproved by the following counterexample

American bison are sometimes over 6 feet tall

The word "sometimes" disproves the original conjecture

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A = 180-90-31

A = 59

Answer: 59

[tex] \sf \: mean = \frac{Sum \: \: of \: \: Observation} {Total \: \: number \: \: of \: \: Observations} \\ \sf = \frac{2 + 1 + 2 + 4 + 5 + 4}{6} \\ = \sf \frac{18}{6} = 3[/tex]

Answer:

3

Hope you could get an idea from here.

Doubt clarification - use comment section.

Answer:

It's C! y = 7

Step-by-step explanation:

Answer:

[tex]\frac{x}{y} =\frac{9a^2}{b^2}[/tex]

Step-by-step explanation:

[tex]\frac{x}{y} :\frac{3a}{b} =\frac{3a}{b}; \ => \ \frac{x}{y} :\frac{3a}{b} *\frac{3a}{b} =\frac{3a}{b} *\frac{3a}{b}; \ => \ \frac{x}{y}=\frac{9a^2}{b^2}.[/tex]

Answer:

D. x/y = 9a^2/b^2

Step-by-step explanation:

[tex]\textit{exponential form of a logarithm} \\\\ \log_a(b)=y \qquad \implies \qquad a^y= b \\\\[-0.35em] ~\dotfill\\\\ \log_4(q)=m\implies 4^m = q[/tex]

Answer:

each cup would cost $0.52

Step-by-step explanation:

there are 16 cups in 1 gallon so you multiply that by two. Then you have 32 so you divide 16.64 by 32 and you end up with 0.52.   hope this helped :))

Tell me I got this wrong

Answer:

A

Step-by-step explanation:

A. 2 toys/5 minutes

y/x

Step-by-step explanation:

Why use brainly for this

Answer:

  see attached

Step-by-step explanation:

The "slope-intercept" form of an equation for a line is ...

  y = mx + b . . . . . . slope m, y-intercept b; m = rise/run

__

There are several ways to graph equations for a line. One is to make use of the intercepts. That is easiest when their coordinates are integer values. The second inequality is in slope-intercept form, so it is easy to see that its y-intercept is -2.

The first inequality can be put into slope-intercept form by solving for y. That is easily done here by subtracting 6x:

  y ≤ -6x +10

This shows you the boundary line has a slope of -6 and a y-intercept of 10. To graph it, you can plot the points (0, 10) and (1, 4) and draw a line through them. The point (1, 4) is found by using a "rise" of -6 and a "run" of 1 from the y-intercept:

  m = -6 = rise/run = -6/1

  (y-intercept) + (run, rise) = (0, 10) +(1, -6) = (1, 4) . . . . another point on the line

__

Similarly, the boundary line of the second inequality goes through its y-intercept (0, -2) and the point (y-intercept) +(1, 5) = (1, 3). Points (0,-2) and (1, 3) are two points on that boundary line.

__

In both cases, the inequality includes the "or equal to ..." case, so the boundary line is part of the solution set. Accordingly, each is drawn as a solid line (not dashed).

__

To determine where the shading is, you can choose any term with a positive coefficient and look at where it is in relation to the inequality symbol. For your two inequalities, we can look at the left side of the inequality.

  first: 6x ≤

  second: y ≥

These tell you the first solution set is shaded to the left of the boundary line (where x-values are less than those on the line). The second solution set is shaded above the boundary line (where y-values are greater than those on the line). The solution set for the system of inequalities is the doubly-shaded area to the left of both boundary lines.

_____

Additional comment

The x-term in the second inequality has a positive coefficient also. If we were to look at that one, we would see ≥ 5x. That is, the boundary line has greater x-values than those in the solution set, so it, too, will be shaded to the left. (Left and above are the same half-plane for a line with positive slope.)

If both coefficients are negative, you can multiply by -1, which will also reverse the inequality symbol.

Example: -x-y>6 ⇒ x+y<-6; shaded left or below dashed line.

Answer:

32

Step-by-step explanation:

Answer:

32. A.

Step-by-step explanation: because i did 4/5 of 40 and got 32.