work out the area of the rectangle

Answer:

125a^3 + 300a^2b + 240ab^2 + 64b^3

Step-by-step explanation:

The volume of a cube is the cube of the side length.

V = s^3

Here, the side length of the cube is 5a + 4b, so we cube 5a + 4b.

V = (5a + 4b)^3

V = (5a + 4b)(5a + 4b)(5a + 4b)

V = (25a^2 + 20ab + 20ab + 16b^2)(5a + 4b)

V = (25a^2 + 40ab + 16b^2)(5a + 4b)

V = 125a^3 + 100a^2b + 200a^2b + 160ab^2 + 80ab^2 + 64b^3

V = 125a^3 + 300a^2b + 240ab^2 + 64b^3

Answer:

7/9

Step-by-step explanation:

6x^3-8y^3-12x^2y^2+4xy       x=2/3 y=1/2

=6(2/3)^3-8(1/2)^3-12(2/3)^2(1/2)^2+4(2/3)(1/2)

=6(8/27)-8(1/8)-12(4/9)(1/4)+4(1/3)

=(16/9)-1-(4/3)+(4/3)

=(1 7/9)-1

=7/9

Answer:

The volume of the pill is [tex]V=452\ mm^{3}[/tex]

Step-by-step explanation:

Find the volume of the pill in cubic millimeters

we know that

The volume of the pill is equal to the volume of the cylinder plus the volume of a sphere (two hemisphere is equal to one sphere)

so

we have

[tex]V=\frac{4}{3}\pi r^{3}+\pi r^{2}h[/tex]

[tex]r= (18-12)/2=3\ mm\\ h=12\ mm[/tex]

assume

[tex]\pi =3.14[/tex]

substitute

[tex]V=\frac{4}{3}(3.14)(3)^{3}+(3.14)(3)^{2}(12)\\V=452\ mm^{3}[/tex]

Volume is a three-dimensional scalar quantity. The volume of the pill is 452.3893mm³.

A volume is a scalar number that expresses the amount of three-dimensional space enclosed by a closed surface.

The height of the cylindrical portion is 12mm and the overall height is 18mm. Therefore, the radius of the hemisphere at any one end will be half the difference between the cylindrical portion and the overall height. Thus,

The radius of the sphere, R = (18mm - 12mm)/2 = 3mm

The volume of the capsule

= Volume of cylinder +2(Volume of the hemisphere)

= (πR²h) + 2[(4/6)πR³]

= (π×3²×12) + 2[(4/6)×π×3³]

= 339.292mm³ + 113.0973mm³

= 452.3893 mm³

Hence, the volume of the pill is 452.3893mm³.

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Answer:

3.2

Step-by-step explanation:

Calculate the length using the distance formula

d = √ (x₂ - x₁ )² + (y₂ - y₁ )²

with (x₁, y₁ ) = (A(2,2) and (x₂, y₂ ) = B(5, 1)

d = [tex]\sqrt{(5-2)^2+(1-2)^2}[/tex]

  = [tex]\sqrt{3^2+(-1)^2}[/tex]

  = [tex]\sqrt{9+1}[/tex] = [tex]\sqrt{10}[/tex] ≈ 3.2 ( nearest tenth )

Answer:

3.2

Step-by-step explanation:

Distance formula = √ (x₂ - x₁ )² + (y₂ - y₁ )²

Distance = [tex]\sqrt{(5-2)}^{2}  + (1-2)^{2}[/tex]

Distance = [tex]\sqrt{ {3}^{2}  + ( - 1 )^{2}[/tex]

Distance = 3.16227766

Answer:

The Answer is A

Step-by-step explanation:

The mean or average is highly sensitive to outliers - and is one reason why the median is a more reliable statistic.

Answer:

910 yards

Step-by-step explanation:

The total is the yards dyed teal plus the yards dyed indigo:

851 + 59 = 910

Total 910 yards of silk was dyed by the factory for that order.

The addition is defined as a mathematical operation i.e. a method of adding numbers to get total.

We have,

Factory dyed silk teal = 851 yards,

Factory dyed silk indigo = 59 yards,

So,

To get the total we will add the given data,

i.e.

Total silk dyed = dyed silk teal + dyed silk indigo

                        = 851 + 59

                        = 910 yards,

So,

In total 910 yards of silk was dyed by the factory.

Hence, we can say that total 910 yards of silk was dyed by the factory for that order.

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For this case we have by definition, that if two lines are parallel then their slopes are equal.

We manipulate the equations algebraically to take them to the form y = mx + b.

Equation 1:

[tex]2y = -3x + 8\\y = - \frac {3} {2} x + 4[/tex]

Thus, the slope of this line is [tex]- \frac {3} {2}.[/tex]

Equation 2:

[tex]6x + 2y = 9\\2y = 9-6x\\2y = -6x + 9\\y = \frac {-6x + 9} {2}\\y = -3x + \frac {9} {2}[/tex]

The slope of this line is -3.

As the slopes are not equal, then the lines are not parallel.

Answer:

False

Answer:

Step-by-step explanation:

Warning:

. You just wrote - and +, adding them both would result in a 0; (positive + negative = 0). If you haven't checked twice before asking, it is your problem. I'm going to solve for:

x(100-15x) when x = 5.

Answer:

Step By Step Explanation:

You'll need to substitute (that word is hard, it means replace though) the x, and get a proper equation (because they already gave you the x).

Look at how ugly and hard this is: x(100-15x) When x = 5.

Now it's better when replacing the x: 5(100-15×5)

Put it in a calculator if you wanted to avoid step by step work, but I'll show you how to do it step by step if you wanted.

5(100-15×5)

(5)×(100)+(5)(-75)

500-375

=125.

So, write this for your answer:

x(100-15x) = 125 Because 5(100-15×5)=125. And x = 5.

when you have a problem you can tell me and i can help you

The value of x is 7.63

The formula of the determinant is

x = -b ± √(b² - 4ac) / 2a

Where the equation is in the form of ax² + bx + c = 0

The error made by Peta is to use the determinant formula to find the root of the equation x (x - 5) = 20.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

Example:

2x + 4 = 8 is an equation.

We have,

x (x - 5) = 20

Removing the parenthesis.

x² - 5x = 20

x² - 5x - 20 = 0

This is in the form of ax² + bx + c = 0

Now,

a = 1

b = -5

c = -20

Using the determinant formula.

x = -b ± √(b² - 4ac) / 2a

x = 5 ± √(25 + 80) / 2

x = 5 ± √105 / 2

x = (5 + √105) / 2

x = (5 + 10.25) / 2

x = 15.25/2

x = 7.63

x = (5 - √105) / 2

x = (5 - 10.25) / 2

x = -5.25/2

x = -2.63 (neglected)

Thus,

The value of x is 7.63

The error made by Peta is to use the determinant formula to find the root of the equation x (x - 5) = 20.

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Answer:

Step-by-step explanation:

The slope is  1.5 miles / day

Final answer:

The slope of the equation that represents Ashley's walking distance over the number of trips is 1.5, which indicates that she walks 1.5 miles for each trip to school.

Explanation:

Ashley has already walked 0.5 miles this week and plans to walk 1.5 miles each trip to school for a total of 3 trips. To find the slope of the equation that represents her walking distance as a function of the number of trips, we use the slope formula, which is rise over run, or in this context, the change in distance over the number of trips.

Let's calculate her total planned distance. Since she plans on walking 1.5 miles for each trip and takes 3 trips, that's 1.5 miles/trip × 3 trips = 4.5 miles. Including the 0.5 miles she has already walked, her total distance for the week would be 0.5 miles + 4.5 miles = 5 miles, which matches with her goal.

Now, the slope is the distance she covers per trip, which is consistent and equal to 1.5 miles per trip. Therefore, the slope of the line that represents her distance over the week as a function of each trip is 1.5.

Answer:

The value of the expression is 100

Step-by-step explanation:

we have

5,200-[40%(300*42.5)]

we know that

(300*42.5)=3*100*42.5=3*4,250=12,750

40%=40/100=0.40

substitute

5,200-[0.40*12,750]

5,200-5,100=100

12-5x= 7x+3

12-7x-5x= 7x-7x+3

12-12x= 3

12-12-12x= 3-12

-12x= -9

Divide by -12 for -12x and -9

-12x/-12= -9/-12

x= 9/12

Divide by 3 for 9/12

x= 3/4

Answer is x= 3/4

Step-by-step explanation:

12 - 5x = 7x + 3

Add 5x on the both sides so there would only be 12 on the right side.

So...... 12 = 12x + 3

Then minus 3 from both sides

9 = 12x

0.75 = x

:0 ITS MAGIC

:)))

A line parallel to 2x - 3y = 9 would have the same slope, 2/3, and a different y-intercept, represented as y = (2/3)x + b, where 'b' is any real number.

The equation 2x - 3y = 9 represents a line in a standard form. To find a line that is parallel to it, we need another line with the same slope. The slope-intercept form of the given equation, by isolating y, is y = (2/3)x - 3. A parallel line must have the same slope, which is 2/3 in this case. Therefore, a line parallel to 2x - 3y = 9 could be represented as y = (2/3)x + b, where 'b' is any y-intercept. For example, if b = 5, a parallel line would be given by y = (2/3)x + 5.

Answer:

Step-by-step explanation:

Look at the picture.

Answer:

The 51 and 62 triangle is 67°

The 43 triangle is 47°

Step-by-step explanation:

Angles in a triangle add to 180°

180 - ( 51 + 62 ) = 180 - ( 113 ) = 67°

180 - ( 43 + 90 ) = 180 - 133 = 47°

Answer:

ones good ones bad

Step-by-step explanation:

Answer:

Pros means Advantages

Cons means Disadvantages.

Step-by-step explanation:

Pros and Cons are often used where advantages and disadvantages of certain things need to be explained. Pros and Cons are the terms derived from Latin Language which means 'for or against'.

In simple words, when we describe the advantages of certain topic, theory or concept, we are actually defining the pros of that certain thing. Similarly, when we are talking about the disadvantages of something, we are actually defining the cons of that particular thing.

Answer: 49°

Step-by-step explanation:

I'm guessing you meant complement?  Complementary angles add up to 90°.  90° - 41° = 49°

Answer:

[tex]-11b^2+8b-4[/tex]

Step-by-step explanation:

We can substitute in our expressions for P and Q to get

[tex]P=-4b^2+6b-9\\Q=7b^2-2b-5\\\\(-4b^2+6b-9)-(7b^2-2b-5)[/tex]

Next, we need to distribute the negative to the values within the parenthesis. Then we can combine like terms in order to get our answer

[tex](-4b^2+6b-9)-(7b^2-2b-5)\\\\-4b^2+6b-9-7b^2+2b+5\\\\-11b^2+8b-4[/tex]

Answer:

-11b^2 + 8b - 4

Step-by-step explanation:

(-4b^2 + 6b - 9) - (7b^2 - 2b - 5) =

Drop the first set of parentheses because it is unnecessary. To drop the second set of parentheses, you must distribute the negative sign. That means you must change every sign inside the second set of parentheses.

= -4b^2 + 6b - 9 - 7b^2 + 2b + 5

Now, group like terms.

= -4b^2 - 7b^2 + 6b + 2b - 9 + 5

Finally, combine like terms.

= -11b^2 + 8b - 4

Answer:

The percent increase of the population of chipmunks was 29%

Step-by-step explanation:

we know that

The population of 300,000 chipmunks represent the 100%

The increase of population is equal to

(387,000-300,000)=87,000 chipmunks

Using proportion find the percent increase

Let

x-----> the percent increase

300,000/100%=87,000/x

x=100*87,000/300,000

x=29%

Answer:

by multiplying all numbers seperatly by each other and adding those

Step-by-step explanation:

Answer:

3x + 5y = 105

3x + y = 57

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

4y = 48

y = 12, x = 15

{(15, 12)}

The answer is:

[tex](g\circ f)(0)=-216[/tex]

To composite functions, we need to evaluate functions in another function(s), for example:

Given f(x) and g(x), if we want to calculate f(x) composite g(x), we need to evaluate g(x) into f(x).

So, we are given the functions:

[tex]f(x)=2x-6\\g(x)=x^{3}[/tex]

And we are asked to calculate g(x) composite f(x), and then evaluate "x" to 0, so, calculating we have:

[tex](g\circ f)(x)=g(f(x))\\\\(g\circ f)(x)=(2x-6)^{3}[/tex]

Now that we have the composite function, we need to evaluate "x" equal to 0, so:

[tex](g\circ f)(0)=(2x-6)^{3}\\\\(g\circ f)(0)=(2*(0)-6)^{3}=(0-6)^{3}=-6*-6*-6=-216[/tex]

Hence, we have that:

[tex](g\circ f)(0)=-216[/tex]

Have a nice day!

Answer:

Step-by-step explanation:216

Answer:

-5/3, -0.1, 0.7, √2 and √5

Step-by-step explanation:

To start ordering these items, we first need to have a common point of comparison... so we'll get an approximation of their decimal value.  No need to be very precise, just have a rough estimate:

√5: roughly 2.2

-0.1:  -0.1

-5/3: -1.66

0.7: 0.7

√2: roughly  1.4

Now that we have the same comparing point (a decimal value), it's easy to sort them from the smallest value to the greatest value:

-5/3, -0.1, 0.7, √2 and √5

Of course, √2 is smaller than √5

Answer:

[tex]\large\boxed{-\dfrac{5}{3},\ -0.1,\ 0.7,\ \sqrt2,\ \sqrt5}[/tex]

Step-by-step explanation:

[tex]\sqrt5\\\\-0.1=-\sqrt{0.1^2}=-\sqrt{0.01}\\\\-\dfrac{5}{3}=-\sqrt{\left(\dfrac{5}{3}\right)^2}=-\sqrt{\dfrac{25}{9}}=-\sqrt{2\dfrac{7}{9}}\\\\0.7=\sqrt{0.7^2}=\sqrt{0.49}\\\\\sqrt2\\\\-\sqrt{2\dfrac{7}{9}}<-\sqrt{0.01}<\sqrt{0.49}<\sqrt2<\sqrt5[/tex]

Answer:

x-intercept: 4  This means that only 4 adults can come under the budjet of $20

y-intercept: 10 This means that only 10 children can come under the budjet of $20

Step-by-step explanation:

for y:

5(0) + 2y = 20

2y = 20

2y/2 = 20/2

y = 10

for x:

5x + 2(0) = 20

5x = 20

5x/5 = 20/5

x = 4

Answer:

15.597 mm^2

Step-by-step explanation:

The formula for circumference of a circle 2πr, in which r is the circle's radius.

The formula for area of a circle π[tex]r^{2}[/tex]. This means that we can find the radius from the circle's circumference and use it to find the area.

First we have to equal 14 to 2πr because both are representations of circumference and we need to find r.

14 = 2πr

Solve:

14/2 = 2πr/2

7 = πr

7/π = πr/π

2.23 = r

Plug 2.23 into the formula for area as r and solve:

π(2.23)^2

π4.96

15.597

Answer:

222- 50+1=0? 225 - 50 = 175 175+1 = 176 176+0 = 176

Answer:

I think it is A.

Step-by-step explanation:

Hope my answer has helped you!

The true statement is:

Hence, such points could never form a triangle.

Because a triangle is formed with the help of three non-collinear points.

Hence, the points will be coplanar (i.e. they lie in the same plane)

Below is a labeled rectangle:

length = w + 20

we know length is 36 so we plug that in:

36 = w + 20

We need to isolate w and to do that we must subtract 20 from both sides:

(36 - 20) = w + (20 - 20)

16 = w + 0

w = 16

width is 16 feet

Hope this helped!

Answer:

f(w) = 120 + 5(30-h)

Step-by-step explanation:

It is given that, Andrew gets paid $4 for first 30 hours of the week

So,

For first 30 hours, his wage will be:

4(30) = $120

Now, let w denote wages and h denote total number or hours he works in the week

So he will be paid $5 for h-30 hours

So the function will be

f(w) = 120 + 5(30-h)

Where $120 is the fixed income for first 30 hours and the second term is the wage of hours more than 30 at the rate of $5 per hour..

Answer:

m = 1

b = -4

Step-by-step explanation:

The "slope-intercept form" of the equation for a line is often written ...

y = mx + b

The x-coefficient, m, is the slope of the line. The constant, b, is the y-intercept.

Comparing the slope-intercept form to your equation, we see that ...

m = 1

b = -4

_____

The slope is the ratio of "rise" to "run" for the graph. Here, that means the line goes through the point (0, -4), the y-intercept, and rises 1 unit for each 1 unit to the right of that point. For example, the point (4, 0) will also be on the line. (It is right 4 units and up 4 units from the y-intercept.)

The equation can be graphed by entering it into a graphing tool, or by plotting two points on the line and drawing a line through them.