What is the length of a rectangle whose perimeter is P, if the width is 6?

Answer:

It is 2 1/2

Step-by-step explanation:

The fractions 3/4 and 6/8 are equivalent. They are essentially the same when reduced to their lowest terms, both representing the same part of a whole.

The statement that is true about the fractions 3/4 and 6/8 is that they are equivalent fractions. The student's question is about the comparison of the fractions 3/4 and 6/8. When these two fractions are examined, it becomes clear that they are, in fact, equivalent.

This is because when you divide the numerator and the denominator of 6/8 by their highest common factor, which is 2, you get 3/4. Therefore, 3/4 and 6/8 are equivalent fractions and represent the same part of the whole.

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Answer:

x=5

Step-by-step explanation:

-6+5=-1

start at -6 then go right units until u get -1 you got right 5 units

The value of x in the given equation is:

                              x=5

We are given a algebraic expression in terms of the variable x by:

             [tex]-6+x=-1[/tex]

Now, we are asked to find the value of x from the equation.

i.e. we have to solve for x.

i.e. by some appropriate algebraic operation we need to solve for x.

so we will add 6 on both the sides of the equation to get:

[tex]-6+x+6=-1+6\\\\i.e.\\\\-6+6+x=5\\\\i.e.\\\\0+x=5\\\\i.e.\\\\x=5[/tex]

           Hence, the value of x is: 5

8/32 is the answer to your problem

The equivalent fraction of given fraction is  [tex]\frac{8}{32}[/tex].

Given fraction is,  [tex]\frac{4}{16}[/tex]

It is observed that both numerator and denominator of given fraction is divisible by 4.

Simplest form of  [tex]\frac{4}{16}[/tex] is,

                          [tex]\frac{4}{16}=\frac{4*1}{4*4} =\frac{1}{4}[/tex]

Equivalent fraction that has a denominator of 32 is,

                  [tex]\frac{1}{4}=\frac{1*8}{4*8}=\frac{8}{32}[/tex]

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Answer:

x = 149

Step-by-step explanation:

Lines m and n are parallel lines as shown by the double arrows on each line.

The angles marked x and 149 deg are corresponding angles of parallel lines cut by a transversal.

Postulate:

If parallel lines are cut by a transversal, then corresponding angles are congruent.

According to the postulate above, since the angles marked 149 and x are corresponding angles, they are congruent.

x = 149

Answer:

X=149

Step-by-step explanation:

Lines m and n are parallel. You know this because the 2 marks on both lines mean that they are the same and parallel.

Step-by-step explanation:

Do you mean:

(6^5/7^3)^2?

If so, you will get

6^10/7^6 or about 513.954016

It is to be note that  (6⁵ / 7³)² simplifies to become approximately 514.64

To simplify the expression (6⁵ / 7³)², we start by evaluating the exponents first.

6⁵ means 6 raised to the power of 5, which is 6 * 6 * 6 * 6 * 6 = 7776.

7³ means 7 raised to the power of 3, which is 7 * 7 * 7 = 343.

Now, we substitute these values back into the expression  -

(7776 / 343)² = (22.6666666667)² = 514.64197531

Therefore, it is right to state that (6⁵ / 7³)² simplifies to 514.64197531 which is approximately, 514.64.

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Answer:6

Step-by-step explanation:

500/12 is 41 so therefore you do 48/12 is 6.

Answer:

1 19/125

Step-by-step explanation:

1.) 12/500 = 0.024

2.) 0.024 * 48 = 1.152

3.) 1.152 converted to a fraction is 144/125, or 1 19/125

In the fifth generation 1024 people learnt the art of quilling​.

In the fifth generation 1024 people learnt the art of quilling​.

In total 5 generations total (16+ 64 + 256 + 1024) = 1364  people learnt the art of quilling​.

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Using the exponential growth formula, it is determined that by the end of five generations, 4096 people will know the art of quilling, starting with one teacher teaching four students, and each subsequent student teaching four others.

The question involves an exponential growth scenario where Amanda teaches the art of quilling to four students, and then these students each teach four others, and so on for five generations. To find out how many people will know the art of quilling by the fifth generation, we use the formula for exponential growth: Total = a(1 + r)^n, where a is the initial amount (number of people who know the art at the beginning), r is the rate of increase (each person teaches 4 others means the rate is 4), and n is the number of generations.

The initial teacher, Amanda, is not counted in the first generation of students she teaches, so we begin with 4 students as our initial amount (a=4). Thus, the calculation for five generations becomes: Total = 4(4)^5. The formula simplifies to 4 * 1024 = 4096 people. Therefore, by the end of five generations, 4096 people will know the art of quilling.

Final answer:

Using the given information, the total travel time by airplane and bus is calculated as 4.47616 hours, which includes flying time and additional travel time by bus.

Explanation:

To calculate the total travel time by airplane including the additional travel time by bus, we must first find out the time taken by the airplane to cover the distance between the two airports. This can be done by dividing the distance by the airplane's average speed. Afterward, we add the bus travel time to get the total travel time.

The time taken by the airplane to cover 1,450 miles at an average speed of 350 mph is calculated by dividing distance by speed: 1,450 miles ÷ 350 mph = 4.142857 hours. Note that we do not round this number to maintain accuracy.

Next, we convert the bus travel time of 20 minutes into hours: 20 minutes ÷ 60 minutes per hour = 0.3333 hours.

Now, we add both the airplane and bus travel times together: 4.142857 hours + 0.3333 hours = 4.47616 hours total travel time.

Answer:

1.7 seconds, and

3.3 seconds

Step-by-step explanation:

We simply need to plug in 8 into h and solve for t:

[tex]h=-15Cos(\frac{2\pi}{5}t)\\8=-15Cos(\frac{2\pi}{5}t)\\-\frac{8}{15}=Cos(\frac{2\pi}{5}t)\\\frac{2\pi}{5}t=Cos^{-1}(-\frac{8}{15})\\\frac{2\pi}{5}t=2.13\\t=\frac{2.13}{\frac{2\pi}{5}}\\t=1.70[/tex]

Since cosine is negative in the 3rd quadrant as well, we need to figure out the 3rd quadrant equivalent of 2.13 radians.

First, π - 2.13 radians = 1.01 radians.

Then, we add 1.01 to π radians, so we get 4.15 radians

Solving from the last part, we have:

[tex]t=\frac{4.15}{\frac{2\pi}{5}}\\t=3.3[/tex]

also, t = 3.30 seconds

*Note: we put the calculator mode in radians when solving

So, t = 1.7 seconds & 3.30 seconds

Divide 4 by 25 either by hand or by calculator. Hope this helped.

Answer: [tex]\frac{4}{25}[/tex]=0.16

Step-by-step explanation:

How convert 4/25 into a decimal is :

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Move z and 24, switch signs then add numbers

Answer:

z=34

Step-by-step explanation:

Here is:

2+8-z=-24

2+8+24=z

z=34

Best regards

Answer:

[tex]L=15\ m[/tex]

Step-by-step explanation:

we know that

The perimeter of rectangle is equal to

[tex]P=2L+2W[/tex]

In this problem we have

[tex]P=42\ m[/tex]

[tex]W=6\ m[/tex]

substitute in the formula and solve for L

[tex]42=2L+2(6)[/tex]

simplify

[tex]21=L+(6)[/tex]

[tex]L=21-6=15\ m[/tex]

The coefficient of the variable is equal to 1

A coefficient is a value that is attached to a variable. It is the number always in front for a variable eg x, y or v in this case.

Data given;

The coefficient of the variable (v) is 1 because if it is greater than 1, or less than one and cannot be equal to zero, it would be attached.

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Answer:

61.2 cm²

Step-by-step explanation:

The area (A) of a trapezoid is calculated using the formula

A = [tex]\frac{1}{2}[/tex] h ([tex]b_{1}[/tex] + [tex]b_{2}[/tex] )

Substitute in given values

A = [tex]\frac{1}{2}[/tex] × 4 × (13.8 + 16.8 ) = 2 × 30.6 = 61.2 cm²

The answer is 61.2cm² .

[tex]((13.8 + 16.8) \times 4) \div 2[/tex]

This equation helps you get the answer.

Answer:

Step-by-step explanation:

The number of ways that you can draw 2 balls without restriction is 10 * 10 = 100

Two balls will give you 2 or less (meaning 1) or 2*2 = 4

Four ways are possible

2  and 2

2 and 1

1 and 2

1 and 1

4/100 = 1/25 is the probability of making this happen.

Answer:

- 9 1/4

Step-by-step explanation:

Get a common denominator for the fractions

-5 3/4 - 3 1/2 *2/2

-5 3/4 - 3 2/4

-5 3/4 + -3 2/4

Add them together

-8 5/4

We have an improper fraction

-( 8 + 1 1/4)

- (9 1/4)

- 9 1/4

Answer:

Hiro factored them correctly.

Step-by-step explanation:

The factors of 14 are 1, 2, 7, and 14.

7 * 2 = 14

10 and 4 make the product of 14.

10 + 4 = 14

Bilial factored 14y3 correctly.

Hiro factored 14y2 as (7y2)(2y)
Bilial factored 14y3 as (10y)(4y2)

To determine which one factored 14y3 correctly, we need to compare their factorizations to the original expression: 14y3. Hiro's factorization (7y2)(2y) does not match the original expression, as it is missing a y term. On the other hand, Bilial's factorization (10y)(4y2) matches the original expression.

Therefore, "Bilial factored 14y3 correctly."

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I hope the answer is 7/4

Hey there!

The first thing we can do is find the number of third in 4.

We can do this by multiplying 4 by 3 since there are 3 thirds in a whole.

4 x 3 = 12

So, 4 = 12/3

If she studies for 2/3 an hour each night, then we can divide 12 by 2 to figure out how many 2/3 go into 12/3.

12 ÷ 2 = 6

So, she studied for 6 days.

Hope this helps!

Final answer:

To find the empty space in the can of tennis balls, calculate the volume of one tennis ball and multiply by three (since there are typically three balls per can), then subtract from the volume of the can. There are 43.54 inches³ of empty space in the can, after rounding to the nearest hundredth.

Explanation:

To calculate the empty space inside the can of tennis balls, we first need to determine the volume of one tennis ball and then the volume of the can. Given the radius of each tennis ball is 1.5 inches, we use the formula for the volume of a sphere:

V_ball = 4/3 π r³

Substitute with r = 1.5 inches and π = 3.14:

V_ball = 4/3 × 3.14 × (1.5 inches)³

V_ball = 4/3 × 3.14 × 3.375 inches³

V_ball = 14.13 inches³ (rounded to the nearest hundredth)

Next, we calculate the volume of the can, using the formula for the volume of a cylinder:

V_can = π r² h

Substitute with r = 1.75 inches and h = 9 inches:

V_can = 3.14 × (1.75 inches)² × 9 inches

V_can = 3.14 × 3.0625 inches² × 9 inches

V_can = 85.93 inches³ (rounded to the nearest hundredth)

The empty space within the can is therefore the volume of the can minus the volume of three tennis balls (assuming the can holds three balls):

Empty space = V_can - 3 × V_ball

Empty space = 85.93 inches³ - 3 × 14.13 inches³

Empty space = 85.93 inches³ - 42.39 inches³

Empty space = 43.54 inches³ (rounded to the nearest hundredth)

Therefore, there are approximately 43.54 inches³ of empty space inside the can.

Answer:

Step-by-step explanation:

[tex]y-1<2x\qquad\text{add 1 to both sides}\\\\y<2x+1\\\\\text{Substitute the coordinates of the points and check the inequality:}\\\\a.\ (3,\ 7)\\7<2(3)+1=6+1=7\qquad\text{FALSE}\\\\b.\ (1,\ 8)\\8<2(1)+1=2+1=3\qquad\text{FALSE}\\\\c.\ (2,\ 7)\\7<2(2)+1=2+1=5\qquad\text{FALSE}\\\\d.\ (3,\ -11)\\-11<2(3)+1=6+1=7\qquad\text{TRUE}[/tex]

Answer:

the mean high temperature is 71 degrees and the mean low is 31 degrees

Step-by-step explanation:

54 or it 180 i got 54 by adding 30 and 24in and got 180 by multiplying

Answer: 360 sq inches

Step-by-step explanation: The formula for finding the area of a triangle is 1/2*bh. So, plug-in your numbers: 1/2*(30*24). Then multiply the value in the perentheses which is 720 and then you multiply that by 1/2 (0.5) or you can divide it by 2. When you divide it by 2 or multiply it you would get 360.

Answer:

The lateral area is [tex]298.7\ units^{2}[/tex]

Step-by-step explanation:

we know that

The lateral area of the regular octagonal pyramid is equal to the area of its eight triangular lateral faces

The lateral area is equal to

[tex]LA=8[\frac{1}{2}(b)(l)][/tex]

we have

[tex]b=6.6\ cm[/tex]

To find the slant height apply the Pythagoras Theorem

[tex]l^{2}=8^{2} +8^{2}\\l^{2}=128\\l=\sqrt{128}\ units[/tex]

Find the lateral area

substitute the values

[tex]LA=8[\frac{1}{2}(6.6)(\sqrt{128})]=298.7\ units^{2}[/tex]

The answer is 298.7 cm²

Answer:

C

Step-by-step explanation:

The point slope form of a line is [tex]y - y_1 = m(x-x_1)[/tex]. If the point is (2,5) then the equation will be [tex]y - 5=m(x-2)[/tex]. Only option C matches this equation.

Answer:

An approximate number is a close number that is only off by x number of places (Like a rounded number). An exact number is exactly correct. For example:

3 - 1.5 is approximately 2, but is exactly 1.5.

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Final answer:

An exact number is one that is known with complete precision, such as the number of books on a shelf. An approximate number, or inexact number, includes uncertainty and comes with an error range, often due to measuring limitations such as estimating a length with a ruler. The level of rounding applies to approximate values determines their reliability, and significant figures are influenced by inexact numbers.

Explanation:

The difference between an exact number and an approximate number lies in their level of precision and the source of the number. Exact numbers are count numbers that are known with complete precision. An example of an exact number is the number of students in a classroom, which might be exactly 25. On the other hand, inexact numbers, also known as measured numbers, come with an error range due to the limitations of measuring instruments or methods. For instance, when using a ruler, you might measure a length as approximately 12.7 cm, but the true length might be slightly less or more.

It's important to note that the more rounding that is applied to a number, the less reliable it becomes. Approximations are common in various fields, including physics, where scientists and engineers make educated guesses, or 'guesstimates', based on available data and formulae with limited accuracy. These approximations are essential for problem-solving and can help in making quantitative decisions and realistic predictions.

Conversion factors in measurements are considered to be exact numbers because they are defined as such by the measurement systems. In calculations involving both exact and inexact numbers, the precision of the inexact numbers dictates the number of significant figures in the result.

if you're solving for x,

start by isolating x squared to get

x^2 = 16 (we added 8 to both sides)

then square root each side:

sqrt of x^2 = x; sqrt of 16 = 4.

we end up with x = 4 (positive and neg)

if you're factoring

minus 8 from both sides to get

x^2 - 16

from there we can factor to get

(x + 4)(x - 4)