The surface area and volume of the real brick will be 983.2 cm²and 1738.11 cm³ respectively.
What is volume?The term “volume” refers to the amount of three-dimensional space taken up by an item or a closed surface. It is denoted by V and its SI unit is in cubic cm.
The scale factor is ;
r = 630 cm /23
r = 27
L = 23 cm
b = 310 / 27 = 11.48 cm
h = 180/27 = 6.6 cm
The surface area of the brick;
A = 2(lb+bh+hl)
A = 2( 23 ×11.48+11.48×6.6+6.6×23)
A= 983.2 cm²
The volume of the brick is;
V= lbh
V=23 × 11.45 ×6.6
V=1738.11 cm³
Hence the surface area and volume of the real brick will be 983.2 cm² and 1738.11 cm³ respectively.
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Find the highest common factor of 12 and 40
To find the highest common factor (HCF) between two numbers , first to take HCF of both the numbers.
[tex] \purple {\Large\begin{array}{r | l}2&\underline{12}\\3& \underline{6}\\2&\underline{2}\\&\underline{1}\\\end{array}} \: \: \: \: \: \: \: \: \: \: \: \: \purple {\Large\begin{array}{r | l}2&\underline{40}\\2& \underline{20}\\5&\underline{10}\\2&\underline{2} \ \\ &\underline{1}\\\end{array}}[/tex]
Take every common prime factor between 12 and 40[tex] \red {\large \implies} \large \: 12 \: = \: 2 \: \times \: 3 \: \times \: 2 \: \: \: \: \: \: \: \: \: \: \\ \\ \red {\large \implies} \large \:40 \: = \: 2 \: \times \: 2 \: \times \: 5 \: \times \: 2 \: [/tex]
Finally, identify the factors common to each number and multiply those common factors together.
[tex] \rm\orange {\large \implies} \large \:Common \: factors \: = \: 2 \: \times \: 2[/tex]
[tex]\rm\orange {\large \implies} \large \:HCF = 4[/tex]
∠C, ∠F are rt. ∠'s; AB = DE; BC = EF
i would appreciate your help
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[tex]\text{\textbf{Hello!} In this question, we are trying to figure out the \underline{equation} of the line}\\\text{with the given information.}[/tex]
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[tex]\textbf{Explanation:}\\\quad{}\\\text{In the question, we were given our \emph{slope} (gradient) and a \emph{point}. This will help}\\\text{us solve our problem.}\quad{}\\\\\text{Slope: 2 }\\\\\text{Point: (1, 4)}\\\quad{}\\\text{In order to find the equation, we will be using the \underline{point-slope formula:}}\\\quad{}\\y - y1 = m(x - x1)\\\quad{}\\\text{With this equation, we would plug in our given values to its}\\\text{correct variable and solve.}[/tex]
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[tex]\textbf{Solve:}\\\\\text{Use the point-slope formula to solve.}\\\\y - y1 = m(x - x1)\quad{}\\\\\text{Plug in 2 to m, 1 to x1, 4 to y1 and then solve.}\\\\y - 4 = 2(x - 1)\\\\\text{Use the \underline{distributive property} to distribute the 2.}\\\\y - 4 = 2x - 2\\\\\text{Add 4 to both sides to cancel the 4 on the left and move the remainder}\\\text{to the right side of the equal sign.}\\\\y = 2x + 2\\\\\text{Since we can't simplify any further, our answer is: \fbox{y = 2x + 2}}[/tex]
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[tex]\textbf{Answer:}\\\\\text{Therefore, the equation of the line (our final answer) would be \fbox{y = 2x + 2}}[/tex]
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What is 5,435,778 expressed in scientific notation? A. 5.435778 x 10 B. 5.435778 x 10 C. 5.435778 x 10 D. 5.435778 x 10
Answer:
The answer options seem to be missing their exponents for the 10 unit.
Answer is: 5.435778 x [tex]10^{6}[/tex]
Step-by-step explanation:
5,435,778
Move the decimal point to the left until it is between the 5 and 4. Scientific notation means rewriting the number with only one digit to the left of the decimal point and adding the "x [tex]10^{x}[/tex] after to account for the number of positions the decimal point was moved.
Count the number of places required for the move.
5,435,778 0
543577.8 1
54357.78 2
5435.778 3
543.5778 4
54.35778 5
5.435778 6
Each move reduces the number by a factor of 10. This means that the final move to make the number 5.435778 required dividing the original number by 10 a total of 6 times. By multiplying this last number by 10 a total of 6 times, we obtain the original number.
We could write this as: (5.435778)*(10)*(10)*(10)*(10)*(10)*(10)
but that defeats the purpose of scientific notation, which is to simplify the number so that it is 1) easier to read, 2) saves printers paper and ink, and 3) reduces transcription errors.
So scientific notation is the process of writing this as:
5.435778 x [tex]10^{6}[/tex]
The following two way table shows the number of students of a school who have a cell phone and or have a part-time job.
Answer:
the answer is b.40 that the kids that are working and have phone b
the probability of drawing a diamond or a queen from a pack of 52 cards is
Answer:
25 percent chance or 13/52 for drawing a diamond and 4/52 for a queen
Step-by-step explanation:
There are 13 diamonds in a stack of 52 cards, hence 13/52 or 25 percent chance of drawing a diamond.
Since there are only 4 queens in a stack of 52 cards, so 4 out of 52 cards are queens
how do you write 0.8 recurring as a fraction?
please can i have an explanation aswell :)
Answer:
[tex]\frac{8}{9}[/tex]
Step-by-step explanation:
we require 2 equations with the repeating digits placed after the decimal point.
let x = 0.888.. (1) ← multiply both sides by 10
10x = 8.888.. (2)
subtract (1) from (2) thus eliminating the repeating digits
9x = 8 ( divide both sides by 9 )
x = [tex]\frac{8}{9}[/tex]
The directrix and focus of a parabola are shown on the graph. Which is an equation for the parabola?
in january of 2013, mr edwards turned 64 years old. in what year was mr edwards born.
Answer:
xhdvuvzxvzvkkzv jzh jhj,
Step-by-step explanation:
Helppp will give brainliest
Let x1 = 21, y1 = −15, and y2 = 9, and let y vary inversely as x. Find x2.
Answer:
The value of [tex]x_{2}[/tex] from inverse variation is (-35).
Step-by-step explanation:
Inverse variation is the relationships between variables that are represented in the form of y = k/x, where x and y are two variables and k is the constant value. It states if the value of one quantity increases, then the value of the other quantity decreases. While direct variation describes a linear relationship between two variables, inverse variation describes another kind of relationship.
An inverse variation can be represented by the equation
xy=k .
That is y varies inversely as x if there is some nonzero constant k.
Here, the product is given by :
x1y1=x2y2
21 x (-15)=x2 x 9
(-315) / 9 = x2
x2=(-35)
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Find the values of a and b 3 * 2 = a + b if
value of a = 3
value of b = 2
a + b = 3 + 2 = 5 .
find the area of quadrilateral
Answer:
here is answer try this type
Part A: Describe two types of transformations that can be used to transform f(x) to g(x). (2 polnts)
Part B: Solve for k in each type of transformation. (4 points)
Part C: Write an equation for each type of transformation that can be used to transform f(x) to g(x). (4 points)
Horizontal and Vertical translations can transform f(x) to g(x).
Equations to transform f(x) to g(x) are: g(x) = f(x) + k, and g(x) = f(x + k).
In vertical translation k = 18, and horizontal translation k = 6.
SolutionEquations of the two st. lines
Select two points on the line f(x) viz. (1,2), (2,5).
The equation of the line f(x) is
[tex]\frac{y-2}{x-1} = \frac{5-2}{2-1} \Rightarrow \mathbf{y=3x-1}.[/tex]
Select two points on the line g(x) viz. (-5,2), (-4,5).
The equation of the line g(x) is
[tex]\frac{y-2}{x+5} = \frac{5-2}{-4+5} \Rightarrow \mathbf{y=3x+17}.[/tex]
Ways to transform
The two lines, f(x) and g(x), are parallel to each other so their orientation w.r.t. each other is not changed. f(x), thus, can be translated to obtain g(x).
The translation of f(x) can be done in two ways: Vertical translation, and Horizontal translation.
Horizontal translation
f(x) can be translated horizontally to obtain g(x) by the relation of type g(x) = f(x + k).
Using the above relation for the two lines,
3x + 17 = 3(x + k) -1 ⇒ k = 6.
The horizontal translation relation is g(x) = f(x + 6).
Vertical translation
Vertical translation can be done with the relation g(x) = f(x) + k.
Using the above relation for the two lines,
3x + 17 = 3x - 1 + k ⇒ k = 18.
The vertical translation relation is g(x) = f(x) + 18.
The two transformation relations are: g(x) = f(x + 6), and g(x) = f(x) + 18.
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what is the solution to square root 5x+3= 3 square root x?
A.3/4
B. 3/2
C.-3/4
D.-3/2
Answer:
A. 3/4
Step-by-step explanation:
1. Square both sides:
5x + 3 = 9x
2. Subtract 5x from both sides:
3 = 4x
3. Divide 4 from both sides:
3/4 = x
Answer: A
Answer:
3/4
Step-by-step explanation:
it's correct
Can someone explain to me #2 I only need #2
Answer:
in a rectangle, opposite sides are equal in length
Step-by-step explanation:
now in this question, Pythagoras theorem is being used to find the length
we know both sides by using Pythagoras theorem find third side and get the sum to find ac+bd
Step-by-step explanation:
So it tells you that AB = 21 and AD = 28
and you to find what BD + AC is and since BD is the same length as AC
you only need to find one of them, then double it
There is a formula you use called the Pythagorean theorem
The Pythagorean theorem is A²+B²=C²
In this problem A = 21 B = 28 and C = the length of BD
so it'll look like 21²+28²=Length of BD² or BD²=21²+28² now you find BD
first do 21²+28² --> 441+784 --> 1225 Now you know that 21²+28²=1225
so BD²=1225 Then to find BD, you find √1225(square root of 1225)
Which is 35 So BD=35 and you want to know what BD+AC is
so 35+35=70
9.
Let f(x) = 2x + 2. Solve f−1(x) when x = 4. (1 point)
Answer:
1
Step-by-step explanation:
The value of the output given by the inverse for a given input is the same as the input of the original function that results in the output equal to the given input.
So, 2x + 2 = 4, meaning the answer is 1
PLEASE ANSWER ASAP!!!!!!!
a⃗ =<5, −1> and b⃗ =<2,−2>.
Represent a⃗ +b⃗ using the head-to-tail method.
Use the Vector tool to draw a⃗ and b⃗ , complete the head-to-tail method, and draw a⃗ +b⃗
To use the Vector tool, select the initial point and then the terminal point.
(please give picture of graph)
OC represents vector a and b drawn using the head-to-tail method.
What is a Vector ?A vector is an object that has both magnitude and direction.
The given vectors are
a =<5, −1> and b =<2,−2>
Representing vector a +b using the head and tail method
Here in the image attached with the answer ,
The vector a is represented by OA and the vector b is represented by OB
By head and tail method , the OC is drawn by extending the vector a towards b and b towards a
Vector OC = Vector OA + Vector OB
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Please help me with my math
Answer:
6.4
Step-by-step explanation:
It's stated that the shapes are similar.
We can use similarity ratio to find the value of x:
LM/CD = KL/BA
x/4 = (11.2)/7 cross multiply expressions
7x = 44.8 divide both sides by 7
x = 6.4
Raphael is ordering a scoop of ice cream. For the flavor, he is given the option of chocolate, strawberry, vanilla, cookies ‘n cream, or peanut butter. For the size, he is given the option of small, medium, or large. For the cone, he is given the option of a sugar cone, waffle cone, or cup. How many possible order combinations are there?
Answer: 165
Step-by-step explanation: If you calculate the 3 different choices and the total of 11 different objects, you get 165 total combinations.
Answer:
45 possible combinations
Step-by-step explanation:
since there are 5 options of flavour (chocolate, strawberry, vanilla, cookies 'n' cream, and peanut butter) then you must multiply your flavours by your next option.
the size options come in 3 options (small, medium, and large) therefore we multiply the flavours (5) by sizes (3)
5 * 3 = 15
then multiply the result (15) by the cup options (3)
15 * 3 = 45
your answer is 45
hope this helps:)
In the diagram below, Θ is measured in radians. Which equation represents the relationship between the radius, r, and arc length, s?
Circle O is shown. Line segments A O and B O are radii with length r. Angle A O B has a measure of theta. Arc A B has a measure of s.
s = Θ · r
r = Θ · s
s = Θ + r
r = Θ + s
The equation that represents the relationship between the radius, r, and arc length, s is s = Θ * r
How to determine the arc length?See attachment for the complete question
From the complete question, we have:
Θ represents the central angler represents the circle radiusThe angle is given in radians.
So, the arc length is calculated using
Arc length = Angle * Radius
Substitute known values
s = Θ * r
Hence, the equation that represents the relationship between the radius, r, and arc length, s is s = Θ * r
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Answer:
A
Step-by-step explanation:
On Edge
The number of hours per week that the television is turned on is determined for each family in a sample. The mean of the data is 37 hours and the median is 33.2 hours. Twenty-four of the families in the sample turned on the television for 22 hours or less for the week. The 10th percentile of the data is 22 hours. Based on the given information, determine if the following statement is true or false. Approximately 120 families turned on their televisions for less than 37 hours.
The statement; Approximately 120 families turned on their televisions for less than 37 hours is true.
What is true about the data?From the task content, since the 10% percentile of the data corresponds to 24 families, it.follws that the total number of families sampled is; 24 × 10 = 240 families.
On this note, after the first 120 data points, the median is determined to be 33.2 hours which is less than the mean. Conclusively, it follows that approximately 120 families turned on their televisions for less than 37 hours.
Hence, the statement is true.
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What is the slope of the line thatpasses through these two points?(2,3)(2,9)
Answer:
The slope is undefined
Step-by-step explanation:
[tex]m=\frac{9-3}{2-2}[/tex]
The denominator leads to 0 so it would not be possible to find the answer
Answer:
undefined
Step-by-step explanation:
anything divided by zero is undefined since you cant logically give (for example) 2 apples to 0 people.
For slopes not so obvious, the formula is (slope)m= (rise)y/(run)x
Construct a rectangle with sides 6cm and 4cm.
Answer:
Step-by-step explanation:
Answer:
First, draw a line segment AB = 6 cm.Draw a ray AX with pencil and compass such that ∠BAX = 90°. Draw an arc of 4 cm with point A which intersects AX at D.Similarly, draw ray BY such that ∠ABY = 90°. Draw an arc of 4 cm with point B which intersects BY at C.Join CD.Thus ABCD is the required rectangle.Step 3: So, M 12= 60 Degrees
Use the drop-down menus to explain whether or not Stuart is corrrect.
The reasoning that may be used for finding the measure of m∠12, is the
same side interior angles theorem.
The correct options using the drop-down menu are;
The sum of ∠1, ∠7, and ∠8 is 180°
∠8 and ∠12 are the same side interior angles
The measure of ∠12 must be = 120°
Stuart is not correct
The complete question is given below:-
In the diagram, line x is parallel to line y,m21= 65°, and m27 = 55°. Stuart says that m212 = 60°. His reasoning is shown. Step 1: mZ8 = 60°, because m21+ m27 +m28 = 180º. Step 2:28 212, because 28 and 212 are corresponding angles. Step 3: So, mZ12 = 60° Use the drop-down menus to explain whether or not Stuart is correct.
What is an angle?The angle is defined as the span between two intersecting lines or surfaces at or close to the point where they meet.
Given parameters;
Line x ║ line y
m∠1 = 65°, m∠7 = 55°
m∠12 = 60°
Stuart states ∠12 = 60°
The reasoning is presented as follows;
Step 1: m∠8 = 60°, because m∠1 + m∠7 + m∠8 = 180°
Step 2: ∠8 ≅ ∠12, because ∠8 and ∠12 are corresponding angles
Step 3: So, m∠12 = 60°
Using the drop-down menu, we have;
The sum of ∠1, ∠7, and ∠8 is 180° (Sum of angles in the triangle)
∠8 and ∠12 are same side interior angles (by definition)
Same side interior angles are supplementary, therefore;
∠8 +∠12 = 180°
∠12 = 180° - ∠8
Which gives;
The measure of ∠12 must be 180° - ∠8 = 180° - 60° = 120°
The measure of ∠12 must be = 120°
Stuart is not correct
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Quick I need an answer to this Queston:
The functions f(x)= −3/4x + 2 1/4 and g(x)= (1/2)x + 1 are shown in the graph.
What are the solutions to −3/4x + 2 1/4 = (1/2)x + 1?
Select each correct answer.
−1
0
1
2
3
Step-by-step explanation:
[tex] - \frac{3}{4} x + 2 \frac{1}{4 } = \frac{1}{2} x + 1[/tex]
[tex] - \frac{3}{4} x + \frac{9}{4} = \frac{1}{2} x + \frac{2}{2} [/tex]
[tex] \frac{ - 3x + 9}{4} = \frac{2x + 4}{4} [/tex]
[tex] - 3x + 9 = 2x + 4[/tex]
[tex] - 3x - 2x = 4 - 9[/tex]
[tex] - 5x = - 5[/tex]
[tex]x = \frac{ - 5}{ - 5} [/tex]
[tex]x = 1[/tex]
The answer is C.
Brian ordered 3 large cheese pizzas and a salad. The salad cost $4.95. If he spent a total of $47.60 including the $5 tip, how much did each pizza cost? (Considering there's no tax) Please I really need help
Answer:
Each pizza was $12.55.
Step-by-step explanation:
et's take it piece by piece.
Salad and the tip together is 4.95 + 5 = 9.95, right?
47.60 - 9.95 = 37.65 spent on pizza
37.65/3 = 12.55
how many eggs are in 2 3/4 dozen?
please answer this one...i need it today
Step-by-step explanation:
please mark me as brainlest
Answer:
33 eggs
Step-by-step explanation:
1 Dozen = 12 units
2 dozen = 2*12 = 24 units
3/4 dozen = 12*3/4 = 36/4 = 9 units
2 3/4 = 2 + 3/4 = 24 + 9 = 33 units
Please help me asap 5/11
By applying concepts related to matrices and their dimensions, the element of the matrix that belongs to the 2nd row and 3rd column is 6.
How to determine the content associated to the index of a matrix
Matrices are constructions studied by linear algebra, are a particular case of tensors. This kind of constructions are characterized by two dimensions: (i) Number of rows - Horizontal rows, (ii) Number of columns - Vertical rows.
Each element of an matrix A has an associated index with the following form:
[tex]a_{i,j}[/tex]
Whose meaning is "element of the matrix A that belongs to the i-th row and j-th column".
In this case, we find that the element of the matrix that belongs to the 2nd row and 3rd column is 6.
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Ariana scored 89% out of 600 in Exam what could be the marks she had scored?
Answer:
534
Step-by-step explanation:
The solution is in the image
Find one-third of the sum 9 and 12.
Answer:
7
Step-by-step explanation:
9 plues 12 = 21
21 divide by 3
= 7
Answer:
7
Step-by-step explanation:
9 + 12 = 21
one third of 21 is the same as 21 divided by 3
so 21 divided by 3
= 7
so 7 is the answer
OR
9 divided by 3 = 3
12 divided by 3 = 4
3 + 4 = 7
