Find the surface area of the solid figure

1. The volume of the pyramid is 320ft³

3. The volume of the pyramid is 2395.83cm³

5. The volume of the pyramid is 1200in³

The volume of a rectangular pyramid can be calculated using the formula:

V = (1/3) * base area * height

Where:

1. The volume of the pyramid is calculated as;

V = 1/3 * 8 * 12 * 10 = 320ft³

3. The volume of the pyramid is;

V = 1/3 * (25 * 12.5) * 23 = 2395.83cm³

5. The volume of the pyramid is;

V = 1/3 * (15 * 15) * 16 = 1200in³

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Answer:

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We are given a side and an adjacent angle and need to identify the missing side or angle for proof by SAS.

SAS is side-angle-side and requires two sides and the included angle to be congruent on both triangles.

The missing bit is the other side of the marked angle B and D:

Answer:

y= -x²-4x+2

Step-by-step explanation:

write in vertex form

a(x-h)²+k

in our case h = -2 and k= 6

y=a(x+2)²+6

now we just need to solve for a. we know that when x= 1 y = -3. plug these values in and solve for a

-3= a(1+2)²+6

-9=9a

a= -1

thus the formula is -(x+2)²+6

generally, teachers want things in standard form, so expand the exponent and simplify.

-(x²+4x+4)+6

y= -x²-4x+2

Answer:

\(y = -x^2 - 4x + 2\)

Step-by-step explanation:

The equation of a parabola in vertex form is:

\(y = a(x - h)^2 + k\)

where (h, k) is the vertex of the parabola.

In this case, the vertex is (-2, 6), so h = -2 and k = 6.

We also know that the parabola passes through the point (1, -3).

Plugging these values into the equation, we get:

\(-3 = a(1 - (-2))^2 + 6\)

\(-3 = a(3)^2 + 6\)

-9 = 9a

a = -1

Substituting a = -1 into the equation for a parabola in vertex form, we get the equation of the parabola:

\(y = -1(x + 2)^2 + 6\)

This equation can also be written as:

\(y = -x^2 - 4x -4+6\\y=x^2-4x+2\)

Let us assume the three cards are numbered 1, 2, and 3. The answer for the distribution sample will be {1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 3C}.

All possibilities come first. Let's tackle it step by step. What are all the possible numbers that may be selected as the first step? 1 2 and 3. What letters are available for selection when you choose choice 1? B, C, and A. To acquire all options, repeat this for numbers 2 and 3.

{1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 3C}

With such processes, you may multiply the outcomes to obtain the total number of options. Steps 1 and 2 each produced three results, for a total of 3*3 or nine outcomes. Be cautious that it fits this configuration, where each step 1's step 2 is the same. Hence, the multiplication technique wouldn't work if you chose 1 for step 1 from a bag containing 3 items instead, and then chose 2 from a separate bag with a different number.

Now use C to search across the sample space and discover everything. Three exist: 1C, 2C, and 3C. The answer for the distribution sample will be {1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 3C}.

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The ratio of the lengths of and is 1: 1

PQ parallel to RS

PR and PS; perpendicular to PQ and RS.

Perpendicular lines are lines that intersect at a 90 degrees angle. Parallel lines are lines that are always the same distance apart.

FOR parallel lines, the perpendicular line joining then is always the same; here the 4 angles formed are all 90°

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Answer:

Step-by-step explanation:

L = length    W = width

Length is 1.2 times width ⇒  L = 1.2 x W = 1.2W

Perimeter = 2 x W + 2 x L

                = 2W + 2L = 25

Substitute L = 1.2W into the equation for the perimeter and solve for W

2W + 2L = 25

2W + 2(1.2W) = 25

4.4W = 25

W = 25 ÷ 4.4 = 125/22

Now substitute found value of W into L = 1.2W to find L:

L = 75/11

The reduced form of the trig expression is 7/2sin²2a

Trigonometry identities are written in terms of sine, cosine and tangent. Given the trigonometry identity

14sin² acos² a

Since sin(a)cos(a) = sin2a/2, hence

14sin²acos²a = 14[sin(a)cos(a)]²

14sin²acos²a = 14(sin2a/2)²

14sin²acos²a = 14/4(sin²2a)

14sin²acos²a = 7/2sin²2a

Hence the reduced form of the trig expression is 7/2sin²2a

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The row of tiles would be 24 1/2 inches long.

B:The  row of 10 tiles would be 35 inches long.

A 1. To be able to know the length of the row of tiles, one need to multiply the length of one tile by the number of tiles in the said  row.

So, all tile measures 3 1/2 inches on each side, Hence  the length of one tile is 3 1/2 inches.

Based on the fact that there are 7 tiles in a row, we have to multiply the length of one tile by 7:

Length of the row = 3 1/2 inches/tile x 7 tiles

                              = 24 1/2 inches

So, the row of tiles is 24 1/2 inches long.

B 2. Also, to find the length of a row of 10 tiles, we need to multiply the length of one tile by 10.

Note that:

Length of one tile = 3 1/2 inches

Number of tiles in the row = 10

Hence:

Length of the row = 3 1/2 inches/tile x 10 tiles

                               = 35 inches

So, the row of 10 tiles is 35 inches long.

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The probability that a randomly selected point within the square falls in the red shaded square is 1/16

A probability is a number that reflects the chance or likelihood that a particular event will occur. The certainty of an event to occur is 1 and it is 100% in percentage.

Probability = sample space /total outcome

sample space is the area of the red shaded square and the total outcome is the big square.

Area of red shaded square = 1 × 1 = 1unit²

area of the big square = 4 × 4 = 16 units²

Therefore the probability that a point selected falls on the red shaded square

= 1/16

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The possible values for angles 1, 2, and 3 given that lines a and b are parallel lines include the following:

In Mathematics and Geometry, parallel lines are two (2) lines that are always the same (equal) distance apart and never meet or intersect.

Note: Assuming angle 1 is equal to 60 degrees.

In Mathematics and Geometry, the vertical angles theorem states that two (2) opposite vertical angles that are formed whenever two (2) lines intersect each other are always congruent, which simply means being equal to each other:

m∠1 ≅ m∠3 = 60°.

Based on the linear pair postulate, the measure of angle 2 can be determined as follows;

m∠1 + m∠2 = 180°

60° + m∠2 = 180°

m∠2 = 180° - 60°

m∠2 = 120°

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Answer:

u^2+6u+5

Step-by-step explanation:

Please check the attachment hope it helps :)

The term that  best describe this graph attached is

does not have an outlier

An outlier is a data point that significantly deviates from the general pattern or trend of a dataset. It is an observation that is noticeably different from other data points in terms of its magnitude or value.

Outliers can be either unusually high (positive outliers) or unusually low (negative outliers) compared to the rest of the data.

The graph is not exactly uniform even though it is not skewed

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Answer:

\(3x^{4}\)

Step-by-step explanation:

I suggest looking lessons on it online if you don't understand... It's hard to do your work especially if you don't understand it. Or if your online, go to past lessons or something.

Answer:

The answer is 3x^4

Step-by-step explanation:

Answer:

-40F to 284F

Step-by-step explanation:

C = 5/9F -32

so F = 32+9/5*C

so the range is

F= 32+9/5*(-40) = 32-72 = -40F

F= 32+9/5*(140) = 32+252 = 284F

Answer:

\( - 4 \: and \: 2 \\ \)

Step-by-step explanation:

\(\\ where \: the \: lines \: touch \: on \: \\ the \: y \: axis \: and \: the \: x \: axis \)

An equation for a LINE that can be written in standard form, slope-intercept form, or point-slope form is Linear Equation.

Linear equations are useful in research and in many daily applications.

They let scientists to define physical relationships between two variables, make predictions, compute rates, and perform conversions, among other things.

Graphing linear equations aids in identifying trends.

Linear equations are particularly useful in mathematics because they may be used to simulate any real-world phenomenon in which one variable changes at a constant pace in relation to another variable.

As a result, they are extremely valuable for modeling, forecasting, and assessing real-world applications.

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Full Question:

Although part of your question is missing, you might be referring to this full question:

an equation for a LINE that can be written in standard form, slope-intercept form, or point-slope form is ________ ?

Answer:

Step-by-step explanation:

n^3 + 512

512 = 8^3

So the factors are

(n + 8)(n^2 - nx + 64)

Answer:

try D(n+8) (n^2'8n+64)

Answer:

\(\frac{20}{8}=\frac{5}{2}= 2\frac{1}{2}\)

Step-by-step explanation:

\(\frac{5}{8}*\frac{4}{1}=\frac{20}{8}=2\frac{1}{2}\)

Answer:

i'm pretty sure it would be 2 1/2

Step-by-step explanation:

turn the 4 into  fraction as well, you'll get 4/1 now multiply 4/1 and 5/8. 4 x 5 = 20 and 1 x 8 = 8, now your left with 20/8 which is equal to 2 4/8 or 2 1/2

Answer:

6*8=48

But if you are sayin both positive and negative, then there is two, 48,-48.

Because you multiply -6,8.

Step-by-step explanation:

A online

Answer:

2,3,5,7,13,19,11,23,29,31,37,41,43,47,51,53,57,61,63,67,71,73

Answer:

x=1

Step-by-step explanation:

y=3x so just add 1+3=4 then add veriable y=4x

The probability that an antigen test comes back positive is approximately 0.05225, or about 5.225%.

We have,

To find the probability that an antigen test comes back positive, we need to consider both the true positive rate (probability of a positive test given that the person is infected) and the false positive rate.

Now,

Prevalence of coronavirus in California: 3 out of 1000

False positive rate of the antigen test: 0.05 (5 out of 100)

Let's calculate the probability of a positive test result.

The true positive rate can be calculated as 1 minus the false negative rate (probability of a negative test given that the person is infected):

True positive rate = 1 - 0.2 = 0.8 (or 80 out of 100)

The probability of a positive test result can be calculated using Bayes' theorem:

P(Positive test) = P(Positive test | Infected) x P(Infected) + P(Positive test | Not Infected) x P(Not Infected)

P(Positive test) = (0.8 x 3/1000) + (0.05 x 997/1000)

P(Positive test) = 0.0024 + 0.04985

P(Positive test) = 0.05225

Therefore,

The probability that an antigen test comes back positive is approximately 0.05225, or about 5.225%.

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Answer:

900π

Step-by-step explanation:

Hello!

The radius is represented by the function \(r(t) = 15\sqrt{t +2}\).

The radius of the ripple can be found when \(t=2\)

Solve:

The radius of the ripple is 30 inches

The area of a circle is calculated by the formula \(A = \pi r ^2\)

Given the radius is 30, we can find the area of the circle.

Solve:

The solution to the system of equations is (x, y) = (-261/47, 44/47) as an ordered pair.

To solve the given system of equations:

Equation 1: 8x + 9y = -36

Equation 2: x + 7y = 1

We can use the method of substitution or elimination to find the values of x and y. Let's use the method of substitution:

From Equation 2, we can solve for x:

x = 1 - 7y

Substituting this value of x into Equation 1:

8(1 - 7y) + 9y = -36

8 - 56y + 9y = -36

-47y = -44

y = 44/47

Substituting the value of y back into Equation 2 to find x:

x + 7(44/47) = 1

x + 308/47 = 1

x = 1 - 308/47

x = (47 - 308)/47

x = -261/47

Therefore, as an ordered pair, the solution to the system of equations is (x, y) = (-261/47, 44/47).

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Answer:

i don't get it

Step-by-step explanation:

Answer:

$288

Step-by-step explanation:

10% of 240 is 240 / 10 = 24

24 X 2 = 48

240 + 48 = $288

Answer:

$288 ....brainliest appreciated pls

Step-by-step explanation:

20/100 × 240 = 48dollars

so...the selling price becomes 240+48 = $288

Derrick will receive total of $340 from all of his deductions

To create a histogram for these values using four classes, we must first determine the class width, which is determined as the data range divided by the number of classes. The data range is 151 - 58 = 93, which is the difference between the biggest and smallest numbers. The breadth of the class is 93/4 = 23.25. We'll round it up to 24 because we can't have a fractional class width.

Then, for each of the four classes, we'll start with the smallest number (58) and add the class width (24) again until we reach the maximum value (151). The lowest class boundaries for the four classes are as follows:

Class 1: 58

Class 2: 82

Class 3: 106

Class 4: 130

We'll determine the upper class limit for each lower class limit by adding the class width (24) - 1. The upper class restrictions are as follows:

Class 1: 81

Class 2: 105

Class 3: 129

Class 4: 153

Finally, we'll tally the amount of deductions made in each class and utilise that data to create the histogram. Each class has the following number of deductions:

Class 1: 1 (58)

Class 2: 3 (97, 98, 101)

Class 3: 3 (103, 127, 144)

Class 4: 3 (144, 151, 65)

We can compute the total amount Derrick will earn from all of his deductions now that we know the number of deductions in each class. He will earn $25 for each deduction of less than $130, and $45 for each deduction of $130 or more.

Derrick will receive the following total from all of his deductions:

$25 * 1 (for the single deduction of less than $130) + $45 * 7 (for the seven deductions of $130 or over) = $25 + $315 = $340

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Answer:

x1=3     x2=-4

Step-by-step explanation

The value of the x₁ = 3.2, and x₂ = -3.8 if the linear equation in two variables is 3x₁ + 2x₂ = 2, and 5x₁ + 5x₂ = -3.1

It is defined as the group of numerical data, functions, and complex numbers in a specific way such that the representation array looks like a square, rectangle shape.

The determinant in arithmetic is a real number that is a variable of the rows and columns of a square matrix. It lets specifying a few aspects of the matrix and the linear map that the matrix provides.

It is given that:

\(\left[\begin{array}{ccc}3&2\\5&5\\\end{array}\right] \left[\begin{array}{ccc}x_1\\x_2\\\end{array} \right] = \left[\begin{array}{ccc}2\\-3\\\end{array}\right]\)

\(\left[\begin{array}{ccc}3x_1+2x_2\\5x_1+5x_2\\\end{array}\right] = \left[\begin{array}{ccc}2\\-3\\\end{array}\right]\)

On comparing:

3x₁ + 2x₂ = 2

5x₁ + 5x₂ = -3

The above two equations represent linear equations in two variables:

It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.

After solving with substituion method:

x₁ = 3.2

x₂ = -3.8

Thus, the value of the x₁ = 3.2, and x₂ = -3.8 if the linear equation in two variables is 3x₁ + 2x₂ = 2, and 5x₁ + 5x₂ = -3.

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