Find the volume of each prism. Show your work for full credit!

Therefore , the solution of the given problem of expressions comes out to be  students can develop their factoring abilities and avoid mistakes with practise and instruction.

Estimates that combine joining, disabling, and rather than randomly divide should be produced when variables are shifting. If they got together, they could solve a mental puzzle, provide some data, and instead software. A declaration of truth contains formulas, components, and mathematical processes like combination, subtraction, omission, and grouping. Both phrases and words can be assessed and analysed.

Here,

are some pointers to assist students B and C prevent incorrect factoring in the future:

Regularly practise factoring: Since factoring is a talent that must be honed, students should make sure to factor problems frequently. They will be better able to understand the procedure and spot trends in the expressions they are factoring as a result of this.

Verify the indications again because they are prone to error when factoring. Students should double-check their distribution of the signs and make sure no negative indicators are being left out.

Students should double-check their work by multiplying the factors back together after factoring an equation. They'll be able to correct any errors they may have made thanks to this.

If students need assistance with factoring, they should ask an instructor or tutor for assistance. Although factoring can be a challenging ability to master, students can develop their factoring abilities and avoid mistakes with practise and instruction.

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Answer:

less than

Step-by-step explanation:

Answer:

13

Step-by-step explanation:

I can't see the rest of the question but im assuming it's asking how many people there are so you add the 6 and 4 together which makes 10 and divide 130 by 10 because its 10 ounces all together for each person which makes 13. I'm really sorry of this is wrong but im assuming that is the answer because that is what the question looks like its asking

Answer:13

Step-by-step explanation:

not sure if correct but

Slope-Intercept Form: The slope-intercept form of a linear equation is given by y = mx + b, where 'm' represents the slope of the line and 'b' represents the y-intercept (the point where the line intersects the y-axis).

This form is convenient for quickly identifying the slope and y-intercept of a line by inspecting the equation.

Point-Slope Form: The point-slope form of a linear equation is given by y - y₁ = m(x - x₁), where (x₁, y₁) represents a point on the line and 'm' represents the slope.

This form is useful when we have a specific point on the line and its slope, allowing us to write the equation directly without needing to determine the y-intercept.

Standard Form: The standard form of a linear equation is given by Ax + By = C, where 'A', 'B', and 'C' are constants, and 'A' and 'B' are not both zero.

This form represents a linear equation in a standard, generalized format.

It allows for easy comparison and manipulation of linear equations, and it is commonly used when solving systems of linear equations or when dealing with equations involving multiple variables.

These three forms provide different ways of representing a linear equation, each with its own advantages and applications. It is important to be familiar with all three forms to effectively work with linear equations in various contexts.

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The probable question may be:
Write the three forms of a linear equation for the following.

Slope-Intercept Form:

Point-Slope Form:

Standard Form:

Answer:

Step-by-step explanation:

What is the value of the expression Negative 225 divided b (negative 15)?

What is the value of the expression 30 divided by (negative 6)?

I answer for what I understand

-225 : 15 = - 15

30 : (- 6 ) = -5

Answer:

14 is the answer

Step-by-step explanation:

because 14-8=6

Answer: 14

Step-by-step explanation:

8+6 is equal to 14, so ?-8=6 is equal to 14

The required solution of the given equation y′′ + 361y = e^2x where y(0) = y′(0) = 0 is y = 1/365 e^2x - 1/365 cos19x - 2/685 sin19x

Given equation:

y′′ + 361y = e^2x

Particular Integral:

As the given equation contains exponential function in the RHS,

let’s assume, Yp = ae^2x

Putting the value of Yp in the given differential equation,

y″ + 361y = e^2x

⇒4a + 361a = 1

⇒a = 1/365

Complementary Function:

Now, let’s solve the complementary function,

y″ + 361y = 0

The characteristic equation is r62 + 361 = 0

r^2 = -361

r^1 = i√361

r^1 = 19i (complex roots always occur in conjugate pairs)

Let’s assume, y = e0x(c^1cos19x + c^2sin19x)

⇒y = c^1cos19x + c^2sin19x ………(1)

Particular Integral + Complementary Function:

y = Yp + Yc

⇒y = ae2x + c^1cos19x + c^2sin19x ………(2)

Applying initial conditions:

y(0) = 0⇒a + c^1 = 0 ………(3)

y′(0) = 0⇒2a + 19c^2 = 0 ………(4)

Solving equation 3 and 4, we get;

a = 1/365c^1

   = -1/365c^2

    = -2/685

So, the complete solution of the given differential equation;

y = ae^2x + c^1cos19x + c^2sin19x

⇒y = 1/365 e^2x - 1/365 cos19x - 2/685 sin19x

Therefore, the required solution of the given equation y′′ + 361y = e^2x where y(0) = y′(0) = 0 is y = 1/365 e^2x - 1/365 cos19x - 2/685 sin19x

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If 90 pens with black ink were ordered, the total number of pens ordered would be 216.

To solve this problem, we need to find the ratio between the total number of pens and the number of pens with black ink. We can then use this ratio to determine the total number of pens when given the number of pens with black ink.

Let's calculate the ratio for the first set of data:

Ratio = (Pens with Black Ink) / (Total Pens) = 60 / 144

We can simplify this ratio by dividing both the numerator and denominator by their greatest common divisor, which is 12:

Ratio = 5 / 12

Now, we can use this ratio to find the total number of pens when 90 pens with black ink are ordered:

Total Pens = (Pens with Black Ink) / Ratio = 90 / (5 / 12)

Dividing 90 by 5/12 is the same as multiplying 90 by the reciprocal of 5/12:

Total Pens = 90 * (12 / 5) = 216

Therefore, if 90 pens with black ink were ordered, the total number of pens ordered would be 216.

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Data that are accurate, consistent, and available in a timely fashion are considered C) high-quality.

High-quality data is characterized as being reliable, consistent, and timely. High-quality data offers a strong foundation for analysis and decision-making because it is accurate, error-free, and consistent.

It is a valuable asset for organizations because it promotes accurate reporting and analysis, increases operational efficiency, and allows for informed decision-making. Although database management systems like Oracle and Microsoft SQL Server can assist with managing and storing data, the quality of the data is unrelated to the particular technology or program employed.

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Answer:

8 minutes per customer in Restaurant One.

6 minutes per customer in Restaurant Two.

7 minutes per customer in Restaurant Three.

Restaurant Two had the fastest service.

Method:

I divided the time it took – for example – 48 divided by 6. I would do this because I wanted to find out each person took (6 people), and the amount of time it took for each person to get their food. I would use division for this problem because I am finding how much each person took out of the whole time.

Answer

The 2nd restaurant is the fastest

Step-by-step explanation:

I. Compare Time per Customers

     When 1st restuarant = 48/6 = 9

                2nd restuarant = 42/7 = 6

                3rd restuarant = 63/9 = 7

Given if in 1 min, I can serve 20 customers = 1/20 = 0.05

             in 1 min, He can serve 10 customers = 1/10 = 0.1

      See the different? I can serve better than him.

So The answer is the 2nd restuarant.

Hope that help :D

Answer:

6 weeks=6*7 days=42days

7/42 =1/6 =0.16667

OR

7 days=1 week

therefore 1/6=0.16667

Note that both must be in the same unit.

1. The fraction of the total number of coins that is the number of dimes is 55/154.

2. The number of dimes is 0.56 times the number of quarters.

A fraction is a part or portion of a whole value.

There are proper fractions, improper fractions, and complex fractions.

Fractions are formed with numerators and denominators.

When the denominator divides the numerator, the quotient of the fraction is rendered as a decimal, which can also be converted to a percentage.

The ratio of quarters to dimes = 99:55

The sum of ratios = 154 (99 + 55)

The portion of quarters = 99

The portion of dimes = 55

Fraction of dimes to the total number = 55/154

Fraction of quarters to the total number = 99/154

Number of dimes/Number of quarters = 55/99 = 0.56

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The average velocity from t = 5 to t = 5.1 is -245 m/s.

An equation for the average velocity from 5 seconds to

t seconds is Δt = t - 5.

Required instantaneous velocity at t = 5 is (-50) m/s.

The rock is going down at that moment.

We can tell because the coefficient of the t² term in the equation for d(t) is negative.

The mathematical quantity for instantaneous velocity is a derivative.

How to find the average velocity of the rock from t = 5 to t = 5.1?

To find the average velocity of the rock from t = 5 to t = 5.1, we need to calculate the change in distance and change in time over this interval:

Δd = d(5.1) - d(5) = (35(5.1) - 5(5.1)²) - (35(5) - 5(5)²) ≈ -24.5

Δt = 5.1 - 5 = 0.1

Therefore, the average velocity from t = 5 to t = 5.1 is Δd/Δt ≈ -24.5/0.1 = -245 m/s

To find an equation for the average velocity from 5 seconds to t seconds, we need to calculate the change in distance and change in time over this interval:

Δd = d(t) - d(5) = (35t - 5t²) - (35(5) - 5(5)²) = 35(t - 5) - 5(t² - 25)

Δt = t - 5

Therefore, an equation for average velocity from 5 seconds to t seconds is Δt = t - 5

To find the instantaneous velocity of the rock at t = 5, we need to take the limit of the average velocity expression as Δt approaches 0,

instantaneous velocity at t = 5 = lim(Δt→0) [35 - 5(t + 5)] = 35 - 5(5 + 5) = -50 m/s

Since the instantaneous velocity at t = 5 is negative, the rock is going down at that moment. We can tell because the coefficient of the t² term in the equation for d(t) is negative, which means the parabolic shape of the trajectory is concave downward. The mathematical quantity for instantaneous velocity is a derivative, specifically the derivative of the distance function with respect to time.

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The average velocity from t = 5 to t = 5.1 is -245 m/s.

An equation for the average velocity from 5 seconds to

t seconds is Δt = t - 5.

Required instantaneous velocity at t = 5 is (-50) m/s.

The rock is going down at that moment.

We can tell because the coefficient of the t² term in the equation for d(t) is negative.

The mathematical quantity for instantaneous velocity is a derivative.

How to find the average velocity of the rock from t = 5 to t = 5.1?

To find the average velocity of the rock from t = 5 to t = 5.1, we need to calculate the change in distance and change in time over this interval:

Δd = d(5.1) - d(5) = (35(5.1) - 5(5.1)²) - (35(5) - 5(5)²) ≈ -24.5

Δt = 5.1 - 5 = 0.1

Therefore, the average velocity from t = 5 to t = 5.1 is Δd/Δt ≈ -24.5/0.1 = -245 m/s

To find an equation for the average velocity from 5 seconds to t seconds, we need to calculate the change in distance and change in time over this interval:

Δd = d(t) - d(5) = (35t - 5t²) - (35(5) - 5(5)²) = 35(t - 5) - 5(t² - 25)

Δt = t - 5

Therefore, an equation for average velocity from 5 seconds to t seconds is Δt = t - 5

To find the instantaneous velocity of the rock at t = 5, we need to take the limit of the average velocity expression as Δt approaches 0,

instantaneous velocity at t = 5 = lim(Δt→0) [35 - 5(t + 5)] = 35 - 5(5 + 5) = -50 m/s

Since the instantaneous velocity at t = 5 is negative, the rock is going down at that moment. We can tell because the coefficient of the t² term in the equation for d(t) is negative, which means the parabolic shape of the trajectory is concave downward. The mathematical quantity for instantaneous velocity is a derivative, specifically the derivative of the distance function with respect to time.

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A) 0.1741; B) 0.1844; C) 0.4114. Probability of randomly chosen family owning a condo is 0.1741, renting in general is 0.1844 and not owning a house is 0.4114.

A) To calculate the probability of randomly chosen family owning a condo: Divide the number of families who own a condo (739) by the total number of families (5000). 739/5000 = 0.1478. Round that to four decimal places and you get 0.1741.

B) To calculate the probability of randomly chosen family renting in general: Add the number of families who rent a house (456) and the number of families who rent an apartment (1428) and divide that by the total number of families (5000). (456 + 1428) / 5000 = 0.1844. Round that to four decimal places and you get 0.1844.

C) To calculate the probability of randomly chosen family not owning a house: Subtract the number of families who own a house (2377) from the total number of families (5000). 5000 - 2377 = 2623. Divide that by the total number of families (5000). 2623/5000 = 0.5246. Round that to four decimal places and you get 0.4114.

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True. However, it is important to note that this command alone does not necessarily align with the values and goals of the budget. It is important to carefully consider and plan out the values and priorities of the budget before executing any commands.

The given command is related to SQL (Structured Query Language), used for managing and querying relational databases. The command is:
`insert into budget values (121, 222, 111);`

This command is inserting a row with values 121, 222, and 111 into the "budget" table. Based on the provided information, this command appears to be correctly structured. So, the answer is:
Structured Query Language, abbreviated as SQL, is a specialized programming language designed to manage data in a relational database management system (RDBMS) or manipulate data in a relational data flow management system (RDSMS). It is especially important when working with structured data, that is, data that has a relationship between entities and variables. SQL has two better read-and-write APIs like ISAM or VSAM. It introduces the concept of accessing multiple files with a single command. Second, it eliminates the need to specify how data is accessed, such as with or without an index.

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The ratio of its width to its length is; 5 :9.

The ratio of its length to its perimeter is; 9: 28.

1). From the task content, the land measures 4.5 km long and 2.5 km wide. Hence, the ratios is; 2.5: 4.5.

Therefore, we have; 5: 9 by expression as whole number ratios.

2) Since the perimeter of the rectangle is; 2(2.5+4.5) = 14.

The ratio of length to perimeter expressed simply is therefore; 9: 28.

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Answer:

d = 47°

Step-by-step explanation:

Image is attached

Sum of angles drawn along a straight line = 180°:

The angle drawn in pink : 180° - 112° = 68°

The angle drawn in green: 180° - 66° = 114°

The angle drawn in yellowish orange: 180° - 23° = 157°

The angle marked in purple: 180° - 102° = 78°

The figure drawn in the center is a 5-sided irregular pentagon

∴ Sum of interior angles in a 5-sided polygon = (n - 2) ×180°

                                                                            = (5 - 2) × 180°

                                                                            = 540°

The four angles calculated above will assist in calculating the fifth remaining angle of the pentagon (which is marked in light blue):

   68° + 114° + 78° + 157° + angle in light blue = 540°

Angle in light blue = 540° - 68° - 114° - 78° - 157°

                               = 123°

Sum of angles drawn along a straight line = 180°:

Angle marked in dark blue = 180° - 123°

                                                = 57°

Now focus on the angles present inside the triangle

Sum of interior angles of a triangle = 180°

= d + 76° + 57° = 180°

d has to be isolated and made the subject of the equation:

d = 180° - 76° - 57°

d = 47°

This is an example of interviewer bias where the gender of the interviewer may have impacted the replies of the unmarried males in the poll.

This is an example of interviewer bias, where the gender of the interviewer may have influenced the responses of the unmarried men in the survey. The results may not accurately reflect the true opinions of the participants as their answers could have been affected by their desire to impress or please the interviewer.

This situation is an example of response bias, specifically interviewer bias, which occurs when the respondent's answer is influenced by the gender or characteristics of the interviewer, rather than their true preferences or opinions.

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The inverse of a biconditional statement is not equivalent to the original statement. The inverse statement may have a different meaning or convey a different condition.

The inverse of a biconditional statement involves negating both the "if" and the "only if" parts of the statement. In this case, the inverse of the biconditional statement would be:Inverse of Statement 1: A figure is not a polygon if and only if not all of its sides are line segments.

Now, let's analyze the relationship between Statement 2 and its inverse.

Statement 2: A figure is not a polygon if and only if not all of its sides are line segments.

Inverse of Statement 2: A figure is not a polygon if and only if all of its sides are line segments.

The inverse of Statement 2 is not equivalent to Statement 1. In fact, the inverse of Statement 2 is a different statement altogether. It states that a figure is not a polygon if and only if all of its sides are line segments. This means that if all of the sides of a figure are line segments, then it is not considered a polygon.

In contrast, Statement 1 states that a figure is a polygon if and only if all of its sides are line segments. It affirms the condition for a figure to be considered a polygon, stating that if all of its sides are line segments, then it is indeed a polygon.

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Step-by-step explanation:

y = -11x - 4

y + 11x = -4

y + 11x + 4 = 0

I'm pretty sure that's the standard form

Answer:

\(49\)

Step-by-step explanation:

\((a+b)^2=a^2+2ab+b^2\) = Perfect square trinomial

25b^2+70b+* = \(25b^2+70b+*\)

Our expression is:

\((5b+7)^2\)

\((5b+7)(5b+7)\)

\(25b^2+35b+35b+49\)

\(25b^2+70b+49\)

Hope this helps!

These steps are often referred to as the principle of mathematical induction or PMI.

The steps for mathematical induction are:

Base Case: Show that the statement holds for some particular value of n, usually n = 1 or n = 0.

Inductive Hypothesis: Assume that the statement holds for some arbitrary value of n = k, where k is a positive integer.

Inductive Step: Using the inductive hypothesis, show that the statement also holds for n = k + 1.

Conclusion: By the principle of mathematical induction, the statement is true for all positive integers n.

These steps are often referred to as the principle of mathematical induction or PMI. They are used to prove statements that involve an infinite set of integers by showing that the statement holds for a base case, assuming that it holds for an arbitrary value, and then showing that it holds for the next integer in the set.

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Answer:

24

Step-by-step explanation:

The height of the rectangular prism is 4 units. Each layer is 6 units so 6 x 4 = 24.

Step-by-step explanation:

3 4

is ur answer hope u got it

Answer:

48.16??

Step-by-step explanation:

An ordered pair which makes both inequalities true is (-1, -3).

An ordered pair is a pair of two points that are commonly written in a fixed order within parentheses as (x, y), which represents the x-coordinate or x-axis (abscissa) and the y-coordinate or y-axis (ordinate) on the coordinate plane of any graph.

Next, we would test the ordered pair with the given system of inequalities in order to determine which is true.

For ordered pair (-3, 5), we have:

y < –x + 1

5 < -(-3) + 1

5 < 3 + 1

5 < 4 (False).

For ordered pair (-2, 2), we have:

y < –x + 1

2 < -(-2) + 1

2 < 2 + 1

2 < 3 (True).

y > x

2 > -2 (True)

For ordered pair (-1, -3), we have:

y < –x + 1

-3 < -(-1) + 1

-3 < 1 + 1

-3 < 2 (True).

y > x

-3 > -1 (False)

For ordered pair (0, -1), we have:

y < –x + 1

-(-1) < -(0) + 1

1 < 1

1 < 1 (False).

y > x

-1 > 0 (False)

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