What is the volume of the figure? Enter the answer in the Box. In cubic centimeters

Answer:

60 × 66,666

60 × 666,666

Step-by-step explanation:

If you look at the pattern on the top numbers, you can see that there is one six that keeps on getting added. I'm not sure of my answer, but that is what I would put.

Answer:

1-0 = 0 ( This is not the rule of binary) As in binary addition 1-0 = 1

Answer:

$556.50

Step-by-step explanation:

25/2=$12.50

52/2=$26

66/2=$33

970/2=$485

485+33+26+12.50 = 556.50

After dividing, the total, Jenna and Harper will pay $556.5

In maths, a division is a process of splitting a specific amount into equal parts.

Given that, Jenna and Harper are living together and have agreed to split half of all living costs. Rent for the apartment is $970. The water bill is $52. The gas bill is $25, while the electric bill is $66.

We will divide the total bill into two equal parts to find how much one girl should pay.

Therefore,

The total expense = 970+52+25+66 = $1113

Since, both girls are splitting the bill into halves, therefore,

$1113 / 2 = $556.5

That mean, each will have to pay $556.5

Hence, both will pay $556.5

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The value of x in the diagram is 110.

Option A is the correct answer.

The angles that are in the same position on a given two parallel lines intersected by a transversal line are called the corresponding angles.

Corresponding angles are always equal.

We can also have alternate angles which are always equal.

We can also have alternate interior and exterior angles which are equal.

The angles on the same side make upto 180 degrees

We have,

DE is parallel to XY.

This means,

110 and x are corresponding angles.

Now,

The corresponding angles are equal.

So,

x = 110

Thus,

The value of x in the diagram is 110.

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Answer:

x=2

Step-by-step explanation:

2x+5(3x-4)=14

Distribute

2x + 15x -20 = 14

Combine like terms

17x -20 = 14

Add 20 to each side

17x-20+20 =14+20

17x = 34

Divide by 17

17x/17 = 34/17

x=2

Answer:

[tex]C\ n\ C^c = \{ \}[/tex]

[tex](A\ n\ C)^c = \{2,3,4,6,7,8,10\}[/tex]

[tex]A\ u\ (B\ n\ C) = \{1, 2,3, 4,5, 7, 8,9\}[/tex]

Step-by-step explanation:

Required

Determine

[tex]C\ n\ C^c[/tex]

[tex](A\ n\ C)^c[/tex]

[tex]A\ u\ (B\ n\ C)[/tex]

Solving [tex]C\ n\ C^c[/tex]

[tex]C^c[/tex] implies that elements in U but not in C

Since

[tex]C = \{1, 2, 4, 5, 8, 9\}[/tex]

[tex]C^c = \{3, 6, 7, 10\}[/tex]

[tex]C\ n\ C^c = \{1, 2, 4, 5, 8, 9\}\ n\ \{3, 6, 7, 10\}[/tex]

[tex]C\ n\ C^c = \{ \}[/tex]

Because there's no intersection between both

Solving [tex](A\ n\ C)^c[/tex]

First, we need to determine A n C

[tex]A\ n\ C = \{1, 3, 5, 7, 9\}\ n\ \{1, 2, 4, 5, 8, 9\}[/tex]

[tex]A\ n\ C = \{1, 5, 9\}[/tex]

[tex](A\ n\ C)^c = (\{1, 5, 9\})^c[/tex]

[tex](A\ n\ C)^c = \{2,3,4,6,7,8,10\}[/tex]

Solving [tex]A\ u\ (B\ n\ C)[/tex]

First, we need to determine B n C

[tex]B\ n\ C = \{2, 4, 6, 8, 10\}\ n\ \{1, 2, 4, 5, 8, 9\}[/tex]

[tex]B\ n\ C = \{2, 4, 8\}[/tex]

So:

[tex]A\ u\ (B\ n\ C) = \{1, 3, 5, 7, 9\}\ u\ \{2,4,8\}[/tex]

[tex]A\ u\ (B\ n\ C) = \{1, 2,3, 4,5, 7, 8,9\}[/tex]

Hi

3/4 = 1/3X

3/4 = X/3

3/4 *3 = X

9/4 = X

2.25 = X

Answer:

2q

Step-by-step explanation:

Product is the answer to a multiplication equation or expression. So you could put it like 2 x q but it would be easier and more understanding to do 2q...Or even 2(q).

Answer:

126

Step-by-step explanation:

(7x6) + (7 x 12)= 126

Answer:

4/(m-4)^2

Step-by-step explanation:

=(m+2)/(m-4)^2-(m-2)/(m-4)^2

=m+2-m+2/(m-4)^2

= 4/(m-4)^2

This is the correct answer.

Answer:

Step-by-step explanation:

To figure out which is larger, convert each of these mixed numbers to decimals.

-1 3/7 = -1.42857142857

-1 1/2 = -1.5

Negative numbers are larger the closer they are to 0. So, -1 is larger than -2, since -1 is closer to 0.

Since -1.5 < -1.43, -1 3/7 is larger than -1 1/2 since it is closer to 0.

Answer:

286 students attended

148 non students attended

Step-by-step explanation:

Given

[tex]Tickets = 434[/tex]

[tex]Students = \$4.00[/tex]

[tex]Non-Students = \$6.00[/tex]

[tex]Total = \$2032.00[/tex]

Solving (a): Number of students

Represent students with S and non students with N

So:

[tex]S + N = 434[/tex] --- (1)

[tex]4S + 6N = 2032[/tex] --- (2)

Make N the subject of formula in (1)

[tex]N = 434 - S[/tex]

Substitute 434 - S for N in (2)

[tex]4S +6(434 - S) = 2032[/tex]

Open Bracket

[tex]4S + 2604 - 6S = 2032[/tex]

Collect Like Terms

[tex]4S - 6S = 2032 - 2604[/tex]

[tex]-2S = -572[/tex]

Divide through by -2

[tex]S = 286[/tex]

Hence; 286 students attended

Solving (b):

Recall that

[tex]N = 434 - S[/tex]

[tex]N = 434 - 286[/tex]

[tex]N = 148[/tex]

148 non students attended

The value of a that makes the equation true is -1.55.

In order to determine the value of a, take the following steps given this equation: 3(a+1.5)=-1.5

Divide both sides of the equation by 3: a + 1.5 - 1.5/3

a + 1.5 = -0.05

Subtract 1.5 from both sides of the equation : a = -0.05 - 1.5 = -1.55

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Answer:

i think it's b

Step-by-step explanation:

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Answer:

I'm guessing you mean 10^4 = ?

Well, that equals 10 * 10 * 10 * 10

which equals 10,000

Step-by-step explanation:

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Crash Course in Accounting and Financial Statement Analysis, Second Edition by Matan Feldman, Arkady Libman

Changes in Accounts Receivable

Recall that net income (the last line on the income statement and the first line on the cash flow statement) captures revenues and expenses based on the accrual method of accounting. As such, credit sales, in addition to cash sales, may be recorded as revenues.

The sales generated on credit are recorded on the balance sheet as accounts receivable, while cash revenues are recorded on the balance sheet as cash.

I hope I explained well.

If accounts receivable increased from one year to the next, the implication is that more people paid on credit during the year, which represents a drain on cash for the company, as some of the revenues that came in during the year increased the accounts receivable balance instead of cash.

Conversely, if accounts receivable decreased from one year to the next, the implication is that those old accounts receivable were collected (i.e., credit sales were eventually converted into cash sales), representing cash inflow for the company.

Answer:

65 or 60

Step-by-step explanation:

I am not really positive about my answers so please take this into consideration.

Answer:

5

Step-by-step explanation:

o+5=y=5

1+5=y=6

2+5=y=7

.:y=x+5

Answer: -4/10

Step-by-step explanation:

Since we are finding the slope, we have to do the rise over run strategy. In this case, rise (y) are the numbers  -3 and 1 and the run (x) is the numbers -6 and 4. After that, we subtract them. So, -3 - 1 and -6 - 4. We get -4 over -10 (or - 4/10) which is your slope.

Answer: 4 2/3

Step-by-step explanation:

Because I said so

Moving the slider to 9 inches shows that 9 inches is equivalent to 22.86 centimeters. 1 inch is 2.54 times bigger than a centimeter.

Answer:

n>-3

Step-by-step explanation:

add like terms:

3+-4= 1

Then you end up with--> 6n+1 < 17

Get the variable by itself ( add 1)

6n < 18

Then divide 6n from 18

switch signs.

Answer:

[tex]\frac{-97}{25}[/tex]

Step-by-step explanation:

Step 1: Write out equation

[tex]\frac{m-t^2}{(m+p)+2t}[/tex]

Step 2: Define variables

m = 3

t = 10

p = 2

Step 3: Plug them in

[tex]\frac{3-10^2}{(3+2)+2(10)}[/tex]

Step 4: Evaluate

[tex]\frac{3-100}{5+20}[/tex]

[tex]\frac{-97}{25}[/tex]

Answer: 0.03538944

Step-by-step explanation:

Given, The accuracy of missile = 96%

i.e. The probability that it will hit the shot = 0.96

Probability of missing the shot = 1-0.96= 0.04

Now, each missile is independent of other.

Therefore, the probability only the second one misses = (probability that first will hit the shot) x (probability that second one misses ) x (probability that third will hit the shot)x (probability that fourth will hit the shot)

Thus, the probability only the second one misses is [tex](0.96)(0.04)(0.96)(0.96)=0.03538944[/tex]

Hence, the required probability = 0.03538944

Answer:

9 is correct answer

Step-by-step explanation:

[tex] {x}^{2} - 6x - 27 \\ = {x}^{2} - 9x + 3x - 27 \\ = x(x - 9) + 3(x - 9) \\ = (x + 3)(x - 9)[/tex]

x=9

Answer:

(x - 9)(x + 3)

Step-by-step explanation:

Given

x² - 6x - 27

Consider the factors of the constant term (- 27) which sum to give the coefficient of the x- term (- 6)

The factors are - 9 and + 3, since

- 9 × 3 = - 27 and - 9 + 3 = - 6, thus

x² - 6x - 27 = (x - 9)(x + 3)

The image of the graph is missing, so i have attached it.

Answer:

g(x) = 5/3 * f(x)

Step-by-step explanation:

We want to find the equation represents g(x) as a translation of f(x).

From the graph, the y = f(x) function curve has the following observations,

- At x = 0, y = f(0) = 30

- At x = 10, y = f(10) = 36

Similarly, from the graph, the y = g(x) function curve has the following observations,

- At x = 0, y = g(0) = 50

- At x = 10, y = g(10) = 60

From those coordinates on the graph, we can see that;

f(0) = 30 and g(0) = 50

It means that for us to make g(x) as a translation of f(x), g(0) = fraction * f(0)

Fraction = g(0)/f(0) = 50/30 = 5/3

Thus;

g(x) = 5/3 * f(x)

Let's confirm with the second coordinate;

Thus;

g(10) = 5/3 * f(10)

g(10) = 5/3 * 36

g(10) = 60

This value is same as what is on graph, thus we can conclude that;

The equation represents g(x) as a translation of f(x) is; g(x) = 5/3 * f(x)

Answer: There are 100 boys at the concert

Step-by-step explanation:

If the the ratio of  boys to girls is 2:5 and and there are 250 girls  then a number was multiplied by 5 to get 250  and that number needs to be multiply by 2  to find the number of boys.

So to find that number we will divide 250 by 5.

250/ 5 = 50  

50 * 2 = 100