An angle measures 6° more than the measure of its supplementary angle. What is the measure of each angle?

Answer:

Divide the number by 100

Step-by-step explanation:

The percentage of a number is it's relation in terms of 100. So to get the percentage of a number you have to divide it by 100

e.g 10 is a number

10/100

That is 0.1%

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Thanks.

Answer:

D. 84 and 6 over 7 in2

Step-by-step explanation:

The surface area of the cylindrical mini muffin can be calculated as follows:

Surface area = 2πr^2 + 2πrh

where r is the radius of the circular base and h is the height of the cylinder.

Given that the diameter of the mini muffin is 2 inches, the radius can be calculated as 1 inch (since radius = diameter / 2).

So, r = 1 inch and h = 1 and 1/4 inches.

Substituting these values into the surface area formula, we get:

Surface area = 2 x (22/7) x 1^2 + 2 x (22/7) x 1 x (5/4)

= (44/7) + (55/7)

= 99/7

≈ 14.14 square inches

Therefore, the surface area of 1 mini muffin is approximately 14.14 square inches.

To wrap 6 mini muffins, we need to multiply the surface area of 1 mini muffin by 6:

Surface area of 6 mini muffins = 6 x 14.14

≈ 84.84 square inches

Rounding off to one decimal place, the minimum amount of paper needed to wrap 6 mini muffins is approximately 84.8 square inches, which is closest to option D, 84 and 6/7 in^2.

Answer:

C

Step-by-step explanation:

Answer: c.

Step-by-step explanation:

Therefore , the solution of the given problem of  expression comes out to be 480 fluid ounces = 15 quarts further answer given below.

Mathematical processes like multiplying, dividing, adding, and now even deleting are required. If they were merged, the following claim would be made: An equation, some statistics, and a mathematical formula Values, components, and mathematical processes like additions, variables subtractions, reversals, algebraic formulas, and divisions make up a statement of truth. Words and phrases can be rated and analysed.

Here,

=>118 pints = 36 cups

=> 25 pounds = 400 ounces

=> 6 pounds 15 ounces = 111 ounces

=> 2 1/4 hours = 8100 seconds

=> 5 gallons = 20 quarts

=> 220000 pounds = 110 tons

=> 150 tons = 300000 pounds

=> 30 yards = 90 feet

=> 6 feet 4 inches = 76 inches

=> 2 feet = 24 inches

=> 480 fluid ounces = 15 quarts

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Answer: i thank it is s=6 (w+6)

Step-by-step explanation:

2 moles of Al is required to react with 213 g of Cl2.

The number of moles is a unit of measurement used in chemistry to express the amount of a substance. One mole (mol) of a substance contains Avogadro's number of particles, which is approximately 6.02 x 10^23 particles. The particles can be atoms, molecules, ions, electrons, or any other particles that make up a substance.

2Al + 3Cl2 -----> 2AlCl3

Number of moles of Cl2 = 213 g/71 g/mol

= 3 moles

If 2 moles of Al reacts with 3 moles of Cl2

x moles of Al reacts with 3 moles of Cl2

x = 2 * 3/3

= 2 moles

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The equation of the line containing points (3,1),(9,3), and (27,9) is y = 0.333x.

We may use the point-slope form of the equation of a line, which is: to determine the equation of a line passing through three specified points.

y - y1 = m(x - x1)

where m is the slope of the line, and (x1, y1) is one of the provided locations.

Using any two of the given locations, determine the slope of the line:

m = (y2 - y1) / (x2 - x1) = (3 - 1) / (9 - 3) = 0.333

Choose one of the points, say (3,1), and substitute the slope and coordinates into the point-slope form:

y - 1 = 0.333(x - 3)

Simplify the equation by distributing the 0.333:

y - 1 = 0.333x - 1

Add 1 to both sides:

y = 0.333x

By entering the coordinates of the other two points, (9,3) and (27,9), into the equation and confirming that the left and right sides are equal, you can confirm that the equation also goes through those two places.

For (9,3):

3 = 0.333(9) = 3

For (27,9):

9 = 0.333(27) = 9

Checking the equation also goes through the other two points (9,3 and (27,9) by entering their coordinates into the formula and confirming that the left and right sides are y = 0.333x.

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This is the least common multiple of 6x3 and 8n4. The least common multiple (LCM) of two monomials is the lowest common multiple of the coefficients and the highest sum of exponents for each variable.

To find the LCM of 6x3 and 8n4, we need to find the highest sum of exponents for each variable (in this case, 3 for x and 4 for n). Then, multiply the coefficients together to get 48x3n4. This is the least common multiple of 6x3 and 8n4.

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Answer:5:7

Step-by-step explanation:

From the given graph it is clear that

The total number of circles = 12

The total number of patterned circles = 5

The total number of plain circles = 7

We need to find the ratio of patterned circles to plain circles.

Substitute patterned circles = 5 and plain circles = 7 in the above formula.

Therefore, the ratio of patterned circles to plain circles is 5:7.

Answer:

Step-by-step explanation:

(2x + 3) + (6x + 25) = 180    they are supplementary angles

8x + 28 = 180

8x = 180 - 28 = 252

x = 152/8 = 19

m∠EFG = 6x + 25 = 6(19) + 25 = 139

m∠IFH = 90 - (2x + 3) = 90 - 2(19) - 3 = 49  

∠EFD≅∠GFH because they are vertical angles

The domain of the quadratic function f(x) = 7x2 - 10x + 10 is all real numbers.

To determine the domain, set the equation equal to 0 and solve for x.

7x² - 10x + 10 = 0

7x2 - 10x = -10

7x(x - 10) = -10

x(x - 10) = -10/7

x = 10 or x = -10/7

The domain of a function is the set of all possible input values (x-values) for which the function is defined. In the case of the quadratic function f(x) = 7x^2 - 10x + 10, there are no restrictions on the values that x can take.

That is, any real number can be plugged in for x, and the function will give a real output. Therefore, the domain of this quadratic function is all real numbers, or (-∞, ∞).

Since there are no restrictions on x, the domain of the function is all real numbers.

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Based on the given data, it is difficult to see the permeability or geological structure more clearly from the probe permeameter measurements compared to the core plugs.

It is unlikely that we can expect an average within 20% of the arithmetic average, given the high level of heterogeneity and wide range of permeability values.

The implications for the grid block permeabilities are that there may be significant variability within the grid blocks

The probe data shows a wide range of permeability values, ranging from 320 mD to 93 mD, with an arithmetic average of 151 mD, geometric average of 0.82 mD, and harmonic average of 0.69 mD. The coefficient of variation (CV) is also quite high at 39, indicating a high level of heterogeneity within the interval.

It is unlikely that we can expect an average within 20% of the arithmetic average, given the high level of heterogeneity and wide range of permeability values. The true heterogeneity level of this interval is likely to be quite high, as indicated by the high CV value.

The controls on the heterogeneity level of this interval could be related to the geological structure and lithology of the reservoir, as well as the presence of fractures or faults. These factors can all impact the permeability and flow of fluids within the reservoir.

The implications for the grid block permeabilities are that there may be significant variability within the grid blocks, and this could impact the flow of fluids and the overall production from the reservoir. It may be necessary to use more detailed modeling techniques to accurately capture the heterogeneity within the grid blocks and better predict the flow of fluids within the reservoir.

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The target is 4125 feet away from the bullet.

To find the distance between the target and the bullet, we need to use the formula distance = speed × time. We have two distances to find: the distance the bullet travels and the distance the sound travels. Let's call the distance between the target and the bullet d.

The distance the bullet travels is given by:
d = 3300 × t

The distance the sound travels is given by:
d = 1100 × (t - 2.5)

Since the two distances are equal, we can set the two equations equal to each other and solve for t:

3300 × t = 1100 × (t - 2.5)
3300t = 1100t - 2750
2200t = 2750
t = 1.25

Now that we have the time, we can plug it back into one of the equations to find the distance:

d = 3300 × 1.25
d = 4125 feet

So the target is 4125 feet away from the bullet.

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We first load the data from the CSV file and extract the numeric columns for analysis. We then standardize the data to have zero mean and unit variance, which is necessary for PCA.

An example implementation of principal component analysis (PCA) using Python and the NumPy library:

import numpy as np

import pandas as pd

# load data from CSV file

data = pd.read_csv('food-consumption.csv')

# extract numeric columns for analysis

numeric_data = data.iloc[:, 1:]

# standardize the data to have zero mean and unit variance

mean = np.mean(numeric_data, axis=0)

std_dev = np.std(numeric_data, axis=0)

standardized_data = (numeric_data - mean) / std_dev

# calculate the covariance matrix

cov_matrix = np.cov(standardized_data, rowvar=False)

# calculate the eigenvalues and eigenvectors of the covariance matrix

eigenvalues, eigenvectors = np.linalg.eig(cov_matrix)

# sort the eigenvalues in descending order and arrange the corresponding eigenvectors accordingly

sorted_indices = np.argsort(eigenvalues)[::-1]

sorted_eigenvalues = eigenvalues[sorted_indices]

sorted_eigenvectors = eigenvectors[:, sorted_indices]

# choose the number of principal components to keep

num_components = 2

# select the top num_components eigenvectors to form the transformation matrix

transformation_matrix = sorted_eigenvectors[:, :num_components]

# transform the data into the new feature space

transformed_data = np.dot(standardized_data, transformation_matrix)

# print the variance explained by each principal component

variance_explained = sorted_eigenvalues / np.sum(sorted_eigenvalues)

print('Variance explained by each principal component:', variance_explained[:num_components])

# print the transformed data

print('Transformed data:', transformed_data)

This is just an example implementation of PCA and can be modified to suit your specific needs. Also, other packages such as scikit-learn or MATLAB can be used for PCA instead of implementing it from scratch.

A CSV (Comma Separated Values) file is a plain text file that stores tabular data in a simple and lightweight format. It consists of a series of lines, each representing a row of the table, with values separated by commas. Typically, the first row of a CSV file contains headers that describe the columns, while the subsequent rows contain data.

CSV files are widely used for data exchange and integration between different software systems, as they can be easily generated and parsed by a variety of programming languages and tools. Despite their simplicity, CSV files can store a wide range of data types and structures, including numeric, text, and date/time values, as well as arrays and nested structures.

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The 99.5% confidence interval for the population mean μ is (23.140, 38.260), accurate to 3 decimal places.

The 99.5% confidence interval for a sample of size 54 with a mean of 30.7 and a standard deviation of 19.8 can be calculated as follows:

1. Find the critical value for the 99.5% confidence level using a z-table or a t-table. For a 99.5% confidence level, the critical value is 2.807.
2. Calculate the standard error of the mean by dividing the standard deviation by the square root of the sample size:
SE = 19.8 / √54 = 2.694
3. Multiply the critical value by the standard error to find the margin of error:
ME = 2.807 * 2.694 = 7.560
4. Subtract the margin of error from the sample mean to find the lower bound of the confidence interval:
LB = 30.7 - 7.560 = 23.140
5. Add the margin of error to the sample mean to find the upper bound of the confidence interval:
UB = 30.7 + 7.560 = 38.260
6. Write the confidence interval as an open-interval using parentheses:
(23.140, 38.260)

Therefore, the 99.5% confidence interval for the population mean μ is (23.140, 38.260), accurate to 3 decimal places.

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Answer: -12x-9y

Step-by-step explanation:

-3(4x+3y)

(-3 x 4x) +(-3 x 3y)

Distributive property means we multiply the components outside the bracket with those inside.

=-12x-9y

The final answer is:
First Triangle:
B = NONE
C = NONE
c = NONE

Second Triangle:
B' = NONE
C' = NONE
c' = NONE

Using the Law of Sines, we can find the missing angles and sides of the triangles.

First Triangle:
Since A = 147°, b = 2.9 yd, and a = 1.4 yd, we can use the Law of Sines to find angle B.
sin B / 2.9 yd = sin 147° / 1.4 yd
sin B = (2.9 yd)(sin 147°) / 1.4 yd
sin B = 1.97
Since sin B is greater than 1, there is no solution for angle B. Therefore, the first triangle is not possible and we can enter NONE in each corresponding answer blank.

B = NONE
C = NONE
c = NONE

Second Triangle:
Since A = 147°, b = 2.9 yd, and a = 1.4 yd, we can use the Law of Sines to find angle B'.
sin B' / 2.9 yd = sin 147° / 1.4 yd
sin B' = (2.9 yd)(sin 147°) / 1.4 yd
sin B' = 1.97
Since sin B' is greater than 1, there is no solution for angle B'. Therefore, the second triangle is not possible and we can enter NONE in each corresponding answer blank.

B' = NONE
C' = NONE
c' = NONE

So, the final answer is:
First Triangle:
B = NONE
C = NONE
c = NONE

Second Triangle:
B' = NONE
C' = NONE
c' = NONE

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(a) The mode, median, first quartile, and third quartile of the data set is 24, 24, 12, and 43, respectively. There are no outliers.

(b) The data value corresponding to the 60th percentile is 33.8.

(c) The percentile rank of the age 40 is 70th percentile.

(a) The mode of the data set is 24, as it appears twice in the data set.
The median of the data set is 24, as it is the middle value when the data set is arranged in ascending order.
The first quartile (Q1) is 12, as it is the median of the lower half of the data set.
The third quartile (Q3) is 43, as it is the median of the upper half of the data set.
To check for outliers, we can use the interquartile range (IQR), which is Q3 - Q1 = 43 - 12 = 31.
The lower outlier boundary is Q1 - 1.5(IQR) = 12 - 1.5(31) = -34.5.
The upper outlier boundary is Q3 + 1.5(IQR) = 43 + 1.5(31) = 89.5.
Since all the values in the data set are within the outlier boundaries, there are no outliers.

(b) To find the data value corresponding to the 60th percentile, we can use the formula:
Percentile rank = (p/100)(n + 1)
where p is the percentile, and n is the number of data values.
In this case, p = 60 and n = 25, so the percentile rank is (60/100)(25 + 1) = 15.6.
Since the percentile rank is not a whole number, we can use interpolation to find the data value corresponding to the 60th percentile.
The data value corresponding to the 60th percentile is 32 + (0.6)(35 - 32) = 33.8.

(c) To find the percentile rank of the age 40, we can use the formula:
Percentile rank = (L + 0.5f)/n
where L is the number of data values less than 40, f is the frequency of 40, and n is the number of data values.
In this case, L = 17, f = 1, and n = 25, so the percentile rank of the age 40 is (17 + 0.5(1))/25 = 0.7 or 70th percentile.

(d) To draw a boxplot for the data set, we can use the values of the first quartile (Q1), median, and third quartile (Q3) that we found in part (a).
The boxplot would look like this:
[12]---[24]---[43]
    Q1    Median   Q3

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Using expression, the following provides one explanation for why there are two ways to add up the symbols on the tablet.

A statement, at least two variables or integers, and one or more arithmetic operations make up a mathematical expression. This mathematical procedure makes it possible to multiply, divide, add, or subtract quantities.

The hieroglyphic number system of ancient Egypt employed a decimal system with hieroglyphs to denote the powers of ten. It is challenging to give a precise response, though, without being able to see the precise symbols on the tablet.

It is feasible that there are two distinct ways to add the numbers represented by the symbols on the tablet, presuming that the tablet is employing a fundamental arithmetic operation like addition and that each symbol represents a different number.

Finding two different sets of integers that, when added together, yield the same answer is one way to approach this issue.

As an illustration, if the symbols stand for 2, 3, and 5, one technique to add them up would be:

2 + 3 + 5 = 10

They might also be added up as follows:

3 + 7 = 10

In this instance, the number 2 would be represented by the sign 2, and the number 5 by the symbol 3. This could be one reason for why the symbols on the tablet can be added in two different ways.

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Answer: JNM=42

Step-by-step explanation:

Answer: The function that represents exponential decay is:

D. f(x) = 268(0.86)^x

This function has a base of 0.86, which is less than 1. As x increases, the value of the function decreases exponentially. This is the characteristic of exponential decay, where the value of a quantity decreases at a constant percentage rate over time.

Option A, f(x) = 0.25(1.06), represents exponential growth, as the base (1.06) is greater than 1.

Option B, f(x) = 18 + 0.9x, represents linear growth, as the value of the function increases linearly with x.

Option C, f(x) = 412 + 1.03x, also represents linear growth, as the value of the function increases linearly with x.

Step-by-step explanation:

The angle is [tex]m\angle{BAC}[/tex]=75.5°.

The functions of an angle in a triangle are known as trigonometric functions, commonly referred to as circular functions. In other words, these trig functions provide the relationship between a triangle's angles and sides. There are five fundamental trigonometric functions: sine, cosine, tangent, cotangent, secant, and cosecant.

Here in the given right triangle ABC, [tex]m\angle{ACB}[/tex]=90° and AC = 2 units ,

AB = 8 units. We need to find angle BAC.

Using cosine ratio,

=> Cos BAC = [tex]\frac{adjacent}{hypotenuse} = \frac{AC}{AB}[/tex]

=> Cos BAC = [tex]\frac{2}{8}=\frac{1}{4}=0.25[/tex]

=> [tex]m\angle {BAC} = cos^{-1}(0.25)[/tex] = 75.5°

Hence the angle is [tex]m\angle{BAC}[/tex]=75.5°.

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The simplified expression is (-1)/((x+2)(x+4)).

To simplify the expression (3)/(x^(2)-2x-8)-(4)/(x^(2)-16), we need to find a common denominator and combine the numerators.

Factor the denominators to find a common denominator.
(x^(2)-2x-8) = (x-4)(x+2)
(x^(2)-16) = (x-4)(x+4)

The common denominator is (x-4)(x+2)(x+4).

Multiply the numerators and denominators by the appropriate factors to get the common denominator.
(3)/(x^(2)-2x-8) = (3)(x+4)/((x-4)(x+2)(x+4))
(4)/(x^(2)-16) = (4)(x+2)/((x-4)(x+2)(x+4))

Combine the numerators and keep the common denominator.
(3)(x+4)/((x-4)(x+2)(x+4)) - (4)(x+2)/((x-4)(x+2)(x+4)) = (3x+12-4x-8)/((x-4)(x+2)(x+4))

Simplify the numerator and denominator.
(-x+4)/((x-4)(x+2)(x+4)) = (-1)(x-4)/((x-4)(x+2)(x+4))

Cancel out the common factors in the numerator and denominator.
(-1)/((x+2)(x+4))

Therefore, the simplified expression is (-1)/((x+2)(x+4)).

Note: We assumed that all variables result in nonzero denominators, so we do not need to worry about any restrictions on the values of x.

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Answer:

180%

Step-by-step explanation:

Were given the total cost for all the stuffies, and the individual sale price for the stuffies, to convert them in all individual price divide 312.5 by 125 which equals 2.5. to find percent markup do (selling price - unit cost)/unit cost. Then multiply to get percentage. Therefore (7-2.5)/2.5=1.8. 1.8*100 = 180% markup

The solution to the given inequality |3x + 4| > 6 is x < -10/3 or x > 2/3

Inequality is a statement that is of two quantities in which one is specifically less than (or greater than) another. The symbols of inequality includes;

Greater than >

Less than <

Equal to =

Greater than or equal to ≥

Less than or equal to ≤

|3x + 4| > 6

First case:

+(3x + 4) > 6

3x + 4 > 6

subtract 4 from both sides

3x > 6 - 4

3x > 2

divide both sides by 3

x > 2/3

Second case:

-(3x + 4) > 6

-3x - 4 > 6

Add 4 to both sides

-3x > 6 + 4

-3x > 10

x < 10/-3

Hence, x < -10/3 or x > 2/3

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n-4m people still need to be inoculated​. As the village contains n people and a medical team insulate m people each day against yellow fever.

It is given in the question that there is n number of people in the village.

Number of people inculcated each day against yellow fever = m

Now for finding how many people have been inculcated against yellow fever we will multiply by 4 the number of people who are being inculcated against yellow fever with m

So, in four days the number of people that had been inculcated is 4m

For finding how many people are left to be inculcated against yellow fever we will subtract from the total number of people in the village the  number of people who have been inoculated against yellow fever

Therefore, People left after four days to be inculcated is = n-4m

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Answer: We cannot provide a complete answer as there is no diagram attached to the question. However, based on the information provided, we can make an educated guess as to which equation Mike can use to determine the amount of material, in square inches, needed to create the kite.

Since Mike constructed the kite by attaching two congruent triangles, we can use the formula for the area of a triangle, which is:

A = (1/2) * base * height

To find the area of both triangles, we need to know the base and height of each triangle. Without a diagram, we cannot determine the exact dimensions of the triangles.

However, based on the answer choices provided, we can make an assumption that the kite is made up of two congruent right triangles, each with legs of length 6 inches and 8 inches. Using this assumption, we can determine the area of each triangle and then multiply by 2 to get the total area of the kite.

Using the formula for the area of a triangle, we get:

A = (1/2) * base * height

= (1/2) * 6 * 8

= 24

So the area of each triangle is 24 square inches, and the total area of the kite is:

A = 2 * 24

= 48

Therefore, the equation that Mike can use to determine the amount of material, in square inches, needed to create the kite is likely to be:

G. A = [12(6)(8)]⋅2

This equation corresponds to the area of two congruent right triangles with legs of length 6 inches and 8 inches.

Step-by-step explanation:

Answer:

.

Step-by-step explanation:

Answer:

To find the volume of the right rectangular prism, we need to know its dimensions, which we can determine from the number of cubes it's made up of. Since the prism is made up of 24 cubes and each cube has an edge length of 3/4 cubic inch, we can find the dimensions of the prism as follows:

The number of cubes along the length of the prism is equal to the number of cubes along one of its edges. Since the edge length of each cube is 3/4 cubic inch, we can find the number of cubes along the length of the prism by dividing the total length of the prism by the edge length of each cube:

Number of cubes along the length = Total length / Edge length of each cube

= 24 cubes x (3/4) inch/cube

= 18 inches

Similarly, we can find the number of cubes along the width and height of the prism:

Number of cubes along the width = 24 cubes x (3/4) inch/cube = 12 inches

Number of cubes along the height = 24 cubes x (3/4) inch/cube = 8 inches

Now that we know the dimensions of the prism, we can find its volume by multiplying its length, width, and height:

Volume of the prism = Length x Width x Height

= 18 inches x 12 inches x 8 inches

= 1728 cubic inches

Therefore, the volume of the right rectangular prism is 1728 cubic inches.

Step-by-step explanation:

explanation of how to find the volume of the right rectangular prism made up of 24 cubes:

Given: The prism is made up of 24 cubes, and each cube has an edge length of 3/4 cubic inch.

To find the dimensions of the prism, we need to determine the number of cubes along each edge of the prism. Since the prism is made up of 24 cubes, we can divide the total number of cubes by the number of cubes along one of its edges to find the length of each edge:

Length of each edge = Total number of cubes^(1/3)

= 24^(1/3)

= 2.88 (rounded to two decimal places)

Now that we know the length of each edge of the prism, we can find its dimensions by multiplying the length of each edge by the edge length of each cube:

Length of the prism = 2.88 x 3/4 = 2.16 inches

Width of the prism = 2.88 x 3/4 = 2.16 inches

Height of the prism = 2.88 x 3/4 = 2.16 inches

Finally, we can find the volume of the prism by multiplying its length, width, and height:

Volume of the prism = Length x Width x Height

= 2.16 inches x 2.16 inches x 2.16 inches

= 10.79 cubic inches (rounded to two decimal places)

Therefore, the volume of the right rectangular prism made up of 24 cubes is 10.79 cubic inches.

The volume of the right rectangular prism is 27/2 cubic inches, and explains how that value was obtained from the given information.

Since the rectangular prism is made up of 24 cubes, we can find its volume by multiplying the number of cubes by the volume of each cube.

The edge length of each cube is 3/4 cubic inch, so the volume of each cube is:

(3/4)³ = 27/64 cubic inches.

Therefore, the volume of the rectangular prism is:

24 x (27/64) = (24 x 27)/(4 x 4 x 4) = 27/2 cubic inches.

So the volume of the rectangular prism is 27/2 cubic inches.

We are given that the right rectangular prism is made up of 24 cubes, and that each cube has an edge length of 3/4 cubic inch. We want to find the volume of the prism.

Find the volume of each cube:

The volume of a cube is given by V = s³, where s is the length of an edge. In this case, we are given that the length of an edge is 3/4 cubic inch, so we can substitute that value into the formula:

V = (3/4)³

V = 27/64 cubic inches

So the volume of each cube is 27/64 cubic inches.

Find the volume of the rectangular prism:

To find the volume of the rectangular prism, we need to multiply the number of cubes by the volume of each cube. We know that there are 24 cubes, so we can substitute that value into the formula:

Volume of prism = number of cubes x volume of each cube

Volume of prism = 24 x (27/64)

Volume of prism = (24 x 27)/(4 x 4 x 4)

Volume of prism = 27/2 cubic inches

So the volume of the rectangular prism is 27/2 cubic inches.

Therefore, the volume of the right rectangular prism is 27/2 cubic inches, and explains how that value was obtained from the given information.

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The determinant of this matrix is 6.

The determinant of a matrix is a scalar value that can be calculated from the elements of a square matrix. The determinant is important in linear algebra and can be used to solve systems of equations or find the inverse of a matrix.

The determinant of a 2x2 matrix is calculated by taking the product of the elements on the main diagonal and subtracting the product of the elements on the other diagonal. In this case, the determinant of the matrix is:

determinant = (3)(2) - (1)(0)
determinant = 6 - 0
determinant = 6

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