Answer:
Se necesitarían:
18 tubos
Step-by-step explanation:
La longitud total de la tubería con 24 tubos de 6 metros cada uno es:
24*6 = 144 metros
si los tubos fuesen de 8 metros:
144/8 = 18
Se necesitarían:
18 tubos
One square corral at a stable has an area of 625 ft2. If one side of the corral is along a barn, how much of the barn’s wall is used for the edge of the corral? A 25 ft B 50 ft C 100 ft D 200 ft
Answer:
Option A 25 ft is the correct answer.
Step-by-step explanation:
Given that:
One square corral at a stable has an area 625 [tex]ft^2[/tex].
And one side corral is along a barn.
To find:
How much of a barn's wall is used for the edge of corral?
Solution:
First of all, kindly refer to the attached figure to have a better understanding of the given dimensions and situation.
Given that Corral is square shape with Area, A = 625 [tex]ft^2[/tex]
Formula for area of a square is given as:
[tex]A = Edge^2[/tex]
Putting the value of A as given to find the Edge:
[tex]625 = Edge^2\\\Rightarrow Edge^2 =25 \times 25\\\Rightarrow Edge = 25\ ft[/tex]
It is given that one side of Corral is along a barn.
So, barn's wall used for the edge of corral = 25 ft
Option A 25 ft is the correct answer.
Answer: A 25ft I did it on edge and got it correct and please do as brainlest and have a good day.
Consider the equations:
y=15x-45
y=12x+18
How many solutions do they have?
Answer:
1
Step-by-step explanation:
Both equations are linear, and they do not have an equivalent slope, therefore they MUST intercept each other once and only once.
Please answer it now in two minutes
Answer:
4.5
Step-by-step explanation:
Use sin64=x/5 and simplify to
5sin64 and plug it into a calculator to get 4.49 which is 4.5
A restaurant catered a party for 45 people. A child’s dinner (c) cost $15 and an adult’s dinner (a) cost $25. The total cost of the dinner was $1,015. How many children and adults were at the party? Use the table to guess and check.
Number of People
a
c
c + a = 45
15 c + 25 a = 1,015 dollars
9 adults and 36 children
10 adults and 35 children
34 adults and 11 children
36 adults and 9 children
Answer:
34 adults and 11 children
Step-by-step explanation:
15 times 11 is 165dollars for kids
25 times 34 adults equals 850 dollars
add it and its 1015
Answer:
34 and 11
Step-by-step explanation:
HELP PLZZZ
If f(x)=3x+2, what is f(5)?
Answer:
[tex]f(5)=17[/tex]
Step-by-step explanation:
[tex]f(x)=3x+2[/tex]
[tex]f(5)=3(5)+2[/tex]
[tex]f(5)=15+2[/tex]
[tex]f(5)=17[/tex]
Answer:
17
Step-by-step explanation:
f(x) = 3x + 2
f(5) = 3(5)+ 2
f(5) = 15 + 2
f(5) = 17
A pair of dice is rolled. What is the probability that the sum of the two dice will less than 4 given that the first die rolled is a 2?
Practice writing and solving quadratic equations.
Assignment
The product of two consecutive integers is 72. The equation x(x + 1) = 72 represents the situation, where x
represents the smaller integer. Which equation can be factored and solved for the smaller integer?
O2 + x - 72 = 0
O2 + x + 72 = 0
x2 + 2x - 72 = 0
x2 + 2x + 72 = 0
Answer:
[tex]\boxed{\sf \ \ \ x^2 + x -72 = 0 \ \ \ }[/tex]
Step-by-step explanation:
Hello,
We need to use the distributive property which means that for a, b and c real numbers a(b+c)=ab+ac
So here we can write
[tex]x(x+1)=72\\<=> x*x+x*1=72\\<=> x^2 + x -72 = 0\\[/tex]
do not hesitate if you have any question
(Algebra || is Soo hard!) Please someone help me:)
Answer:
B
Step-by-step explanation:
B is the correct answer
2+i/5= i=5 +=-
have a nice day
Answer:
[tex]\boxed{\sf B) \ 2-i}[/tex]
Step-by-step explanation:
[tex]\sf \frac{2+i}{5}[/tex]
Reciprocal the fraction.
Switch the denominator with the numerator.
[tex]\sf \frac{5}{2+i }[/tex]
Multiply the numerator and the denominator with the conjugate [tex]\sf 2-i[/tex].
[tex]\sf \frac{5(2-i)}{(2+i)(2-i)}[/tex]
[tex]\sf \frac{10-5i}{(2+i)(2-i)}[/tex]
Apply rule to solve for the denominator:
[tex]\sf (a+bi)(a-bi)=a^2 +b^2[/tex]
[tex]\sf a=2\\b=1[/tex]
[tex]\sf \frac{10-5i}{2^2 +1^2 }[/tex]
[tex]\sf \frac{10-5i}{4+1}[/tex]
[tex]\sf \frac{10-5i}{5}[/tex]
Simplify the fraction.
[tex]\sf \frac{10}{5}-\frac{5i}{5}[/tex]
[tex]\sf 2-i[/tex]
Answer the following question. (need to show work) 20/2-10+3*15=
Answer:
45.
Step-by-step explanation:
To solve this equation, we must use PEMDAS...
The operations listed first must be solved first before we can continue.
Parentheses
Exponents
Multiplication
Division
Addition
Subtraction
Using this, we find that we must complete the multiplication and division before we add or subtract.
20 / 2 - 10 + 3 * 15
= (20 / 2) - 10 + (3 * 15)
= 10 - 10 + 45
= 0 + 45
= 45
Hope this helps!
En la ecuación x2 + 2x −p = 0 una de las soluciones es -5, ¿cuál es el valor de p?
Answer:
p = 15
Step-by-step explanation:
Si
x₁ = -5
entonces:
x² + 2x - p = 0
-5² + 2*-5 - p = 0
25 - 10 - p = 0
15 - p = 0
15 = p
Please answer this question now
Answer:
397.7 m²
Step-by-step Explanation:
The are of ∆UVW can be found ones we know the measure of 1 angle that is in between known lengths of two sides. Then, we would apply the formula, ½*a*b*sin(θ)
Where, a and b, are the lengths having an included angle (θ), in between them.
To find area of ∆UVW, we need m < V, side lengths of UV and VW.
m < V = 113°
VW = 29 m
UV = ?
Step 1: find UV using the Law of sines
[tex] \frac{UV}{sin(W)} = \frac{VW}{sin(U)} [/tex]
W = 34° [180 - (113+33)]
U = 33°
VW = 29 m
UV = ?
[tex] \frac{UV}{sin(34)} = \frac{29}{sin(33)} [/tex]
Multiply both sides by sin(34)
[tex] \frac{UV*sin(34)}{sin(34)} = \frac{29*sin(34)}{sin(33)} [/tex]
[tex] UV = \frac{29*sin(34)}{sin(33)} [/tex]
[tex] UV = 29.8 m [/tex]
Step 2: find the area of the triangle
Area = ½*a*b*sin(θ)
a = 29.8 m
b = 29 m
θ = 113°
Area = ½*29.8*29*sin(113)
Area = 397.7 m² (nearest tenth)
im confused how many solutions are parellel lines and how many solutions are intersecting lines
Answer:
There are no solutions to paralell lines and there is exactly one solution to intersecting(perpendicular) lines.
Step-by-step explanation:The solutions would be the point of intersection and paralell lines never meet at any points. Interesecting lines intersect at exactly one point, which proves my answer above. Hope this helped
50 Pts!! Brainliest!! Answer ASAP, pls. Thx.
Answer:
Choice A
Step-by-step explanation:
First, let's simplify the equation. We get [tex]\frac{3^{-3}m^{6} n^{-3}}{6mn^{-2} }[/tex] . Then, we can simplify. We now have [tex]\frac{3^{-3}m^{5} }{6n}[/tex] . To get rid of the negative exponent, we multiply the top and bottom by 3^3 to get [tex]\frac{m^{2} }{6nx3^{3} }[/tex]. Note that the x in the denominator stands for multiplication. 3^3 = 27, so we have [tex]\frac{m^{5} }{6n(27)} = \frac{m^{5} }{162n}[/tex]
Answer:
m^5/ 162 n
Step-by-step explanation:
( 3 m^-2 n) ^-3 / (6mn^-2)
We know a^ -b = 1/ a^b
1 / ( 3 m^-2 n) ^3 *(6mn^-2)
Distribute the power of 3
1 / ( 3^3 m^ -2 ^ 3 n^3) * ( 6m n^-2)
We know a^ b^ c = a^ ( b*c)
1 / ( 27 m^( -2 * 3) n^3) * ( 6m n^-2)
1 / ( 27 m^( -6) n^3) * ( 6m n^-2)
We know a^b * a^c = a^ ( b+c)
1 / ( 27*6 m^( -6+1) n^(3-2))
1/ (162 m^ -5 n^1)
We know a^ -b = 1/ a^b
m^5/ 162 n
what is the quotient of 1 and 2/3 divided by 4/5
Answer:
2 and 1/12
Step-by-step explanation:
1 and 2/3 = 5/3.
when dividing fractions, invert and multiply.
5/3x5/4=25/12
=2 and 1/12
Answer:
The quotient is:
2 and 1/12
Step-by-step explanation:
1 and 2/3 = 1 + 2/3
1 = 3/3
1 + 2/3 = 3/3 + 2/3 = (3+2)/3 = 5/3
1 and 2/3 divided by 4/5 is:
(5/3) / (4/5) = (5*5) / (3*4) = 25/12
25/12 = 24/12 + 1/12 = 2 + 1/12 = 2 1/12 = 2 and 1/12
I need some help with this sorry guys
Answer:
35 graduates from university A had income below $20,000
Step-by-step explanation:
Directly from the data shown (see attached image) we see that 35 graduates from university A have income below $20,000
Using the two-way table, what percentage of the students that do not like camping like traveling out of state? Round to the
nearest whole percent.
Likes Traveling Out of State Does Not Like Traveling Out of State Row totals
Likes Camping
52
38
90
Does Not Like Camping 36
74
110
Column totals
88
112
200
30%
33%
36%
41%
Answer:
In Grade 8, 17% of students like running.
Step-by-step explanation:
Let's do process of elimination.
For the first choice, we have that In Grade 8, 14 students liked swimming. This is wrong because based on the two-way frequency table, we are dealing with decimals, which can written as percentages. Also, you can't have 0.14 of a person.
Therefore, the first choice is incorrect.
Now for the third choice. The statement is that in Grade 9, 31 percent of students liked volleyball. Okay, so we have a percentage this time. That is a good thing, but we have to know what this percentage means. This answer is incorrect because 31 percent goes with the column of running, not volleyball. It would also be a marginal frequency as well. The 31 percent actually means that 31 percent of all students in both grades liked running. In other words, a total of 31 percent of students in both 8th and 9th grade liked running.
Therefore, the third choice is incorrect.
For the last choice. The statement is 22 students like volleyball. Just like the first choice, we are dealing with percentages, not people.
Therefore, the last choice is incorrect.
Now for the second choice. We are given that in Grade 8, 17 percent of students liked running. We have a percentage, so that is good. This choice is correct because if you were to go to Grade 8 and running. Draw some lines down. You do get to 17 percent. This 17 percent means that 17 percent of students did actually like running. It also means that out of all 8th graders, 17 percent enjoyed running.
Therefore, the second choice is correct.
Hope this helps! I hope you enjoy the rest of your day.
The points (- 1, – 2), (1, 0), (- 1, 2), (- 3, 0) forms a quadrilateral of type:
Answer:
A square.
Step-by-step explanation:
For which system of equations would you need to estimate the solution?
On a coordinate plane, 2 lines intersect at (3, 0).
On a coordinate plane, 2 lines intersect around (negative 2.1, negative 3.5).
On a coordinate plane, 2 lines intersect at (negative 2, 3).
On a coordinate plane, 2 lines intersect at (2, 2).
Answer: It is option 2 or B
Step-by-step explanation: Simple and easy, the test said it was right too.
1 to the tenth power
Answer:
1
Step-by-step explanation:
1 to the tenth power is also 1 multiplied by 1 10 times.
1 · 1 · 1 · 1 · 1 · 1 · 1 · 1 · 1 · 1 = 1
1 to any power will always have the answer of 1.
Help please.... what is the solution of sqrt -4x=100? A- x=-2500 B-x=-50 C-x=-2.5 D-no solutions
Answer:
A. x = -2,500.
Step-by-step explanation:
sqrt(-4x) = 100
(sqrt(-4x)^2 = (100)^2
-4x = 10,000
4x = -10,000
x = -2,500
Check your work...
sqrt(-4(-2,500))
= sqrt(4 * 2,500)
= sqrt(10,000)
= plus or minus 100
A. x = -2,500 is your answer.
Hope this helps!
Answer:
The answer would be A, x=-2500
Explanation:
To remove the radical on the left side of the equation, square both sides of the equation.
√ − 4 x^ 2 = 100^ 2
Simplify each side of the equation.
− 4 x = 10000
Divide each term by
−4
and simplify.
x = -2500
please help me answer this question Solve: y − x = 12 y + x = -26 (19, -7). (-7, 1). (7, 19). (-19, -7).
Answer:
(-19 , -7)
Step-by-step explanation:
y - x = 12
y + x = -25 we sum them to get
2y = -14 , y = -7
then we put -7 instead of y in any of the equations:
-7 - x = 12
-x = 19
x = -19,
finally (x , y) is (-19 , -7)
Please answer this question now
Answer:
If it's not too late by now, the answer is 19.9 [tex]mm^{2}[/tex]
hi :) how to do the last part?
Answer: 1200
Step-by-step explanation:
as t → ∞, the e-value will get very very very small and be considered insignificant. In other words, as t → ∞, e → 0.
600(2 + 0) = 1200
Furthermore, if you graph this equation, you will see that the asymptote is: y = 1200. So, the y-value will get really close to 1200 but will never actually reach this value.
I don't know why its correct. Help explain to me pls.
The rectangle they give you is 12 units tall. This is the result of scaling by a factor of 1.5, ie it is 1.5 times taller than what the answer will be. Let the answer rectangle have a height of h. This means h*1.5 = 12, or 1.5h = 12
Divide both sides by 1.5 to find that h = 8. The answer rectangle's height is 8 units.
The width's will be treated in a similar manner. I picked on the height since it's easier to see that the height lines up with 12 (the width seems to be between 2 and 4, but its not clear if its at the midpoint).
how many digits are in the decimal expansion of 2^34
Answer:
2^34 = 17179869184
I hope this helps :)
Look at picture to see question
1285 students went on a field trip six buses were filled with the same number of students and seven other student travel in college how many students are in each bus
Answer:
213
Step-by-step explanation:
1285 students -7 students travel : 1278
1287 students / 6 buses= 1278/6=213
213 students
Bruhhh I need help dude !!!
Answer:
(B), in which the first two values are 2 and 10.
Step-by-step explanation:
We can tell that this is a proportional relationship because we can examine the numbers in there.
(2,10)
(4,20)
and (6,30).
If you notice, the x value times 5 gets us the y value for every single point there.
Therefore, B is proportional and it's equation is y = 5x.
Hope this helped!
Answer:
B.
Step-by-step explanation:
B. Is the only one that proportional because,
(2,10)
(4,20)
(6,30)
All these x values multiply by 5 to get the y value.
So the equation is y = 5x meaning it is linear and it goes through the origin which makes it proportional.
Thus,
answer choice B is correct.
Hope this helps :)
find the solutions of x and y.
Answer:
x = 15, y = 4
Step-by-step explanation:
By Basic proportionality theorem, we have:
x/ 5 = 18/6
x = (18*5)/6
x = 90/6
x = 15
Again By Basic proportionality theorem, we have:
12/y = 18/6
y = (12*6)/18
y = 72/18
y = 4
Use the distributive property to remove the parentheses -5(2x-3w-6)
Answer:
15w - 10x + 30.
Step-by-step explanation:
-5(2x - 3w - 6)
= (-5 * 2x) + (-5 * -3w) + (-5 * -6)
= -10x + 15w + 30
= 15w - 10x + 30.
Hope this helps!
Answer:
[tex] - 10x + 15w + 30[/tex]Step-by-step explanation:
[tex] - 5(2x - 3w - 6)[/tex]
Multiply each term in the parentheses by -5
[tex] - 5 \times 2x - 5 \times ( - 3w) - 5 \times ( - 6)[/tex]
Calculate the product
[tex] - 10x - 5 \times ( - 3x) - 5 \times ( - 6)[/tex]
Multiplying two negatives equals a positive [tex]( - ) \times ( - ) = ( + )[/tex]
[tex] - 10x + 5 \times 3w - 5 \times ( - 6)[/tex]
Calculate the product
[tex] - 10x + 15w - 5 \times ( - 6)[/tex]
Multiply the numbers
[tex] - 10x + 15w + 30[/tex]
Hope this helps..
Best regards!!