The base of a rectangular crayon box is 8 centimeters long and 4 centimeters wide. Its height is 10 centimeters. What is the volume of the crayon box?​

Using composition formula we get the value of x is 9/16 for G(H(X)) = 32x - 18

In mathematics, composing a function is the process by which two functions, f and g, produce a new function, h, such that h(x) = g(f(x)). This indicates that the function of g is being applied to the function of x. In essence, a function is then applied to the outcome of another function.

We F (2x-18) and G (4x)

By using the composition formula

H(x) = g(f(x))

That is

H(x) = g(2x-18)

      = 2(4x) - 18

      = 8x - 18

If H(x) = 8x - 18

Then, G(H(x))

⇒ G(8x - 18)

⇒ 8(4x) - 18

⇒ 32x - 18

Now, we find x in G(H(x))

⇒ 32x - 18 = 0

⇒ 32x = 18

⇒ x = 18/32

⇒ x = 9/16

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The volume of the Parallelepiped with adjacent edges pq, pr,and ps = 136

Geometrically, the Scalar triple product:

[tex]{\displaystyle \mathbf {a} \cdot (\mathbf {b} \times \mathbf {c} )} \mathbf{a}\cdot(\mathbf{b}\times \mathbf{c})[/tex]

is the (signed) volume of the parallelepiped defined by the three vectors given. Here, the parentheses may be omitted without causing ambiguity, since the dot product cannot be evaluated first. If it were, it would leave the cross product of a scalar and a vector, which is not defined.

Given three vectors, there is a product, called scalar triple product, that gives , the volume of the parallelepiped that has the three vectors as dimensions.

So,

Given : p(-2,1,0) , q(3,4,3), r(1,4,-1), s(3,6,4).

pq =  ( -2-3 ,1-4 ,0-3) = (-5,-3,-3)

pr= (-2-1, 1-4, 0+1) = (-3,-3,1)

ps= ( -2-3, 1-6, 0-4) = (-5,-5,-4)

pq = (-5  ,  -3  , -3)

pr = (-3,  -3,  1)

ps= (-5,  -5,  -4)

The scalar triple product is given by the determinant of the matrix (3×3)

that has in the rows the three components of the three vectors:

[tex]\left[\begin{array}{ccc}-5&-3&-3\\-3&-3&1\\-5&-5&-4\end{array}\right] \\\\-5(12+5)-3(12+5)-3(15-15)\\-5(17)-3(17)-3(0)\\-85-51\\-136\\[/tex]

So, The volume never be negative then by applying vector

v = |-136|

v= 136

the volume of the parallelepiped with adjacent edges pq, pr,and ps = 136

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Median, mean, mode, first and third quartiles describe a statistical distribution because these are the measures of central tendency and dispersion of a distribution.

Median, mode and mean are known as the measures of central tendency of a statistical distribution. Because these three can even represent the whole data and its properties. Mean, median and mode gives the central value around which the whole distribution lies or its representative value.

Mean: It gives the average value of the distribution. That is the Total value/ Total number of values.

Median: It is a positional average and it is the middle value of the observations in a distribution.

Mode: Mode is also a positional average which gives the most repeated or frequent observation from the distribution

Now the first and third quartiles are measures of dispersion. It gives the variation of data values from the central value. It gives an idea of the scattering of the distribution around the central value.

First quartile: If the n observations are arranged in ascending order, then the n/4th value is the first quartile.

Third Quartile: It is the 3n/4th value in the ordered n observations.

These two are used to measure the quartile deviation from the central value. If the dispersion is large, then the measures of central tendency cannot be a representative value of the distribution.

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Anais bought 2 1/2 yards of ribbon. She had 2 feet 8 inches of ribbon left after trimming some curtains. Anais uses 58 inches of ribbon to trim the curtains.

Given that:

Anais bought  of ribbon

And she had 2 feet 8 inches left after trimming some curtains.

The first thing to do is to convert all units to inches;

From standard conversion rate.

1 yard  = 36 inches

As such   of ribbon in inches will be:

= 5 × 18 inches

= 90 inches of ribbon bought.

Similarly, since 1 foot  = 12 inches.

The amount of curtains left after trimming is:

= ( ( 2 × 12 ) + 8 )inches

= (24 + 8) inches

= 32 inches

If Anais bought 90 inches of ribbon and she had 32 inches of ribbon left after trimming some curtains.

It implies that the number of inches of ribbon that Anais used is:

= 90 inches - 32 inches

= 58 inches

The sequence is in geometric series. Common ration= - 1/2, missing number i.e., the 5th term = 4

An arithmetic series is one where each term is equal to the one before it plus some number. Whereas a geometric series is one where each term equals the one before it multiplied by a certain value.

Here the sequence is Geometric series as from the sequence we are getting the common ratio.

Common ratio = [tex]\frac{-32}{64}[/tex] = [tex]\frac{16}{-32}[/tex] = -[tex]\frac{1}{2}[/tex]

Now we have to find the 5th term of the sequence.

We know the formula to find the nth term of the geometric series which is:

[tex]a_{n}[/tex] = a [tex]r^{n-1}[/tex]

[tex]a_{5}[/tex] = 64 [tex](\frac{-1}{2} )^{4}[/tex]

[tex]a_{5}[/tex] = 64/16

   = 4

Therefore the missing number is 4.

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With regard to all the different sources of caffeine, it really is estimated that 80 percent of Americans frequently consume caffeine in some way, with an average daily intake of 200–250 mg.

A methylxanthine class stimulant, caffeine stimulates the central nervous system. It is employed as a cognitive enhancer to improve alertness and attentional function. In order to increase the release of the neurotransmitters acetylcholine, caffeine works by preventing adenosine from binding to the adenosine A1 receptor.

Because caffeine is a stimulant, it makes your nervous system and brain work harder. Additionally, it causes a greater flow of hormones like cortisol and adrenaline throughout the body. Caffeine can help you feel energized and alert in small doses.

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I understand that the question you are looking for is:

Considering all the various sources of caffeine, it is estimated that 80 percent of Americans regularly use caffeine in some form, and that the average intake is ______ per day.

Answer:

8000

Step-by-step explanation:

800 × 10 = 8000

--------------

Answer:

8000

Step-by-step explanation:

= 800 × 10 ( adding 800 ten times )

= 8000 ( and got 8000)

Answer: 13 cm 34 mm

Step-by-step explanation:

(80 cm 4 mm) * 1 layer/6 layers=

(80 cm 4 mm) * 1/6=

(80 cm 4 mm)/6=

(80 cm+4 mm) * 1/6=

80 cm/6 + 4 mm/6=

80/6 cm + 4/6 mm=

(78+2)/6 cm + 2/3 mm=

78/6 cm + 2/6 cm + 2/3 mm=

13 cm + 2/6 * 1000 mm + 2/3 mm=

13 cm + 1/3 * 1000 mm + 2/3 mm=

13 cm + 1000/3 mm + 2/3 mm=

13 cm+1002/3 mm=13 cm 34 mm

Therefore 1 9/10 bag of mulch is put on each vegetable bed.

Given a gardener spread 3 4/5 bags of mulch evenly over his 2 equal-sized vegetable beds.

We need to find how much he put on each vegetable bed as

Let the number of bags of mulch put on each vegetable bed be x

∴ 2 * x =  3 4/5

2 x = 19 / 5

x = 19 / 10

x = 1 9/10 bag

Therefore 1 9/10 bag of mulch is put on each vegetable bed.

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The side lengths of RS and PR are 12 units

Similar triangles are triangles whose corresponding sides are in proportion to one another.

In most cases, one triangle is dilated to form the other triangle

Dilation involves enlarging or reducing the side length of a shape to create another shape by a constant scale factor, where the scale factor does not equal one.

The corresponding triangles are given as:

PQR and PSQ

This means that

PQ corresponds to PS

PR corresponds to PQ

QR corresponds to QS

Where

PQ = 18

QR = 14

QS = 21

So, we have:

PR : QR = PQ : QS

This gives

PR : 14 = 18 : 21

Express as fraction

PR / 14 = 18 / 21

Multiply through by 14

PR = 14 * 18 / 21

Evaluate

PR = 12

The corresponding triangles are given as:

PQR and PSQ

This means that

PQ corresponds to PS

PR corresponds to PQ

QR corresponds to QS

Where

PQ = 18

QR = 14

QS = 21

So, we have:

RS = PR

This gives

RS = 12

Hence, the side lengths of RS and PR are 12 units

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The value of the division (6×1011)÷(3×1015) is the negative 4 power 2×10.

When 'a' is divided by 'b', then the result we get from the division is the part of 'a' that each one of 'b' items will get.

Division can be interpreted as an equally dividing the number that is being divided in total x parts, where x is the number of parts the given number is divided.

Thus,  [tex]a \div b[/tex] = a divided in b equal parts.

WE have been given that (6×10^11)÷(3×10^15) .

Simplify;

(6×10^11)÷(3×10^15)

To solve the exponent first;

10^11 - 15 = 10^-4

Now we get;

(6 )÷(3×10^-4)

2 ×10^4 = 2 ×10 ×10×10×10

= 20,000

Hence, the value of the division (6×1011)÷(3×1015) is the negative 4 power 2×10.

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The desired odd function is sketched at the end of the question.

An odd function is a function in which the following statement is true for all values of x.

f(-x) = -f(x).

The domain of a function is the set that contains all possible input values for a function. In a graph, it is the set that contains the values of x for which the function is defined.

The domain of a function is the set that contains all possible output values for a function. In a graph, it is the set that contains the values of y for which the function is defined.

Looking at the graph, we get that a function f(x) is decreasing when it is "moving northeast", that is, to the right and up on the graph, meaning that when x increases, y decreases.

Looking at the graph, we get that a function f(x) is decreasing when it is "moving southeast", that is, to the right and down on the graph, meaning that when x increases, y decreases.

Considering these definitions, the function with the desired characteristics is plotted at the end of the answer.

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Answer: x=30 degrees

Step-by-step explanation:

The lines form two triangles which form a larger triangle.

The larger triangle has two known degree measures which are two 60 degree angles. The missing angle is the sum of the two X's. Triangles add up to 180 degrees.

180=60+60+x+x

180=120+2x

2x+120-120=180-120

2x=60

2x/2=60/2

x=30 degrees

Answer:

30

Step-by-step explanation:

180- (60+60)=60/2

Answer:

1. 3

2. 42.9

Step-by-step explanation:

1. 180 - 177 = 3

2. 90 - 47.1 = 42.9

A scale factor of 2 would be the perfect scale for the scale drawing.

We are given original dimensions of  tech fingerboard as;

Length = 100 mm

Width = 25 mm

Now, from conversions we know that;

1 inch = 25.4 mm

Since Giovanni wants to make a larger scale drawing on an 8 1/2 inch by 11-inch piece of paper, then we can say that;

11-inch = 25.4 * 11 = 279.4 mm

8 1/2 inch = 8 1/2 * 25.4 = 215.9 mm

Thus;

New Length/old length = 279.4/100 = 2.794

Since that is the maximum scale for the drawing paper, then we can say that something lesser like a scale factor of 2 would be the perfect scale for the scale drawing.

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The final step of the given inequality is x < 3. Therefore, option C is the correct answer.

The given inequality is -2(5 - 4x) < 6x - 4.

We need to solve and write the final step of the given inequality.

Inequalities are mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

The inequality -2(5 - 4x) < 6x - 4 can be solved as follows:

⇒ -10 + 8x < 6x - 4

⇒ -10 + 8x-8x < 6x - 4-8x (Subtract 8x on both the side of the inequality)

⇒ -10 < -4 -2x

⇒ -10+4 < -4 -2x+4 (Add 4 on both the side of the inequality)

⇒ -6 < -2x

⇒ -6 < -2x (Divide -2 on both the side of the inequality)

⇒ x < 3

The final step of the given inequality is x < 3. Therefore, option C is the correct answer.

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The domain of the function f (x) = x2 + 6x + 5 over the function g(x) = x3 + x2 − 4x − 4 is {x ∈ ℝ| x ≠ −1, −2, 2}.

The main limiting issue with the domain this function is potentially picking an x-value that makes that denominator equal 0, because dividing by 0 is bad.

So, the domain will be all real numbers, except for those that make g(x)=0.

g(-1) = 0, g(-2)=0, and g(2) = 0, so -1, -2, and 2 must be excluded from the domain.

Your answer is {x ∈ ℝ| x ≠ −1, −2, 2}.

Therefore, we get that, the domain of the function f (x) = x2 + 6x + 5 over the function g(x) = x3 + x2 − 4x − 4 is {x ∈ ℝ| x ≠ −1, −2, 2}.

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Your question was incomplete. Please refer the content below:

Given f (x) = x2 + 6x + 5 and g(x) = x3 + x2 − 4x − 4, find the domain of f over g of x period

{x ∈ ℝ}

{x ∈ ℝ| x ≠ −5}

{x ∈ ℝ| x ≠ −1, −2, 2}

{x ∈ ℝ| x ≠ −2, 2}

Applying the exterior angle theorem, the value of s in the triangle is: 74.

In the image shown above, the angles, s - 44° and s° are interior opposite angles to the exterior angle of the triangle that is given as s + 30°.

Based on the exterior angle theorem, the sum of s - 44° and s° is equal to s + 30°.

Therefore:

s - 44 + s = s + 30 [exterior angle theorem]

Combine like terms

2s - 44 = s + 30

2s - 44 - s = s + 30 - s [subtraction property of equality]

s - 44 = 30

s - 44 + 44 = 30 + 44 [addition property of equality]

s = 74

Therefore, applying the exterior angle theorem, the value of s in the triangle is: 74.

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Answer:

x = 5

Step-by-step explanation:

7/17 = x/12

17x = (7)(12)

17x/17 = 84/17

     x = 5

Answer:

student is not correct

Step-by-step explanation:

3 1/5 ÷ 1/7 = 22/5

the mistake the student made was multiplying rather than dividing

[tex]a)2x - 3 = 19 \\ = > 2x = 19 + 3 \\ = > x = \frac{22}{2 } \\ = > x = 11 \\ b)3x + 2 = 18 \\ = > 3x = 18 + 2 \\ = > 3x = 20 \\ = > x = \frac{20}{3} \\ = > x = 6.66666667 \\ c)4x - 4 = - 4 \\ = > 4x = - 4 + 4 \\ = > x = \frac{0}{4} \\ x = 0 \\ d)5x + 1 = 10 \\ = > 5x = 10 - 1 \\ = > 5x = 9 \\ = > x = \frac{9}{5} \\ x = 1.8[/tex]

therefore 1.8 =2 or x is not equal to 2

Answer:

 [tex]\frac{x-7}{4} =f^{-1}( x)[/tex]

Step-by-step explanation:

→ Replace f(x) with y

y = 4x + 7

→ Minus 7 from both sides

y - 7 = 4x

→ Divide both sides by 4

[tex]\frac{y-7}{4} =x[/tex]

→ Replace y's with f⁻¹(x)

[tex]\frac{x-7}{4} =f^{-1}( x)[/tex]

Usando proporciones, los números se dan de la siguiente manera:

a) 1400 personas.

b) 132 personas al dia.

Una proporción es una fracción de una cantidad total, y las medidas se relacionan usando una regla de tres. Debido a esto, se pueden construir relaciones entre variables, ya sea directas (cuando ambas aumentan o ambas disminuyen) o inversamente proporcionales (cuando una aumenta y la otra disminuye, o viceversa), para encontrar las medidas deseadas en el problema, o ecuaciones para encontrar estas medidas.

En este problema, hay que:

Así, la candidad de personas aprendidas cada semana es:

7 x 200 = 1400 personas.

Por año, el número de personas que llega sin ser aprendida es dada por:

365 x 200 - 25000 = 48,000.

Por día, esta cantidad es dada por:

48000/365 = 132 personas al dia.

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Step-by-step explanation:

2 hours a day for M-Th would be 8 hours. Sunday >up to< 3 hours. In 1 week, you'd have the 4 days ×2hrs ea day plus the 3hrs from Sunday... In one week she (assuming she did the full 3hrs) would have done 11hrs of piano practice. Not sure completely what to do but that's my first part that I do to figure it out if that helps any...

Answer:

she has 130 crayons 100 crayons divided by 2 = 50 crayons each divide 30 by 2 =15

then she has the four crayons left divide those by 2

Answer:

[tex]\mathsf e^{t-1}[/tex]

Step-by-step explanation:

Definition of an inverse function

[tex]\textsf {A\:function\:g\:is\:the\:inverse\:of\:function\:f\:if\:for}\:y=f\left(x\right),\:\:x=g\left(y\right)\:[/tex]

In order to find the inverse of p(t) = 1 + ln(t)...

Answer:

All of the given ordered pairs are correct\included.

Step-by-step explanation:

Answer:

2 is the factor i think

Step-by-step explanation:

can i get a brainlist?