please help me right now

Answer: 34.8

Step-by-step explanation:

520 m²

Here given:

length: 10 m
width: 8 m
height: 10 m

surface area of rectangular prism:

2(lw+hw+hl)

2(10*8+10*8+10*10)

2(80+80+100)

2(260)

520 m²

Answer:

Step-by-step explanation:

In this question we are given a rectangular prism which having :

And we are asking to find the surface area of prism . We know that ,

[tex] \blue{ \underline{ \boxed{ \sf{Surface \: Area_{(Rectangular \: Prism)} =2(lw + wh + hl )}}}}[/tex]

Where ,

Solution : -

Now solving by substituting value of length, width and height in the formula . So ,

[tex] \longmapsto \quad \: 2( (10 \times 8 )+ (8 \times 10) + (10 \times 10))[/tex]

[tex] \longmapsto \quad \:2(80 + 80 + 100)[/tex]

[tex] \longmapsto \quad \:2(160 + 100)[/tex]

[tex] \longmapsto \quad \:2(260)[/tex]

[tex] \longmapsto \quad \: \underline{\boxed{\frak{520 \: m {}^{2} }}}[/tex]✦

Answer:

Soln:

5x+3y=7

(5x+3y)×5=7×5

25x+15y=35,eq.1

3x-5y=(-23)

(3x-5y)×3=-23×3

9x-15y=(-69)

Adding both equations,

25x+15y=35

9x-15y=(-69)

34x=(-34)

x=(-1)

5x+3y=7

(-5)+3y=7

3y=12

y=4

Answer:

yes it is The answer is C

Step-by-step explanation:

The total length of the fence which John wants to build a fence around his pool and 15 feet from the edge of the pool is 210 ft.

The measure of the boundary of the sides of a rectangle is called its perimeter. The perimeter of a rectangle is twice the sum of the sides of the rectangle.

[tex]P=2(a+b)[/tex]

Here, (l) is the length and (w) is the width of the rectangle.

John wants to build a fence around his pool. The pool is 22 feet long by 23 feet wide.  The fence is to be 15 feet from the edge of the pool from all the sides.

Thus, add 15 two times in length and width for both side of pool.  The length of the fence is,

[tex]l=23+15+15\\l=53[/tex]

The width of the fence is,

[tex]l=22+15+15\\l=52[/tex]

The perimeter of the fence is,

[tex]P=2(l+w)\\P=2(53+52)\\P=2(105)\\P=210\rm\; ft[/tex]

Thus, the total length of the fence which John wants to build a fence around his pool and 15 feet from the edge of the pool is 210 ft.

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Answer:

Ask for it back nicely. Maybe make some offers that might persuade your parents to give your phone back (like chores). Also do nice things for them so that they want to help you more.

Step-by-step explanation:

It works for me most of the time.

Answer:

The function is *growing* exponentially at a rate of *0.85%* every *year*

Step-by-step explanation:

Answer:

The linear relationship between the length of someone's femur and their expected height..

A self-selecting sample is not likely to be representative. The reason why a self-selecting sample is not likely representative would be discussed below.

A self-selection sample is determined by the individual that are used as data for the research. They are the ones that will determine the inclusion or exclusion of the sample units by either affirming or declining to participate.

The reason self-selecting sample is not likely to be representative is that it is too bias as the individuals that volunteered may not be able to satisfy the goals of the research.

Therefore, a self-selecting sample is not likely to be representative.

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Maybe something money-wise.

Jenny's subscription requires a 50$ desposit, as well as a monthly fee of 25$. How much will she have paid after x months?

A person whose age is y years old is 50 years more than 25 times of his son's age, where son's age be x years.

Linear equations are equations of the first order. The linear equations are defined for lines in the coordinate system. When the equation has a homogeneous variable of degree 1 (i.e. only one variable), then it is known as a linear equation in one variable. A linear equation can have more than one variable.

Real life scenario for the given two variable equation : y = 50 + 25x

Thus, A person whose age is y years old is 50 years more than 25 times of his son's age, where son's age be x years.

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Answer:

The answer is 72.

Step-by-step explanation:

If x=-2 and y=-3 then what is x^3y^2.

Plug them into that equation.

(-2)^3 * (-3)^2

Expand the power.

(-2*-2*-2)*(-3*-3)

(-8)*(9)

72

Answer:

72

Step-by-step explanation:

Answer:

thats 5:40 am in normal time

Step-by-step explanation:

Answer:

SSimplifying

2x + -3y = 19

Solving

2x + -3y = 19

Solving for variable 'x'.tep-by-step explanation:

Simplifying

2x + -3y = 19

Solving

2x + -3y = 19

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '3y' to each side of the equation.

2x + -3y + 3y = 19 + 3y

Combine like terms: -3y + 3y = 0

2x + 0 = 19 + 3y

2x = 19 + 3y

Divide each side by '2'.

x = 9.5 + 1.5y

Simplifying

x = 9.5 + 1.5y

Answer:

what do you need help with? i will gladly help :>

Step-by-step explanation:

Ally~

Using the t-distribution, it is found that the data does not provide convincing evidence that the mean number is greater when the coupons were addressed to a female.

At the null hypothesis, it is tested if there is no difference, that is, the mean is of 0, hence:

[tex]H_0: \mu = 0[/tex]

At the alternative hypothesis, it is tested if the mean number is greater for females, that is, the mean is greater than 0, hence:

[tex]H_1: \mu > 0[/tex]

The test statistic is given by:

[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]

The parameters are:

In this problem, the parameters are given as follows:

[tex]\overline{x} = 1.5, \mu = 0, s = 4.75, n = 50[/tex].

Hence, the test statistic is given by:

[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]

[tex]t = \frac{1.5 - 0}{\frac{4.75}{\sqrt{50}}}[/tex]

t = 2.23

Considering a right-tailed test, as we are testing if the mean is greater than a value, with a significance level of 0.01 and 50 - 1 = 49 df, the critical value is given by [tex]t^{\ast} = 2.4[/tex].

Since the test statistic is less than the critical value for the right-tailed test, the data does not provide convincing evidence that the mean number is greater when the coupons were addressed to a female.

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Answer:

[tex](\frac{16}{3},- \frac{1}{9} )[/tex] or [tex]x=\frac{16}{3}, y=- \frac{1}{9}[/tex]

Step-by-step explanation:

Hello again!

We are given these two systems:

4x+1=5(x-3y)-6

3(x+6y)+4=9y+19

And we want to solve them for x and y.

First, let's do the distributive property to expand out what is in the parentheses.
4x+1=5(x-3y)-6 --> 4x+1=5x-15y-6

Now simplify 4x+1=5x-15y-6

Subtract 5x from both sides

4x+1=5x-15y-6

-5x   -5x

__________

-x+1=-15y-6

Now add 15y to both sides

-x+1=-15y-6

+15y  +15y

___________

-x+15y+1=-6

Subtract 1 from both sides

-x+15y=-7

Now for 3(x+6y)+4=9y+19:

3x + 18y + 4 = 9y + 19

Subtract 9y from both sides

3x + 9y + 4 = 19

Subtract 4 from both sides

3x + 9y = 15

Here is our system now:

-x+15y=-7

3x+9y=15

On 3x+9y=15, because all of the values are multiples of 3, we can actually divide it by 3.

3x+9y=15

÷3      ÷3

x + 3y = 5

So here it is again:

-x+15y=-7

x+3y=5

These equations can actually be solved using elimination! We will be adding these equations together to clear out a variable, solve for the uncleared variable, and then use the value of the uncleared variable to find the value of the cleared variable

So, add -x+15y=-7 and x+3y=5 together.

-x+15y=-7
+

x+3y=5

_____

18y=-2

Divide both sides by 18

y=[tex]-\frac{1}{9}[/tex]

Now substitute -1/9 as y into either -x+15y=7 or x+3y=5

Taking x+3y=5 for example,

x+3(-1/9)=5

multiply

x-1/3+5

Add 1/3 to both sides

x=5+1/3=16/3

So the answer is [tex]x=\frac{16}{3} , y=-\frac{1}{9}[/tex], or as a point, [tex](\frac{16}{3},- \frac{1}{9} )[/tex]

Hope this helps!

Answer:

A. x = 12

Step-by-step explanation:

By inscribed angle theorem:

[tex](9x + 2) \degree= \frac{1}{2} [360 \degree - (80 + 60) \degree] \\ \\ \implies \: (9x + 2) \degree= \frac{1}{2} [360 \degree - 140 \degree] \\ \\ \implies \: (9x + 2) \degree= \frac{1}{2} [220 \degree] \\ \\ \implies \: (9x + 2) \degree= 110 \degree \\ \\ \implies \: 9x + 2= 110 \\ \\ \implies \: 9x= 110 - 2\\ \\ \implies \: 9x= 108 \\ \\ \implies \: x= \frac{108}{9} \\ \\ \implies \: \huge { \red{ \boxed{ x= 12}}}[/tex]

Answer:

THAZ NOW NUMBU FO IDIYIT WEN YO POWPIN

Step-by-step explanation:

Answer:

Step-by-step explanation:

6÷ 1/9 = 6/1 × 9/1 = 54

Answer: 28 inches

Step by step explaination:  

First: You do inches over feet- In/Ft

Second: you do 4/60=x/420

Next: You do 60x=1680

                       60     60

Last- Your answer is 28 inches if you divide 1680 and 60.

Did this help you?

Answer:

[tex]\huge\boxed{\sf 28\ inches}[/tex]

Step-by-step explanation:

Given that:

Height of the building = 420 feet

According to the scale,

4 inches = 60 feet

×7                ×7         [Multiplying 7 to both sides]

28 inches = 420 feet

So, Height of scale model in inches is 28 inches.

[tex]\rule[225]{225}{2}[/tex]

Answer:

10x + 1

Step-by-step explanation:

First, combine any like terms. Then make sure to rewrite in descending order.

3x + 7x + 1 <== combine any like terms

10x + 1 <== arrange in descending order

Hope this helps!

Answer:

5 gallons of water must be added.

10 gallons to start with

adding 'x' gallons of water      final volume = 10 + x

.9 (10) = amount of vinegar

.1(10) = amount of water

amount of vinegar before and after water addition is constant

.9(10) = .6(10+x)  

9 = 6 + .6x

3 = .6x

x = 5 gallons of water to be added

(i truly hope i helped you

Answer:

$0.80

Step-by-step explanation:

We have to divide 4 by 5, because we are splitting the money equally among the 5 kids.

4 ÷ 5 = 0.8

Therefore, each kid gets $0.80

I hope this helps and please mark me as brainliest!

Answer:

0.80 cents

please make this answer brainliest If I helped you!

Step-by-step explanation:

each will get 0.80 cents because 0.80 times the 5 of them equally will equal 4 full $dollars

Answer:

It did not attach correctly try again and ill answer

Step-by-step explanation:

Post the attach picture or whatever goes with it

Answer:

More students prefer PE.

Step-by-step explanation:

20 × 70% = 14

14 > 4

14 students prefer PE

4 prefer social studies

OR

4 ÷ 20 = 0.2

0.2 = 20%

70% > 20%

70% of the students prefer PE

20% of the students prefer social studies

From the calculation, it is clear that the mathematical expression required for both pillows is given as: 4(2x2+4x−6;) 130.0 inches (Options D)

Recall side length is given as: 2x² + 1; and

The Ribbon's side length is: 4x -7.

To determine the length of ribbon required for the two pillows, we must state:

= 4 (2x² +1) + 4(4x-7)

Expanding the bracket since is common to both sides of the expression, we state:

= 4(2x² +1 + 4x -7).

Collecting like terms and resolving sums and differences, we have:

= 4(2x²+ 4x -6).

Step two

Recall that  length is given as x = 3.5 therefore,

substituting x in the equation, we have:

4 (2 * 3.5²) + 4 ((3.5)-6)

= 130 Inches.

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Answer:

TSA of a cylinder = 2*pi*r(r+h)

Pi=22/7

TSA=2*22/7*7(7+10)

TSA=748 sq.cm

Step-by-step explanation:

The surface area of the given cylinder is 238π square centimeters

a three dimensional shape can be defined as a solid figure or an object or shape that has three dimensions—length, width, and height.

Given that a cylinder with radius 7 centimeters and height 10 centimeters.

r = 7 cm

h = 10 cm

Surface area formula is 2πrh+2πr²

SA=2π×7×10 + 2π(7)²

=140π + 98π

=238π

Hence, the surface area of the given cylinder is 238π square centimeters

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