V = (pi r^2 h/3)...solve for h​

Answer:

[tex]\frac{5}{-12}[/tex]

Step-by-step explanation:

Answer:

[tex]\frac{5}{-12}[/tex]

Step-by-step explanation:

Given

[tex]\frac{-25}{60}[/tex]

now 60 ÷ - 5 = - 12

Divide numerator and denominator by - 5

= [tex]\frac{5}{-12}[/tex]

Step-by-step explanation:

steps are in picture above.

Note:if you need to ask any question please let me know.

Answer:

-8

Step-by-step explanation:

6(x-1) = 9(x+2)

6x - 6 = 9x +18

-24 = 3x

-24/3 = x

x = -8

Hope this helps!!

Answer:

6(x-1)=9(x+2)

6x-6=9x+18

-18-6=9x-6x

-24=3x

-24/3=3x/3

-8=x

Answer:

8

Step-by-step explanation:

please follow me

factors of 24 ={1,2,3,4,6,8,12,24}

factors of 32={1,2,4,8,16,32}

CF={2,4,8}

GCF={8}

Answer:

I belive that it is 8

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

k=4÷12=1÷3

t=12×1÷3=4

Answer:

1440

Step-by-step explanation:

Let's say x = number of hours worked per week for 12 people. Now one worker works 30 hours a week so if you multiply 12 workers by 30 you will get how many hours 12 workers worked. so x = 12 • 30. 12 • 30 is 360. so x = 360 or for 1 week 12 workers worked 360 hours. now we need to find the amount of hours for 4 weeks. so we can do 4x or 4 times the amount of hours per one week. since x = 360. 4 • 360 = 1440.

Answer:

g(x) = |x-10|

Step-by-step explanation:

In majority of cases, the h in an equation is the movement to the left and right. and if you subtract h, you move to the right, if you add h, you move to the left. So in this case, to move ten units to the right, you would have h=10. Because there are no other changes made to the equation, the new equation, g(x), is simply:

g(x) = |x-10|

Answer:

x < 1

x ≤ -7

x ≤ 6

Step-by-step explanation:

6x + 1 < 9 - 2x

Group Like terms

6x + 2x < 9 - 1

8x < 8

Divide through by 8

8x/8 < 8/8

X < 1

2x - 1 ≤ 5x + 20

Group like terms

2x - 5x ≤ 20 + 1

-3x ≤ 21

Divide through by -3

-3x/-3 ≤ 21/-3

x ≤ -7

3 - (2x - 7) ≤ 34 - 6x

Expand the bracket

3 - 2x + 7 ≤ 34 -6x

-2x + 10 ≤ 34 - 6x

Group like terms

-2x + 6x ≤ 34 - 10

4x ≤ 24

Divide Through by 4

4x/4 ≤ 24/4

x ≤ 6

Answer:

HCF = 33.

Step-by-step explanation:

99 = 3*3*11

165 = 3*5*11

3 and 11 are common so the HCF = 3*11

= 33.

Answer: 30x + 150

Step-by-step explanation:

Answer:

87 whole peach pies

Step-by-step explanation:

.875 peaches left

Answer:

Step-by-step explanation:

Answer:

slope = - 6, y- intercept = 5

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

0 = 2x - [tex]\frac{5}{3}[/tex] + [tex]\frac{1}{3}[/tex] y ( multiply through by 3 to clear the fractions )

0 = 6x - 5 + y ( subtract 6x - 5 from both sides )

- 6x + 5 = y , that is

y = - 6x + 5 ← in slope- intercept form

with slope m = - 6 and y- intercept c = 5

Answer:

You are correct! But note the syntax:

the computer wants you to type in the box

2/3 x - 2

because "y =" is already written!

Step-by-step explanation:

Answer:

2x + 2

Step-by-step explanation:

Given

[tex]\frac{x^3+2x^2}{x}[/tex] ( divide each term on the numerator by x )

= x² + 2x

Differentiate each term using the power rule

[tex]\frac{d}{dx}[/tex] (a[tex]x^{n}[/tex] ) = na[tex]x^{n-1}[/tex] , then

[tex]\frac{d}{dx}[/tex] (x² + 2x ) = 2x + 2

Answer:

x = -4

Step-by-step explanation:

2(x-8):

2(-4-8) = 2 (-12) = -24

x + 5x:

-4 + 5 (-4) = -4 + (-20) = -4 - 20 = -24

Since -24 = -24, x = -4 makes the equation true

Answer:

-4

Step-by-step explanation:

5(x+3)=2x+3

5x+15=2x+3

5x-2x=3-15

3x=-12

3x/3=-12/3

x=-4

Answer:

b

Step-by-step explanation:

Answer:

B. 439.

Step-by-step explanation:

7 * (6 + 2)^2 - 3^2

= 7 * 8^2 - 9

= 7 * 64 - 9

= 448 - 9

= 439.

Hope this helps!

Answer:

Correct choice is option A. 6a + 8b ≤ 200

                                             7a + 5b ≤ 150

---> cereal A with grams will be multiplied by the sodium available in one gram of cereal A

----> The solution from the above equation would then be added to the cereal B with grams as well as its sodium content per grams.

6a + 8b ≤ 200

---> Cereal A's grams × Cereal A's calories + Cereal B's grams × Cereal B's calories is ≤ 150

so, 7a + 5b ≤ 150

Answer:

30 meters

Step-by-step explanation:

when converting from scale to actual drawing:

find a way of removing the cm by

10cm × (3m/1cm)

look the cm cancels out

10×3m=30m

Answer:

4570 species of the type A and 1540 species of the type B.

Step-by-step explanation:

A:

1st: 4 units

2nd: 5 units

B:

1st: 1 unit

2nd: 6 units

A=x, B=y

4x + 1y = 19820  units of the first nutrient

5x + 6y = 32090  units of the second nutrient

5x + 6*(19820-4x) = 32090.

       32090 - 6(19820-4x)

x= ------------------------------------- = 4570

                     5-24

y = 19820 - 4*4570 = 19820 - 18280 = 1540.

ANSWER:  4570 species of the type A and 1540 species of the type B.

Hopes this solves it.

The populations of each species can coexist in the environment so that all the nutrients are consumed each day are 4530 and 10600

In mathematics, a set of simultaneous equations, also known as a system of equations or an equation system, is a finite set of equations for which common solutions are sought.

Given;

Each day the environment is supplied with 19,660 units of the first nutrient and 31,890 units of the second nutrient

2 Nutrient Requirements of both species of Bacteria A and B , Total Nutrients available

Now,

Let the number of bacteria of Specie A and Specie B be x and y respectively;

To find : Number of Bacteria 1 and Bacteria 2

Nutrient 1 Constraint Equation : 4x + y = 19660

Nutrient 2 Constraint Equation : 5x + 6y = 31890

Putting the value of y from 1st equation in 2nd equation;

5x + 6 (19660 - 4x) = 31890

5x + 117960 - 24x = 31890

117960 - 31890 = 19x

19x = 86070

x = 86070 / 19 = 4530 { Bacteria A}

Putting the value of x in 1st equation;

2 (4530) + y = 19660

9060 + y = 19660

y = 19660 - 9060= 10600{Bacteria B}

Therefore, the solution of equations will be 4530 and 10600

To learn more about simultaneous equations :

brainly.com/question/16763389

#SPJ2

Step-by-step explanation:

4y - 7 +2y = -3y + 3 - 1

4y -7 +2y' = -3y + 2

4y+2y+3y = 2+7

9 y = 9

y. = 1

Answer:

Step-by-step explanation:There are two variables which are x and u so it doesn't seem possible to solve.Kindly re-write the question

Answer:

The total cost was $52. Subtracting out the cost of the layer cake ($16) leaves us with $36 to pay for the 24 cupcakes. This means that each cupcake must have cost $1.50 ( = $36 / 24 cupcakes ).

Step-by-step explanation:

Answer:

Below

Step-by-step explanation:

First let us create an equation for this problem

     (24 cupcakes)( $ of each cupcake) + ( $16 layer cake ) = $52

Let's say that C will represent the $ of each cupcake to make it easier

Solving it....

     24C + 16 = 52

     24C = 36

Divide both sides by 24

          C = 1.5

Therefore, each cupcake cost $1.5

We can check to see if this works....

     24(1.5) + 16 = total cost

            36 + 16 = 52, so this is correct

Hope that helped! Best of luck <3

Hi! I'm happy to help!

To solve for WX, we have to find the length of the part of the line that isn't XY. Since we know the full length of the line, we subtract the length of XY from WY to get WX:

100-89.6

10.4

The length of WX is 10.4 centimeters.

I hope this was helpful, keep learning :D

Answer: WX = 10.4 cm

Concept:

Here, we need to know the idea of the segment addition postulate.

The Segment Addition Postulate states that given 2 points A and C, a third point B lies on the line segment AC if and only if the distances between the points satisfy the equation AB + BC = AC.

Solve:

Given information

XY = 89.6 cm

WY = 100 cm

Given expression deducted from the segment addition postulate

WX = WY - XY

Substitute values into the expression

WX = 100 - 89.6

Simplify by subtraction

WX = [tex]\boxed{10.4cm}[/tex]

Hope this helps!! :)

Please let me know if you have any questions

Answer:

so.. it cannot be same

Step-by-step explanation:

. the perimeters may be same but the area cannot.  

We've been looking at two rectangles with the same area, and talking about the perimeter of those shapes. We found out that rectangles that have the same area don't necessarily have the same perimeter. owo

Answer:

11

Step-by-step explanation:

sjow