A solid cylindrical metal is melted and recast into cubes of metal of side 3cm the base radius of the initial cylindrical metal is 10.5 and height is 63cm . how many cubes will be Madeline​

Answer:

the answer is on the computer

Step-by-step explanation:

Answer: 120

Step-by-step explanation: if f(2) then F(2)= 5(2)12 so we multiply 5x2=

10x12=

120 Answer

Answer:

x

Step-by-step explanation:

The answer to

\( \frac{4 {x}^{2} }{3} \times \frac{6}{8x} \)

= x

Answer:

x

Step-by-step explanation:

\(\frac{4x^{2}}{3}*\frac{6}{8x} = \frac{4x^{2-1}}{1}*\frac{2}{8}\\\\=4x*\frac{1}{4}\\\\= x\)

Answer

Distance = 4.1 km

Explanation

Let the distance between Jane's house from school be x

The distance can be calculated using pythagora's theorem

Therefore, the distance between Jane's house from school is 4.1 km

Answer:

10.3

Step-by-step explanation:

a^2 + b^2 = c^2

3.9^2 + b^2 = 11^2

b^2 = 121 - 15.21

b = 10.3

Answer:

10.3

Step-by-step explanation:

We use the pythagorean theorem. (a^2+b^2=c^2)

3.9^2 + b^2 = 11^2

3.9^2 = 15.21

11^2 = 121

15.21 + b^2 = 121

Subtract 15.21 from both sides

b^2=105.79

Take the square root of both sides

b = 10.28

10.28 is closest to 10.3 and it is also rounded to 10.3, therefore 10.3 is the answer.

Answer:

4

Step-by-step explanation:

1/2 goes into 1/8 4 times.

By applying elements of the set concept, it can be concluded that:

(a) Yes, 3 ∈ {3}

(b) There are 1 element in the set {3, 3, 3, 3, 3}

(c) There are 2 elements in the set {0, {0}}

(d) Yes, {0} ∈ {{0}, {1}}

(e) No, 0 ∉ {{0}, {1}}

A set is a well-defined collection of distinct objects or elements. It means that there is no ambiguity or confusion regarding the inclusion or exclusion of any element in the set.

A set denoted by: {a,b,c,d} has 4 elements, where a,b,c, and d are distinct elements.

Now we apply this concept to the question:

(a) Yes, 3 is an element of the set {3}, or mathematically written: 3 ∈ {3}

(b) There are 1 element in the set {3, 3, 3, 3, 3} because a set cannot have duplicate elements, so the repeated 3s are not counted as different elements.

(c) There are 2 elements in the set {0, {0}}, the first element is the number 0, and the second element is the set {0}.

(d) Yes, {0} is an element of the set {{0}, {1}}, or mathematically written: {0} ∈ {{0}, {1}}

(e) No, 0 is not an element of the set {{0}, {1}}, or mathematically written: 0 ∉ {{0}, {1}}

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Full question:

(a) is 3 ∈ {3}?

(b) how many elements are in the set {3, 3, 3, 3, 3}?

(c) how many elements are in the set {0, {0}}?

(d) is {0} ∈ {{0}, {1}}?

(e) is 0 ∈ {{0}, {1}}?

The average rate of change of y with respect to x over the interval [1, 5] for function \(y=4x^{2}\) is 24.

To find the average rate, follow these steps:

Therefore, the average rate of change of y with respect to x over the interval [1, 5] for the function \(y=4x^{2}\)  is 24.

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Answer:

1) 3 Points Include: E, B and F. To explain in Detail. Point E, which is (-1,1) Point B, which is (0,-2) and Point F, which is (2,3) The Directions tell you to name 3 Points on the image. The points I just explained are all on the graph, so they are all points in the Image.

Two Lines are: Lines CD and Lines AB. These are both lines on the images. The points A and B are connected with a line, so they are a line on the graph. The Points C and D are also connected by a line, therefore, both lines CD and AB are lines on the image.

A Line Segment: A line segment is a line connected with two end points, You can say a line is a segment when both ends of the line have a dot, also known as a point. One line segment in this image is Line EB, both the points are connected by a line, and both sides of the line have a point.

The Plane: The plane is the entire surface that everything is on. The plane has all the lines, segments, and points. All planes extend infinitely far. We can see, the plane is "O". The letter O is located towards the middle of the graph, Therefore, the Plane is "O"

2)One Point: On the Plane, one point is point S. Q and R are also points, but the question only asks for one point.

The Line: There is only one line on the plane, this line is line QR. Both points Q and R are connected by a line.

The Plane: The Plane is "T" in the bottom left of the image, in the corner of the plane (the plane is the blue area) you can see the letter T. "T" is the plane.

Does the line go through the Plane? Yes. The line does go through the plane. Here's why: On the line QR, both sides of the line have arrows. If a line has arrows that means the line goes on forever in the direction the arrow is pointing. If a line has two dots, its a segment, which means the lines end at the points, they do not go on forever. In this case, the line goes on forever and it goes through the blue area, which is the plane.                      

Answer:

no cemma cuhydhfhhdhdhd

Consequently, this student's quiz results have a median, or "middle," value of 16.

When a dataset is ordered, the median value is the one that appears exactly in the middle of the dataset. The difference between the lowest and highest 50% of data is a measure of central tendency or average. Depending on whether you have an odd or even number of data points, the procedures for determining the median , mode change.

Here,

the median, or "middle" value in a data set. Your data must be in numerical order in order to calculate the median.

Exam results:

9, 13, 20, 15, 18, 17

Number the rows and columns.

9, 13, 15, 17, 18, 20

Calculate the "middle" value:

9, 13, 15, 17, 18, 20

If there are two middle values, put them together and divide by two.

15 + 17 = 32

32/2 = 16

Consequently, this student's quiz results have a median, or "middle," value of 16.

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Answer:

9 grams

Step-by-step explanation:

93-21/8

Step-by-step explanation:

i think the answers are 1)13 2)9 3)5 4)1

Answer:

y = 6x - 2

Step-by-step explanation:

slope-intercept form: y = mx + b

Note that:

m = slope = 6

b = y-intercept = -2

x = (x , y)

y = (x , y)

Plug in the corresponding numbers to the corresponding variables:

y = 6x + (-2)

y  = 6x - 2

y = 6x - 2 is your answer.

~

Answer:

y = 6x-2

Step-by-step explanation:

The slope intercept equation  form of a line is

y = mx+b where m is the slope and b is the y intercept

y = 6x-2

Answer:

x=1

Step-by-step explanation:

10(x-1) =0

We want to use the distributive property.

10x -10 =0

Add 10 to each side.

10x-10+10 = 10

10x = 10

Divide each side by 10.

10x/10 = 10/10

x = 1

Answer:

9 cm

Step-by-step explanation:

First, we need to find the volume of the cylindrical water bottle. The volume of a cylinder is πr²h where r = radius and h = height. In this case, r = diameter / 2 = 6.5 / 2 = 3.25 and h = 21 so the volume is π * 3.25² * 21 = 221.8125π ≈ 696.84. Let's call the length of the cubic container s. The volume of the cube (which is s³) must be at least the volume of the water bottle, therefore:

s³ ≥ 696.84

∛s³ ≥ ∛696.84

s ≥ 8.86566

The smallest integer value that satisfies this is 9 cm.

I really don't know I hope you can figure it out

Answer: 43 brownies and 83 muffins.

Step-by-step explanation: There are 126 sweet items in total.  Jalece and Kaylyn make 40 more muffins than brownies, which means that there are more muffins than brownies.  Let's try 83 muffins and 43 brownies to see if it suits what we need.  With 83 muffins and 43 brownies, there are 40 more muffins than brownies, so that's correct.  83 and 43 also add up to 126, which is the total that we need.

Therefore, there are 43 brownies and 83 muffins.

Let me know if this is right! :)

Answer:

8.2 miles

Step-by-step explanation:

a²+b²=c²

-12-(-4)=-8

3-1=2

-8²+2²=68

square root of 68 is 8.24 and rounded to the nearest 10th is 8.2 miles

answer:

2x + 12 = c

step-by-step explanation:

2x + 12 = c

Slope of lines 3x - 5y = 2 and 3x + 5y = -2 are m₁ = 3/5 and m₂ = -3/5 respectively.

The slope of a line is defined as the change in y-coordinate with respect to the change in x-coordinate of the line. The net change in the y coordinate is Δy and the net change in the x coordinate is Δx. Therefore, the change in y-coordinate for a change in x-coordinate can be written as

Line slope is a measure of the steepness or direction of a line in the coordinate plane.  

m = Δy/Δx

where,m is the slope

Given,

equations of the line

3x - 5y = 2

Moving 3x to RHS
-5y = -3x + 2

y = (3/5)x - 2/5

comparing with slope intercept equation of the line y = mx + c

slope m₁ = 3/5

Now, equation

3x + 5y = -2

moving 3x to RHS

5y = -3x - 2

y = (-3/5)x - 2

comparing with slope intercept equation of the line y = mx + c

slope m₂ = -3/5

Hence, m₁ = 3/5 and m₂ = -3/5 are slope of lines 3x - 5y = 2 and 3x + 5y = -2 respectively.

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Answer:

10pq^3 + 2q^3 - 17qp^2 - 7pq^2

Step-by-step explanation:

(5p-q) (2p^2-3pq-2q^2)

= 10p^3 - 15qp^2 - 10pq^2 - 2qp^2 + 3pq^2 + 2q^3

= 10pq^3 + 2q^3 - 17qp^2 - 7pq^2

When a train takes a turn, there are two forces acting on it: the force of gravity and the centrifugal force. The centrifugal force is the force that is directed away from the center of the curve and acts on the train.

If the centrifugal force is greater than the force of gravity, the train will derail. To prevent this, the train should be banked at an angle so that the centrifugal force is balanced by the force of gravity.Here, we need to find the bank angle that would give maximum passenger comfort when the train is expected to travel around a bend of radius 2000 m at a speed of 100 km/h.Now, let us find the centrifugal force acting on the train:F_c = m * v² / rwhere,F_c is the centrifugal force,m is the mass of the train,v is the velocity of the train,r is the radius of the bend.Substituting the values given in the problem:F_c = (mass of the train) * (100/3.6)² / 2000F_c = 27.77 * (mass of the train)So, the force that acts on a passenger of mass 'm' in the outward direction is:F_p = m * F_c / gwhere,F_p is the force acting on the passenger,m is the mass of the passenger,F_c is the centrifugal force,g is the acceleration due to gravity.F_p = m * 27.77 * (mass of the train) / 9.8F_p = 2.83 * m * (mass of the train)

The force that acts on the passenger in the inward direction is the force of friction between the passenger and the train. This force should be equal to the force acting on the passenger in the outward direction, in order to give maximum passenger comfort. So, the coefficient of friction between the passenger and the train is given by:μ = tan θwhere,μ is the coefficient of friction,θ is the bank angle of the train.To find the bank angle, we use the formula for the maximum value of friction:μ = tan φwhere,φ is the angle of friction, given by:φ = tan⁻¹(v² / (g * r))φ = tan⁻¹((100/3.6)² / (9.8 * 2000))φ = 13.07°μ = tan 13.07°μ = 0.23θ = tan⁻¹ 0.23θ = 12.99°Therefore, the bank angle that should be used so as to give maximum passenger comfort is 12.99°, to 2 decimal places.

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First, divide the money that Miguel made (264) by the number of hours worked (12)

264/12 = $22 per hour

For 7 hours:

22 x 7 = $154

Answer:

b) The average speed at which he travelled for the whole journey

Step-by-step explanation:

If he had travel 200- km/h and had broke down by which was at 10:30 a.m  you would have to subtract 200 km/h to 10:30  your answer would be 189.7 when they back on the road also the speed slowed down a bit about 50 km/h so you would add 50 km/h to 20 mins you would get 70km/h they were traveling by, then you add all of the numbers up by 100 you would get 640 so your answer would be 640

The value οf x is 3

A variety οf issues are resοlved by algebraic calculatiοns that treat variables like explicit integers in a single cοmputatiοn. The quadratic fοrmula, fοr instance, can be used tο sοlve any quadratic equatiοn by exchanging the variables in the quadratic fοrmula fοr the numerical values οf the cοefficients in the equatiοn.

A variable in mathematical lοgic is either a symbοl fοr an undefined term οf the theοry (a meta-variable), οr it is a fundamental οbject οf the theοry that is changed withοut cοnsidering any pοtential intuitive meaning.

Given

8x+17 = 41

Sοlving fοr variable 'x'

Add '-17' tο each side.

17 + -17 + 8x = 41 + -17

Or, 8x=24

Divide each side by '8'

Or, x=3

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Step-by-step explanation:

\((5 - 3y) {}^{2} \\s olution \div \\ ( - 3y + 5) + 5( - 3y + 5) \\ 3y( - 3y + 5) \ + 5( - 3y + 5) \\ 9y {}^{2} - 15y + 5( - 3y + 5) \\ 9y {}^{2} - 15y - 15y + 25 \\ 9y { }^{2} - 30y + 25 \\ \)

hope this will help u :)

Answer:

I dont understand if he/she needs it worked out or what, because the question makes no sense?

Step-by-step explanation:

Evaluate- (5 - 3y) 2

Subtract the terms- (- 3y + 5) 2

Solution- 9y2 - 30y + 25

Alternative Form- (3y - 5)2

Each tube costs $15.17 to the group of friends when they rent 15 tubes for floating down near the Ichetucknee River. The procedure is as follows:

Given, the cost of each tube; 15 tubes would cost $277.50 to rent.

Consequently,

                                                      =22750 pennies

The expense of one tube= (22750/15)cents

                                          =1516.7 pennies

                                          = $15.17

The expense split technique is a method used to distribute the cost of a shared expense among a group of individuals. It involves dividing the total cost of the expense by the number of people in the group to calculate each person's share of the cost.

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The distance of a = 1 / 2 pi, b = 1 pi, and c = 3 / 2 pi.

The complete movement of an object, regardless of direction, is referred to as distance. The amount of ground a thing travels from its starting point to its destination is also referred to as distance.

Given:

The time, t = π / 2 sec,

Calculate the distance by using the formula given below,

\(Distance = r\times time\)

So, for distance, a = 1 × π / 2 =  π / 2

for distance, b = 1 × π =  π

for distance, c = 1 × 3 π / 2 =  3 π / 2

Therefore, the distance of a = 1 / 2 pi, b = 1 pi, and c = 3 / 2 pi.

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If you go twice as fast, your stopping distance will increase by four times (option C).

This relationship is based on the laws of physics and the principles of motion.

When an object is in motion, its stopping distance is influenced by its initial speed, reaction time, and braking capabilities. The stopping distance consists of two components: the thinking distance (the distance traveled during the reaction time) and the braking distance (the distance needed to bring the object to a complete stop).

According to the laws of physics, the braking distance is directly proportional to the square of the initial speed. This means that if you double your speed, the braking distance will increase by a factor of four. In other words, going twice as fast will require four times the distance to come to a stop.

It is important to note that this relationship assumes other factors, such as road conditions and braking efficiency, remain constant. However, in real-world scenarios, these factors may vary and can affect the stopping distance to some extent.

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