Consider the following problem:
The length s(t) of the side of the base of a square prism is decreasing at a rate of 7
kilometers per minute and the height h(t) of the prism is increasing at a rate of 10
kilometers per minute. At a certain instant to, the base's side is 4 kilometers and the
height is 9 kilometers. What is the rate of change of the surface area A(t) of the
prism at that instant?
Match each expression with its given value.

The sugar required to make each batch of brownies is 3/26 cups

From the question, we have the following parameters that can be used in our computation:

Brownies = 4 1/3 batches

Sugar = 1/2 cups

The amount of sugar required to make each batch of brownies is then calculated as

Sugar needed = Sugar/Brownies

Substitute the known values in the above equation, so, we have the following representation

Sugar needed = (1/2)/(4 1/3)

Evaluate

Sugar needed = 3/26

Hence, the amount is 3/26 cups

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Answer: A scale is a ratio of the size of the representation (such as a drawing) to the size of the real-world object being represented. In this case, Patty's drawing uses a scale of 1 inch = 45 feet, and Jamie's drawing uses a scale of 2 inches = 35 feet.

In order to find the side length of Jamie's drawing of one of the side length we need to use a proportion:

Jamie's side length / Patty's side length = Jamie's scale / Patty's scale

So if we know one of the side length of Patty's drawing we can find the side length of Jamie's drawing. Let's assume that the side length of Patty's drawing is x

x / Jamie's side length = 45 / 35

So we can isolate Jamie's side length by multiplying both sides by Jamie's scale of 35ft/2 inches

Jamie's side length = (x*35)/45

This is the length of one side length in Jamie's drawing using the scale of 2 inches = 35 feet. If you don't have the length of one side in patty's drawing you can't find the side length of Jamie's drawing.

Step-by-step explanation:

Answer:

pro tip: crop your screen before you post it....

I think it's B

I did this 2 years ago in middle school

Answer:

Each roll of wallpaper has an area of 90 square feet.

Step-by-step explanation:

In order to find the number of square feet of wallpaper in each roll, we first need to calculate the total area of the wallpaper in the roll. The area is the product of the length and width of the roll.

The width of each roll is 1 yard, and the length of each roll is 10 yards.

Area of the wallpaper = width x length = 1 yard x 10 yards = 10 square yards

Now we need to convert the area from square yards to square feet, as the area of wallpaper is usually measured in square feet.

1 yard = 3 feet

So we need to multiply the area in square yards by the conversion factor, which is 9.

10 square yards = 10 square yard * 9 = 90 square feet

Therefore, each roll of wallpaper has an area of 90 square feet.

It's important to note that while calculating, the units should be consistent i.e area of a length (yard) multiplied with a width(yard) will give the area in square yards, which we converted to square feet by considering the conversion factor of 1 yard = 3 feet.

Answer: To translate the given sentence into an equation, we can start by replacing the words "five times the sum" with the mathematical expression "5(x + 9)". Then, we can replace the word "number" with the variable y, to get:

5(y + 9) = 3

Next, we can distribute the 5 to obtain:

5y + 45 = 3

Finally, we can subtract 45 from both sides to solve for y:

5y = -42

y = -42/5

y = -8.4

Therefore, the equation that represents the given sentence is y = -8.4.

Step-by-step explanation:

The equation will be  [tex]y=40000+16000*x[/tex]

Solve one of the equations for a particular variable. After that, insert that into the other equation and find the variable there. To find the value for the other variable, enter that value into either equation.

Equations come in two varieties: identities and conditional equations. All possible values of the variables result in an identity. Only certain combinations of the variables' values make a conditional equation true. Two expressions joined by the equals symbol ("=") form an equation.

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The best price for her to purchase ice cream is given as follows:

D. $49.60 / five gallon tub.

The best price is obtained applying the proportions in this problem, dividing the price by the volume of the cartoon/tub, in ounces.

For item a, the price per ounce is calculated as follows:

3.99/24 = $0.16625 per ounce.

The ratios for the remaining items are given as follows:

Hence the prices for items b, c and d are given as follows:

Due to the lower cost per ounce, the option D represents the best option for her to purchase ice cream.

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The notation of the limit as a definite integral is given as follows:

[tex]\lim_{n \rightarrow \infty} \sum_{k = 1}^{n} \sqrt{k} \times n^{-\frac{3}{2}} = \int_0^{n^{-\frac{1}{2}}} \sqrt{x} dx[/tex]

The limit for this problem is defined as follows:

[tex]\lim_{n \rightarrow \infty} \sum_{k = 1}^{n} \sqrt{k} \times n^{-\frac{3}{2}}[/tex]

This is a limit of a Riemann sum, hence it can be written as a definite integral according to the rule presented as follows:

[tex]\int_a^b f(x) dx = \lim_{n \rightarrow \infty} \sum_{i = 1}^{n} f(a + \Delta_x i) \Delta_x[/tex]

As the second term is only a factor of n, the Delta is given as follows:

[tex]\Delta_x = n^{-\frac{3}{2}}[/tex]

As the a term does not appear in the function, the value of the coefficient a is given as follows:

a = 0.

The parent function dependent on k is given as follows:

[tex]f(x) = \sqrt{x}[/tex]

The parameter b is obtained as follows:

[tex]\Delta_x = \frac{b - a}{n}[/tex]

[tex]n^{-\frac{3}{2}} = \frac{b}{n}[/tex]

[tex]b = n^{-\frac{1}{2}}[/tex]

(the parameter n is not given).

Hence the definite integral is obtained as follows:

[tex]\int_0^{n^{-\frac{1}{2}}} \sqrt{x} dx[/tex]

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Answer:

Step-by-step explanation:

-1 +2=1

2+2=4

5+1=6

The solution to the inequality is (-∞, 4.05) .An inequality is a relationship that shows a non-equal comparison between two numbers or mathematical expressions.

Both equations and inequalities are mathematical phrases created by connecting two expressions.

The equal sign (=) in an equation denotes that the two expressions are regarded as equal.

In contrast, an inequality indicates that the two phrases are not always equal by using the symbols >,,, or.

Given the inequality:

-3(4 – x) 6 < 9 – 2x

Solving the inequality:

(-12 + 3x)6 < 9 - 2x

-72 + 18x < 9 - 2x

20x < 81

x < 4.05

Therefore the solution to the inequality is (-∞, 4.05)

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Therefore the predicted full rear repair cost would be $1211.576 if y=2060-0.186x is the line of regression of a table of values comparing for front crash repair cost.

When modeling the connection between a scalar answer and one or more explanatory variables in statistics, linear regression is a linear method. Simple linear regression is used when there is only one explanatory variable, while multiple linear regression is used when there are numerous variables.

Physical values known as scalars are unaffected by modifications to the vector space basis. Scalars frequently include units of measurement, such as "10 cm." Scalar quantities include things like mass, space, charge, volume, time, speed, and the overall size of physical vectors.

To predict the full rear repair cost from a full front repair cost of $4594, you would substitute 4594 for x in the equation y = 2060 - 0.186x and solve for y.

y = 2060 - 0.186(4594)

y = 2060 - 848.424

y = 1211.576

So the predicted full rear repair cost would be $1211.576

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Answer:

$1,206

Step-by-step explanation:

The constant term that should be used to complete the square? x2 - 5x + _____ = 7 is 25/4

What is quadratic equation ?

A quadratic equation in the variable x is of the form. ax2 + bx + c = 0, where a, b, c are real numbers and a ≠ 0. • Roots of a quadratic equation : A real number α is said to be a root of the. quadratic equation ax2 + bx + c = 0, if aα2 + bα + c = 0.

Given:

x^2-5x+c=7, the constant term c will be obtained using the formula:

c=(-b/2a)²

The quadratic equation in its generic form is:

ax^2 + bx + c

To complete squares we must add the following term:

(b / 2) ^ 2

The equation is:

ax^ 2 - 5x + k = 7

By completing squares we have:

x ^ 2 - 5x + (-5/2) ^ 2 = 7 + (-5/2) ^ 2

Rewriting:

x ^ 2 - 5x + 6.25 = 7 + 6.25

Hence, A constant term should be used to complete the square is 25/4 or 6.25.

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Answer:

To rewrite the radical expression "the seventh root of x to the thrid power" as an expression with a rational exponent, we need to use the property that allows us to rewrite a root of a power as a power with a rational exponent. This property states that "the nth root of x to the mth power" is equal to "x to the m/nth power".

Using this property, we can rewrite "the seventh root of x to the thrid power" as "x to the 3/7th power". Therefore, the correct answer is "x to the 3/7th power".

The other answer choices are not equivalent to the original expression. "x to the seven thirds power" is not a valid expression because "thirds" is not a unit of measurement. "x^21" is not equivalent to the original expression because the base and exponent are not related in the same way as in the original expression. "x^4" is not equivalent to the original expression because the base is the same but the exponent is not.

Answer: x to the 3/7th power

Step-by-step explanation:

so you dont have to read a essay to get the answer lol

Answer:

D

Step-by-step explanation:

explanation on the other response on ur other question

Her class of 30 pupils can be divided into 10 groups using 5 groups of 2 students and 5 groups of 4 students each.

A circle is created in the plane by each point that is a specific distance from another point (center). Thus, it is a curve made up of points that are separated from one another by a defined distance in the plane. Every pair of points in a circle's closed, two-dimensional plane are evenly spaced apart from the "center." A circular symmetry line is made by drawing a line through the circle.

given

10 groups of 3 students = 30 students :

5 groups of 2 students + 5 groups of 4 students = 30 students : 7 groups of 3 students + 3 groups of 3 students = 30 students

so Her class of 30 pupils can be divided into 10 groups using 5 groups of 2 students and 5 groups of 4 students each.

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Using mathematical operations, the construction worker requires C. 2 pounds of cement to mix 3 pounds of sand.

The basic mathematical operations are subtraction, addition, division, and multiplication.

These mathematical operations combine numbers, variables, mathematical operands, and the equation symbol to solve mathematical problems.

In this situation, we can apply the mathematical operation of multiplication to determine the quantity of cement required for 5 pounds of gravel.

The quantity of gravel per pound of sand = 1²/₃ = 1.667 pounds

For 3 pounds of sand, the quantity of gravel required = 5 pounds (1²/₃ x 3)

The quantity of cement per pound of gravel = ²/₅ pounds or 0.4

For 3 pounds of sand and 5 pounds of gravel, the quantity of cement required = 2 (5 x 0.4) or (5 x ²/₅)

Thus, 2 pounds of cement are needed to mix with 3 pounds of sand and 5 pounds of gravel.

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Answer:

-5/4

Step-by-step explanation:

slope(m)= y2-y1/x2-x1

from the graph 5-0/-2-2

=5/-4

answer = -5/4

The price of a seven minute call direct to New York, in the evening, is given as follows:

$5.82.

The cost of the call is obtained considering the information given in the table, for which the proportions are applied.

We have a direct call, meaning that it is a person-to-person call, thus the flat rate is of $3.00 per minute.

Then the minute proportions, considering that the call happens in the evening, are given as follows:

A seven minute call is composed by six additional minutes after the first, hence the total cost is obtained as follows:

0.38 x 3 + 6 x 0.26 x 3 = $5.82.

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Answer: x = 9

Step-by-step explanation: To find the value of x, we must understand a few things:

- whatever is in lines like | 2x + 4 | means it's the absolute value or positive value of the number.

Now, with that out of the way, I have one more thing to explain.

- whenever trying to find the value of a variable, you need to do inverse operations, so the opposite of adding is subtracting, and the opposite of multiplication is division. Now, let's solve:

22 - 4 = ?

? = 18

18 / 2 = ?

?(x) = 9

Therefore, x = 9

We can check our answer by doing:

| 2(9) + 4 | = 22

2 x 9 = 18

18 + 4 = 22

22 = 22

So, both answers add up, so x = 9

I hope this helps!

Using Continuous compounding in 15.07 months, the bike's value will be less than £1200.

Continuous compounding refers to the process of compounding interest at an infinitely frequent rate. It is a way to figure out how much an asset will depreciate over time or how much an investment will increase.

[tex]A=Pe^{rt}[/tex]

where:

A is the asset's final value

P is its initial value

r is the interest rate (or rate of depreciation in the case of a depreciating asset)

t is the time periods (months, years, etc.)

A= 1200

P= 2550

r= -0.05

We want to find t, so we can rearrange the formula to solve for t:

[tex]t=\frac{log\frac{A}{P}}{r}\\\\t=\frac{log\frac{1200}{2550} }{-0.05} \\ \\t=15.07months[/tex]

In 15.07 month motorbike value will depreciate to less than £1200

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Answer:

$10.80

Step-by-step explanation:

9 times 0.20 equals 1.80

9 + 1.80 = $10.80

Answer:

To show 1214 using place value blocks, you would need at least 4 blocks: one thousand block, two hundred blocks, one ten block, and four ones blocks. If you have fewer than 4 blocks, it is not possible to show 1214 using place value blocks.

If you have exactly 4 blocks, you can show 1214 in only 1 way: using 1 thousand block, 2 hundred blocks, 1 ten block, and 4 ones blocks.

If you have exactly 5 blocks, you can show 1214 in 2 ways: using 1 thousand block, 2 hundred blocks, 1 ten block, and 4 ones blocks, or using 2 thousand blocks, 1 hundred block, 2 ten blocks, and 4 ones blocks.

If you have exactly 6 blocks, you can show 1214 in 3 ways: using 1 thousand block, 2 hundred blocks, 1 ten block, and 4 ones blocks, using 2 thousand blocks, 1 hundred block, 2 ten blocks, and 4 ones blocks, or using 1 thousand block, 1 hundred block, 3 ten blocks, and 4 ones blocks.

Therefore, if you have fewer than 10 place value blocks, you can show 1214 in 3 different ways.

Answer:

Ratios and fractions are connected. A ratio of 3 to 14 is the same thing as 3/14. Multiply 686 by 3/14. You will get 147. That is your amount of zinc. If we simplify 147/686, or 147:686, we get 3:14 confirming our answer.

Answer:

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

Let the amount of zinc be x. Then we have equal ratios:

Solve it for x:

Step-by-step explanation:

as the description says, the higher the ratio the better.

9/10 = 0.9

12/15 = 4/5 = 0.8

so, Tasha has the better batting average, as she has the higher ratio.

9/10 = 27/30

12/15 = 24/30

27/30 is higher than 24/30.

The numeric value of the expression ((2.1)² + 5.2 - 7.2) x 7.1 is given as follows:

17.1.

The expression for this problem is defined as follows:

((2.1)² + 5.2 - 7.2) x 7.1

The precedence of operators follows the PEMDAS acronym, as follows:

Hence the parenthesis takes precedence, thus:

(2.1)² + 5.2 - 7.2.

Then the power takes precedence, thus:

(2.1)² + 5.2 - 7.2 = 4.41 + 5.2 - 7.2

Addition and subtraction can be done in any order, hence:

4.41 + 5.2 - 7.2 = 2.41.

Then the multiplication is given as follows:

2.41 x 7.1 = 17.1.

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The fraction of the original passengers remaining on the bus is 11/21.

A fraction is written in the form of p/q, where q ≠ 0.

Fractions are of two types they are proper fractions in which the numerator is smaller than the denominator and improper fractions where the numerator is greater than the denominator.

Given, A crowded bus makes several stops along a city street, with no passengers boarding the bus at any stop.

.At the 1st stop 1/3 of the passengers exit.

At the 2nd stop, 3/7 of the remaining passengers exit the bus.

Therefore, The fraction of the original passengers who remain on the bus is,

= [(1 - (1×1/3) - (1)×(1/3)×(3/7)].

= [ 1 - (1/3) - (3/21)].

= [ (2/3) - (3/21)].

= [(14 - 3)/21].

= 11/21.

So, 11/21 remains on the bus.

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