Simplify (3x^2y^5)^3

Answer:

  see below

Step-by-step explanation:

You want the ingredient quantities for several different multiples of the basic recipe.

To fill the table, consider what the column heading is as a multiple of the recipe for 12 people. Use that multiplier for the rest of the numbers in the column.

  [tex]\begin{array}{ccccc}\text{12 people}&\times2&\times3&\times\dfrac{1}{3}&\times\dfrac{1}{2\vphantom{g_g}}\\\cline{1-5}1\text{ cup}&2&3&\dfrac{1\vphantom{b^b}}{3\vphantom{g_g}}&\dfrac{1}{2}\\3\text{ cups}&6&9&1&1\dfrac{1}{2}\\2\text{ cups}&4&6&\dfrac{2}{3\vphantom{_g}}&1\\\dfrac{1}{2}\text{ cup}&1&1\dfrac{1}{2}&\dfrac{1}{6}&\dfrac{1\vphantom{^b}}{4\vphantom{_g}}\\1\dfrac{\vphantom{^b}1}{3}&2\dfrac{2}{3}&4&\dfrac{4}{9}&\dfrac{2}{3}\end{array}[/tex]

The volume of the given solid. Bounded by the cylinder y^2+z^2=4 and the planes x=2y, x=0, z=0 in the first octant is 16/3 unit cute

V = ∫ dV

= ∫0→2 ∫ 0→π/2 ∫ 0→ 2·r·sin(φ) [ r ] dzdφdr

Factorize to have

= ∫0→2 ∫ 0→π/2 [ r·2·r·sin(φ) - r·0 ] dφdr

= ∫0→2 ∫ 0→π/2 [ 2·r²·sin(φ) ] dφdr

= ∫0→2 [ -2·r²·cos(π/2) + 2·r²·cos(0) ] dr

= ∫0→2 [ 2·r² ] dr

= (2/3)·2³ - (2/3)·0³

Conclusively, this implies that the volume is = 16/3

In conclusion, the volume of the given solid is 16/3. cubic units

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3/4 > 1/5
6/9 > 2/5
6/7 > 3/10
2/11 < 4/9

Answer:

3/4 > 1/5

6/9 > 2/5

6/7 > 3/10

2/11 < 4/9

Step-by-step explanation:

Manera facil de comparar fracciones:.

3/4    1/5

Multiplica el denominador (numero abajo) de cada fraccion por el numerador de la otra fraccion y escribe el producto arriba del numerador.

El numero mas grande esta arriba de la fraccion mas grande.

5 x 3 = 15 arriba  de 3/5

4 x 1 = 4 arriba de 1/5

Como 15 > 4, 3/4 > 1/5

30      18

6/9    2/5

6/9 > 2/5

 60     21

6/7    3/10

6/7 > 3/10

18       44

2/11   4/9

2/11 < 4/9

Using the addition operation, the number of cups of flour Sasha needs to make both a batch of muffins and a loaf of bread is 2⁵/₁₂ cups.

We can use the addition operation to determine the quantity of flour that Sasha needs.

We add the cups of flour needed for both items to determine the total quantity.

The quantity of flour for making a batch of muffins = 3/4 cups

The quantity of flour for making a loaf of bread = 1²/₃ cups

The total quantity of flour needed for making a batch of muffins and a loaf of bread = 2⁵/₁₂ cups (³/₄ + 1²/₃)

(³/₄ + 1²/₃)

= ³/₄ + ⁵/₃

= (9 + 20)/12

= 29/12

= 2⁵/₁₂

Thus, to make a batch of muffins and a loaf of bread, Sasha needs 2⁵/₁₂ cups of flour.

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The right triangles are congruent by HL theorem.

The triangles having congruent corresponding parts are called congruent triangles.

Given are two right triangles, with equal hypotenuse and one of the bases.

The question is by which theorem do they are congruent,

HL theorem :-

The HL Postulate states that if the hypotenuse and leg of one right triangle are congruent to the hypotenuse and leg of another right triangle, then the two triangles are congruent.

Since, we know that, when two right triangles have congruent hypotenuse and one of their legs are also congruent, then both are congruent by HL theorem of congruence.

Here, both the right triangles are following the condition of the HL theorem.

Hence, the correct option is HL.

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The equation that represent the gross pay is y = 0.12x + 1760. The commission was $10896 and gross pay was $12656

An equation consists of numbers and variables linked together by mathematical operations to form an expression.

A linear equation is in the form:

y = mx + b

Where m is the rate of change and b is the initial value

Let y represent the gross pay for x total sales.

Donald Simmons a $1760 monthly salary plus a 12% commission on merchandise he sells each month, hence:

y = 1760 + 12% of x

y = 0.12x + 1760

Donald's sales were $90,800 for last month. Hence:

a) Commission = 0.12 * $90800 = $10896

b) Gross pay:

y = 10896 + 1760 = $12656

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Answer:

7 cars

11 bikes

Step-by-step explanation:

18 cars would have 72 tires. This is 22 more tires than necessary. If we add a bike, we lose four tires (from the car) and add two (from the bike). This means we lose two tires. 22/2 is 11 so it would be 11 bikes and 7 cars.

11 bikes = 22 tires

7 cars = 28 tires

22+28=50 tires

please help!!! HURRY!!

Answer:

look below!

Step-by-step explanation:

To get the vertex for an equation your best bet is to convert the form into vertex form,which is y=a(x−h)+k . In vertex form (h,k) is the vertex

Part A

Reason:

Divide the side lengths of B over A to get B/A = 3/5. The order is important. The fraction 3/5 is smaller than 1 to indicate a size reduction. There are no units involved with the scale factor.

=========================================

Part B

Reason:

The linear scale factor is 3/5. The area scale factor is (3/5)^2 = 9/25. It means if figure A had area 25, then figure B would have area 9.

Let's use that idea to set up the following:

(area of figure B)/(area of figure A) = 9/25

B/A = 9/25

x/15 = 9/25

25x = 15*9

25x = 135

x = 135/25

x = 5.4 represents the area of figure B

The given statement “if the slope of a line is 3, then the slope of a parallel line is 4” is false because parallel lines have equal slopes

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

Slope of a line = 3

The equation of a line can be represented as

y = mx + c

Where

Slope = m

By comparing the equations, we have the following

m = 3

This means that the slope is 3

The slopes of parallel lines are equal

This means that the slope of the other line is 3

Hence, the statement is false

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The total number of students in the student body is 110.

Percentage is the ratio of an amount expressed as a number out of 100. The sign that is used to represent percentage is %.

In order to convert a number to percentage, multiply the number by 100. Percentage is a measure of frequency.

In order to determine the total number of students in the student body, divide the number of students that watch TV everyday by the given percentage.

Number of students in the student body = number of students that watch TV everyday / percentage

88 / 80%

= 88 / 0.8 = 110

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The angle of elevation of the fly's flight path is approximately 57.74 degrees.

In a right triangle, the hypotenuse is the side opposite the right angle. It is always the longest side of the triangle and is the side opposite to the 90 degrees angle. It is also the side that forms the "hypotenuse" of the right triangle.

The Pythagorean theorem is a fundamental result in Euclidean geometry that states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. It can be written as c^2 = a^2 + b^2, where a and b are the legs of the triangle and c is the hypotenuse. This theorem can be used to find the length of the hypotenuse of a right triangle when the lengths of the other two sides are known.

Let's call the angle we're trying to find "theta". The horizontal distance is 30 feet, the vertical distance is 32 feet and the height is 9 feet.

Using pythagorean theorem:

$c^2 = a^2 + b^2$

$c = \sqrt{30^2 + 32^2}$ = $\sqrt{900 + 1024}$ = $\sqrt{1924}$

Now we can use the tangent function:

$\tan(\theta) = \frac{opposite}{adjacent} = \frac{32}{30}$

Now we can find the angle, theta, by using the inverse tangent function:

$\theta = \tan^{-1}(\frac{32}{30})$

The angle of elevation of the fly's flight path is approximately 57.74 degrees.

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Answer:

1/30 of a mile per minute.

Step-by-step explanation:

8/4 = 2 miles per hour.

2/60 = 1/30 of a mile per minute.

Answer:

sq root of 21=7

Step-by-step explanation:

we need to use Pythagoras theorem

so distance(isa-jul)^2 +distance(ele-jul)^2= distance(isa-ele)^2

now just do the square root and there you go.

Answer:

6 is the missing number

Step-by-step explanation:

Solve what is inside of the parenthesis, then evaluate.

N x (8) = (30) + (18)

8N = 48

Solve for N.

N = 48/8

N = 6

Answer:

27:-3×9

51:-3×17

In 27 and 51 the common one is 3 and hence it is the greatest common factor.✓✓

if you want smallest or lowest common factor then you have to take the common 3 as one and multiply like this:-3×9×17=459 is the Lowest common factor.

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Analysing the given figures of the triangles ABC and A'B'C' , the required transformation for changing the traingle ABC to A'B'C' is the translation.

In a two-dimensional space, a translation transformation can be represented by a matrix of the form [1 0 Tx], [0 1 Ty], where Tx and Ty are the horizontal and vertical translation values, respectively. The matrix shows the movement of an object in the x and y directions, with Tx representing the horizontal shift and Ty representing the vertical shift.

A translation transformation moves an object from one position to another without changing its size or orientation. The shape and size of the object remain the same, but its position changes. The object is moved along a specific direction by a certain distance, and the position of the object within a coordinate system is changed. The effect of a translation can be visualized as sliding an object along a surface, while keeping its orientation and size unchanged.

As we can see from the given graph that the traingle ABC has moved straight downward without any changes in the orientation and the size of the traingle while being transformed to traingle A'B'C', Hence the transformation is translation transformation.

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The probability of tossing 3 heads in a row is P = 0.125, and after that, because the events are independent, the probability of getting heads (or tails) still is p = 0.5

Assuming that we have a fair coin, we assume that both outcomes have the same probability, so:

P(tails) = 0.5

P(heads) = 0.5

Then the probability of getting heads 3 times in a row, is the product of the probability of getting heads 3 times, this will be:

P(3 heads) = 0.5*0.5*0.5

P(3 heads) = 0.5^3

P(3 heads) =  0.125

Now, after this point, what is the probability of getting heads or tails?

Remember that each toss of the coin is independent of the previous one, so the probability of getting tails still is 0,5, and the same for the probability of getting heads.

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Square root functions are in the shape of a parabola, like a giant U, while cube root functions are more wide and swiggly, like a stretched out S.

Function, in mathematics, an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable.

Here, given that,

we have to say that, How is the general shape of a cube root function different from the shape of a square root function.

Now, we get,

Square root functions are in the shape of a parabola, like a giant U, while cube root functions are more wide and swiggly, like a stretched out S.

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The real property of 3 x (5 + 1) = (3 x 5) + (3x1) is the distributive property

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

3 x (5 + 1) = (3 x 5) + (3x1)

The distributive property of algebra states that

x * (a + b) = x * a + x * b

This means that

x = 3

a = 5 and b = 1

By comparison, we can conclude that the property is the distributive property

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The conditions of the line to be intersecting, parallel, and coincident are explained below.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

The types of lines are as follows:

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Answer:

Shop B

Step-by-step explanation:

First, find the number of scarves that Shop A sold: 15% of 120 scarves is 15/100 * 120 scarves = 18 scarves.

Then, find the number of scarves that Shop B sold: an eighth of 152 scarves is 152/8 = 152/8 = 19 scarves.

Since 18 scarves is less than 19 scarves, Shop B sold more scarves.

Answer:

Ah and mc are parallel segments

Answer: The statement you've provided describes the economic concept of elasticity. Elasticity is a measure of how responsive the quantity demanded or supplied of a good or service is to a change in its price. It measures the responsiveness of the consumers' and producers' behaviors to changes in price, in other words, how sensitive the consumers or producers are to changes in the good or service prices.

There are different types of elasticity, such as price elasticity of demand and price elasticity of supply. Price elasticity of demand measures how much the quantity demanded of a good changes in response to a change in its price. If a good has a high price elasticity of demand, then a small change in its price will result in a large change in the quantity demanded of the good. On the other hand, price elasticity of supply measures how much the quantity supplied of a good changes in response to a change in its price. A good with a high price elasticity of supply will see a large increase in the quantity supplied in response to a small price increase.

Elasticity is a very important concept in economics because it helps to understand how consumers and producers will react to changes in prices and how it would affect the overall economy.

Step-by-step explanation:

By taking a quotient, we will see that each cheetah has around 51 acres for itself.

If we assume that the cheetahs are evenly distributed along the whole area, then the number of acres that each cheetah has to itself is equal to the quotient between the total area, and the total number of cheetahs.

There are 969 acres and 19 cheetahs, then the quotient is:

969/19 = 51

That is the number of acres that each cheetah has for itself.

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Each nested cart add to the length of the row is 1.5 feet long.

The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.

Given that, the store measured a row of 13 nested carts to be 23.5 feet long, and a row of 18 nested carts to be 31 feet long.

Each row has a starting cart that is 4 feet long, and the nested carts are next to it.  

It is measured that a row of 13 nested carts has a length of 23.5 feet.

Therefore, the original length of 13 nested carts is (23.5 - 4) = 19.5 feet.

So, each nested cart add to the length of the row 19.5/13 =1.5 feet

Again, a row of 18 nested carts to be 31 feet long.

Therefore, the actual added length of 18 nested carts is (31 - 4) = 27 feet.

So, each nested cart add to the length of the row 27/18 =1.5 feet

Therefore, each nested cart add to the length of the row is 1.5 feet long.

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"Your question is incomplete, probably the complete question/missing part is:"

A store is designing the space for rows of nested shopping carts. Each row has a starting cart that is 4 feet long, followed by the nested carts (so 0 nested carts means there's just the starting cart). The store measured a row of 13 nested carts to be 23.5 feet long, and a row of 18 nested carts to be 31 feet long.

How much does each nested cart add to the length of the row?

Tim worked for a total of 7 and half hours on Monday and earned $56.25 gross pay.

Prior to payroll deductions, earned wages are referred to as gross pay. Employers utilize this amount—$60,000 per year or $25 per hour—when talking to employees about pay. Additionally, the federal and state income tax brackets sometimes refer to gross salary.

The amount of pay that employees get after payroll deductions varies; some may be optional, while others may be required.

Given, On Monday of his time card Tim clocked in at 8:15 am and clocked out at 4:15 pm.

So, The total number of hours she worked is 8 hours, 8:15 to 12:15 is 4 hours, and another four hours.

Also given the time he took for lunch is half an hour.

Therefore, The total hour he worked is 7:30 hours.

He earns $7.5 per hour so his gross pay for Monday is $(7.5×7.5).

= $56.25.

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On solving the provided question, we cans ay that - in given inequality equation to -7 < x < -2; -2 < x < 3

A connection between two expressions or values that is not equal in mathematics is referred to as an inequality. Inequality results from an imbalance, thus. In mathematics, an inequality establishes the relationship between two values that are not equal. Egality is not the same as inequality. Use the not equal symbol () in most cases when two values are not equal. To contrast values, whether they are tiny or huge, different inequalities are employed. By adjusting both sides until just the variables are left, you may eliminate many straightforward inequalities. However, several factors cause inequality: Divide or add negative values on both sides. Switch the left and right.

-7 < x < -2

-2 < x < 3

and 3 > x > 8

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