Find the volume of a box with a length of 5 cm, a width of 5 cm, and a height of 10 cm.
V= cm3 ​

6(x-3)=3x+9

6x-18=3x+9

6x-3x=18+9

3x=27

x=27 ÷3

x=9

Hope this will help you

The solution is x = 9, which is an option (B).

Any mathematical statement that includes numbers, variables, and an arithmetic operation between them is known as an expression or algebraic expression. In the phrase 4m + 5, for instance, the terms 4m and 5 are separated from the variable m by the arithmetic sign +.

Let's simplify the equation by distributing 6 on the left-hand side:

6x - 18 = 3x + 9

Now, let's isolate the x terms on one side and the constant terms on the other side:

6x - 3x = 9 + 18

3x = 27

x = 9

Therefore, the solution to the equation 6(x - 3) = 3x + 9 is x = 9, which is option B.

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Cost of goods sold (COGS) is an important accounting calculation that measures the costs associated with selling a company’s goods or services. Therefore, the cost of goods sold for the month ended is $600.

Cost of Goods Sold (COGS) is a measure of the cost of goods sold during the accounting period. It is calculated by subtracting the beginning inventory from the cost of goods purchased during the accounting period and then adding the ending inventory. For Dig the Dogs, Inc., the cost of goods sold for the month ended is calculated as follows: Beginning Inventory = 0 Cost of Goods Purchased = $900 Ending Inventory = $300 .COGS = Beginning Inventory + Cost of Goods Purchased - Ending Inventory  = 0 + 900 - 300   = $600 Therefore, the cost of goods sold for the month ended is $600.

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The diameter of the circle with the circle equation (x+8)² + (y+4)² = 256 is 32 units

The equation of the circle is given as:

(x+8)² + (y+4)² = 256

As a general rule, a circle equation is represented as:

(x - a)² + (y - b)² = r²

Where r is the radius.

By comparing both equations, we have:

r² = 256

Take the square roots of both sides

r = 16

Multiply by 2 to get the diameter

d = 32

Hence, the diameter of the circle is 32 units

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The confidence associated with an interval estimate is called the confidence level.

When making an interval estimate, such as estimating a population parameter based on a sample, it is important to provide an indication of the level of confidence we have in the estimate. The confidence level represents the probability or level of certainty that the true population parameter falls within the calculated interval.

For example, if we calculate a 95% confidence interval for the mean height of a population, it means that we are 95% confident that the true population mean height lies within that interval. This implies that if we were to repeat the sampling and interval estimation process multiple times, approximately 95% of the intervals would contain the true population parameter.

The confidence level is typically expressed as a percentage, such as 90%, 95%, or 99%. A higher confidence level indicates a greater level of certainty in the interval estimate but also results in a wider interval.

In summary, the confidence level associated with an interval estimate represents the level of confidence or probability that the interval contains the true population parameter.

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Answer:

you have to solve the system:

1)W=L-6

2)W*L=72

so (L-6)*L=72

L^2-6L-72=0

(L-12)*(L+6)=0

so the answers for L are 12 and -6,but we only consider 12 cause there can't be -6miles. so L=12

and W=12-6, so W=6.

Answer:

Width = 6mi

Length = 12mi

Step-by-step explanation:

Let's say our length = x

Since the width is 6 miles less than the length, width = x - 6

The area of rectangle is width x length so just substitute your values

(x - 6)(x) = 72

therefore: x^2 - 6x = 72

*subtract 72 to form a quadratic equation

x^2 - 6x - 72 = 0

*solve by factorising

(x+6)(x-12) = 0

therefore x = -6 or 12

Since you can't have a negative length, x = 12

thus, our length is 12mi

To find the width, just subtract 6 which = 6mi

So: length = 12mi and width = 6mi

the angle between 0 and 2π that is coterminal with 17π/4 is π/4.

To find the angle between 0 and 2π that is coterminal with 17π/4, we need to find an equivalent angle within that range.

Coterminal angles are angles that have the same initial and terminal sides but differ by a multiple of 2π.

To determine the coterminal angle with 17π/4, we can subtract or add multiples of 2π until we obtain an angle within the range of 0 to 2π.

Starting with 17π/4, we can subtract 4π to bring it within the range:

17π/4 - 4π = π/4

The angle π/4 is between 0 and 2π and is coterminal with 17π/4.

what is equivalent'?

In mathematics, the term "equivalent" is used to describe two things that have the same value, meaning, or effect. When two mathematical expressions, equations, or statements are equivalent, it means that they are interchangeable and represent the same mathematical concept or relationship.

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1. Variable manufacturing overhead rate variance

The formula Actual Hours × (Actual Rate - Standard Rate) is used to calculate the variable manufacturing overhead rate variance. This variance measures the difference between the actual variable manufacturing overhead cost incurred and the standard variable manufacturing overhead cost that should have been incurred, based on the standard rate per hour.

Variable manufacturing overhead rate variance = Actual Hours × (Actual Rate - Standard Rate)

The variable manufacturing overhead rate variance provides insight into how efficiently a company is utilizing its variable manufacturing overhead resources in terms of the rate per hour. A positive variance indicates that the actual rate paid per hour for variable manufacturing overhead was higher than the standard rate, resulting in higher costs. On the other hand, a negative variance suggests that the actual rate paid per hour was lower than the standard rate, leading to cost savings.

By analyzing this variance, management can identify areas where the company may be overspending or underspending on variable manufacturing overhead and take corrective actions accordingly, such as renegotiating supplier contracts or optimizing resource allocation.

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Answer:

Step-by-step explanation:

44% Lad

The solution to the logarithm equation is log5(2x-7) = 0 is x = 4.

What is logarithm ?

A logarithm is a mathematical function that represents the exponent to which a fixed number, called the base, must be raised to produce a given value. In other words, a logarithm is the inverse operation of exponentiation.

For example, if we have the equation \(10^3 = 1000\), the logarithm of 1000 with base 10 is 3, because \(10^3 = 1000\). Similarly, the logarithm of 8 with base 2 is 3, because \(2^3 = 8.\)

According to the question:

To solve for x in the equation:

log5(2x-7) = 0

We can use the definition of logarithms which states that log_b(x) = y is equivalent to \(b^y = x.\)

Applying this to the given equation, we get:

\(5^0 = 2x - 7\)

\(1 = 2x - 7\)

\(2x = 8\)

\(x = 4\)

Therefore, the solution to the equation is log5(2x-7) = 0 is x = 4.

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We use the format (x, y) to write the coordinates in format XY. Coordinates XY is a coordinate that use in Cartesian coordinate.

What is Cartesian coordinate?

Cartesian coordinate is system to draw a specific location of an unique point in the numerical condition that oriented in the two constant line where the vertical line called ordinate or Y and the horizontal line called abscess or X. The Cartesian coordinate commonly use in architecture or  a design of a certain object that has a certain dilate with its original plan. This design later is use to control the construction process of the original object.

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Both angles are found using vertically opposite angles.

Let's review an example of vertically opposite angles to help you understand the concept of vertically opposite angles.

~Refer to image~

In this image, ∠2 and ∠4 must be equal because they are opposite to each other. If they are opposite to each other, they are an example of vertically opposite angles. The same is with ∠1 and ∠3.

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Using relations in a right triangle, it is found that the approximate angle made by the stairway with the ground is given by:

D. 43.76.

The relations in a right triangle are given as follows:

This situation can be modeled by a right triangle described as follows:

Hence the angle is found as follows:

\(\cos{\theta} = \frac{13}{18}\)

\(\theta = \arccos{\left(\frac{13}{18}\right)}\)

\(\theta = 43.76^\circ\)

Hence option D is correct.

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Answer:

46.24

Step-by-step explanation:

:)

Answer:

9 dimes, 15 nickels

Step-by-step explanation:

Let n= number of nickels and d=number of dimes.

.05n + .10d = 1.65

n = 6 + d

.05(6 + d) + .10d = 1.65

.30 + .05d + .10d = 1.65

.30 + .15d = 1.65

.15d = 1.35

d = 9, n = 15

.10(9) + .05(15) = .90 + .75 = 1.65

Answer:

multiply all of them by 2.5

Answer:

GIVE ME BRAINLIEST

Step-by-step explanation:

The value of fog(x) is 35x - 1.

To find fog(x), we need to substitute g(x) into f(x) wherever we see x in f(x).

So,

fog(x) = f(g(x)) = f(7x + 1)

Now, substitute g(x) = 7x + 1 into f(x) = 5x - 6:

f(g(x)) = 5(7x + 1) - 6

Simplifying:

fog(x) = 35x - 1

Therefore, fog(x) = 35x - 1.

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Complete question:

f(x) = 5x-6, g(x) = 7x + 1 find fog(x).

Answer:

The correct option is B

The area of the composite figure is 34.5 sq. units

Explanation:

The area of the composite figure is the sum of the areas of each shape.

That is:

Area of triangle + Area of square + Area of trapezoid

Area of triangle = 1/2 (base)(height)

= 1/2 (3)(2)

= 3

Area of square = l^2

= 3^2

= 9

Area of trapezoid = 5[4 + (3 + 1 + 1)]/2

= 5(9)/2

= 22.5

Area of figure = 3 + 9 + 22.5

= 34.5

The given statement "The classical model of decision making assumes that managers have all of the information they need in order to make the optimum decision." is false because it is not necessary that they have all information.

The classical decision-making model assumes that managers have access to all the relevant information, but it does not necessarily assume that they have all the information they need to make the optimum decision.

The model also assumes that the decision-maker is rational and logical, able to identify and evaluate all alternatives and select the best one based on a careful analysis of the pros and cons of each option. However, in practice, managers may not have access to all the information they need, or they may be influenced by biases or external pressures that can lead to suboptimal decision-making.

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The intercepts of y=2(x−7)(x+2) are x = 7 and x = -2 and the standard form is y = 2x^2 - 10x - 28

The function is given as

y=2(x−7)(x+2)

Set the function to 0

2(x−7)(x+2) = 0

Divide by 2

(x−7)(x+2) = 0

Expand

x - 7 = 0 or x + 2 = 0

Solve for x

x = 7 or x = -2

This means that the intercepts of y=2(x−7)(x+2) are x = 7 and x = -2

Also, we have:

y=2(x−7)(x+2)

Expand

y = 2(x^2 - 7x + 2x - 14)

Further, expand

y = 2x^2 - 10x - 28

Hence, the standard form is y = 2x^2 - 10x - 28

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\(\large\bf{\underline{We\:have\:to\:find:-}}\)

\(\large\bf{\underline{To \:find\:the\:value\:of\:x}}\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(⟹4x + 12 = 8\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(⟹4x = 8 - 12\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(⟹4x = - 4\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(⟹x = \frac{ - 4}{4} \)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(⟹x = - 1\)

\(\large\bf{\underline{Putting\:the\:value\:of\:x\:in\:2x+7}}\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(=2x + 7\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(=2( - 1) + 7\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(= - 2 + 7\)

‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎‎‎ ‎ ‎\(= 5\)

__________________________________________

\(\large\bf{\underline{Hence}}\)

\(\huge{2x + 7}\)

\(\huge{=5}\)

Answer:

true

Step-by-step explanation:

the beans came first so that's why 2 comes before one its about the order  of which it was stated.

The number -14/11 belongs to the set of rational numbers.

The set of rational numbers includes all numbers that can be expressed as a fraction, where the numerator and denominator are integers. In this case, the number -14/11 can be written as a fraction with -14 as the numerator and 11 as the denominator. Since both -14 and 11 are integers, -14/11 is a rational number. Rational numbers can be positive or negative and can include whole numbers, integers, and fractions. It's important to note that not all numbers belong to the set of rational numbers. For example, irrational numbers such as the square root of 2 or pi cannot be expressed as fractions. However, in the case of -14/11, it can be expressed as a fraction, making it a rational number.

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The angle of incline, of the target θ = 14.036.

The angle of elevation or depression can be calculated using the following formula: t a n = O A, where A is the horizontal distance between the observer and the point and O is the length of the side opposite the angle of elevation or depression, or the object's perpendicular distance from the horizontal line.

To calculate the slope percentage, multiply the result by 100 after dividing the height difference between two points by their separation. The rise is the height difference between two locations. The distance between the locations is known as the run. The result is that (rise / run) x 100 is equal to the percent slope.

Given,

the height of triangle = 12in

base of triangle = 48 in

tan θ = perpendicular / base

tanθ = 12/48

θ = tan ⁻¹( 12/48)

θ = 14.036

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Complete question -

Answer: 3 equations

Step-by-step explanation:

The 4th one doesn’t work for both pairs.

1st : 3 - 7 = -4 | 5 x 2 = 10 5 x 4 = 20

10 - 20 = -10.  

-4 does not equal -10

2nd equation : -7 - 7 = -14  

5 x 4 = 20| 5 x 4 = 20 20 - 20 = 0

-14 does not equal 0

The only one equation that represents the line passing through both points is y = -x + 5. which is the correct answer that would be an option (D).

The equation is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are equal.

To determine the number of the given equations representing the line passing through the points (2,3) and (4,-7), you can substitute the coordinates of these points into the equations and see if they are satisfied.

If an equation is satisfied by both points, then the line described by that equation passes through both points.

Here are the given equations:

A. y = 3x + 5

B. y = -7x + 1

C. y = x + 1

D. y = -x + 5

E. y = -1/3x + 1

Substituting the coordinates of the point (2,3) into each of these equations, we find that equations A, C, and D are satisfied by this point.

Substituting the coordinates of the point (4,-7) into each of these equations, we find that equations B and D are satisfied by this point.

Therefore, the only one equation that represents the line passing through both points is D. Thus, the answer is 1.

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The question seems to be incomplete the correct question would be

how many of the equations listed below represent the line passing through both points (2,3) and (4,-7).

A. y = 3x + 5

B. y = -7x + 1

C. y = x + 1

D. y = -x + 5

E. y = -1/3x + 1

The initial height of the ball is the y-intercept of the function. The initial height she threw the ball from was 35.

Quadratic equations are the polynomial equations of degree 2 in one variable of type f(x) = ax² + bx + c = 0 where a, b, c, ∈ R and a ≠ 0. It is the general form of a quadratic equation where 'a' is called the leading coefficient, and 'c' is called the absolute term of f (x).

The function is as follows:

h(x) = -16x² + 3x + 35

Substitute the value of x = 0.

So, we have:

h(0) = -16(0)² + 3(0) + 35

Evaluate the exponent

h(0) = -16(0) + 3(0) + 35

Evaluate the products

h(0) = 0 + 0 + 35

Evaluate the sum

h(0) = 35

Hence, the initial height she threw the ball from was 35.

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1) In this Sequence, let's rewrite it to better see it.

If we subtract we see

There are ²⁰С₁₀ × 10!  × 10! ways to divide the class and line up the groups.

Number of students in the class = 20

Selection of group one = ²⁰С₁₀ ways

Selection of group two = 1 way

Number of ways to arrange 10 students in a group = 10!

So, Total number of ways = ²⁰С₁₀ × 10!  × 10! ways.

Hence there are  ²⁰С₁₀  × 10!  × 10! ways to divide the class and line up the groups.

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The player would have to do 93.5 joules of work on the 4-oz ball to hit it at 91 mph in the racket sport.

Doing this requires knowing the kinetic energy of the ball the player hit

The kinetic energy of an object is given by the formula

KE = (1/2)\(mv^2\)

where

m is the mass of the object,

v is its velocity, and

KE is the kinetic energy.

Given parameters

mass of the ball = 4 oz, which is equivalent to 0.113 kg.

velocity of the ball = 91 mph, which is equivalent to 40.67 m/s.

substituting the values in the fomular

KE1 = \((1/2)mv1^2\)

=\((1/2)(0.113)(40.67)^2\)

≈ 93.5 joules

Assuming that the ball comes to a complete stop when it is returned by the opponent, its final velocity is zero.

Thus, the final kinetic energy of the ball is 0.

The change in kinetic energy of the ball ;

ΔKE = KE2 - KE1 = 0 - 93.5 ≈ -93.5 joules

Remember, the work-energy principle states that the work done on an object is equal to the change in its kinetic energy,

the work done by the player on the ball is:

W = -ΔKE = 93.5 joules

Therefore, the player would do 93.5 joules of work on the 4-oz ball to hit it at 91 mph in the racket sport.

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Answer:

b = sp

Step-by-step explanation:

box = seeds per packet

The given relation can be used to find the total number of seeds in box b, using the equation b = sp. Hence, 3rd option is the right choice.

Equations are relations shown between two equal algebraic expressions.

We are given a box of sunflower seeds, containing p packets of seeds, each of which contains s number of seeds.

We are asked to write an equation that can be used to find the total number of seeds in the box, b.

We know that the box contains p packets of seeds.

In 1 packet we have s number of seeds.

∴ In p packets, we will have an s*p number of seeds or sp seeds.

Since the box contains p packets and the total number of seeds in the box is b, then we can say that

b = the number of seeds in p packets

or, b = sp, which is the required equation.

∴ The given relation can be used to find the total number of seeds in box b, using the equation b = sp. Hence, 3rd option is the right choice.

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