one cubic foot will hold 7.5 gallons of water. a rectangle-shaped tank is 10 feet by 8 feet by 8 feet. how many gallons of water will this tank hold?

If a salmon eats (3/2) kilograms of krill in one week, then it will eat (9/2) kilograms in 3 weeks, calculated by simple multiplication.

As per the question statement, a salmon fish eats 3/2 kilograms of krill in one week.

We are required to calculate the amount of krill, the fish will eat in three weeks based on the above rate.

To solve this question, we simply need to multiply the amount of krill the fish eats in a week, with the number of weeks concerned, to obtain our desired answer, that is,

[(3/2) * 3] = (9/2)

Hence, If a salmon eats (3/2) kilograms of krill in one week, then it will eat (9/2) kilograms in 3 weeks.

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It would take Jimbo 24 minutes to solve a 3-variable substitution problem alone.

Let's assume that Jimbo takes x minutes to solve a 3-variable substitution problem alone.

We know that Jimmy takes 8 minutes to solve the same problem alone, so his work rate is 1/8 of the problem solved per minute.

Together, Jimbo and Jim Bob can solve the same problem in 6 minutes. This means that their combined work rate is 1/6 of the problem solved per minute.

We can set up the following equation to represent the work rates:

1/8 + 1/x = 1/6

To solve for x, we can multiply both sides of the equation by 24x:

3x + 24 = 4x

x = 24

Therefore, it would take Jimbo 24 minutes to solve a 3-variable substitution problem alone.

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Unit price = total price / quantity

Unit price = 45.50 / 10

Unit price = $4.55

Answer:

$4.55 because I look it up

The approximate length of the actual object is 1465 ft, which is closest to option D.

The ratio of the scale of an original thing to a new object that is a representation of it but of a different size is known as a scale factor (bigger or smaller).

First, let's convert the length of the model from millimeters to inches:

372.5 mm = 372.5/10 cm = 37.25/2.54 in ≈ 14.65 in

Next, we can use the scale of the model to find the length of the actual object in feet:

0.5 in. = 50 ft.

So, 1 in. = 100 ft.

Therefore, the length of the actual object in feet is:

14.65 in x (100 ft/in) = 1465 ft

Therefore, the closest length is 1467 feet.

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Answer:

94cm

Step-by-step explanation:

length= area/width

= 7614/81

= 94cm

Answer:

Solution is in the attached photo.

Step-by-step explanation:

This question tests on the concept of fractions.

The student earned a total of 6 points by correctly using definite integrals to find f(-2) and f(2), identifying the critical values and absolute minimum value of f(x) and finding f''(-5).

The student earned a total of 6 points in the problem. They earned 3 points in for using an appropriate definite integral to find f(-2), and another point for using a definite integral to find f(2). They did not earn any points.

In next part, they earned 2 points for identifying where f'(x) = 0, and identifying the absolute minimum value of f(x) at x=2. In part (d), they earned 1 point for finding f''(-5), but did not earn the second point due to a contradiction in their reasoning about the differentiability of f(x) at x=3.

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Answer:

think in 3 weeks he have to be 36

72 = 3x + 6 equation represents if each pie was then cut into six pieces and sold. There were a total of 72 pieces to sell.

In mathematics, an equation is an expression or a statement that consists of two algebraic expressions that have the same value and are separated from one another by the equal symbol. It is an otherwise stated proposition that has been mathematically quantified. There are numerous possible equation types. To equate two expressions, we employ equations.

Given,

The Cooking Club made some pies to sell during lunch to raise money for a field trip. The cafeteria helped by donating three pies to the club.

Each pie was then cut into six pieces and sold.

There were a total of 72 pieces to sell.

Equation representing this equation is:

72 = 3x + 6

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The most precise name for quadrilateral ABCD with vertices A(-2, 4), B(5, 6), C 12, 4), D(5,2) is A. parallelogram.

The most precise name for quadrilateral ABCD with vertices A(4, 4), B(5, 8), C (8, 8), D (8,5) is A. kite

Since the lengths of all sides are equal and the opposite sides are parallel, because the slopes of two parallel lines are equal. Therefore, ABCD is a parallelogram because opposite sides are parallel and congruent.

Also, since, the two disjoint pairs of consecutive sides are congruent as AB=DA and BC=CD. Thus, by definition of kite, that Two disjoint pairs of consecutive sides are congruent, the given quadrilateral is a kite.

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The expression 3z^2 - 27 can be simplified by factoring out the greatest common factor (GCF), which is 3:

3z^2 - 27 = 3(z^2 - 9)

Now, we can simplify the expression further by recognizing that the term inside the parentheses is the difference of squares, which can be factored as:

z^2 - 9 = (z + 3)(z - 3)

Substituting this back into our original expression, we get:

3z^2 - 27 = 3(z^2 - 9) = 3(z + 3)(z - 3)

Therefore, the simplified form of the expression 3z^2 - 27 is 3(z + 3)(z - 3).

Answer:

If the city can build new roads, then it raised the sales tax to 10%. If the city raised the sales tax to 10%, then it can build new roads.

Step-by-step explanation:

Answer: 60 shirts.

Step-by-step explanation: Camila: 40/hr Evelyn: 20/hr

20 + 40 = 60

Answer:

The yarn used by h number of hats and The yarn used by s number of scarf. hence, the system of equations which represents the situation are:

(1) h+8=20

(2) 4xh=1

Step-by-step explanation:

A p-value less than 0.05 is significant because it indicates a correlation between two variables, and a low probability that the result is due to chance.

P-values are used in hypothesis testing to determine whether the results from the data analysis are statistically significant.

Generally, a p-value of less than 0.05 is accepted as indicating statistical significance, meaning that the results are likely not due to chance and are instead caused by an underlying relationship between the two variables.

This allows researchers to make inferences about the data and draw conclusions from it. Furthermore, the lower the p-value, the stronger the correlation between the two variables.

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Answer:

slope = \(\frac{2}{7}\)

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 )

y = \(\frac{2}{7}\) x + \(\frac{3}{4}\) ← is in slope- intercept form

with slope m = \(\frac{2}{7}\)

The value of the equation is P ( x ) = 60 + 2.50x , where x is the number of computers sold

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the number of computers sold be represented as x

Now , the equation will be

Now , the total pay Ian received be represented as P ( x )

Let the base pay of Ian be = $ 60

The commission amount for selling one computer = $ 2.50

So , the commission amount for selling x computers = 2.50 ( x )

Substituting the values in the equation , we get

P ( x ) = base pay of Ian + commission amount for selling x computers

P ( x ) = 60 + 2.50x   be equation (1)

Now , when x = 0

On simplifying the equation , we get

P ( 0 ) = $ 60

when x = 1

On simplifying the equation , we get

P ( 1 ) = $ 60 + $ 2.50 ( 1 )

P ( 1 ) = $ 62.50

when x = 2

On simplifying the equation , we get

P ( 2 ) = $ 60 + $ 2.50 ( 2 )

P ( 2 ) = $ 60 + $ 5

P ( 2 ) = $ 65.00

when x = 3

On simplifying the equation , we get

P ( 3 ) = $ 60 + $ 2.50 ( 3 )

P ( 3 ) = $ 60 + $ 7.50

P ( 3 ) = $ 67.50

Hence , the equation is P ( x ) = 60 + 2.50x

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The surface area and the volume of each solid are listed below:

Case 23

A = 216 + 153√3 cm² = 481 cm², V = 324√3 cm³ = 561.18 cm³

Case 13

A = 575π m² = 1806.42 m², V = 4000π / 3 m³ = 4188.79  m³

In this problem we must determine the surface area and the volume of each of the two solids, the following area and volume formulas are listed below:

Triangles

A = 0.5 · w · h

Rectangle

A = w · h

Circle

A = π · r²

Surface of a hemisphere

A = 2π · r²

Surface of the inclined section of a cone

A = π · r · l

Lateral surface of a cylinder

A = 2π · r · l

Volume of a prism

V = A' · l

Volume of a hemisphere

V = (2π / 3) · r³

Volume of a pyramid

V = (1 / 3) · A' · l

Where:

Now we proceed to determine the surface area and the volume of each solid:

Case 23

Surface area

A = (9 cm) · (8 cm) + (9√3 cm) · (8 cm) + (18 cm) · (8 cm) + (9 cm) · (9√3 cm)

A = 72 cm² + 72√3 cm² + 144 cm² + 81√3 cm²

A = 216 + 153√3 cm²

A = 481 cm²

V = 0.5 · (9 cm) · (9√3 cm) · (8 cm)

V = 324√3 cm³

V = 561.18 cm³

Case 13

Surface area

A = 2π · (5 m)² + 2π · (5 m) · (45 m) + π · (5 m) · (15 m)

A = 575π m²

A = 1806.42 m²

Volume

V = (2π / 3) · (5 m)³ + π · (5 m)² · (45 m) + (π / 3) · (5 m)² · (15 m)

V = 4000π / 3 m³

V = 4188.79  m³

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9514 1404 393

Answer:

  more than half are being used

Step-by-step explanation:

Perhaps easiest to understand is the most straightforward: figure the total number of seats and the number of seats being used. Check to see if that is more than half.

The 1 first-class carriage has usage of ...

  (3/8)(64 seats) = 24 seats.

The 6 standard carriages have usage of ...

  (7/13)(6 · 78 seats) = 252 seats.

The total number of seats used is ...

  24 + 252 = 276 . . . . seats used

__

The total number of seats on the train is ...

  1·64 +6·78 = 532 . . . . seats on the train

Half of the seats on the train will be ...

  532/2 = 266 seats . . . . half the seats

The 276 used seats are more than half of the total number. More than half the seats are being used.

_____

Alternate solution

Another way to look at this is to compare utilization to 1/2 in each carriage class.

  In first class 1/2 -3/8 = 1/8 of 64 seats = 8 seats fewer than 1/2 the seats are being used.

  In standard class, 7/13 -1/2 = 14/26 -13/26 = 1/26 of 78 seats = 3 seats more than 1/2 the seats are being used. There are 6 standard class carriages, so 6·3 = 18 more than half the seats in the standard-class carriages are being used.

This number is 10 more than the 8 under-utilized seats in first class, so more than half the train seats are being used.

Answer:

After 6 minutes the temperature would be 190 degrees.

Step-by-step explanation:

6 x 20 = 120 + 70 = 190.

Answer:

(Answer Below)

Step-by-step explanation:

Brainliest are appreciated. I don't want 20 notifications. I prefer if you buy me a biteable account. Costs $19.

Answer:

I left a graph, I think thats the answer.

The distance is 7

Step-by-step explanation:

The ordered pairs of y = 3x + 1  are (0,1), (1, 4), (2, 7) (3, 10) and  (-1, -2)

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The given equation of line is y = 3x + 1

In the given equation the slope is 3.

We need to find the ordered pairs.

When x=0, y=1 so the ordered pair (0,1)

When x=1,

y=3+1=4

so the ordered pair (1, 4)

When x=2

y=7

The ordered pair (2, 7)

When x=3

y=3(3)+1=10

The ordered pair (3, 10)

When x=-1

y=3(-1)+1=-3+1=-2

The ordered pair (-1, -2)

Hence, the ordered pairs of y = 3x + 1  are (0,1), (1, 4), (2, 7) (3, 10) and  (-1, -2)

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(a) The Nine elements following (0, 0) are: (0, 1), (1, 1), (2, 1), (3, 1), (1, 2), (2, 2), (3, 2), (2, 3), and (3, 3).

(b) False; a counterexample is (2,3) which is in the set but violates the claim that m ≤ 2 for all (m, ) ∈ .

(a) The nine elements following (0, 0) in are:

(0, 1), (1, 1), (2, 1), (3, 1), (1, 2), (2, 2), (3, 2), (2, 3), (3, 3).

To see why, we use the definition of as given in (ii): starting with (0, 0), we can add (0, 1), then (1, 1) and (2, 1), which gives us three elements in the first row.

Then we can add (1, 2), (2, 2), and (3, 2) to get three more elements in the second row.

Finally, we add (2, 3) and (3, 3) to get the two elements in the third row, for a total of nine elements.

(b) False.

To see why, consider the element (2, 3). By definition (ii), if (m, ) ∈ , then (m + 2, + 1) ∈ .

So if (2, ) ∈ , then (4, 4) ∈ , which means that (4, 3) and (3, 4) must also be in .

But (3, 4) cannot be in , because it violates the condition that the second coordinate is at most one more than the first.

Therefore, (2, ) is not in , and we have a counterexample to the claim that m ≤ 2 for all (m, ) ∈ .

In fact, we can explicitly construct elements of for any m and : starting with (m, ), we add (m, + 1), then (m + 1, + 1) and (m + 2, + 1), and so on, until we reach a point where the second coordinate is too large to satisfy the condition.

This shows that there are infinitely many elements of with any given value of m.

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True.
For any element (m, n) in the subset , we know that m and n are both natural numbers (elements of N).
Let's assume that (m, ) ∈  such that m > 2.
Then, we can say that there are at least three elements in N (0, 1, and 2) that are less than or equal to m.
Since  is a subset of N × N, this means that there are at least three ordered pairs (i, j) in  such that i ≤ m.
However, we know that  only contains ordered pairs where the second element is 9.
This contradicts our assumption that (m, ) ∈ , since we cannot have any ordered pairs in  such that the first element is greater than 2.
Therefore, we can conclude that if (m, ) ∈ , then m ≤ 2.
Hi! Your question seems to be missing some crucial information, but I'll do my best to explain the concept of subsets and elements using the number nine.

A subset is a set that contains some or all elements of another set, without any additional elements. In the context of the set N = {0, 1, 2, 3, ...}, a subset could be any collection of these elements.

Elements are the individual members within a set. In set N, elements include 0, 1, 2, 3, and so on. The number nine is also an element of the set N.

For the true or false statement you provided, it appears to be incomplete. If you can provide the complete statement or question, I'd be happy to help you further.

False.

An argument with premises "p ---> q" and "q ---> r" is valid only if its conclusion follows logically from the premises.

An argument with premises "p ---> q" and "q ---> r" is valid only if its conclusion follows logically from the premises.

For example, if the conclusion is "p ---> r," then the argument is valid because:

- If p ---> q and q ---> r, then by transitivity of implication, p ---> r.

However, if the conclusion is "r ---> p," then the argument is not valid because:

- If p ---> q and q ---> r, we cannot infer that r ---> p.

Therefore, the validity of an argument with premises "p ---> q" and "q ---> r" depends on the specific conclusion being drawn, and not all conclusions are valid.

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Answer:

y= -3/4x+3

Step-by-step explanation:

The general equation is y=mx+b with m representing the slope, and b representing the y-intercept. So if you are given the slope and y-intercept, you just plug those in for m and b respectively. Hope this helps!

The expression √y3 + √16^3 - 4y√y can be simplified using the formula (a + b)^3 = a^3 + 3a^2b + 3ab^2 + b^3.

Let a = √y and b = 2√y. Then, we have:

√y3 + √16^3 - 4y√y
= √y^3 + (2√y)^3 + 3√y(2√y)^2
= (√y + 2√y)^3
= (3√y)^3
= 27y√y

Therefore, the equivalent choice for the expression √y3 + √16^3 - 4y√y when y >/ 0 is 27y√y.
To find the equivalent expression for √y^3 + √16^3 - 4y√y when y > 0, we need to simplify the given expression:

1. Simplify the cube root of 16^3: √16^3 = 16, because 16 * 16 * 16 = 16^3.
2. Simplify the last term: 4y√y = 4y * y^(1/2) = 4y^(3/2), because multiplying exponents with the same base, you add the exponents (1 + 1/2 = 3/2).

So, the equivalent expression is: √y^3 + 16 - 4y^(3/2).

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Answer:

\( \frac{13x}{7 } + \frac{6}{7} = 0\)

Answer:

Isolate the "d" variable by adding 6 to the left side of the equation, cancelling it out to 0. Subsequently, you would also add 6 to the right side of the equation to complete the transition.

-3d = 12

Next, divide by -3 to get the variable "d" all by itself.

d = -4

We can prove this equation is true by plugging -4 back into the original equation: -3(-4) - 6 = 6

Thus, we get 6 = 6, so this equation is correct.

Answer:

21 days

Step-by-step explanation:

Start off by finding out what 30% of 350 is. Which is 105. Then divide 105 by 5 which gives you 21.

Hope this helps!

A discrete probability distribution is a statistical distribution that relates to a set of outcomes that can take on a countable number of values, whereas a continuous probability distribution is one that can take on any value within a given range.Therefore, the main difference between the two types of distributions is the type of outcomes that they apply to.

An example of a discrete probability distribution is the probability of getting a particular number when a dice is rolled. The possible outcomes are only the numbers one through six, and each outcome has an equal probability of 1/6. Another example is the probability of getting a certain number of heads when a coin is flipped several times.

On the other hand, an example of a continuous probability distribution is the distribution of heights of students in a school. Here, the range of heights is continuous, and it can take on any value within a given range.

The expected value of a probability distribution measures the central tendency or average of the distribution. In other words, it is the long-term average of the outcome that would be observed if the experiment was repeated many times.

For a discrete probability distribution, the expected value is computed by multiplying each outcome by its probability and then adding the results. In mathematical terms, this can be written as E(x) = Σ(xP(x)), where E(x) is the expected value, x is the possible outcome, and P(x) is the probability of that outcome.

For example, consider the probability distribution of the number of heads when a coin is flipped three times. The possible outcomes are 0, 1, 2, and 3 heads, with probabilities of 1/8, 3/8, 3/8, and 1/8, respectively. The expected value can be computed as E(x) = (0*1/8) + (1*3/8) + (2*3/8) + (3*1/8) = 1.5.

Therefore, the expected value of the distribution is 1.5, which means that if the experiment of flipping a coin three times is repeated many times, the long-term average number of heads observed will be 1.5.