PLEASE HELP I NEED TO GET DONE IN 10 MINUTES!!!
Marianna is painting a ramp for the school play in the shape of a right triangular prism. The ramp has dimensions as shown below. She will not paint the back or bottom surfaces of the ramp. What is the surface area of the ramp?

Answer:

compute the company's price-to-earnings (P/E) ratio.

Step-by-step explanation:

When companies issue additional shares, it increases the number of common stock being traded in the stock market. For existing investors,

Answer:4(3x+4y)

Step-by-step explanation: the gcf of 12x+16y is 4. we factor out 4 by dividing both terms by 4.

Answer:

[tex]4(3x+4y)[/tex]

Step-by-step explanation:

Hey there!

This would be the correct answer because the GCF of 12 and 16 is 4.

Now that we know that it is 4 we can divide the eqiasion by 4 and  then you get

[tex]4(3x+4y)[/tex]

If you need to ckeck if this answer is corret then you will need to use the distributive property to distribute 4 to 3y and 4y.

The equasion would then look like this

[tex](4(3x)) (4(4y))[/tex]

Next you would need to solve the equasion to get the origional equasion

[tex]12x+16y[/tex]

Check the picture below.

we know the LA is 9 and 1/2 or namely 19/2 and the height is 5, so

[tex]\stackrel{slant~height}{\cfrac{19}{2}}~~ = ~~\stackrel{slant~height}{\sqrt{r^2+h^2}}\implies \left( \cfrac{19}{2} \right)^2~~ = ~~r^2+5^2\implies \cfrac{361}{4}~~ = ~~r^2+25 \\\\\\ \cfrac{361}{4} - 25~~ = ~~r^2\implies \cfrac{261}{4}=r^2\implies \sqrt{\cfrac{261}{4}}=r\implies \boxed{\cfrac{3\sqrt{29}}{2}=r} \\\\[-0.35em] ~\dotfill\\\\ LA=\pi r\stackrel{slant~height}{\sqrt{r^2+h^2}}\implies LA=\pi \left( \cfrac{3\sqrt{29}}{2} \right)\cfrac{19}{2}\implies \boxed{LA=\cfrac{57\pi \sqrt{29}}{4}}[/tex]

[tex]~\dotfill\\\\ SA=\pi r\sqrt{r^2+h^2}~~ + ~~\pi r^2\implies SA=LA~~ + ~~\pi r^2 \\\\\\ SA=\cfrac{57\pi \sqrt{29}}{4}~~ + ~~\cfrac{3\pi \sqrt{29}}{2}\implies \boxed{SA=\cfrac{63\pi \sqrt{29}}{4}} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill LA\approx 241.1\qquad SA\approx 266.5~\hfill[/tex]

Step-by-step explanation:

ok but wheres the question? these are just statements.

Answer:

3000m

Step-by-step explanation:

First, note that km is the same as kilometers and m is the same as meters. Thus, when you are asking to convert 3 km to m, you are asking to convert 3 kilometers to meters.

A kilometer is larger than a meter. Simply put, km is larger than m. In fact, a kilometer is "10 to the power of 3" larger than a meter.

Since a kilometer is 10^3 larger than a meter, it means that the conversion factor for km to m is 10^3. Therefore, you can multiply 3 km by 10^3 to get 3 km converted to m.

Here is the answer with the math showing you how to convert 3 km to m by multiplying 3 by the conversion factor of 10^3.

3 x 10^3

= 3000

3 km

= 3000 m

Answer:

3000 m

Step-by-step explanation:

Unit conversion :

Solving :

Answer:

3.

Step-by-step explanation:

Hey there!

This scenario shows that Victoria ate 6/7 of a pizza and ate 1/4 of that pizza the same day for dinner showing that she at one fourth of the six-sevenths pieces

Answer:

It is the third one.

Step-by-step explanation:

Let's take a look at each story. We need to find out which story is [tex]\frac{6}{7}[/tex]×[tex]\frac{1}{4}[/tex].

1. Victoria drinks six-sevenths of a cup of milk. She drinks one-fourth of a cup more of milk. How much milk did she drink in all?

This story is adding the fractions together since it wants to know how much did she drink in ALL. So this is not it.

(Here are some keywords to tell you if you need to add, altogether, all, in all, together, total, total number, add, increase, increased by, more than.)

2. Mike walked one-fourth mile and then he took the bus for six-sevenths mile to school. How many miles did he travel in total?

Once again this story is adding. It uses the word total. So this is not it.

3.Victoria has six-sevenths of a pizza. She ate one-fourth of it for dinner. How much pizza did Victoria eat for dinner?

This is correct since it wants to know how much she ate for dinner. She ate [tex]\frac{1}{4}[/tex] of [tex]\frac{6}{7}[/tex] of the pizza.

4.Mike has six-sevenths of a pie. He gives one-fourth to his brother. How much pie does he have left

This story is subtracting. So it is not it. (Subtracting words, minus, greater than, take away, fewer than, less than, subtract, decreased by.)

Answer: 56 yd

Step-by-step explanation: if you continue the 8 yd line across, it would show that the missing side is 4yd less than the 13 yd side, meaning the missing side is 9 yd long. So after adding 7 + 13+ 15+ 4 + 8 + 9= 56 yd

The Surface area of the figure is 520 square centimeters

The figure is made up of rectangular prisms

The formula for calculating the surface area of rectangular prism is expressed as:

SA = 2(lw + wh + lh)

Surface area of the figure = 2(2(8) + 2(14) + 8(14)) +  2(6(8) + 6(4) + 8(4))

Surface area of the figure = 2(16+28+112) + 2(48 + 24+32)

Surface area of the figure = 312 + 208

Surface area of the figure = 520 square centimeters

Hence the Surface area of the figure is 520 square centimeters

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Answer:

Class 1.

Step-by-step explanation:

Class 1 has the greater interquartile range.

Answer:

Class #2

Step-by-step explanation:

IQR of Class #1:

85 - 72 = 13

IQR of Class #2:

90 - 70 = 20

Class #2 has a greater IQR!

Hope this helps!

Answer:

See below

Step-by-step explanation:

x =  silk  yards

y =  cotton yards

y = 4.25 - x    sub this in to the second equation

 16.90 x  + 4 ( 4.25 - x ) = 36.35

    x =  1.50   yards of silk

    y = 4.25 - 1.50 = 2.75 yards of cotton

The universal set contains all possible elements in the set

The sets are given as:

Where the universal set is:

U = {all integers}

The set B is the set of all even integers.

So, its complement would be the set of all odd integers i.e. set D

Hence, the complement of set B is the set D.

From the set definition, we have:

C = {x | x ∈ U and 2x is an odd integer}

This means that the set C contains elements 2x, where 2x is an odd number.

The element x is an integer, and twice an integer (i.e. 2x) is an even number.

This means that 2x cannot be an odd number;

Hence, the empty set is the set C;

The subset E = {1, 3, 5, 7} contains odd integers.

From the set definition, set D represents the set of odd integers

Hence, the set D contains the subset E = {1, 3, 5, 7}

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Answer:

D,C,D

Step-by-step explanation:

On edge 2023

We will see that the first odd number is 13 and the second odd number is 15, the product is:

P = 13*15 = 195

Let's say that the first number is x, the next odd number will be x + 2.

The sum of these two odd numbers must be 2, then we need to solve the linear equation:

x + (x + 2) = 28

We can solve that for x:

2x + 2 = 28

2x = 28 - 2 = 26

x = 26/2 = 13

Then the first number is x = 13 and the second number is  x + 2 = 13 + 2 = 15.

The product of these two numbers is:

13*15 = 195

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Using the Empirical Rule, it is found that 95 students reported readings between 79 g and 85 g.

It states that, for a normally distributed random variable:

In this problem, considering that the mean is of 82g and the standard deviation is of 3g, readings between 79g and 85g are within one standard deviation of the mean, hence it will compreend 68% of the 140 readings, so the number of students is given by:

0.68 x 140 = 95.

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Answer:

One Kilogram

Step-by-step explanation:

1kg = 1000g

Answer:

Kilogram

Step-by-step explanation:

Answer:

1. SSS

2. SAS

3. ASA

4. ASA

Step-by-step explanation:

1. All three sides are equal.

2. Two sides are equal and the angle between the two sides is equal.

3. Two angles are the same and a corresponding angle is the same.

4. Two angles are the same and a corresponding angle is the same.

Answer:

4 and 2/3 is the answer

Step-by-step explanation:

14/3= 4 and 2/3

Answer:

2/7

Step-by-step explanation:

[tex]slope = \frac{1 - 3}{2 - 9} \\ = \frac{ - 2}{ - 7} \\ = \frac{2}{7} [/tex]

[tex]\qquad\qquad\huge\underline{{\sf Answer}}♨[/tex]

Let's write the equation of line in slope point form ~

[tex]\qquad \sf  \dashrightarrow \:y - y1 = m(x - x1)[/tex]

[tex]\qquad \sf  \dashrightarrow \:y -2 = 3(x -1)[/tex]

[tex]\qquad \sf  \dashrightarrow \:y -2 = 3x - 3[/tex]

[tex]\qquad \sf  \dashrightarrow \:y = 3x -1[/tex]

Now, let's use this equation of line to plot two points ~

Now, plot these points on graph ~

Answer:

No 108 is not a term of this sequence.

Step-by-step explanation:

3n+5 = 108

3n = 108 - 5

3n = 103

Divide both side with 3.

n = 103/3

n = 34.33

since n is not equal to 108 there it is not

Answer:

see below

Step-by-step explanation:

We can determine if 108 is a solution by setting 3n+5 =108

3n+5= 108

Subtract 5 from each side

3n+5-5=108-5

3n = 103

Divide by 3

3n/3 = 103/3

n = 103/3

This is not an integer so 108 is not a solutions

Answer:

1) 2x - y = 26.

Step-by-step explanation:

Solution =  (18, 10)

2x - y = 26 fits the bill

as   2(18) - 10

= 36 - 10

= 26.

[tex]\qquad\qquad\huge\underline{{\sf Answer}}♨[/tex]

Let's solve ~

[tex]\qquad \sf  \dashrightarrow \: - 10 + 5(78 + 8) < - 4s + 3 - 8[/tex]

[tex]\qquad \sf  \dashrightarrow \: - 10 + 5(86) < - 4s - 5[/tex]

[tex]\qquad \sf  \dashrightarrow \: - 10 +430 < - 4s - 5[/tex]

[tex]\qquad \sf  \dashrightarrow \: 420 + 5 < - 4s [/tex]

[tex]\qquad \sf  \dashrightarrow \: 42 5 < - 4s [/tex]

[tex]\qquad \sf  \dashrightarrow \: 42 5 \div 4 < - s [/tex]

[tex]\qquad \sf  \dashrightarrow \: 106.25 < - s [/tex]

Inequalities change when it is multiplied by -ve number

[tex]\qquad \sf  \dashrightarrow \: - 106.25 > s [/tex]

Let x be the number of counters in the bag.

Pr(red counter) is drawn first = 7/x

Pr(blue counter) is drawn first = (x-7)/x

Pr(counters will be same) = 8/15

with replacement:

P^req= 7/7+x × x/7+x= 7/15

so, the total number of counters in the bag before any counters are taken from the bag are 7/15.

Answer:

15 students

Step-by-step explanation:

125/25=5

5x3=15

Answer:

This is an exponential function equation.

Therefore,

The 2 represents: Original amount (Y-intercept)

The 3 represents: Growth factor or (1+r)

Using the normal distribution and the central limit theorem, it is found that the probability that the mean plant height is less than 9.5 cm is of 0.9388.

In a normal distribution with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

In this problem, the mean and the standard deviation are given, respectively, by [tex]\mu = 9.31, \sigma = 0.55[/tex].

For samples of n = 20, the standard error is given by:

[tex]s = \frac{\sigma}{\sqrt{n}}[/tex]

[tex]s = \frac{0.55}{\sqrt{20}}[/tex]

s = 0.123.

The probability that the mean plant height is less than 9.5 cm is the p-value of Z when X = 9.5, hence:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

By the Central Limit Theorem:

[tex]Z = \frac{X - \mu}{s}[/tex]

[tex]Z = \frac{9.5 - 9.31}{0.123}[/tex]

Z = 1.54.

Z = 1.54 has a p-value of 0.9388.

Hence the probability that the mean plant height is less than 9.5 cm is of 0.9388.

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The height of the baseball is 6 feet at the moment the player begins to leap. Then the correct option is D.

The function is an expression, rule, or law that defines the relationship between one variable to another variable. Functions are ubiquitous in mathematics and are essential for formulating physical relationships.

The first equation in the system models the height in feet, h, of a falling baseball as a function of time, t. the second equation models the height in feet, h, of the glove of a player leaping up to catch the ball as a function of time, t.

h(t) = 35 - 16t²

h(t) = 6 + 18t + 16t²

At t = 0, Then we have

h(0) = 35 - 16(0)²

h(0) = 35

And

h(0) = 6 + 18(0) + 16(0)²

h(0) = 6

The height of the baseball is 6 feet at the moment the player begins to leap.

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Answer:

option 2 or B

Step-by-step explanation:

Answer:

Step-by-step explanation:

Before comparison can take place, these three measurements must be expressed in the same unit of measurement:

130 inches becomes 130/12 feet, or 10.83 ft;

4 yards becomes 4*3 feet, or 12 feet; qne

10 feet stays as is.  

It becomes obvious that the greatest measurement is 12 feet, followed by 10.83 feet, followed by 10 feet.

The ordered list from greatest to least is 4 yards, 130 inches, 10 feet.

A unit of measurement is a definite magnitude of a quantity, defined and adopted by convention or by law, that is used as a standard for measurement of the same kind of quantity.

First, we need to convert all the units to a common unit before we can compare them.

Let's convert them all to inches:

4 yards = 12 feet × 4 = 48 feet = 48× 12 inches = 576 inches

10 feet = 10 × 12 inches = 120 inches

Now we have: 130 inches, 576 inches, 120 inches

Ordering from greatest to least, we get:

576 inches, 130 inches, 120 inches

4 yards, 130 inches, 10 feet

Therefore, the ordered list from greatest to least is 4 yards, 130 inches, 10 feet.

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