12 cans of soup each can is a cylinder with a radius of 3.5 cm and a height of 10 cm. the cans may be arranged in any way. the company would like to minimize the packaging costs involved with the creation of the container.

Answer:

-(6) x 8

ans: - 48

I believe that is the ans:

Answer:

-48

Step-by-step explanation:

   When we multiply a negative integer by a positive integer , we will get a negative integer.

(-6) * 8 = (-48)

negative integer  * negative integer = positive integer

(-2) * (-3) = 6

negative integer * positive integer  = negative integer

(-2) * 3 = (-6)

Positive integer *negative integer =  negative integer

2 * (-3) = (-6)

Based on the information provided and the requirements to organize the students, Jon most likely has 23 students.

In general, Jon will need a number that is not prime as this type of number will not allow him to complete all the grid.

20 = A rectangular grid of 5 x 4 seats can be arranged

21= A rectangular grid of 7 x 3 can be arranged

22 = A rectangular grid of 2 x 11 can be arranged

23 = It is impossible to organize 23 seats in a rectangular grid without gaps

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Jon has 23 students in his class.

Number of students = Least 20 and most 28

In this case, we are getting a 1 * x rectangle of desks, which is the only possible arrangement.

'x' is a prime number.

Since his classes can't have less than 20 and more than 28, it means we are  looking out for a prime number between 20 and 28.

Let's sort out a prime number between the numbers, 20 and 28

20: 1,2,4,5,10,20

21: 1,3,7,21

22: 1,2,11,22

23: 1,23

24: 1,2,3,4,6,8,12,24

25: 1,5,25

26: 1,2,13,26

27: 1,3,9,27

28: 1,2,4,7,14,28

From what we have, 23 is a prime number because it is only divisible by one and itself.

Therefore, Jon has 23 students in his class.

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Answer:

No. The correct equation is

y= 1/2 x - 2

Step-by-step explanation:

See picture

First of all, a pair of angles that are complementary means that they add up to 90 degrees. In this case, angle b + 63 degree = 90 degree (because they are complementary), which mean angle b = 90 - 63 = 27 degree.

Answer: 27°

Step-by-step explanation:

Hello.

Complementary angles add up to 90°

Therefore,

63° + ? = 90°

Now we can subtract!

90° - 63° = 27°

Hope this helps and have a nice day :)

Answer:

(×-4) (x + 4)

Step-by-step explanation:

first of all, recognize that the polynomial expression is a difference of two squares.

thus

X^2-16

(x -4)(x+4)

⊱________________________________________________________⊰

[tex]\\[/tex][tex]\\[/tex]

Answer:

Step-by-step explanation:

[tex]\large\begin{gathered} \sf{To \ factor \ this \ polynomial, \ we \ must \ first \ recognise \ it. \ Isn't \ it \ the \ difference} \\ \sf{of \ two \ squares?} \\ \rm{It \ is! } \\ \sf{Polynomials \ like \ (a^2-b^2) are \ factored \ like \ this\!\!:} \\ \sf{(a+b)(a-b).} \\ \sf{Similarly, \ (x^2-16) \ is \ factored \ as \ (x+4)(x-4). \end{gathered}[/tex]

Done!!

⊰_____________________________________________________⊱

[tex]\\[/tex][tex]\\[/tex]

[tex]\boldsymbol{\rm{\triangleright\overbrace{C}\triangleleft\underbrace{A}\triangleright\overbrace{L}\triangleleft\underbrace{L}}\triangleright\overbrace{\stackrel\bigstar{I}}\triangleleft\underbrace{G}\triangleright\overbrace{R}\triangleleft\underbrace{A}\triangleright\overbrace{P}\triangleleft\underbrace{H}\triangleright{Y}}}[/tex]

Answer:

Step-by-step explanation:

1/2 pi is an angle ( in radians)

in degrees its 90 degrees.

cos 90 = 0.

Answer: m=-1.

Step-by-step explanation:

[tex]Q(x)=x^2+mx-12\ \ \ \ Q(-3)=0\ \ \ \ \ m=?\\Q(-3)=(-3)^2+m*(-3)-12=0\\9-3m-12=0\\-3m-3=0\\3m=-3\ |:3\\m=-1.[/tex]

Hello !

[tex]a_{n} = a_{1} + (n - 1) \times d[/tex]

[tex]a_{39} = - 28 + (39 - 1) \times ( - 4) = - 28 + 38 \times ( - 4) = - 180[/tex]

The required a39 of the arithmetic sequence is -180.

Given that,
To find a39 of the arithmetic sequence given a1 = -28 and d = - 4.

Arithmetic progression is the series of numbers that have common differences between adjacent values.

Geometric progression is a sequence of series whose ratio with adjacent values remains the same.

The nth term of an arithmetic sequence is given as
an = a1 + (n - 1) * d
for term n = 39
a39 = -28 + (39 - 1) * -8
a39 = -28 - 152
a39 = - 180

Thus, the required a39 of the arithmetic sequence is -180.

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Answer:

y is the variable in that expression.

Answer: after t hours, the distance d between the hikers is

d^2 = (.24t)^2 + (.17t)^2 - 2(.24t)(.17t)cos109.167°

so, find t when d = 0.0568182

Step-by-step explanation:

33) [tex]AC=6[/tex] and [tex]BD=6[/tex], so [tex]AC/BD=1[/tex]

34) By the distance formula,

[tex]AE=\sqrt{(-2-4)^2 + (8-0)^2 }=10\\[/tex]

Also, EC = 8. So, [tex]AE/EC = 5/4[/tex].

35) [tex]\frac{8-0}{4-2}=4[/tex]

36) [tex]\frac{8-0}{4-8}=-2[/tex]

By applying the concept of transformation, the transformed function g(x) = √[(3/2) · x] is the consequence of applying a stretch factor of 3/2 on the parent function f(x) = √x.

In this question we have a parent function g(x) = √[(3/2) · x] and a transformed function f(x) = √x. Transformations are operations in which parent functions are modified in their relationships between inputs and outputs.

In this case, the difference between f(x) and g(x) occurred because of the application of a operation known as vertical stretch, defined below:

f(x) = g(k · x), k > 0     (1)

Where k is the stretch factor. There is a compression for 0 ≤ k < 1.

By applying the concept of transformation, the transformed function g(x) = √[(3/2) · x] is the consequence of applying a stretch factor of 2/3 on the parent function f(x) = √x. (Right choice: C)

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Answer:

Yes, because they are congruent by AAS (angle angle side)

Step-by-step explanation:

One of the congruence theorem is AAS. If you follow the sides of the triangle, you will see that they are marked with an angle, another angle, and a side being congruent. I hope this helps!

Answers:

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

Explanation:

Here are all the ways to multiply to 18 when using integers only:

Sum each pair of factors to find out a possible value of b.

Therefore, the possible values of b are

which are the final answers.

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

An example:

Let's say b = 11. This would mean [tex]x^2+bx+18[/tex] becomes [tex]x^2+11x+18[/tex]

It would factor to [tex](x+2)(x+9)[/tex] since it was stated earlier that:

2+9 = 11

2 * 9 = 18

You can use the FOIL rule, distributive property, or the box method to confirm that [tex]x^2+11x+18 = (x+2)(x+9)[/tex] is a true equation for all real numbers x.

This same idea applies for the other values of b.

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

If you're curious why this works, consider multiplying the two factors (x+p) and (x+q)

Use the FOIL rule to get [tex](x+p)(x+q) = x^2+qx+px+pq = x^2+(p+q)x + pq[/tex]

The middle term [tex](p+q)x[/tex] has the components add to the coefficient, while those same two components multiply to get the last term. This is why when factoring we're looking for two numbers that multiply to 18, and also add to the value of b (which in the case of the last example was 11).

3:8:1

3/12 x 144= 36

8/12 x 144= 96

96+36= 132

144-132= 12

12/12=1

Therefore, the ratio of Alyssa's nickels to dimes to quarters is 3:8:1

Answer:

Hence the expression [tex]$$(a+b)(2a+3b)=2a^2+5ab+3b^2$$[/tex]

Step-by-step explanation:

Explanation

[tex]$$\begin{matrix}{} & {} & {} & {} & a & + & b \\ \times & {} & {} & {} & 2a & + & 3b \\ \end{matrix}$$[/tex]

___________________

[tex]$$\begin{matrix}{} & {} & {} & {} & 3ab & + & 3{{b}^2} \\ {} & {} & 2{{a}^2} & + & 2ab & {} & {} \\ \end{matrix}$$[/tex]

___________________

[tex]$$\begin{matrix}{} & {} & 2{{a}^2} & + & 5ab & + & 3{{b}^2} \\ \end{matrix}$$[/tex]

Puja Limbu had the better performance than Raju Limbu.

Such question are generally solved using percentages.

In mathematics, a percentage is a number or ratio that represents a fraction of 100. It is often denoted by the symbol "%" or simply as "percent" or "pct." For example, 35% is equivalent to the decimal 0.35, or the fraction.

Percentage of Raju limba = [tex]\frac{11}{15}[/tex] X 100 = 73.3%

Percentage of Puja Limba = [tex]\frac{8}{10}[/tex] x 100 = 80%

As percentage of Puja Limba is greater than that of Raju Limba .

Hence performance of Puja Limba is better

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Using the Central Limit Theorem, the percentage that is expected to be the closest to the actual percentage is:

A. The Tribune, at 68%.

It states that for a proportion p in a sample of size n, the sampling distribution of sample proportion is approximately normal with mean [tex]\mu = p[/tex] and standard error [tex]s = \sqrt{\frac{p(1 - p)}{n}}[/tex], as long as [tex]np \geq 10[/tex] and [tex]n(1 - p) \geq 10[/tex].

From this, a larger sample size leads to a smaller error estimate. Since the Tribune had the largest sample size, option A is correct.

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The value of a is (c) 86

The given parameter is:

Angle C = 86

By vertical angle theorem, we have:

Angle A = Angle C = 86

This implies that:

Angle A = 86

The arc A subtends angle A

This means that:

Arc A = 86

Hence, the value of a is (c) 86

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Step-by-step explanation:

the sum of all angles in a triangle is always 180°.

so,

180 = 60 + 45 + angle4 = 105 + angle4

75° = angle4

Answer:

'A prime number is a number which has exactly two factors i.e. '1' and the number itself. A composite number has more than two factors, which means apart from getting divided by 1 and the number itself, it can also be divided by at least one positive integer.'

[tex]\Large\maltese\underline{\textsf{A. What is Asked}}[/tex]

What is the definition of prime & composite numbers?

[tex]\Large\maltese\underline{\textsf{B. This problem has been solved!}}[/tex]

A prime number can be evenly divided by 1 and itself. These are its only two factors.

A composite number can be evenly divided by 1, itself, and something else. In other words, composite numbers have more than 2 factors.

[tex]\cline{1-2}[/tex]

[tex]\bf{Result:}[/tex]

              [tex]\bf{\begin{cases}\bf{Primes\;have\;only\;2\;factors} \\ \bf{Composites\;have\;3\;or\;more\;factors} \end{cases}[/tex]

[tex]\LARGE\boxed{\bf{aesthetic\not1\theta l}}[/tex]

Answer:

20cm

Step-by-step explanation:

You divide by 12

Answer:

Step-by-step explanation:

Formula:

[tex]\frac{1}{2}(Big Arc- Small Arc)[/tex]

[tex]\frac{1}{2} (118-26)[/tex]

[tex]\frac{1}{2}(92)\\[/tex]

=46

m∠DPR = 46°

I hope it helps! :)

The population of viruses in the dish A is 3,391 viruses.

Population density measures the amount of organisms in 1 square millimeters of a place (in this case the dish)

Population density = population / area

Population = population density x area

1.2 x 2826 = 3,391 viruses

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Answer:

C. 2y²

Step-by-step explanation:

[tex] \sf{( {3}^{0}y) {}^{2} \times 2(xy {)}^{0} = }[/tex]

[tex]\sf{ = (\red{1} \times y)^{2} \times (2 \times \red{1}) }[/tex]

[tex]\sf{ = (y)^{2} \times 2 }[/tex]

[tex]\sf{ =2 {y}^{2} }[/tex]

Answer:

[tex]\textsf{C.} \quad 2y^2[/tex]

Step-by-step explanation:

Given:

[tex](3^0y)^2 \times 2(xy)^0[/tex]

[tex]\textsf{Apply exponent rule} \quad a=a^1:[/tex]

[tex](3^0y^1)^2 \times 2(x^1y^1)^0[/tex]

[tex]\textsf{Apply exponent rule} \quad(a^n)^c=a^{nc} \implies (a^nb^n)^c=a^{nc}b^{nc}:[/tex]

[tex]\implies 3^{(0 \times 2)}y^{(1 \times 2)} \times 2 \left(x^{(1 \times 0)}y^{(1 \times 0)} \right)[/tex]

[tex]\implies 3^0y^2 \times 2\left(x^0y^0\right)[/tex]

[tex]\textsf{Apply exponent rule} \quad a^0=1:[/tex]

[tex]\implies (1)y^2 \times 2\left(1 \times 1 \right)[/tex]

Simplify:

[tex]\implies (1)y^2 \times 2(1)[/tex]

[tex]\implies y^2 \times 2[/tex]

[tex]\implies 2y^2[/tex]

Answer:

Step-by-step explanation:

Answer:

Point-slope form of equation of a line that passes from (-1,3) and (0,0) is given as y-3=-3(x+1).

Slope-intercept form of equation is given as y=-3x.

Step-by-step explanation:

In the question, it is given that the line passes from (-1,3) and (0,0).

It is asked to write the point-slope form of the equation and rewrite it as slope-intercept form.

Step 1 of 2

Passing point of line is (-1,3).

Hence, [tex]$x_{1}=-1$[/tex] and

[tex]$$y_{1}=3 \text {. }$$[/tex]

Also, Passing point of line is (0,0).

Hence, [tex]$x_{2}=0$[/tex] and

[tex]$$y_{2}=0 \text {. }$$[/tex]

Substitute the above values to find the slope of line which is given by [tex]$m=\frac{y_{2}-y_{1}}{x_{2}-x_{1}}$[/tex]

[tex]$$\begin{aligned}m &=\frac{y_{2}-y_{1}}{x_{2}-x_{1}} \\m &=\frac{0-3}{0-(-1)} \\m &=\frac{-3}{1} \\m &=-3\end{aligned}$$[/tex]

Hence, slope of the line is -3

Step 2 of 3

It is obtained that m=-3

[tex]$y_{1}=3$[/tex]

and [tex]$x_{1}=-1$[/tex]

Substitute the above values in point-slope form of equation given by [tex]$y-y_{1}=m\left(x-x_{1}\right)$[/tex]

[tex]$y-y_{1}=m\left(x-x_{1}\right)$\\ $y-3=-3(x-(-1)$\\ $y-3=-3(x+1)$[/tex]

Hence, point-slope form of equation given as y-3=-3(x+1).

Step 3 of 3

Solve y-3=-3(x+1) to write it as slope-intercept form given by y=mx+c

[tex]$y-3=-3(x+1)$\\ $y-3=-3 x-3$\\ $y=-3 x-3+3$\\ $y=-3 x$[/tex]

Hence, slope-intercept form of equation is given as y=-3x.

Answer:  x = -5/2 and x = -3/2

Step-by-step explanation:

(2x + 5)2 = 4x (x + 5) +25

   4x + 10 = 4x² + 20x + 25

   [minus 4x on both sides.]

            10 = 4x² + 16x + 25

   [minus 10 on both sides.]

            0 = 4x² + 16x + 15

ac = 4(15) = 60,then find the factors that add up to 16, which is 6 and 10.

            0 = 4x² + 6x + 10x + 15

            0 = 2x(2x + 3) + 5(2x + 3)

            0 = (2x + 5)(2x + 3)

2x + 5 = 0                                 2x + 3 = 0

       2x = -5                                    2x = -3

         x = -5/2                                    x = -3/2

[tex]\huge\text{Hey there!}[/tex]

[tex]\textbf{Assuming you meant: }\mathsf{(2x + 5)^2 = 4x(x + 5) + 25}[/tex]

[tex]\textbf{If so, simplify both sides of your equation you're working with}[/tex]

[tex]\mathsf{ 4x^2 + 20x + 25 = 4x^2 + 20x + 25}[/tex]

[tex]\textbf{SUBTRACT }\rm{\bf 4x^2}\text{ \bf to BOTH of the SIDES}[/tex]

[tex]\mathsf{4x^2 + 20x + 25 - 4x^2 = 4x^2 + 20x + 25 - 4x^2}[/tex]

[tex]\textbf{Simplify it!}[/tex]

[tex]\mathsf{20x + 25 = 20x + 25}[/tex]

[tex]\textbf{SUBTRACT 20x to BOTH of the SIDES}[/tex]

[tex]\mathsf{20x + 25 - 20x = 20x + 25 - 20x}[/tex]

[tex]\large\textbf{SIMPLIFY IT! (as well)}[/tex]

[tex]\mathsf{25 = 25}[/tex]

[tex]\textbf{SUBTRACT 25 to BOTH of the SIDES}[/tex]

[tex]\mathsf{25 - 25 = 25 - 25}[/tex]

[tex]\textbf{Lastly, SIMPLIFY THAT!}[/tex]

[tex]\textbf{We get: }\mathsf{0 = 0}[/tex]

[tex]\large\textsf{This means that your \boxed{\textsf{solutions}} are \bf REAL NUMBERS.}[/tex]

[tex]\huge\textsf{Therefore, your answer should be: }\\\boxed{\mathsf{All\ \underline{\underline{REAL\ NUMBERS}}\ are\ solutions.}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]