253 x 67 using the turtle method

The number of cubical required are [tex]3456/n[/tex] here n is the area where it is kept.

To find the the number of blocks required, first you are suppose to know the volume of each brick and the area of the place where it is suppose to be kept. The area is not mentioned in this question because it is incomplete.
So, to proceed with it the volume of this block is L×B×H.

Given; length = 18 inches

breadth= 16 inches

and height = 1 foot = 12 inches

Thus Volume of cubical is 18× 16× 12= 3456 inches.

The number of bricks required is [tex]3456/n[/tex] here n represents the area of the place where it is supposed to be kept.

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The conversion of 5 kiiometers to miles is 3.11 miles

The given parameters are

Distance covered by the students = 5 kilometers

The ratio of the distance is given as

1 mile : 1.61 kilometers

Multiply both sides of the ratio by 5

So, we have the following ratio expression

5 * 1 mile : 1.61 kilometers * 5

Evaluate the product in the above expression

So, we have the following ratio expression

5 miles : 8.05 kilometers

Divide both sides of the ratio by 1.61

So, we have the following ratio expression

5/1.61 miles : 8.05/1.61 kilometers

Evaluate the quotient in the above expression

So, we have the following ratio expression

3.11 miles : 5 kilometers

Rewrite as

5 kilometers : 3.11 miles

This means that

5 kilometers = 3.11 miles

Substitute 5 kilometers = 3.11 miles  in Distance covered by the students = 5 kilometers

So, we have

Distance covered by the students = 3.11 miles

Hence, the distance covered by the students is 3.11 miles

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If one student is chosen at random, the probability that the student was a female and got 'A' is 0.38

Probability is a synonym for potential. It is a field of mathematics that examines how random events happen. From zero to one, the value is expressed. To forecast the likelihood of events, probability has been introduced in mathematics.

The likelihood that something will occur is essentially what is meant by probability. This is the fundamental theory of probability, which is also used to calculate the probability distribution, and it is from it that you will learn the likelihood of various outcomes in a random experiment.

The total number of outcomes that can occur should be known before calculating the likelihood that a specific event will occur.

Total numbers of students = 53

Total numbers of females = 34

Total numbers of females of A grades = 20

So probability = 20/53

                        = 0.38

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Answer:

Yes.

Step-by-step explanation:

18/ 3 = 6

3 / 3 = 1

so,  6 : 1.

The value of x is determined by solving the equation  14 + 5/7x - 20 = 4/7x - 4, which is: x = 14.

When given an equation, to solve the equation means to find the value of the variable in the equation.

Given the equation:

14 + 5/7x - 20 = 4/7x - 4

Combine like terms

5/7x - 6 = 4/7x - 4

Add 6 to both sides

5/7x - 6 + 6 = 4/7x - 4 + 6

5/7x = 4/7x + 2

Subtract both sides of the equation by 4/7x:

5/7x - 4/7x = 4/7x + 2 - 4/7x [subtraction property of equality]

x/7 = 2

Multiply both sides by 7

x/7(7) = 2(7) [multiplication property of equality]

x = 14

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keeping in mind that parallel lines have exactly the same slope, let's check for the slope of the lines above

[tex](\stackrel{x_1}{6}~,~\stackrel{y_1}{-2})\qquad (\stackrel{x_2}{8}~,~\stackrel{y_2}{-3}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-3}-\stackrel{y1}{(-2)}}}{\underset{run} {\underset{x_2}{8}-\underset{x_1}{6}}} \implies \cfrac{-3 +2}{2}\implies \boxed{-\cfrac{1}{2}} \\\\[-0.35em] ~\dotfill[/tex]

[tex](\stackrel{x_1}{15}~,~\stackrel{y_1}{9})\qquad (\stackrel{x_2}{13}~,~\stackrel{y_2}{8}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{8}-\stackrel{y1}{9}}}{\underset{run} {\underset{x_2}{13}-\underset{x_1}{15}}} \implies \cfrac{-1}{-2}\implies \boxed{\cfrac{1}{2}} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill \textit{different slopes, \underline{not parallel}}~\hfill[/tex]

Answer:

If the proton proton chain produces gamma ray photons, why are the majority of photons we observe from the sun at visible wavelengths?

Step-by-step explanation:

Answer:If the proton proton chain produces gamma ray photons, why are the majority of photons we observe from the sun at visible wavelengths?

Step-by-step explanation:

Step-by-step explanation:

The fastest speed of the bird of species A is 136 mi/hr. and the fastest speed of the bird of species B is 34 mi/hr.

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

A bird of species A, when diving, can travel four times as fast as a bird of species B at top speed which is given in the question.

Let b = the speed of bird species B.

So the speed of bird species A is 4b.

If the total speed for these birds is 170, then there is an equation :

⇒ 4b + b = 170.

⇒ 5b = 170

⇒ b = 170/5 = 34 mi/hr.

So the speed of bird species A will be 4×34 ⇒ 136 mi/hr.

Therefore, the fastest speed of the bird of species A is 136 mi/hr. and the fastest speed of the bird of species B is 34 mi/hr.

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The value obtained for f(3) after substituting x = 3 in the function f(x) is 0.0067.

A function from a set X to a set Y assigns exactly one element of Y to each element of X. The set X is known as the function's domain, and the set Y is known as the function's codomain.

The list of function formulas is divided into two categories: formulas for performing numerous arithmetic operations across functions and formulas for performing combined operations involving two or more functions.

The given function is f(x) = (1/7)/(7x)

We need to find the value of f(3) so we will substitute x = 3 in the given function as follows:

f(3) = (1/7)/(7×3)

∴ f(3) = (1/7)/21

∴ f(3) = 0.142/21

∴ f(3) = 0.0067

Therefore, after substituting x = 3 in the function f(x), the value obtained for f(3) is 0.0067.

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Answer:

100-22=78

78+6=84

1500 x 84/100= 1260Dhs

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In linear equation, $ 442.54 tall is the tower.

What are a definition and an example of a linear equation?

Suppose A is the window, B is the top of the tower, C is the bottom of the tower, and D is the point on the tower at the same horizontal level as the window.

Find BD, DC then add these together to give this°.

For BD :  AD is 350 ft, the angle CAD is 42.  

So BD/350 = tan 42°.  

      BD =  0.9004 × 350

      BD  = 315.14

   AD/350  =  tan20°

    AD =   0.364 × 350

    AD =  127.4

AD + BD =   315.14 +   127.4  =  $ 442.54

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Answer: 12

Step-by-step explanation:

The 4 in “-1/4” can be multiplied by three.

Three 3 in “-2/3” can be multiplied by four.

These give you the common denominator of 12!

Don’t forget to multiply the numerator by the amount you multiplied the denominator by!

Using proportions with mixed numbers, the inequality to determine the minimum number of hours she needs to practice on each of the 3 days is: m ≥ 3/4.

A proportion is a fraction of a total amount, and equations can be built to find the desired measures in the problem using operations such as multiplication or division.

One example is the mean of a data-set, as the mean is given by the sum of all observations in the data-set divided by the number of values.

For this problem, we have that:

Hence the minimum number of hours that she still needs to practice is:

5 - 2.75 = 2.25 hours.

The amount is split evenly amount the 3 days, hence the lower bound of the inequality is:

2.25/3 = 0.75 = 3/4.

Hence the amount is given by:

m ≥ 3/4.

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The required value of the function is 2

In the case of a function from one set to the other, each element of X receives exactly one element of Y.

The given function is of the form :

g(x) = - x² - 7

Now let us find the required values.

g (-3) = - (-3)² - 7 = 2

g (-2) = - (-2)² - 7 = -3

g (1 ) = - ( -1 )² - 7 = -6

Hence the required value of the function is 2 at x = -3 .

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Answer:

d, e, a, b, h, c, f, g

Step-by-step explanation:

if you convert them all to decimals you get

a = 0.57

b = 0.64

c = 1.6

d = 0

e = 0.4

f = 2.5

g = 4.3

h = 1.2

in order it goes 0, 0.4, 0.57, 0.64, 1.2, 1.6, 2.5, 4.3

Answer: 5.78 × 10 to the negative ninth power

Step-by-step explanation:

WE CAN USE THE SIMILARITY THEOREM WHEREIN

[tex] \frac{14}{28} = \frac{10}{x} \\ [/tex]

THE PROPORTIONS OF SIDES OF THE SIMILAR SHAPES A RE EQUAL.

NOW TO SIMPLIFY WE CAN DO CROSS MULTIPLICATION.

[tex]14(x) = 28(10) \\ 14x = 280 \\ \frac{14x}{14} = \frac{280}{14} \\ x = 20 [/tex]

Answer:

you can buy 5 cans

Step-by-step explanation:

$2 per can

have $10

10 divided by 2

5

In this problem bout segment has the same distance so we can write an equation like:

So the answer is 14.8

Answer:

Trisha should save for 18 weeks.

Step-by-step explanation:

1 week = $25

Total = $350

Also wants over $100

350+100 = 450

450 ÷ 25 = 18

Answer:

13/4 or 3.25

Step-by-step explanation:

Since they are vertical angles, they are equal to each other. Thus, set the two equations together:

8x + 32 = 12x + 19

Isolate x

32 = 12x + 19 - 8x = 4x + 19

32 - 19 = 4x

4x = 13

4x/4 = 13/4 = 3.25

[tex](\stackrel{x_1}{-9}~,~\stackrel{y_1}{-4})\qquad (\stackrel{x_2}{-5}~,~\stackrel{y_2}{-1}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-1}-\stackrel{y1}{(-4)}}}{\underset{run} {\underset{x_2}{-5}-\underset{x_1}{(-9)}}} \implies \cfrac{-1 +4}{-5 +9} \implies \cfrac{ 3 }{ 4 }[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-4)}=\stackrel{m}{ \cfrac{ 3 }{ 4 }}(x-\stackrel{x_1}{(-9)}) \implies {\large \begin{array}{llll} y +4= \cfrac{ 3 }{ 4 } (x +9) \end{array}}[/tex]

Answer:

the formula of a line is y=mx+c

mx is the gradient/slope and c is the y intercept

so the slope here is -6

the y intercept is -8

hope it helps, mark as brainliest if correct.

Answer:

Okay so the probability is 3 outa 25 half the amount in the bag just add 3 and 3 together (cause 25 is half of 50) you get 6 subtract that from 50 you get 44.

       A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. The variables in the preceding equation are y and x, and it is occasionally referred to as a "linear equation of two variables."

         A domain's discreteness or continuousness can be determined by examining the function's graph. The domain is continuous if the graph is a line. The domain is discrete if the graph consists of a collection of points.

Private Domain

      The values that will be effective for the function are distinct from one another. The maximum number of children you can have, for instance, has a defined answer. You can have 0 children, 1, 2, 3, etc., but not 2,34.

      Discrete graphs are those in which no lines connect the points. Start by locating all the x-coordinates in order to determine the domain and range of a discrete graph. The graph's entire set of x-coordinates makes up the domain. The graph's entire range of y-coordinates is considered to be the range.

        The domain is the collection of all possible inputs for a function. The codomain is the collection of all permitted outputs.

     Graphs, logical assertions, and combinations are a few examples of discrete structures. Infinite or finite discrete structures are both possible. Contrary to continuous mathematics, which works with structures whose values can span the real numbers or have other non-separable qualities, discrete mathematics deals with discrete objects.

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730 teens voted.

A ratio in mathematics demonstrates how many times one number is present in another. For instance, if a dish of fruit contains eight oranges and six lemons, the ratio of oranges to lemons is eight to six (that is, 8:6, which is equivalent to the ratio 4:3).

A ratio is the relationship or comparison between two numbers belonging to the same unit in order to determine how much larger one number is than the other. For instance, if a test result is 7 out of 10, the ratio of the number of points earned to the total number of points is 7:10.

Given Data

Teens to adult ratio 10:9

Total people votes = 1387

Ratio of teen vote:

= 1387 × [tex]\frac{10}{19}[/tex]

= 73(10)

= 730

730 teens votes.

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The line e is parallel to f by converse alternate interior angles theorem.

What is converse alternate interior angle theorem?

Converse alternate interior angle theorem states that states if two lines are cut by a transversal and the alternate interior angles are congruent, then the lines are parallel.

What is parallel lines?

Two lines are said to be parallel when they do not meet at any point in a plane. Lines which do not have a common intersection point and never cross path with each other are parallel to each other. The symbol for showing parallel lines is ‘||’.

Given,

angle 1 is congruent to angle 2 and g is parallel to h.

similarly, angle 2 is congruent to angle 3,

by transitive property angle 1 is congruent to angle 3.

By converse alternate interior angle theorem, e is parallel to f.

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