Camile is packing seeds to send to her mother in law. She estimates that she needs a box with a volume of at least 6,856 cubic inches. Here are the boxes she has to choose from Option A Length: 13 inches, Width 12 inches, Height: 16 inches Option B Length: 18 inches, Width: 25 inches, Height: 16 inches Option C Length:12 inches, Width: 14 inches Height: 22 inches Option D Length: 20 inches, Width:22 inches, Height: 17 inches Which boxes con she choose?​

The probability that both marbles chosen from the bag will be yellow is 3/14.

Probability determines the odds that an event would happen. The probability the event occurs is 1 and the probability that the event does not occur is 0.

The probability that both marbles chosen from the bag will be yellow = (number of yellow marbles / total number of marbles) x (number of yellow marbles - 1/ total number of marbles - 1)

4/8 x 3/7 = 3/14

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Answer:

≥ means equal or bigger.

So 5x should be equal or bigger than 45.

Which means x can be 9 or 10/11/12...

Answer:

10

Step-by-step explanation:

When X increases by 5, 2X increases by 10 while the 1 keep no change

So y increases by 10

Answer:

B, C, E

Step-by-step explanation:

A: False

B: True

C: True

D: False

E: True

E=mc² is the legendary equation of Albert Einstein .

In the formula

Here

E stands for energy emitted.

m stands for mass

c stands for speed of light

Answer:

Equation of Special Relativity

[tex]\large \text{$ E=mc^2 $}[/tex]

where:

Albert Einstein's famous equation demonstrates the relationship between mass and energy.

It is vital when using this equation that all components are converted (where necessary) into the SI units given above.  Therefore, mass must be measured in kilograms and energy must be measured in Joules.

Joules is an SI measurement for energy and is measured as kilograms x meters squared per seconds squared →  [tex]\sf kg \times m^2s^{-2}[/tex]

The SI base units are the standard units of measurement defined by the International System of Units (SI).

Answer:

fraction form: [tex]\frac{16}{5}[/tex]

decimal form: 3.2

Step-by-step explanation:

The slope is given already so I'm assuming you need the y-intercept using that point

Answer:

-29

Step-by-step explanation:

(+12)-(+37)+(-4) = -29

This is the simplified answer.

Answer:

y = 3

Step-by-step explanation:

since the line is going through the y - axis at 3, all y values will be 3 no matter the x value

Jim's time is 5:50 and John's time is 6:40.

Answer:

12

Step-by-step explanation:

If you multiply .15 times 80, you get 12. therefore the tip was 12 dollars

The equation that represents this situation (x + 20)b = 350, (x - 20)c = 350 and b + c = 6

An equation is an expression that shows the relationship between two or more number and variables.

Let x represent the speed of the airplane, in miles per hour, when there is no wind, b represent the time spent going and c represent the time spent travelling back. Hence:

(x + 20)b = 350     (1)

Also:

(x - 20)c = 350    (2)

b + c = 6     (3)

The equation that represents this situation (x + 20)b = 350, (x - 20)c = 350 and b + c = 6

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Answer:

The answer is below!

Step-by-step explanation:

Answer:

The two cones are aligned on edge to edge so that the total volume of the hourglass becomes 2∗13πr2h

Step-by-step explanation:

a) When the sand has y units left in the upper cone the height of the cone becomes y, the radius remains 1cm.Now let's take the right triangle In the upper coneAnd by similar triangles property we found that the radius of the cone in which the amount of sand is left is y3 unitsNow the volume of the sand in the remaining part of the upper cone isπy32y which gives πy327Now if we apply the same similar triangle property with the cone in the below we find that the radius of the part it has filled up remains the same as y3unitsSo the volume it has filled is (3-y) from the top cone which says that the volume filled on the bottom cone has a height of (3-y)So therefore the volume of the frustum which it has filled up isπ3h(R2+r2+rR) {Is the volume of the frustum with two radii r and R with a height h}i.eπ3(3−y)(12+(y/3)2+(y/3))So now the total volume of the hourglass in terms of y is π3(3−y)(12+(y/3)2+(y/3))+πy327b) The next question tells us that when the height of the sand in the below cone reaches up a height of h centimetreswhich is exactly 3-y in the previous questionso substituting y = h-3 in the previous question we'll find the volume of the hourglass in terms of hπ(h−3)327+π3(6−h)(12+((h−3)/3)2+((h−3)/3)) .c) Total volume of the hourglass isV=V1+V2⇒3π4=πy327+π−π27(3−h)3Putting h=1We have the value of y as⇒3π4=π27y3+π+π278..............(1)⇒y=(54)13Differentiating the first equation with respect to t we have0=π9y2dydt+π9(3−h)2dhdtPutting values that dydt=−0.14inches/sec at h =1 and for ⇒y=(54)13We have0=π9(54)132∗(−0.14)+π922dhdt⇒0.1956π9=4π9dhdt⇒dhdt=0.19564⇒dhdt=0.0489

Answer:

15/26

Step-by-step explanation:

3-yellow+10-green+2-blue=15

4-red+7-purple=11

11+15=26

The side AE and side CD are parallel to each other because they will never intersect to each other.

A polygon is a two-dimensional geometric figure having a finite number of sides. Straight-line segments are linked end to end to make a closed shape on the sides or edges of a polygon. The vertices or corners are the spots where two line segments intersect, resulting in an angle.

As we know, the parallel lines never intersect to each other, they go infinitely without crossing each other.

As we can see in the figure (refer to the attached picture)

Line AE and CD are parallel to each.

Thus, the side AE and side CD are parallel to each other because they will never intersect to each other.

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Answer:

0.8g/cm³

Step-by-step explanation:

1.2g/cm³*150cm³=180g

180g+x=220g

x=40g

220/1.1=200

150cm³+y=200cm³

y=50cm³

40g/50cm³=0.8g/cm³

Answer check:

You got both correct. Good luck on the exam!

Answer:  the first one is correct and the second one is  wrong its 1/5

Step-by-step explanation:

The height of cone A is 12 and the volume of cone B is 750

The given parameters are:

Both cones are similar.

The similarity ratio is represented as:

[tex](\frac{V_A}{V_B})^\frac 13 = (\frac{A_A}{A_B})^\frac 12 = \frac{h_A}{h_B}[/tex]

Where:

Remove the height expression in the equation [tex](\frac{V_A}{V_B})^\frac 13 = (\frac{A_A}{A_B})^\frac 12 = \frac{h_A}{h_B}[/tex]

So, we have:

[tex](\frac{V_A}{V_B})^\frac 13 = (\frac{A_A}{A_B})^\frac 12[/tex]

This gives

[tex](\frac{162}{V_B})^\frac 13 = (\frac{36}{100})^\frac 12[/tex]

Evaluate the exponent of 1/2

[tex](\frac{162}{V_B})^\frac 13 = \frac{6}{10}[/tex]

Take the cube of both sides

[tex]\frac{162}{V_B} = \frac{216}{1000}[/tex]

Make VB the subject

[tex]V_B = \frac{162 * 1000}{216}[/tex]

Evaluate

[tex]V_B = 750[/tex]

Remove the area expression in the equation [tex](\frac{V_A}{V_B})^\frac 13 = (\frac{A_A}{A_B})^\frac 12 = \frac{h_A}{h_B}[/tex]

[tex](\frac{V_A}{V_B})^\frac 13 = \frac{h_A}{h_B}[/tex]

Substitute known values

[tex](\frac{162}{750})^\frac 13 = \frac{h_A}{20}[/tex]

Multiply both sides by 20

[tex]h_A = 20 *(\frac{162}{750})^\frac 13[/tex]

Evaluate

[tex]h_A= 12[/tex]

Hence, the height of cone A is 12 and the volume of cone B is 750

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answer: 27

Step-by-step explanation:

there are 3 1/3s in a cup so basically you are taking 3x9 (or 3+3+3+3+3+3+3+3+3) which equals 27

Answer:

A≈316.99

Step-by-step explanation:

Use formula A=πrl+πr² and l=√r²+h²

Plug in  . .

A≈316.99

The function f(x) = mx + b is a linear function, and the values of m and b are -1/3 and 7/3, respectively

The function is given as:

f(x) = mx + b

The solutions are (1,2) and (-20,9)

The above points mean that:

1 * m + b = 2

-20 * m + b = 9

This gives

m + b = 2

-20m + b = 9

Subtract both equations

m + 20m = 2 - 9

Evaluate the difference and sum

21m = -7

Divide both sides by 21

m = -1/3

Substitute m = -1/3 in m + b = 2

-1/3 + b = 2

Add 1/3 to both sides

b = 2 + 1/3

Evaluate

b = 7/3

Hence, the values of m and b are -1/3 and 7/3, respectively

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Answer:

[tex]x = \frac{58}{7} ,y = - \frac{22}{7}[/tex]

Step-by-step explanation:

branliest pls

Answer: 6/8 , 9/12 , 12/16 , 15/20, ect...

Step-by-step explanation:

Example:3*2   = 6

               4*2      8

You can check if it is equivalent by dividing the numerator and denominator by 2

Example:6 divided by 2= 3

               4  divided by 2   4

You can replace 2 with 3,4,5,6 ect...

3/4 multiplied by 3 =9/12, 3/4 multiplied by 4 is 12/16, 3/4 multiplied by 5 is 15/20.

Hope this helps, let me know if you want more examples.

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[tex]\blue\textsf{\textbf{\underline{\underline{Question:-}}}}[/tex]

Find an equivalent fraction for the fraction below. 3/4

[tex]\blue\textsf{\textbf{\underline{\underline{Answer and How to Solve:-}}}}[/tex]

If fractions are equivalent, they are equal to each other.

An example of a fraction equal to 3/4 is:-

[tex]\bold{\displaystyle\frac{6}{8}} \dashleftarrow\sf{The\:numerator\:and\:denominator\:are\:multiplied\:by\:2}[/tex]

This is just one example; in fact, there are infinitely many fractions equivalent to 3/4; you can multiply the numerator & denominator by 2:

6/8 = 12/16 =24/32...

You can also multiply by 3:-

9/12 =12/36...

You can multiply by 4, 5, 6, 7, 8....

Overall, you can multiply by any number you wish. As long as you multiply the numerator and denominator by the same number, you will get a fraction that's equivalent to the original fraction.

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Answer:

39.6

Step-by-step explanation:

I think.

Answer:

b = 11

Step-by-step explanation:

the standard form of a quadratic equation is ax² + bx + c = 0 ( a ≠ 0 )

given

x² + 28 = - 11x ( add 11x to both sides )

x² + 11x + 28 = 0 ← in standard form

with b = 11

Answer:

Looking at the first question, it's asking what best describes the probability of tossing a number less than 6 on a number cube that has 6 numbers.  Impossible means that it will never land on it, for example asking what the probability of landing on 7 is.  Unlikely is something that doesn't happen often.  The best option that fits our scenario is option C, likely.

Looking at the second question, it's asking what the probability that the teacher chooses a girl in his class.  There are 15 girls and a total of 27 students in the class so we take the probability by doing 15/27.  We can narrow both the numerator and the denominator using 3 which gives us 5/9.  Therefore, the best option that fits our scenario is option C, 5/9.

Finally, looking at the last question, it's asking what the theoretical probability that the coin will land on heads on the next toss.  Theoretical probability doesn't consider how much times Murray tossed the coin, the only thing it cares about is what the actual probability of tossing a coin is.  Therefore that makes it a 50% chance of landing on a heads and a 50% chance of landing on a tails.  The best option that first our scenario is option B, 1/2.

Hope this helps!  Let me know if you have any questions

Which describes the probability of tossing a number less than 6 on a number cube with faces labeled 1-6?

Answer:

[C] Likely

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There are 12 boys and 15 girls in Mr. Fraioli's math class. He will randomly call on one person to answer the problem of the day. What is the probability that he will choose a girl.

Answer:

[C] 5/9

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Murray has tossed a coin 120 times.The coin landed on heads 54 times. What is the theoretical probability that the coin will land on heads on the next toss?

Answer:

[B] 1/2

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Step-by-step explanation:

Note:

Impossible ⇒ 0%

Unlikely ⇒ 25%

Equally likely as not ⇒ 50%

Likely ⇒ 75%

Certain ⇒ 100%

Which describes the probability of tossing a number less than 6 on a number cube with faces labeled 1-6?

Knowing that a number less than 6 can be:

1,2,3,4,5

Hence, 5/6 which is 0.83333333333 which is likely

Thus, the answer is [C] Likely

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There are 12 boys and 15 girls in Mr. Fraioli's math class. He will randomly call on one person to answer the problem of the day. What is the probability that he will choose a girl.

Total number of people is 12+15 = 27

15 out of 27 are girls thus, 15/27

Simplify

5/9

Hence, the answer is [C] 5/9

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Murray has tossed a coin 120 times.The coin landed on heads 54 times. What is the theoretical probability that the coin will land on heads on the next toss?

Since, the total number of tossed is 120 times

handed on heads - 54 times.

  Theoretical probability is what should happen.

 Experiment probability is what happen

Knowing that a coin has 2 sides:

Heads and Tails.

Hence, that makes it a 50% chance of landing on a heads and a 50% chance of landing on a tails.

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https://brainly.com/question/12726162

https://brainly.com/question/430568

https://brainly.com/question/4152354

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Kavinsky

               [tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Given question:-}}}\rule{50}{1}[/tex]

           What is the value of c in the quadratic [tex]\large\text{$x^2+28=-11x$}[/tex]?

          [tex]\rule{50}{1}\large\textsf{\textbf{\underline{Answer and how to solve:-}}}\rule{50}{1}[/tex]

           Before starting to solve, you should notice something - the

quadratic is not in its standard form!

We can easily fix it by adding [tex]\large\textit{11x}[/tex] on both sides:-

[tex]\large\text{$x^2+28-11x=0$}[/tex]

We can switch the order of 28 and -11x:-

[tex]\large\text{$x^2-11x+28=0$}[/tex]

  Now, the quadratic is in its standard form, so we can get down to

finding the value of "c".

Remember, the standard form of a quadratic looks like so:-

Now we can just write our quadratic here:-

Now, can you see what the value of "c" is?

An easy way to remember "c" in quadratics is:-

The "c" in quadratics is the constant.

Henceforth, we conclude that the value of "c" in the given quadratic is:-

 [tex]\Large\textbf{28}\Large\checkmark[/tex]

        [tex]\rule{50}{1}\smile\smile\smile\smile\smile\smile\rule{50}{1}[/tex]