Building blocks are in the shape of a cube. The dimensions of the building blocks are based on the length of the packaging box, which is defined as [tex]\frac{1}{12} x^{2}[/tex] centimeters, where x is the length of the packaging box. What is the volume of a building block in terms of x?


ily whoever answers right <3

There are three basic methods for solving quadratic equations: factoring, using the quadratic formula, and completing the square.

quadratic equations

Quadratic equations are the polynomial equations of degree 2 in one variable of type f(x) = ax^2 + bx + c = 0 where a, b, c, ∈ R and a ≠ 0. It is the general form of a quadratic equation where 'a' is called the leading coefficient and 'c' is called the absolute term of f (x).

factoring

factorization or factoring consists of writing a number or another mathematical object as a product of several factors, usually smaller or simpler objects of the same kind.

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Consequently, there is a 0.89736 percent chance or probability that he weighs fewer than 258 kilograms.

Probability fundamentals. A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.

Here,

we use the z-score algorithm to answer this query.

Score Z = x - μ/σ

x = the raw score

 population mean= μ 

Population standard deviation is σ

Hence,

x = 258, μ = 220, σ = 30

Z = 258 - 220/30

=1.26667

Probability based on the Z-Table:

P(x<258) = 0.89736

Consequently, there is a 0.89736 percent chance that he weighs fewer than 258 kilograms.

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Answer: The teacher's claim is that there will be at least three numbers on the whiteboard whose digits have the same sum, no matter what the students write. To see if this claim is true, we can consider different cases for the number of students in the class.

If there are only two students in the class, the teacher's claim is not true. The two students can write any two different two-digit numbers, and it's not guaranteed that the digits in those numbers will have the same sum.

If there are three students in the class, the teacher's claim is true. The three students can write any three different two-digit numbers, and at least one of those numbers is guaranteed to have digits that have the same sum as one of the other numbers.

If there are more than three students in the class, the teacher's claim is true. No matter what numbers the students write, there will always be at least three numbers whose digits have the same sum.

Therefore, the smallest number of students for the teacher's claim to be true is three students.

It's worth mentioning that the teacher's claim is not necessarily true for all cases, it's only true that any three numbers picked out of the two-digit numbers set, will have digits with the same sum.

Step-by-step explanation:

Therefore the product of two conjugates is a difference of two squares.

When two binomials have the same terms but different arithmetic operators in the center of these related words, they are said to be conjugate. For instance, the conjugate of p + q is p - q.

An integer known as a binomial number is produced by evaluating a homogeneous polynomial with two terms, also known as a binomial.

This statement is true.

The conjugates of a complex number are two complex numbers that differ only in their signs. They are of the form a + bi and a - bi.

When two conjugates are multiplied, the product is (a + bi)(a - bi) = a^2 + (bi)^2 = a^2 - b^2 + (2abi) = (a^2 - b^2) + (2ab)i.

which is in the form (a^2 - b^2) + (2ab)i = (a^2 - b^2) + (2ab)i = (a+b)(a-b)

So the product of two conjugates is a difference of two squares.

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Draw a line and locate the origin '0', mark the positive numbers on the right and the negative number on the left of '0' at an equal distance.

A number line is a horizontal straight line in which the integers are placed in equal intervals. All the numbers can be represented in a number line. This line can be extended indefinitely at both ends. 

A number line is a graphical representation of numbers on a straight line. It is used for comparing and ordering numbers. It can be used for representing any real number that includes every whole number and natural number.

Draw a line and locate the point ‘0’. This point is known as the origin. If the given number is positive, draw it on the right side of the origin. If it is a negative number, draw it on the left side of zero. Divide each unit into the values equal to the denominator of the given fraction.

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Answer:

51.50004959055205

Step-by-step explanation:

[tex]sin (x) = \frac{18}{23}[/tex]

Answer:

The price of a table is rs1720

Step-by-step explanation:

Let C and T be the individual prices of the tables and chairs.

We know that 3C + 4T = rs7540

We are then told that C = rs220, so we can enter that into the equation to find T:

3C + 4T = rs7540  

3(220) + 4T = rs7540  [for C = rs220]

660 + 4T = 7540

4T = rs6880

T = rs1720

Check:

Do 3 chairs at 220 each and 4 tables at 1720 each add to a total of 7540?

Chairs:   rs660

Tables:  rs6880

Total = rs7540  YES

The union of the intervals is (-∞,∞)
The intersection of the intervals is [0,2)

Hope this helped!

One mole consists of 6.02214076×10²³ units which is Avogadro's number. Thus one mole is known as Avogadro's number.

What is one mole?

A mole is 6.02214076×10²³ of any chemical unit, including atoms, molecules, ions, and others. Due to the large number of atoms, molecules, or other components that make up any substance, the mole is a useful measure to utilize. The mole was initially defined as the quantity of atoms contained in 12 grammes of carbon-12, but the General Conference on Weights and Measures declared in 2018 that the mole will only contain 6.02214076×10²³ of some chemical unit as of May 20, 2019.

In chemistry, a mole, sometimes spelled mol, is a common scientific measurement unit for significant amounts of very small objects like atoms, molecules, or other predetermined particles.

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Answer: To find the area of the pre-image and the image, you can use the coordinates of the vertices of the shapes to calculate the lengths of the sides and use the formula for the area of a triangle:

Area = (base * height)/2

For the pre-image, the coordinates are X(3,18) Y(18,18) and Z(18,9). The base of the triangle is the distance between X and Z, which is 18 - 3 = 15. The height of the triangle is the distance between Y and Z, which is 18 - 9 = 9. The area of the pre-image is therefore:

Area = (15 * 9)/2 = 67.5

For the image, the coordinates are X’(1,6) Y’(6,6) Z’ (6,3). The base of the triangle is the distance between X’ and Z’, which is 6 - 1 = 5. The height of the triangle is the distance between Y’ and Z’, which is 6 - 3 = 3. The area of the image is therefore:

Area = (5 * 3)/2 = 7.5

The relationship between the two areas is that the area of the image is smaller than the area of the pre-image. This is because the image has been scaled down in size relative to the pre-image. The amount by which the image has been scaled down can be calculated by dividing the area of the image by the area of the pre-image:

Scale factor = area of image / area of pre-image = 7.5 / 67.5 = 0.11

This means that the image has been scaled down by a factor of 0.11 relative to the pre-image.

Step-by-step explanation:

Answer:

Step-by-step explanation:

You want to know the areas and their relationship of the preimage with coordinates X(3,18), Y(18,18), and Z(18,9), and the image with coordinates X’(1,6), Y’(6,6), Z’ (6,3).

When you plot the points on a graph, you see they define right triangles. Each has sides aligned with the x- and y-axes, so it is easy to find their dimensions by counting grid squares or subtracting coordinates.

The preimage triangle is 18-3 = 15 units in the x-direction, and 18-9 = 9 units in the y-direction.

The image triangle is 6-1 = 5 units in the x-direction, and 6-3 = 3 units in the y-direction.

We notice that both the coordinates and the dimensions of the image triangle are 1/3 those of the preimage triangle.

The area of each triangle is given by the formula ...

  A = 1/2bh

Using the dimensions we found above, the areas are ...

  preimage area: 1/2(15)(9) = 135/2 = 67.5 . . . . square units

  image area: 1/2(5)(3) = 15/2 = 7.5 . . . . square units

We have observed that the image dimensions are 1/3 those of the preimage. The image area is 7.5/67.5 = 1/9 of that of the preimage. This value is the square of the scale factor of the dimensions,

Answer: B

Step-by-step explanation:

Area = 4 x 5

         = 20 cm^2

Remember that area of parallelogram is the base x perpendicular height. is The perpendicular height is not 6cm but 5cm. (right angle labelled on diagram)

Answer: 20 cm²

Step-by-step explanation:

area parallelogram = base x height

=> 4 x 5 = 20

Answer:

meter per second(m/s)

Answer:

Hey there! The metric system has a unit called meters per second for measuring speed. It's abbreviated as m/s and it's used to measure how far something travels in a certain amount of time. For example, if something goes 50 meters in 10 seconds, its speed would be 50 m/s / 10 s = 5 m/s. There are other units for measuring speed too, like kilometers per hour (km/h) and centimeters per second (cm/s). It just depends on what you're measuring and how precise you need to be.

________________________________________________________

Well, speed is all about how far something goes in a certain amount of time. So if you increase the distance traveled or decrease the time it takes to travel that distance, the speed will increase. On the other hand, if you decrease the distance traveled or increase the time it takes to travel that distance, the speed will decrease.

There are all sorts of situations where knowing the speed of something is important. For example, if you're driving a car, it's important to know how fast you're going so you can stay safe and follow the speed limits. In sports, measuring speed can help coaches and players improve their performance. And in science, measuring the speed of light or other phenomena can help us better understand the world around us. So as you can see, speed is a pretty important concept!

The linear equation that passes through these two points is:

y = -4x

A general linear equation can be written as:

y = a*x + b

Where a is the slope and b is the y-intercept.

If we know that the line passes through two known points (x₁, y₁) and (x₂, y₂), then we can write the slope as:

a = (y₂ - y₁)/(x₂ - x₁)

Here we know the two points (-2, 8) and (5, -20), so the slope is:

a = (-20 - 8)/(5 + 2) = -28/7 = -4

So the line is:

y = -4*x + b

To find the value of b, we can replace the values of the point (-2, 8), so we will get:

8 = -4*(-2) + b

Now we can solve this for b.

8 = -4*(-2) + b

8 = 4*2 + b

8 = 8 + b

8 - 8 = b

0 = b

Then the linear equation is:

y = -4*x

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Answer:

8.2 × 10⁻³

Step-by-step explanation:

1.64 × 10⁰      1.64 × 1         1.64

-------------- = -------------- = ---------- = 0.0082

2.0 × 10²        2 × 100        200

Scientific notation: 8.2 × 10⁻³

I hope this helps!

The value of x and y in triangles AEB and BCD is 40° and 50°.

A triangle is a three-sided closed-plane figure formed by joining three noncolinear points. Based on the side property triangles are of three types they are Equilateral triangle, Scalene triangle, and Isosceles triangle.

We know the sum of all the interior angles in a triangle is 180°.

Therefore, In ΔAEB,

(2x + 5)° + 50° + 45° = 180°.

2x + 100° = 180°.

2x = 180° - 100°.

2x = 80°.

x = 40°.

Now, ΔBCD,

x + y + 90° = 180°.

40° + y + 90° = 180°.

y = 180° - 130°.

y = 50°.

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Therefore ,the answer to the above trigonometry issue is therefore that the river is 70 feet wide.

The study of the connections between the angles and sides of triangles is known as trigonometry. Due to the fact that each straight-sided figure may be reduced to a collection of triangles, trigonometry is commonly utilized in geometry. There are a mind-boggling number of connections between trigonometry and other branches of mathematics, especially algebra, real or complex, integrals, logarithms, and infinite series.

Here,

Figure depicts a right triangle which, in relation to angle, its next side has length d or its wrong side is equal to the river's width, y. As a result,

tanθ= d/ y

=> y=dtanθ

=> y = (100m)tan(35.00)=70ft

The river measures 70 feet in width.

As a result, the trigonometry problem's answer indicates that the river's width is 70 feet.

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The measure of the ACB arc is 250° when in the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

Given that,

In the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

We have to find the measure of the ACB arc.

We know that,

Suppose that AB is the minor arc that is m(arc AB) = 110°

We know that measure of the major arc is 360°-  measure of minor arc.

m(arc ACB)= 360- m(arc AB)

m(arc ACB)= 360-110

m(arc ACB)= 250°

Therefore, The measure of the ACB arc is 250° when in the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

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The expression which represents the value of the area could be the six times the circumference of the circle.

What is area of circle ?

area of circle can be defined as the product of pi(3.14) and square of radius of the circle.

Given,

helicopter pad which is in the shape of a circle has a circumference 72.48

and the diameter of 24 feet.

radius = diameter/2

radius = 24/2

radius = 12

circumference of circle = 72.48

area of circle =  π*r*r

area of circle = 22/7 * 12 * 12

area of circle = 452.5

area of circle is approximately 6 times the circumference of circle.

Hence , The expression which represents the value of the area could be the six times the circumference of the circle.

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Trigonometric identities are categorized as various identities out of which 11 are ,

Trigonometric Identities are used when trigonometric functions are given in an expression. Geometrically, these identities include one or more trigonometric functions

These are the sine , cosine or the tangent functions.

There are numerous trigonometric identities relating the side length and angle of a triangle. Only the right-angle triangle has the trigonometric identities.

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A triangular number succession is the representation of numbers as just an ordered set of equilateral triangles. The order of these numbers is 1, 3, and 6.

A triangular number is one that may be written as the sum of a initial n positive integers.

The first 3 triangular numbers are therefore 1, 3, and 6.

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To find the length of the side opposite the angle, multiply the hypotenuse by sin(). Alternatively, to obtain the side next to the angle, multiply the hypotenuse by cos()

The term "hypotenuse" refers to a right-angled triangle's longest side as compared to the base and perpendicular lengths. The right angle, the largest angle of the three angles in a right triangle, is opposite the hypotenuse side. In essence, only the right triangle possesses the hypotenuse feature, not any other triangles. When we study the right-angled theorem, Pythagoras Theorem, or Pythagorean Theorem, this is better understood.

Pythagoras theorem defines the hypotenuse theorem. This theorem states that the square of a right-angled triangle's hypotenuse side is equal to the sum of its base and perpendicular squares, so that;

Hypotenuse2 = Base2 + Perpendicular2

The square root of the sum of the base and perpendicular squares of a right-angled triangle provides the formula to get the hypotenuse. The hypotenuse formula is represented as follows:

Hypotenuse = √[Base2 + Perpendicular2]

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The resulting polynomial in standard form (b)  –4g^4 –3g³ +4g² +5g +3

Suppose the considered polynomial is of only one variable.

Then, the standard form of that polynomial is the one in which all the terms with higher exponents are written on left side to those which have lower exponents.

The simplification process is described and partially carried out. We are to finish by combining like terms and writing the result in standard form.

Given

Add: (g² – 4g^4 + 5g + 9) + (–3g³ + 3g² – 6)

Combine Like Terms

g²  + (–4g^4) + 5g + 9 + (–3g³) + 3g²  + (–6)

The like terms are the g² terms and the constants;

= (1 +3)g² + (–4g^4) +5g +(9 +(–6)) +(–3g³)

 = 4g² +(–4g^4) +5g +3 +(–3g³)

Write in Standard Form

In this form, the terms are written in order of decreasing degree.

= –4g^4 –3g³ +4g² +5g +3

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Answer:

x^2(x^2 - 15) + 9(x-6)(x+1)

Step-by-step explanation:

To factor the expression x^4 - 15x^2 + 54 completely, we need to find the common factors in each term. In this case, we can see that the terms x^4 and -15x^2 share a common factor of x^2. To factor this out, we can use the difference of squares factorization:

x^4 - 15x^2 + 54 = x^4 - 15x^2 + (9x^2 - 9x^2) + 54

= x^2(x^2 - 15) + 9(x^2 - 6)

= x^2(x^2 - 15) + 9(x-6)(x+1)

Since x^2-15 can't be factored further. The expression is fully factored.

We can check this by multiplying it back and it should be the same as original expression.

Answer: You plug in y as 0 into your equation.

Step-by-step explanation:

Do the above thing OK.

The two equation to set up to solve the equation |3x - 2| = 19 are

Question 2

x = 5 OR -9

Question 3

x ≥ 6 OR x ≥ -9

Without taking direction into account, absolute value describes how far away from zero a certain number is on the number line.

A number can never have a negative absolute value.

The equation is written in the form below

|3x - 2| = 19

removing the absolute value sign

3x - 2 = ± 19

the two equations are

3x - 2 = 19

3x - 2 = -19

Question 2

solving for x

3|x + 2| - 7 = 14

3|x + 2| = 14 + 7

3|x + 2| =  21

divide through by 3

|x + 2| =  7

removing the absolute value sign

x + 2 =  ±7

solving for x for positive value

x + 2 = 7

x = 5

solving for the negative sign

x + 2 = -7

x = -9

Question 3

-2|2x+3| + 14 ≥ -16

-2|2x+3| ≥ -30

dividing through by -2

|2x+3| ≥ 15

2x+3 ≥ ±15

solving for the positive sign

2x+3 ≥ 15

x ≥ 6

solving for the negative sign

2x+3 ≤ -15

x ≥ -9

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this is your proper answer

hii, how are you

Answer:

15

Step-by-step explanation:

Therefore , the solution of the given problem of area comes out to be the land acquired by university is of 3 miles square area.

The term "area" describes the amount of space occupied by a 2D form or surface. We use cm2 or m2 as our units for measuring area. A shape's area is determined by dividing its length by its breadth.

Area = length x breadth.

Here,

Given : A triangle land which has

height = 2miles

and base = 1.5+ 1.5 = 3 miles

Thus,

To find the area of triangle :

=> Area = 1/2*b*h

=>Area = 3*2/2

=> Area = 3 miles square

Therefore , the solution of the given problem of area comes out to be the land acquired by university is of 3 miles square area.

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The system of equations .5(5x + 4) = 17.5x + 14 have Infinite solutions.

We know two simultaneous equations have a unique solution when they intersect at a point,

when they are parallel they have no solution and when they are coinciding they have an infinite no. of solutions.

Given, A system of equation 3.5(5x + 4) = 17.5x + 14.

17.5x + 14 = 17.5x + 14.

As the LSH and RHS are equal the equation of the two lines is the same and hence they coincide and have an infinite number of solutions.

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