Can someone please help me

Can Someone Please Help Me

Answers

Answer 1

The volume of the composite figure is 837.33 cubic units.

What is volume of a cone?

The area or capacity of a cone is determined by its volume. A cone's circular base tapers from a flat base to a point known as the apex or vertex in three dimensions. A cone is made up of a collection of line segments, half-lines, or lines that link the apex—the common point—to each point on the base, which is on a plane without the apex. A cone may be thought of as a collection of irregularly shaped circular discs placed on top of one another with the ratio of their radii remaining constant.

The volume of any composite figure is the addition of the volume of all the shapes present in the figure.

Here, the composite solid is made of 2 cones and a cylinder.

The volume of cone is:

V = 1/3(πr²h)

For cone with height 12 and r= 4:

V = 1/3(π)(4)²(12)

V = 200.96 cubic units.

For cone with h = 8 and r = 4:

V = 1/3(π)(4)²(8)

V = 133.97

The volume of cylinder is:

V = πr²h

V = (3.14)(4)²(10)

V = 502.4 cubic units.

The volume of the composite solid is:

Total volume = 200.96 + 133.97 + 502.4

Total volume = 837.33 cubic units.

Hence, the volume of the composite figure is 837.33 cubic units.

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Related Questions

hellpppppppppppp. need it for math and am just confused

Answers

Step-by-step explanation:

this is solution which is given above in photo

PLEASEE HELP!
Draw an angle that is 150 degrees.

Answers

Step-by-step explanation:

[tex]\textsf{For this problem, we are asked to draw an angle that is 150}^{\circ}.[/tex]

[tex]\textsf{We will need a Protractor to draw this angle.}[/tex]

[tex]\large\underline{\textsf{To Draw an Angle with a Protractor;}}[/tex]

[tex]\textsf{First, notice a point at the bottom of the Protractor. This is where we will start.}[/tex]

[tex]\textsf{Draw a Straight Line from the point to the 0}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Secondly, use a ruler to carefully draw a straight line towards the 150}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Note that some Protractors may be different from others. Similar steps should apply.}[/tex]

[tex]\textsf{Refer to the picture. It represents what the angle should look like afterwards.}[/tex]

To do :-

To draw a angle of 150° .

Instruments required:-

A pair of compasses ,A ruler ,A pencil ,and a protactor

Steps of construction:-

Draw a line segment of desired length.Taking a point on the line , draw a semicircle using a compass .Taking G as centre cut an arc on the semicircle mark the point of intersection as I .Taking I as centre cut another arc on the semicircle , mark it as point J .Taking J and I as center, cut an arc such that both the arcs intersect each other, mark it as point D .Join C and D .Taking F as centre again cut an arc on the semicircle, mark it as point E .Join E and C .Using a protactor you can check whether the angle formed is 150° or not .

Hence angle ECB represents 150° .

Precaution:- do not change the arm length of the compass.

and we are done!

Does the expression 56x+40y-48z=8(7x+5y-6z)

Answers

For all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

Explain expression using an example.

As an illustration, the phrase x + y is one where x and y are terms with an addition operator in between. There are two sorts of expressions in mathematics: numerical expressions, which only contain numbers, and algebraic expressions, which also include variables.

Indeed, for all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

We can simplify both sides of the equation to understand why:

56x + 40y - 48z = 8(7x + 5y - 6z)

56x + 40y - 48z = 56x + 40y - 48z

As we can see, the equation is true for all values of x, y, and z because both sides are identical.

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Complete the recursive formula of the arithmetic s -17,-8, 1, 10, .... a(1) = -17 a(n) = a(n − 1)+​

Answers

Answer:

The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:

a(1) = -17

a(n) = a(n-1) + 8 for n >= 2

This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.

(please mark my answer as brainliest)

CAN SOMEONE PLEASE HELP thank you so so much please!!!

Answers

Step-by-step explanation:

try this option, all the details are in the attachment.

Thomas bought 120 whistles, 168 yo-yos and 192 tops . He packed an equal amount of items in each bag.
a) What is the maximum number of bag that he can get?

Answers

Answer:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

Prime factorizing the three numbers:

120 = 2^3 x 3 x 5

168 = 2^3 x 3 x 7

192 = 2^6 x 3

The GCD is the product of the common prime factors with the lowest exponents, which is 2^3 x 3 = 24.

So, Thomas can pack the items into 24 bags, each containing an equal number of whistles, yo-yos, and tops.

Answer:

Step-by-step explanation:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

We can start by finding the prime factorization of each number:

120 = 2^3 × 3 × 5

168 = 2^3 × 3 × 7

192 = 2^6 × 3

Then we can find the GCD by taking the product of the smallest power of each common prime factor:

GCD = 2^3 × 3 = 24

Therefore, Thomas can pack a maximum of 24 bags.

Can someone actually see if I got this answer correct please

Answers

Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.

How many credit hours are there in three?

Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.

You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:

A = 4.0

B = 3.0

C = 2.0

D = 1.0

F = 0.0

E = 0.0 (equivalent to F)

Then, you can use the formula:

(Total grade points) / GPA (total credit hours)

Using this formula, we can calculate your semester GPA as follows:

FYE 105: F (0.0) x 3 credit hours = 0.0 grade points

MAT 150: E (0.0) x 3 credit hours = 0.0 grade points

ENG 101: D (1.0) x 3 credit hours = 3.0 grade points

BIO 112: A (4.0) x 3 credit hours = 12.0 grade points

BIO 113: B (3.0) x 1 credit hour = 3.0 grade points

Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0

Total credits earned is 13 (3 + 3 + 3 + 3 + 1)

GPA = 18.0 / 13 = 1.3846

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Is this figure a polygon dont answer if you don’t know the answer

Polygon - a plane figure with at least three straight sides and angles, and typically five or more.

Answers

Answer:

No

Step-by-step explanation:

Since a polygon has straight sides, with 3 or more, it cannot be a polygon since one side is curved.

Given two points (x1, y1) and (x2, y2) in the cartesian plane, show that the slope
m of a line is of the form
m =y2 − y1÷x2 − x1
assuming that x2≠ x1

Answers

therefore, we have shown that: [tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex] assuming that x2 ≠ x1.

What is slope?

Slope refers to the measure of steepness of a line or a curve. In mathematics, slope is usually denoted by the letter "m" and is defined as the ratio of the change in the y-coordinate to the change in the x-coordinate between two points on a line.

The formula for calculating the slope between two points (x1, y1) and (x2, y2) on a line is:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

by the question.

To finds the slope of a line passing through two points (x1, y1) and (x2, y2), we use the slope formula:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

This formula represents the change in y divided by the change in x between the two points.

Now, assuming that x2 ≠ x1, we can simplify the formula as follows:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(1/1)[/tex]

Multiplying the numerator and denominator by 1, which in this case is (x2 - x1) / (x2 - x1), we get:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(x_{2}-x_{1})/(x_{2}-x_{1})[/tex]

Simplifying the numerator, we have:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})/[(x_{2}-x_{1})*1][/tex]

The term (x2 - x1) cancels out, leaving us with:

[tex]m=(y_{2}-y_{1} /1[/tex]

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Find the standard normal area for each of the following (LAB)Round answers to 4 decimals

Answers

The answer of the standard normal area for each of the following questions are given below respectively.

What is standard normal area?

Standard normal area refers to the area under the standard normal distribution curve, which is a normal distribution with a mean of 0 and a standard deviation of 1.

a. P(1.24<Z<2.14) = 0.0912

b. P(2.03 <Z<3.03) = 0.0484

c. P(-2.03 <Z<2.03) = 0.9542

d. P(Z > 0.53) = 0.2977

Note: The standard normal distribution is a continuous probability distribution with mean 0 and standard deviation 1. The area under the curve represents probabilities and can be calculated using a standard normal distribution table or a calculator with a normal distribution function.

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Consider the following algebraic statements and determine the values of x for which each statement is true.

8=-|x|

Answers

Answer:

This is false.

Step-by-step explanation:

Since absolute value bars change negatives into positives and positive into themselves (positives) we can put the example:

[tex]-|8|\\[/tex]

When we remove the absolute value bars, 8 will still equal 8. But, we have a negative, therefore the 8 has a negative after being simplified with absolute value.

x = -8, not positive 8.

Answer:

Ther are no values of x that would make this statement true. There is no solution.

Step-by-step explanation:

6TH GRADE MATH IS THIS CORRECT??

Answers

Answer:

Step-by-step explanation:

y2-y1/x2-x1

-7-(-19)/-2-1

12/-2

-6

The slope is -6

Part A
Use GeoGebra to graph points A, B, and C to the locations shown by the ordered pairs in the table. Then join each pair of
points using the segment tool. Record the length of each side and the measure of each angle for the resulting triangle.

Location
A(3,4), B(1,1).
C(5.1)
A(4.5), B(2.1).
C(7.3)
—————-
AB=
BC=
AC=

Answers

Answer:

Step-by-step explanation:

Answer:

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Step-by-step explanation:

Step 1

Place points A, B and C on the coordinate grid.

Alternatively, type the following into the input field as 3 separate inputs:

Triangle 1

A = (3, 4)B = (1, 1)C = (5, 1)

Triangle 2

A = (4, 5)B = (2, 1)C = (7, 3)

Step 2

Use the Segment tool to join each pair of points.

Alternatively, type Segment( <Point>, <Point> ) into the input field (replacing <Point> with the letter name of the point) to create a segment between two points.

Record the length of each side.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

Step 3

Use the Angle tool to measure each angle in the resulting triangle.

Alternatively, type Angle(Polygon(A, B, C)) into the input field to create all interior angles.

Record the measure of each angle.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Note: All measurements have been given to the nearest hundredth (2 decimal places).

Simplify without calculator: (-5) (7)+4×5 (Show all calculations)​

Answers

Step-by-step explanation:

this is the answerrr

without calculator

list all symmetry groups that are the symmetry groups of quadrilaterals and for each group sketch a quadrilateral

Answers

The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus

Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.

Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.

Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.

In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.

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Complete Question:

Name the quadrilaterals which have both line and rotational symmetry of order more than 1.

From the given graph, how many students worked at least 10 hours per​ week?

Answers

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.


From the group of 15-19 hours worked per week, 4 students.


From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation.

Answers

The result of the division in ordinary decimal notation is 300.

Scientific notation, also known as standard form or exponential notation, is a method of expressing very large or very small numbers in a compact and standardized way.

To perform the indicated operation, we need to divide 0.00036 by 0.0000012.

First, let's express both numbers in scientific notation

0.00036 = 3.6 x 10^(-4)

0.0000012 = 1.2 x 10^(-6)

Now we can divide the two numbers and simplify

3.6 x 10^(-4) / 1.2 x 10^(-6) = (3.6 / 1.2) x 10^(-4-(-6)) = 3 x 10^(2)

Finally, we can convert this result back to ordinary decimal notation

3 x 10^(2) = 300

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The given question is incomplete, the complete question is:

Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation. 0.00036/0.0000012

Graph the function.

f(x) = 3/5x -5


Use the Line tool and select two points to graph.

Answers

Answer:

  see attached

Step-by-step explanation:

You want to graph the function f(x) = 3/5x -5.

Graph

For graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.

For x = 0, y = 3/5·0 -5 = -5

For x = 5, y = 3/5·5 -5 = 3 -5 = -2

Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.

change these fractions to decimals 1/35​

Answers

Answer:

Step-by-step explanation:

A spinner with 10 equally sized slices has 5 red slices, 3 yellow slices, and 2 blue slices. Ann spun the dial 25 times. It landed on red 12 times, landed on yellow 10 times, and landed on blue 3 times. From Ann's results, compute the experimental probability of landing on blue or yellow

Answers

Answer:

0.600 or 600, 0.500 or 500, select option 2

Step-by-step explanation:

Can someone pls help me it would mean so much to me

Answers

Answer: y = 3x-2 (for first question)

Step-by-step explanation:

Equation of the line: y = mx+c. For A, it passes through (0, -2) and has a gradient of 3. So, you substitute the values inside the equation.

x = 0

y = -2

m = 3

-2 = 0+c

c= -2

ans: y = 3x-2

Use the same method to complete the rest of the questions. GL

Note: I am just a student, if I get this wrong I hope someone corrects me, thanks

Please help I-readyyyyyy

Answers

m = the difference in y coordinates / the difference in x coordinates

10/3= 3.4
I think but I’m not sure as there are no coordinates
Answer - slope is 1/3

You can find slope on your graph by picking two points and finding rise (y axis) over run (x axis)
Here we see a rise up of +1 and a run to the right of + 3.
y over x = 1/3 slope

We can also pick two coordinates and use slope formula to find slope.

Coordinates

(0, 2) and (3, 3)

y 2 - y1 over x2 over x1

3 - 2 over 3 - 0 = 1/3 slope

I attached a graph to help

Help please! Appreciate the help

Answers

For the given statements for domain and range, option 3 and option 4 are correct answers.

What is domain and range?

The sets of all the x-coordinates and all the y-coordinates of ordered pairs, respectively, are the domain and range of a relation. With functions, we enter various numbers, and the output is a new set of numbers. The two essential characteristics of functions are domain and range. A function's domain and range are its constituent parts.

The domain of the function are all the input values while the range are the output values of the function for the given input.

In the given options, option 3 and 4 are correct as the functions have the same input but not the same output.

That is, they have the same domain, all real numbers, but not the same range.

Hence, for the given statements for domain and range, option 3 and option 4 are correct answers.

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HELP ME ASAP!!! YOU WILL BE BRAINLIEST

Answers

We can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability.

What is probability?

Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.

The theoretical probability of rolling a 5 on a fair die is 1/6, which means that if the die is rolled many times, we would expect to see a 5 about 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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We might say that Maya's experimental probabilities oscillate about the theoretical probability, but after more trials, the experimental probabilities ought to converge to the theoretical probability.

What is probability?

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

A fair die has a theoretical probability of rolling a 5 of 1/6, therefore if the die is rolled several times, we can anticipate seeing a 5 roughly 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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6TH GRADE MATH, What is the y intercept in the equation y= 4x - 8??

Answers

the y intercept is -8

A test consists of 30 multiple choice​ questions, each with five possible​ answers, only one of which is correct. find the mean and the standard deviation of the number of correct answers. round the answers to the nearest hundredth.

Answers

The mean and standard deviation for 30 multiple-choice questions for the number of correct answers is Mean(μ) = 6 and Standard deviation(σ) = 2.19.

What is mean?

A collection of values are averaged to form the mean. The total points were divided by the total scores. When population samples are tiny, the mean is sensitive to extreme scores. For example, if two students in a class of 20 earned significantly higher than the rest, the mean will be skewed higher than the other students' scores might suggest. When using means, larger sample sizes are preferable.

Define standard deviation.

In statistics, a measure of variability known as the standard deviation ( standard deviation ) is frequently used. It demonstrates how different things are from the norm. (mean). When the SD is low, the data tend to be close to the mean, while when it is high, the data are dispersed over a wide variety of values.

Given: number of questions(n) = 30, p = [tex]\frac{1}{5}[/tex], q = [tex]\frac{4}{5}[/tex]

Mean μ = n*p

            = 30  *[tex]\frac{1}{5}[/tex]

         μ = 6

Standard deviation σ = [tex]\sqrt{n*p*q}[/tex]

                                   = [tex]\sqrt{30*\frac{1}{5}*\frac{4}{5}}[/tex]

                                   = [tex]\sqrt{4.8}[/tex]

                                σ = 2.19

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Imagine we have a simple linear model, with one X predicting one Y, where R-squared is equal to .81. What was the correlation between X and Y?A) .81 (or maybe -.81)B) There is not enough information to tell.C) .66 (or maybe -.66)D) .90 (or maybe -.90)

Answers

The correlation between X and Y can be calculated using the formula r = SQRT(R-squared).The correlation coefficient is a measure of the strength of the linear relationship between two variables and can range from -1 to 1

In this case, the R-squared value is 0.81, so the correlation between X and Y is r = SQRT(0.81) = 0.9 (or -0.9 depending on the direction of the relationship).The correlation between X and Y can be calculated using the formula r = SQRT(R-squared). The correlation coefficient is a measure of the strength of the linear relationship between two variables and can range from -1 to 1, where -1 is a perfectly negative linear relationship, 0 is no linear relationship, and 1 is a perfectly positive linear relationship. In this case, the correlation between X and Y was 0.9, indicating a strong linear relationship between the two variables.

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here are the factors of sixteen and twenty. click the factors that are common to both numbers. (choose 3)

Answers

The common factors of sixteen and twenty are 1, 2, and 4.

The factors of sixteen are 1, 2, 4, 8, and 16. The factors of twenty are 1, 2, 4, 5, 10, and 20. The factors that are common to both numbers are 1, 2, and 4.

To calculate the factors of sixteen, we can start by dividing sixteen by two until we cannot divide any further. We can start with sixteen divided by two, which equals eight. Eight divided by two equals four. Four divided by two equals two. Two divided by two equals one. As we can see, the factors of sixteen are 1, 2, 4, 8, and 16

To calculate the factors of twenty, we can start by dividing twenty by two until we cannot divide any further. We can start with twenty divided by two, which equals ten. Ten divided by two equals five. Five divided by two equals two. Two divided by two equals one. As we can see, the factors of twenty are 1, 2, 4, 5, 10, and 20.The common factors of sixteen and twenty are 1, 2, and 4. This can be determined by comparing the two lists of factors. As we can see, 1, 2, and 4 are present in both lists.

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Complete question

What are the common factors of sixteen and twenty ?

h=p√m2+n find the value of h when p = 3, n=20 , m=6

Answers

Answer:

We can substitute the given values of p, m, and n into the formula for h:

h = p√(m^2 + n)

h = 3√(6^2 + 20)

h = 3√(36 + 20)

h = 3√56

We can simplify this by factoring 56 into its prime factors:

h = 3√(2^3 × 7)

h = 3 × √(2^2 × 7) × √2

h = 3 × 2√7

Therefore, when p = 3, n = 20, and m = 6, the value of h is 6√7 or approximately 13.42.

PLEASE ANSWER THIS QUESTION, 20 POINTS!!

Answers

Answer:

∠1 = 50

∠2 = 50

∠3 = 80

∠4 = 130

∠5 = 130

Step-by-step explanation:

∠1 = 180 - 130 = 50

∠2 = ∠1 = 50

∠3 = 180 - ∠1 - ∠2 = 180 - 50 - 50 = 80

∠4 = 180 - ∠2 = 180 - 50 = 130

∠5 = ∠4 = 130

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