HELPP PLEASEE!!! FIRST ONE TO ANSWER GETS BRAINLEST!!!!
A square pyramid is shown. What is the surface area of the pyramid? Enter your answer in the box.
4 cm
3 cm
3 cm
cm2

Answer:

proportion

Step-by-step explanation:

2----> 15

42--->x

x=(42*15)/2

x= 21 *15.

x= 315

therefore there are 315 students in the school

Answer:

H

E

A

R

T

S

Step-by-step explanation:

easy

Answer:

A

Step-by-step explanation:

|4 − y| = 1

drop absolute value lines

create two problems

4 - y = 1

and

4 - y = -1

solve for y

Answer:

i aint gon lie evolution and natural selection?

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

X y better because it has X and Y is no no

Answer:

0.52

Step-by-step explanation:

100% - 48% = 52%

[tex]\frac{52}{100}[/tex]

0.52

Answer:

the answer is a.12

i think

Answer:

17.25

Step-by-step explanation:

Answer:

1. positive

2. No

(for number 3, I'm not sure if my answer to it is going to be correct)

Step-by-step explanation:

1. the dots look like they are going up

2. there are no outlying dots that look unusual

Answer:

[tex]h^{-1}(x) = \frac{4}{3}x + \frac{23}{3}[/tex]

Step-by-step explanation:

Given

Graph h:

[tex](x_1,y_1) = (1,-5)[/tex]

[tex](x_2,y_2) = (9,1)[/tex]

Required

Plot [tex]h^{-1}(x)[/tex]

First, calculate h(x)

Calculate slope (m)

[tex]m = \frac{y_2 - y_1}{x_2 - x_1}[/tex]

[tex]m = \frac{1--5}{9-1}[/tex]

[tex]m = \frac{6}{8}[/tex]

[tex]m = \frac{3}{4}[/tex]

The equation is:

[tex]y = m(x - x_1) + y_1[/tex]

So, we have:

[tex]y = \frac{3}{4}(x - 1) -5[/tex]

[tex]y = \frac{3}{4}x - \frac{3}{4} -5[/tex]

[tex]y = \frac{3}{4}x + \frac{-3 - 20}{4}[/tex]

[tex]y = \frac{3}{4}x - \frac{23}{4}[/tex]

Next, calculate [tex]h^{-1}(x)[/tex]

Swap y and x

[tex]x = \frac{3}{4}y - \frac{23}{4}[/tex]

Solve for y

[tex]\frac{3}{4}y = x + \frac{23}{4}[/tex]

Multiply through by 4

[tex]3y = 4x + 23[/tex]

Divide through by 3

[tex]y = \frac{4}{3}x + \frac{23}{3}[/tex]

Replace y with [tex]h^{-1}(x)[/tex]

[tex]h^{-1}(x) = \frac{4}{3}x + \frac{23}{3}[/tex]

See attachment for graph

Answer:

42.9 cm^3

Step-by-step explanation:

Volume of the box= (base x width x height) = 8.5 x 5 x 5 = 212.5 cm^3

Radius of a ball = 1.5 cm

Volume of a ball = 4/3 * radius^3 * pi = 4/3 x 1.5^3 x pi = 14,137167 cm^3

Volume of the balls = 14,137167 x 12 = 169,646003 cm^3

Final answer = 212.5 - 169,646003 = 42.9 cm^3

Answer:

1. B

2. B

3. B

4. A

5. D

6. A

7. C

8. D

9. A

10. C

Answer:

The answer is 7,953.

Step-by-step explanation :

When you divide like this you are basically being asked how many times something can go into something else. In this case, we are being asked to calculate how many times 1000 can go into 7,953,000. You can use basic math skills or do long division.

I'm going to go with the easier way, basic math skills.

There are three 0's in the back of the number 7,953,000, and notice 1000 has three 0's as well in the back. When you divide those three 0's in the back of both numbers basically cancel out. Well, what does that leave us with?

7953 is what were left with. The answer is 7,953.

9514 1404 393

Answer:

  B, D, E, A, C

Step-by-step explanation:

The main idea here is to use your English comprehension skill to determine the meaning of the phrase, then use your math understanding to write it in symbols. Turning off your brain at the sight of a "word problem" will not be productive.

The wording "some number" or "a variable" or "unknown value" all refer to a variable, typically represented by a single letter. Letters commonly use are {a, b, c, x, y, z}, but variables are not restricted to that set (nor to single letters, nor lower case letters).

In most cases, the math expression is a direct translation of the English expression using the usual math symbols. Values are generally increased by addition, decreased by subtraction, squared using an exponent of 2. A product is the result of multiplication, and a quotient is the result of division.

Top-to-bottom, the boxes on the left will be filled with B, D, E, A, C.

(a) 120° or 133.33 grades.

(b)135° or 150 grades.

(c) 144° or 160 grades.

(d) 150° or 166.67 grades.

(e) 154.29° or 171.43 grades.

(f) 157.5° or 175 grades.

(g) 160° or 177.78 grades.

(h) 162° or 180 grades.

A regular polygon is a polygon that has all sides and all angles equal.

Each interior angle, k (measured in degrees), of a regular polygon is given by;

k = s ÷ n            -----------(k)

Where;

s = sum of the interior angle of the polygon.

n = number of sides of the polygon

To get s, we use

s = (n - 2) x 180         [This is the formula to calculate the sum of the interior angles of a polygon]

Substituting s this into equation (i) gives

k = (n - 2) x 180 ÷ n

k = 180(n - 2) ÷ n             -------------(ii)

(a) Triangle.

A triangle has n = 3 sides, therefore, each interior angle of a triangle is found by substituting n = 3 into equation (ii)

k = 180(3 - 1) ÷ 3

k = 180(2) ÷ 3

k = 180 x 2 ÷ 3

k = 360 ÷ 3

k = 120°

Convert to grade.

Remember that;

90° = 100 grades

∴ 120° = [tex]\frac{120 * 100}{90}[/tex] grades

⇒ 120° = 133.33 grades.

Therefore, each interior angles of a regular triangle is 120° or 133.33 grades.

(b) Quadrilateral.

A quadrilateral has n = 4 sides, therefore, each interior angle of a quadrilateral is found by substituting n = 4 into equation (ii)

k = 180(4 - 1) ÷ 4

k = 180(3) ÷ 4

k = 180 x 3 ÷ 4

k = 540 ÷ 4

k = 135°

Convert to grade.

Remember that;

90° = 100 grades

∴ 135° = [tex]\frac{135 * 100}{90}[/tex] grades

⇒ 135° = 150 grades.

Therefore, each interior angles of a regular quadrilateral is 135° or 150 grades.

(c) Pentagon

A pentagon has n = 5 sides, therefore, each interior angle of a pentagon is found by substituting n = 5 into equation (ii)

k = 180(5 - 1) ÷ 5

k = 180(4) ÷ 5

k = 180 x 4 ÷ 5

k = 720 ÷ 5

k = 144°

Convert to grade.

Remember that;

90° = 100 grades

∴ 144° = [tex]\frac{144 * 100}{90}[/tex] grades

⇒ 144° = 160 grades.

Therefore, each interior angles of a regular pentagon is 144° or 160 grades.

(d) Hexagon

A hexagon has n = 6 sides, therefore, each interior angle of a hexagon is found by substituting n = 6 into equation (ii)

k = 180(6 - 1) ÷ 6

k = 180(5) ÷ 6

k = 180 x 5 ÷ 6

k = 900 ÷ 6

k = 150°

Convert to grade.

Remember that;

90° = 100 grades

∴ 150° = [tex]\frac{150 * 100}{90}[/tex] grades

⇒ 150° = 166.67 grades.

Therefore, each interior angles of a regular hexagon is 150° or 166.67 grades.

(e) Heptagon

A heptagon has n = 7 sides, therefore, each interior angle of a heptagon is found by substituting n = 7 into equation (ii)

k = 180(7 - 1) ÷ 7

k = 180(6) ÷ 7

k = 180 x 6 ÷ 7

k = 1080 ÷ 7

k = 154.29°

Convert to grade.

Remember that;

90° = 100 grades

∴ 154.29° = [tex]\frac{154.29 * 100}{90}[/tex] grades

⇒ 154.29° = 171.43 grades.

Therefore, each interior angles of a regular heptagon is 154.29° or 171.43 grades.

(f) Octagon

An octagon has n = 8  sides, therefore, each interior angle of a octagon is found by substituting n = 8 into equation (ii)

k = 180(8 - 1) ÷ 8

k = 180(7) ÷ 8

k = 180 x 7 ÷ 8

k = 1260 ÷ 8

k = 157.5°

Convert to grade.

Remember that;

90° = 100 grades

∴ 157.5° = [tex]\frac{157.5 * 100}{90}[/tex] grades

⇒ 157.5° = 175 grades.

Therefore, each interior angles of a regular octagon is 157.5° or 175 grades.

(g) Nonagon

A nonagon has n = 9 sides, therefore, each interior angle of a nonagon is found by substituting n = 9 into equation (ii)

k = 180(9 - 1) ÷ 9

k = 180(8) ÷ 9

k = 180 x 8 ÷ 9

k = 1440 ÷ 9

k = 160°

Convert to grade.

Remember that;

90° = 100 grades

∴ 160° = [tex]\frac{160 * 100}{90}[/tex] grades

⇒ 160° = 177.78 grades.

Therefore, each interior angles of a regular nonagon is 160° or 177.78 grades.

(h) Decagon

A decagon has n = 10 sides, therefore, each interior angle of a decagon is found by substituting n = 10 into equation (ii)

k = 180(10 - 1) ÷ 10

k = 180(9) ÷ 10

k = 180 x 9 ÷ 10

k = 1620 ÷ 10

k = 162°

Convert to grade.

Remember that;

90° = 100 grades

∴ 162° = [tex]\frac{162 * 100}{90}[/tex] grades

⇒ 162° = 180 grades.

Therefore, each interior angles of a regular decagon is 162° or 180 grades.

Answer:

[tex] \large{ \tt{✺ \: SOLUTION}} : [/tex]

[tex] \large{ \boxed{ \tt{AB = \sqrt{(x_{2} - x_{1}  ) ^{2} + (y_{2} - y_{1}) ^{2}   } }}}[/tex]

[tex] \large{ \tt{⟶ \sqrt{(11 - 19)^{2} + (10 - ( - 5) ^{2} } }}[/tex]

[tex] \large{ \tt{⟶ \sqrt{ {8}^{2} + {15}^{2} } }}[/tex]

[tex] \large{ \tt{⟶ \: \sqrt{64 + 225} }}[/tex]

[tex] \large{ \tt{⟶ \sqrt{289}}} [/tex]

[tex] \boxed{ \large{ \tt{⟶ \: 17 \: \text{units}}}}[/tex]

▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁

Answer:

[tex]( - 2,1)[/tex]

Step-by-step explanation:

Hope it is helpful...

Answer:

7 lol

Step-by-step explanation:

self explanatory-

but you divide 1 by 7 you get 7

Answer:

Graphs W and Z

Step-by-step explanation:

Graph of a radical function with even index appears only on one side of the x-axis, while graph of the radical function with odd index appears on both the sides of the x-axis.

Index of the given graphs,

Graph W → Odd index

Graph X → Even index

Graph Y → Even index

Graph W → Odd index

Therefore, graphs W and Z show the radical functions with odd index.

Answer:

The answer is W and Z,  I don't know why people rated it badly.  I just took the practice and got it correct.

Step-by-step explanation:

Answer:

The PERIMETER P is the distance around the rectangle.

Let's call the width of the rectangle W and the length of the rectangle L.

As you go around the edge there two equal lengths and two equal widths.

The formula for the perimeter of a rectangle is P=2*L+2*W.

P=2L%2B2W

Substitute 290 for P and 62 for the width.

290=2L%2B2%2862%29

Solve for L.

290=2L%2B2%2862%29

290=2L%2B124

290-124=2L

2L=166

L=83

The equation L=83 means that the length is 83 cm.

CHECK your work.

2(62)+2(83) = 124+166 = 290cm.

The length of the rectangle is 83cm.

Answer:

x = 4.48

Step-by-step explanation:

read the picture

Answer:

no solution

Step-by-step explanation:

__________

There are ''infinite number of solutions'' does this linear system have.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

Linear systems are,

⇒ y = -1/2x + 4  ... (i)

⇒ x + 2y = 8  .. (ii)

Now, From equation (ii);

⇒ x + 2y = 8

⇒ 2y = - x + 8

⇒ y = - 1/2x + 4

Which is same as equation (i).

Hence, There are infinite number of solutions does this linear system have.

Learn more about the mathematical expression visit:

brainly.com/question/1859113

#SPJ7

Answer:

-1+i

Step-by-step explanation:

(2+5i)+(-3-4i)

=(2-3)+i(5-4)

=-1+i

Answer:

[tex]−1+i[/tex]

Step-by-step explanation:

[tex](2+5i)+(−3−4i)[/tex]

[tex]2+5i−3−4i[/tex]

[tex]−1+5i−4i[/tex]

[tex]−1+i[/tex]

9514 1404 393

Answer:

  (b)  f(x) = log(x) +4

Step-by-step explanation:

The x-intercept of any log function is (1, 0). The graph here has been shifted 4 units up from that, so is a graph of ...

  f(x) = log(x) +4

Answer: C. The census is an example of available data because the government provides it.

Step-by-step explanation:

The statement that accurately describes the type of data the retail brand is using is that census is an example of available data because the government provides it.

Acensus is referred to as an official survey of a country's population which is done in order to know the number of people living there and to know the details of the people like their ages, gender etc.

Answer:

We think about ourselves way less than we think 8% of the time.

Step-by-step explanation:

In a self-awareness: introspection research study conducted by Mihaly Csikszentmihalyi and Thomas Figurski in 1982, to determine the degree to which people find out about themselves through the process of introspection (thinking about themselves).

The research involved an arrangement where participants were given beepers and asked to write down what they were thinking about when the beepers went off randomly throughout the day. The results indicated that "We think about ourselves way less than we think 8% of the time."

Answer:

A parallelogram is not a rectangle. A rectangle must have four right angles, and a parallelogram must only have opposite angles congruent.

Step-by-step explanation:

Answer:

its d

Step-by-step explanation:

bc i said daddy