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She can knit total 8 pairs of identical mittens with a ball of yarn twelve inches in diameter

In the given question, Mrs. Read can knit one pair of children's mittens with a ball of yarn six inches in diameter.

We have to find how many pairs of identical mittens she can knit with a ball of yarn twelve inches in diameter.

The radius of a ball of yarn six inches in diameter is

r = 6/2 = 3 inches

The radius of a ball of yarn twelve inches in diameter is

r = 12/2 = 6 inches

Now, the volume of the six inches yarn = [tex]\frac{4}{3} \pi r^3[/tex]

The volume of the six inches yarn = [tex]\frac{4}{3} \pi (3)^3[/tex]

The volume of the six inches yarn = 36π

Now, the volume of the twelve inches yarn = [tex]\frac{4}{3} \pi r^3[/tex]

The volume of the twelve inches yarn = [tex]\frac{4}{3} \pi (6)^3[/tex]

The volume of the twelve inches yarn = 288π

Now we finding the numbers of pairs of identical mittens she can knit with a ball of yarn twelve inches in diameter

= 288π/36π

= 8

Hence, she can knit total 8 pairs of identical mittens with a ball of yarn twelve inches in diameter.

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Answer: 14:3

Step-by-step explanation:

Given

Ratio between students(s) to female(f) adults is 7:6

while ratio between female(f) to male(m) is 4:1

So, we can write

[tex]\Rightarrow \dfrac{s}{f}=\dfrac{7}{6}\quad \ldots(i)[/tex]

Also, we can write

[tex]\Rightarrow \dfrac{f}{m}=\dfrac{4}{1}\quad \ldots(ii)[/tex]

Multiply both equations

[tex]\Rightarrow \dfrac{s}{f}\times \dfrac{f}{m}=\dfrac{7}{6}\times \dfrac{4}{1}\\\\ \Rightarrow \dfrac{s}{m}=\dfrac{14}{3}[/tex]

So, the ratio of the students to male adults is 14:3 .

Answer: 15

Step-by-step explanation: In ΔNOP,

m

∠

N

=

(

9

x

+

8

)

∘

m∠N=(9x+8)

∘

,

m

∠

O

=

(

4

x

+

13

)

∘

m∠O=(4x+13)

∘

, and

m

∠

P

=

(

2

x

−

6

)

∘

m∠P=(2x−6)

∘

. Find

m

∠

N

.

m∠N

Answer:

25,21,17,13,9,5,1

Step-by-step explanation:

This tells you he practiced for 3 2/6

A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression.

We frequently have to understand a written phrase in order to write an expression. For instance, the notation x + 6 can be used to represent the phrase "6 added to some number," where x stands for the unknown value.

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. The following is the structure of an expression: Expression: (Number/Variable, Math Operator, Math Operator)

Given,

you take 5/6 and multiply it by 4/1.

which gives you 20/6

then reduce it by dividing the top number by the bottom number

 which gives you 3 with a remainder of 2

you then place the remainder over the

This tells you he practiced for 3 2/6

The complete question is :Rami practices his saxophone for 5/6 hour on 4 days each week.

How many hours does Rami practice his saxophone each week?

[] 2/[] Hr

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Answer:

La F se considera separada ya que denota una calificación reprobatoria y no es necesario que vaya en orden alfabético. Da la casualidad de que "fallar" comienza con una letra que se salta una letra alfabéticamente en la escala. Dicho esto, se usó E en un momento.

Step-by-step explanation:

The Least Common Multiple (LCM) of 2, 6, and 11 is 66.

We shall divide the numbers (6, 11) by their prime factors in order to determine the LCM of 6 and 11 using the division method (preferably common). The LCM of 6 and 11 is determined by the product of these divisors.

Step 1:Find the smallest prime number that at least one of the numbers, 6, or 11, can be factored into. As indicated by the ladder arrangement, place this prime number (2) to the left of the supplied numbers (6 and 11).

Step 2: Divide any of the supplied integers (6, 11) by 2 and write the quotient below it if it is a multiple of 2. Any number that is not divisible by the prime number should be brought down.

Step 3: Continue the procedure until there are only 1s left in the

The LCM of 6 and 11 is the product of all prime numbers on the left, i.e. LCM(6, 11) by division method = 2 × 3 × 11 = 66

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Answer:

X = 5

Step-by-step explanation:

67 - 7 =

60 / 12 =

x = 5

Answer:

7+12x=67

12x=67-7

x=60/12

x=5

Step-by-step explanation:

Answer:

XZ/PR = XY/PQ

Step-by-step explanation:

because those are the only variables that lines up with the triangle and goes in order.

Answer: john spend less then 1/4 of hhis income on blah blah and balh

Step-by-step explanation:

Answer:12+13+2=27

Step-by-step explanation: pretty self-explanatory

Answer:

Answers below!

Step-by-step explanation:

-9 x -5 = 45

45 x - 6 = -270

-270 x -3 = 810

The answer is positive because a negative multiplied by a negative equals a positive number.

-9 x -5 = 45

45 x 6 = 270

270 x -3 = -810

This answer is negative because a negative multiplied by a positive  equals a negative number.

The fish is closer to sea level. Sea level is defined as the mean sea level, which is a fixed point of reference for measuring altitude.

The altitude of the fish is -20.2 meters, which is closer to sea level than the altitude of the bird at 38.1 meters. This means that the fish is closer to sea level than the bird.  To explain further, sea level altitude is a point of reference that is used to measure the altitude of other objects. Sea level altitude is defined as the mean sea level which is a fixed point.

Therefore, when trying to determine which animal is closer to sea level, it is important to look at the altitude of both the fish and the bird. The altitude of the fish is -20.2 meters, which is closer to sea level than the altitude of the bird at 38.1 meters. This means that the fish is closer to sea level than the bird.

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The two sets A and B triangle must have identical items, but this does not require that they be put in the same order for the sets to be equal.

A triangle is a 2D shape with three vertices, three straight edges, and three straight edges. A key feature of these shapes is that each type of triangle has three inner angles that add up to 180° in these designs. during their math lectures about these angles and how to use this quality to spot missing values.

Here,

Triangle 1 in this instance has two angles, one of 34 degrees and the other of 48 degrees.

The third angle is therefore 180-34- 48=98.

The angles in Triangle 2 are 34 and a, where an is 48, respectively.

In other words, the third angle is 180−34−a=146−a≠146−48=98.

Jennifer claims that given the information at hand, triangles 1 and 2 cannot be compared.

If 34,98,48=34,a,146a., they are equivalent.

How many degrees will Jennifer's claim be ruled untrue? To compare the triangles, use the formula a.

It is crucial to understand that while components in two sets A and B must match, the sets are not always equal if they are not listed in the same order.

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Answer:

gfifhdrtjttt9668ztjt*

Answer:

Statement c:

a₁₁ + ( b₁₁+ c₁₁ ) = 0

Step-by-step explanation:

The options are:

a: a₁₁ = 0 and b₁₁ = 0

b: a₁₁ - ( b₁₁ + c₁₁ ) = 0

c. a₁₁ + ( b₁₁+ c₁₁ ) = 0

d. a₁₁x( b₁₁ + c₁₁) = 0

We know that A, B, and C are matrices of the same size, so we can write:

[tex]A = \left[\begin{array}{ccc}a_{11}&a_{21}&...\\a_{21}&a_{22}&...\\...&...&...\end{array}\right][/tex]

[tex]B = \left[\begin{array}{ccc}b_{11}&b_{21}&...\\b_{21}&b_{22}&...\\...&...&...\end{array}\right][/tex]

[tex]C = \left[\begin{array}{ccc}c_{11}&c_{21}&...\\c_{21}&c_{22}&...\\...&...&...\end{array}\right][/tex]

And here we have the sum of matrices, remember that:

[tex]A + B = \left[\begin{array}{ccc}a_{11}&a_{21}&...\\a_{21}&a_{22}&...\\...&...&...\end{array}\right] + \left[\begin{array}{ccc}b_{11}&b_{21}&...\\b_{21}&b_{22}&...\\...&...&...\end{array}\right] = \left[\begin{array}{ccc}a_{11} + b_{11}&a_{21} + b_{12}&...\\a_{21} + b_{21}&a_{22} + a_{22}&...\\...&...&...\end{array}\right][/tex]

And we know that (A + B) + C = 0 (a matrix full of zeros)

then:

[tex]\left[\begin{array}{ccc}(a_{11} + b_{11}) + c_{11} &(a_{21} + b_{12}) + c_{12}&...\\(a_{21} + b_{21}) + c_{21}&(a_{22} + b_{22}) + c_{22}&...\\...&...&...\end{array}\right] = \left[\begin{array}{ccc}0&0&...\\0&...&...\\...&...&...\end{array}\right][/tex]

Then:

(a₁₁ +  b₁₁ )+ c₁₁ = 0

These are real numbers, so we can rewrite this as:

a₁₁ + ( b₁₁+ c₁₁ )  = 0

Then statement c is the correct one.

Answer:

C

Step-by-step explanation:

unit test review edge 2021

Answer:128 cm^2

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

{(0, 0), (1,−1), (2,−4), (3,−9), (4,−16)}

The second line is 153ft long.

We are making a figure out of the given statment. Where we have the Triangle ABC and other two Triangle ADB and ADC inside Triangle ABC. Here Angle ADC = 80 degress and Angle ACD = 40 egress.

According to given statement and figure,

In triangle ABO, AD= 100 ft

Hence, BD/AD = Cos80

or, BD = (100 * Cos80)

or, BD = 17.36 ft

Now, AB/AD = Sin80

or, AB = (100* Sin 80)

or, AB = 98.48

Now, In case of triangle ABC

AB/AC = Sin40

or, AC = AB/ Sin 40

or, AC = 98.48/ Sin40

or, AC = 153.2 ft (nearly equal to 153 ft)

The second line is 153ft long.

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The total number of pizzas consumed by the 10 members of the club is 2.5 and 3.5 pizzas remain, as Mr. Cam bought 6 pizzas and each of the 10 members ate 1/4 of a pizza.

Mr. Cam bought 6 pizzas for the club and each of the 10 members ate 1/4 of the pizza. To find out how many pizzas were eaten, we can use the formula:

Number of members x Pizza per member = Total Pizzas Consumed

In this case, we can substitute the given values in the formula:

10 members x 1/4 pizza/member = 10/4 = 2.5 pizzas

This means 2.5 pizzas were consumed by the members. Since Mr. Cam bought 6 pizzas and 2.5 pizzas were eaten, the total number of pizzas remaining is 6 - 2.5 = 3.5 pizzas.

This equation works because it uses the concept of the unitary method, where we find the total number of pizzas consumed by multiplying the number of members by the number of pizzas each member ate. This way we can find the total amount of pizza consumed.

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Therefore , the solution of the given problem of equation comes out to be 1.39500 profit and 2.-400 loss.

A formula for connecting two statements using the equal sign (=) to denote equivalence is known as a mathematical equation. A mathematical equation in algebra is a statement that proves the equality of two mathematical expressions. For instance, the formula 3x + 5 = 14 places an equal sign between the variables 3x + 5 and 14. The mathematical relationship between the two sentences on either side of a letter is established. Most of the time, the symbol serves as both the one and only variable. for instance, 2x – 4 = 2.

Here,

For C no of cars

=> Profit = total earning in a month - Expense in a month

=> (25-6)C - (23500-6000)

=> P = 19C-17500

If 3000 cars serviced then,

=> Profit = 19(3000)-17500

=> Profit = 39500

If no of cars received in particular month is 900 then profit or loss

=>Profit = 19(900)-17500

=> Profit = -400

That is loss.

Therefore , the solution of the given problem of equation comes out to be 1.39500 profit and 2.-400 loss.

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The numercial expressions that can be compared without calculating the values include:

3x^2 + 4x - 5 > 2x^2 + x - 3

2/x < 4/x

In 3x^2 + 4x - 5 > 2x^2 + x - 3. This expression can be compared without calculating the values because it is a comparison of polynomials of the same degree (both are quadratics). The degree of a polynomial (in this case 2) is the highest power of the variable in the expression. Since the degree is the same, we can directly compare the coefficients of the highest degree term (x^2) and the second highest degree term (x) without calculating the values. In this case, 3x^2 > 2x^2 and 4x > x, therefore the polynomial on the left side is greater than the polynomial on the right side.

For 2/x < 4/x, this expression can be compared without calculating the values because it is a comparison of two different fractions, both of which have a common denominator of x^2. Since the denominators are the same, we can directly compare the numerators. In this case, 2 < 4, therefore the fraction on the left side is less than the fraction on the right side.

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Step-by-step explanation:

D) (-3, 1)

I is 3 steps away from the y axis, so counting 3 steps further you'll have (-3,1)

Answer:

-29w ≤ 12

Step-by-step explanation:

just subtract -2 by 27 then the w at the end and put the less than or equal to 12

Answer: 4

Step-by-step explanation:

Answer:

800 bacteria

Step-by-step explanation:

yw<3

Answer: The answer is C, I just took it.

Step-by-step explanation:

Answer:

where's the height?

Answer:

what is the answer i want to know i think its D

The formula for finding the height of an isosceles triangle is h = (2*A)/b, where h is the height, A is the area of the triangle, and b is the base of the triangle.

The formula for finding the height of an isosceles triangle is h = (2*A)/b, where h is the height, A is the area of the triangle, and b is the base of the triangle. To use this formula, the area of the triangle must first be calculated. To do this, multiply the base of the triangle by its altitude, or the perpendicular distance from the base to the vertex opposite it. Once the area is known, the height of the triangle can be calculated by multiplying the area by two and dividing it by the base. This will give the height of the triangle. For example, if a triangle has a base of 5 and an area of 10, then the height of the triangle is (2*10)/5, or 4.

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Answer:

4(a+p) or 4a+4p

Step-by-step explanation:

Answer:

27 27 27

Step-by-step explanation:

as u can see it is going 25 25 25 three times so what u do with the 27 is this

27 27 27 three times. Hope This Helps