Janice drew 1 card from a standard deck of 52 cards. What fraction of the deck of cards is red.

A. 1/3
B. 1/2
C. 3/4

Answer:

3216 cm²

Explanation:

Area of triangular prism = base × height + Length × (perimeter of base)

Here given:

===========================================

Area of the prism = 14 × 24 + 45 × 64 = 3216 cm²

Answer:

C

Step-by-step explanation:

[tex]volume =\pi {r}^{2} h \\ volume =\pi\times {3}^{2} \times 6 \\ volume = 54\pi {in}^{3} [/tex]

Answer:

40.625

Step-by-step explanation: Convert the mixed numbers into decimals and multiply them all (6.5 x 2.5 x 2.5 = 40.625

Answer:

the answer is 40.625

Step-by-step explanation:

Answer:

5/8 63% or .625

Step-by-step explanation:

Done.

Answer:

15

Step-by-step explanation:

60/4 which is the chance it gets out of being drawn

Using the concept of probability, the reasonable prediction for the number of times a purple marble will be drawn is 12 times (option A).

To predict the number of times a purple marble will be drawn, we can use the concept of probability. The probability of drawing a purple marble in a single draw is the number of purple marbles (4) divided by the total number of marbles (5 + 6 + 3 + 2 + 4 = 20).

Probability of drawing a purple marble = 4 / 20 = 1/5

Since the student makes a total of 60 draws and each draw is independent (the marble is returned to the bag after each draw), we can use the concept of expected value to predict the number of times a purple marble will be drawn.

Expected value = Total number of draws × Probability of drawing a purple marble

Expected number of times a purple marble will be drawn = 60 × (1/5) = 12

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17 is your answer

Because different between the x and 13 is equal to the 9 and 13 as shown in diagram

we can write equation

13-9 = x-13

4=x-13

x= 13+4 = 17 Ans

Answer:

B

Step-by-step explanation:

You can use process of elimination of this question. All we need to know is that the flat line is y = -2. No answer choice has this, so the correct option is B.

Answer:

154+46×9 is the write answer

Answer:

62.8 feet

Step-by-step explanation:

The distance around the circle is known as the circumference

We can find the circumference using the formula C = 2πr

Where r = radius

The radius is a line that goes from the center of the circle to any point on the circle.

Here, we are given that the radius is 10 feet

Plugging in the value of the radius into the circumference formula

Again we have C = 2πr

==> plug in r = 10

C = 2π(10)

==> multiply 10 and 2

C = 20π

==> multiply 20 and π (which has a value of about 3.14)

C = 62.8 ( rounded )

So the distance around the circle is about 62.8 feet.

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Answer:

62.8 feet

Step-by-step explanation:

We are given:

[tex]\text{Radius of circle} = \bold{10} \ \bold{feet}[/tex]

Definition of radius: The radius of the circle is the line that starts from the center point and ends at any point of the circle.

The formula that expresses the circumference of a circle is 2πr.               [Where "r" represents the radius of the circle]

Let's substitute the radius in the circumference formula and simplify it to determine the distance around the circle (circumference).

[tex]\implies \text{Circumference of circle} = 2\pi r[/tex]

[tex]\implies \text{Circumference of circle}= 2\pi (10)[/tex]                    [tex]\implies \text{Circumference of circle} = 20\pi[/tex]

Let us take π as 3.14. Then, we get:

[tex]\implies \text{Circumference of circle} = 20(3.14) = 2(31.4) = \boxed{62.8 \ \text{feet}}[/tex]

Therefore, the distance around the circle (circumference) is 62.8 feet.

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Answer:

the correct answer is a

Answer:

720

Step-by-step explanation:

If order mattered, we would say select the first number (10 choices), then the second (9 choices) then the third (8 choices). So there would be 10 x 9 x 8 = 720 possible choices.

Answer:

there are 720 possible answers

Step-by-step explanation:

(10 choices) on the first, then the second (9 choices) then the third (8 choices). So there would be 10 x 9 x 8 = 720 possible choices.

Answer:

76 i got this by multiplying

Answer:

(a) Describe the rule for translating center Q onto center P.

center P(2, 0)

center Q(0, 4)

you would need to add 2 units in x axis, and subtract 4 units on y axis.

(b) Determine the scale factor for dilating circle Q so that it has the same radius as circle P.

P radius 20, Q radius 2, radiusQ*10 = radiusP, so the scale factor is 10

(c) Are circles P and Q similar? Explain your answer.

they are similar because a similarity transformation (translation, dilation) exists between them

Step-by-step explanation:

Circle Q' is formed by dilating Circle Q by a factor of 10.

The ratio between comparable measurements of an item and a representation of that thing is known as a scale factor in arithmetic.

To Describe the rule for translating center Q onto center P.

center P(2, 0) and center Q(0, 4)

We would need to add 2 units on x-axis, and subtract 4 units on y-axis.

To find the scale factor for dilating circle Q ,so that it has the same radius as circle P.

P radius 20, Q radius 2, radius Q x 10 = radius P, so the scale factor is 10

It is found that they are similar because a similarity transformation (translation, dilation) exists between them.

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Answer: X, Y, X

Step-by-step explanation: If the x term becomes negative it was over the y axis, if the y term becomes negative it was over the x axis

Answer:

6

Step-by-step explanation:

=4!/(4-2)!2!

=4x3x2x1/2x2

=12/2

=6

The greatest number of days that can be arranged in which no pair of the four students work together more than once is 6.

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

Given that;

Two students are needed to work in the school store during the lunch hour every day, and four students volunteer for this work.

Now, By the formula of combination we get;

The greatest number of days that can be arranged in which no pair of the four students work together more than once is,

⇒ [tex]^{4} C_{2}[/tex]

⇒ 4! / (4 - 2)! 2!

⇒ 4! / 2! 2!

⇒ 4×3/2

⇒ 6

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Answer:

54.6 ounces

Step-by-step explanation:

14,040/2,700=5.2

3 weeks is 21 days

21 days divided by 2 because every other day is 10.5 days

5.2 times 10.5 is 54.6

Answer: b or c

Step-by-step explanation: they both appear to be the same answer so i don’t know which one it would be

Answer:

C

Step-by-step explanation:

there is a small possibility that it may be C I am not even close to being sure that this is the answer and I am so sorry if this is wrong

Answer:

1859

1373

Step-by-step explanation:

Answer:

A. 1859

B. 1373

Step-by-step explanation:

Add the numbers together and find the matrix.

Formula - A X 10^2

Answer:

The school banner can fit across the length of the concession stand

Step-by-step explanation:

The following information is missing:

The length if the sides: c is 50 feet long, b is 40 foot long, and a is 30-foot long.

The distance between the two red stars of the picture makes the hypotenuse of a right triangle, where two sides of length a (30 ft) are the legs. From Pythagorean theorem, diagonal of quare A is:

diagonal² = 30² + 30²

diagonal = √1800  = 42.43 ft

which is longer than the banner.

The school banner can fit across the length of the concession stand is 42.43 ft.

The line stretching from one corner of the square or rectangle to the opposite corner through the center of the figure is known as the diagonal. Any square that has two diagonals are equal in length to each other.

Here, the length of the sides: c is 50 feet long, b is 40 foot long, and a is 30-foot long.

The distance between the two red stars of the picture makes the hypotenuse of a right triangle, where two sides of length a (30 ft) are the legs.

From Pythagorean theorem, diagonal of square A is:

diagonal² = 30² + 30² = 1800

diagonal =  [tex]\sqrt{1800}[/tex]  = 42.43 ft

which is longer than the banner.

Thus, the school banner can fit across the length of the concession stand is 42.43 ft.

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Answer:

only the median 6

Step-by-step explanation:

it is a better measure way to use to see average