Aldo's dog ate 6 cans of dog food this week. Each can contained 58.7
grams of protein. How much protein was this in all?

Answer:

Option 3

(3xy³ + 5x²y⁴)  (3xy³ - 5x²y⁴)

Step-by-step explanation:

Factorize polynomials:

Use exponent law:

                   \(\boxed{\bf a^{m*n}=(a^m)^n} \ & \\\\\boxed{\bf a^m * b^m = (a*b)^m}\)

9x²y⁶ = 3²* x² * y³*² = 3² * x² * (y³)² = (3xy³)²

25x⁴y⁸ = 5² * x²*² * y⁴*² = 5² * (x²)² * (y⁴)² = (5x²y⁴)²

Now use the identity:  a² - b² = (a +b) (a -b)

Here, a = 3xy³ & b = 5x²y⁴

9x²y⁶ - 25x⁴y⁸ = 3²x²(y³)² - 5²(x²)² (y⁴)²

                       = (3xy³)² - (5x²y⁴)²

                      = (3xy³ + 5x²y⁴)  (3xy³ - 5x²y⁴)

The larger number is obtained as 1.3.

A decimal number is the representation of a number in whole and a part. The whole is represented by an integer while the part is equivalent to a number divided by the order of 10.

The given decimal numbers are 1.05 and 1.3.

The decimal 1.3 can be written as 1.30.

Now, the two decimals can be compared as below,

1.05 and 1.30

Both the decimals have equal integer part.

Digit at tenths of 1.05 is 0 and for 1.30 is 3.

Since, 3 > 0.

⇒  1.30 > 1.05

Hence, 1.3 is greater than 1.05.

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Answer:

24

Step-by-step explanation:

:) im in 8th do i already know this stuff

Let x be the length of the longer piece and y the length of the shorter one. Then we have:

Adding equation i to equation ii, we have:

Applying this result in equation i, we have:

Therefore, the length of the shorter piece is 11 cm

Answer:

a) At rest

Step-by-step explanation:

25N+25N=50N

therefore, 50N is applied from both the sides

So, 50N - 50N = 0

the, net value is zero, here.

Hope it helps you in understanding!

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Answer:

82.5 minutes

Step-by-step explanation:

We have to figure out how many minutes are in 17/8 hours.  17/8 = 2 1/8 hours.  We know that 2 hours is 120 minutes.

1/8hours x 60 min = 7.5 minutes.

120 + 7.5 = 127.5 minutes then subtract out 45.  That leaves 82.5 minutes.

Answer:

A function is a relation in which the members of the domain (x-values) DO NOT repeat. So, for every x-value there is only one y-value that corresponds to it.

Step-by-step explanation:

If domain does not repeat , then it is a function.

" Function is defined as when for each input (domain) there exist one and only one output(range)."

According to the question,

Suppose y = ax +b is a given function

x is independent variable

y is dependent variable

For each value of x there exist one and only one value of y , then it is considered as function.

All input values represents domain.

Hence, if domain does not repeat , then it is a function.

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Answer:

It depends on ur speed.

Step-by-step explanation:

Answer: 106.4 minutes

Step-by-step explanation:

1. If the rate is 1 mile for 11.2 minutes, multiply the rate of the minutes to the miles to find the new sum.

2. 11.2 x 9.5 = 106.4

Answer:

0.7 + 0.4 - 0.2 = 0.9

Step-by-step explanation:

Let's denote the probabilities as following:

The probability that the show had animals is

P(A) = 0.7

The probability that the show aired more than 10 times is

P(B) = 0.4

The probability that the show had animals and aired more than 10 times is

P(A⋂B) = 0.2

The probability that a randomly selected show had animals or aired more than 10 times is P(A⋃B)

The correct form of  addition rule to determine the probability that a randomly selected show had animals or aired more than 10 times is:

P(A⋃B) = P(A) + P(B) - P(A⋂B) = 0.7 + 0.4 - 0.2 = 0.9

=> Option B is correct

Hope this helps!

Thus, the volume of cylinder with the given height and diameter is found as 1413 ft³.

A cylinder is three-dimensional. It's not a flat thing. There are parallel circular bases in this shape. These bases have a curved face affixed to them. A cylinder in this instance has three faces. Along both end of a curved face, which rounds back to the face's origin, are two spherical bases.

Given that-

Volume of cylinder = πr²h

Volume of cylinder = 3.14 *5²*18

Volume of cylinder = 3.14*25*18

Volume of cylinder = 1413 ft³

Thus, the volume of cylinder with the given height and diameter is found as 1413 ft³.

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Answer: F

Step-by-step explanation:

Answer: correct answer is A

Step-by-step explanation:

Remember that the coordinates (−2,−5π3) tell us the radius r=−2 and the angle θ=−5π3. So the point should be on the circle labeled 2 and form an angle of −5π3 with the negative x-axis. Point A is the correct point.

The value of the n is 1

In a direct variation, the relationship between two variables is of the form y = kx, where k is a constant of proportionality.

To find the constant of proportionality k in this problem, we can use the fact that the given points satisfy the equation for direct variation.

(2,18) is one of the given points, so we can substitute these values into the equation y = kx and solve for k:

18 = k(2)

k = 18/2

k = 9

Now that we have found the value of k, we can use it to find n when y = 9:

9 = 9n

n = 1

Therefore, the value of n is 1.

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Answer:

A.

Step-by-step explanation:

124 * 11 = 1364

1364 + 328 = 1,692

9514 1404 393

Answer:

  50 failed

Step-by-step explanation:

If 25% failed, then 100% -25% = 75% passed. The number who failed is ...

  failed/passed = 25%/75% = 1/3

of the number who passed.

  (1/3)(150) = 50 . . . . candidates failed

The equation representing the sentence six less than the product of 2 & a number is equal to 9 is  2x - 6 = 9

What are algebraic expressions?'

Algebraic expressions are defined as mathematical expressions consisting of terms, coefficients, variables, terms, factors and constants.

They are also made up of arithmetic or mathematical operations, some of which includes;

Examples of algebraic expressions are;

2x + 2

2x + y - 4

2y + 4 - 8y

From the information given, we have;

Let the number be x

This is represented as;

2x - 6 = 9

Thus, the equation is 2x - 6 = 9

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Answer: 172 ounces

Step-by-step explanation:

We are given 10 pounds and 12 ounces to convert to ounces.

There are 16 ounces in 1 pound.

We can create a proportion to find out how much ounces 10 pounds is.

10 pounds / x ounces = 1 pound / 16 ounces

We need to solve for x by isolating the variable x.

10/x = 1/16

10 = x/16

10 * 16 = x

160 ounces = x

so 10 pounds is equivalent to 160 ounces. But we are not done yet.

We were asked to convert 10 pounds and 12 ounces.

So add together the ounces to find the total ounces:

160 ounces + 12 ounces = 172 ounces.

Answer:

c = 8

Step-by-step explanation:

Given the following data;

Slope, m = -2

Points (x, y) = (5, -2)

To find the intercept, c;

Equation of a straight line is given by the formula: y = mx + c

Where;

m is the slope.

x and y are the points

c is the intercept.

Substituting the values in order to find the intercept, we have;

-2 = -2(5) + c

-2 = -10 + c

c = 10 - 2

c = 8

Therefore, the y-intercept is 8.

c. +.80 is correct.

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Answer:

11 is quotient and reminder is 3

Step-by-step explanation:

11x12=132, 135-132=3

The set using Roster method is, D = {76, 90, 92, 94, 96}

The roster technique is defined as a method for displaying the elements of a set by listing the elements within brackets.

A roster method example is to write the set of numbers from 1 to 10 as

{1, 2, 3, 4, 5, 6, 7, 8, 9, and 10}.

Given:

Set D is the set of positive two-digit even numbers greater than 74

that do not contain the digit 8

First, Even numbers greater than 74 are

76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98.

Now, Even Number doe not contain 8 are 76, 90, 92, 94, 96.

Using Roster method the set is

D= {76, 90, 92, 94, 96}

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Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Step-by-step explanation:

Answer:

1) 30 pounds is the weight of the bag all together

2) science book is the heaviest book

Step-by-step explanation:

bag=4 pounds

library book=2 pounds

maths book=2×4=8 pounds

science book=8×2=16 pounds

4+2+8+16=30 pounds all together

heaviest book= science book (16 pounds)

Answer:

x ≈ 30,37

y ≈ 29,00

Step-by-step explanation:

Use trigonometry:

\( \sin(38°) = \frac{9}{x} \)

Now, use the property of the proportion to find x:

\(x = \frac{9}{ \sin(38°) } ≈30.37\)

Do the same thing to find y:

\( \tan(38°) = \frac{9}{y} \)

\(y = \frac{9}{ \tan(38°) } ≈29.00\)

Subtract 2(first equation) from the second, and 3(first equation) from the third to eliminate x :

(2x + 3y + z) - 2(x + y + z) = 16 - 2*9

y - z = -2

(3x - 4y + 2z) - 3(x + y + z) = 1 - 3*9

-7y - z = -26

Now subtract either equation with y and z from the other to eliminate z. If we take the first from the second, we get

(-7y - z) - (y - z) = -26 - (-2)

-8y = -24

y = 3

Then

y - z = 3 - z = -2

z = 5

And lastly,

x + y + z = x + 3 + 5 = 9

x = 1

The answer to the expression is  (x+3)/(x-1)

You should recall that a quadratic expression is an algebraic expression of the form ax2 + bx + c = 0, where a ≠ 0

The given expressions are

(x² - 3x - 18) / (x²- 7x +6

(x²-6x +3x +19) / (x²-x -6x +6)

This implies that {(x²-6x)+(3x-18)} / {(x²-x) -(6x+6)}

⇒[x(x-6)+3(x-6)] / [x(x-1) - 6(x-1)]

This means that [(x+3)(x-6)] / [(x-6)(x-1)]

Dividing by (x-6) to have

Therefore the value of the expression is (x+3)/(x-1)

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Answer:

can you retake the picture i cant really see this one very well

Step-by-step explanation:

Answer:

Step-by-step explanation:

10

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