FIND THE AREA OF THE SHAPE AND THE PART THAT DOES NOT HAVE the empty part of the circle that says 6 on it

Answer:

2x2x2x2x2x2x2=8/3=1 2/3

8x8x8=512

1/6x1/6x1/6= 1/216

5/8x5/8=1 2/8

Step-by-step explanation:

i hope this helps

have a nice day/night

mark brainliest, please :)

The solution is, The Volume is 523.6, of the sphere has a radius of 5 feet.

In mathematics, volume is the space taken by an object. Volume is a measure of three-dimensional space. It is often quantified numerically using SI derived units or by various imperial or US customary units. The definition of length is interrelated with volume.

here, we have,

Given,

r = 5 ft

pi = 3.14

Formula

the volume of sphere is:

V = 4/3 * 3.14 * r^3

Solution

V = 4/3  * 3.14 * 5^3

V = 4/3 * 3.14 * 125

V ≈ 523.59878

V ≈ 523.6 m^3

as, we get,

V≈523.59878

and 5 or more raise the score so the 9 makes the 5 into 6 and drop all of the other numbers.

Hence, The solution is, The Volume is 523.6, of the sphere has a radius of 5 feet.

To learn more on volume click :

brainly.com/question/1578538

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Answer:

How to Find Common Denominators

If you are trying to add or subtract fractions with different denominators, you’ve come to the right place! In order to add or subtract fractions, we have to have common denominators. Sometimes, though, you’re given a problem that looks like this:

Those are definitely not common denominators! In order to get the denominators the same, follow these steps:

1. List multiples of both numbers. Start by listing four multiples for each number.

4: 4, 8, 12, 16

2: 2, 4, 6, 8

2. Look at the lists you’ve made. Underline any numbers that are on both lists.

4: 4, 8, 12, 16

2: 2, 4, 6, 8

3. Look for the smallest underlined number (known as the least common multiple, or LCM). This is your common denominator.

Common denominator: 4

4. Multiply the numerator and denominator by the factor that it would take to get to your common denominator…like this:

and this:

For this multiplication, the first number you use is the fraction you are changing, and the second number comes from the answer to this question: “what number would I multiply the denominator by to get to the common denominator?” For the first fraction, your denominator is already your common denominator, so you simply multiply it by 1/1. We multiply by 1 (or a fraction equaling one) because this does not change the amount of the fraction, it just changes the name of the fraction. For the second fraction, you would multiply by 2/2 because your denominator (2) needs to be multiplied by 2 to reach the common denominator of 4.

Now that you have common denominators, you can simply add the fractions together. Remember, when you add fractions, the numerators (top numbers) add and the denominators (bottom numbers) stay the same!

Your new problem would look like this:

Once you add them, you should get 5/4

If you know how to simplify this (by changing it into a mixed number), please do so. If not, please review how to deal with improper fractions.

Want one more practice problem with finding common denominators? This time, we’ll do a subtraction problem. Here it is:

Follow the same steps. They are:

1. List the multiples for each number.

3: 3, 6, 9, 12

4: 4, 8, 12, 16

2. Look at the lists you’ve made. Underline any numbers that appear on both lists.

3: 3, 6, 9, 12

4: 4, 8, 12, 16

3. Look for the smallest underlined number (least common multiple, or LCM). This is your common denominator.

Common denominator: 12.

4. Multiply the numerator and denominator of each fraction by the factor that it would take to get to your common denominator. Think about it like this:

What do you multiply by 3 to get to 12? Well, we know that 3 x 4 = 12, so we know we need to multiply by 4:

Now, we do the same thing with 1/4 to get:

What do you multiply 4 by to get to 12? Well, we know that 4 x 3 = 12, so we know we're going to multiply by 3. That looks like this:

Now we have both of our fractions with common denominators, so we can subtract! Remember, in a subtraction problem, the numerators subtract but the denominators stay the same. It looks like this:

Now see if you can fill in the answer. If you got 1/12, you're right!

Step-by-step explanation:

Answer:

Common denominator: 40

Step-by-step explanation:

Using LCM (Lowest Common Multiple) method,  if you add in the values of the given denominators of the equation,  the answer should be 40.

Answer:

reflection in the y-axis

Answer: I think the answer is B

Step-by-step explanation:

Answer:

a. Opens downwards (since the the value of 0.4 is negative)

b. Has a maximum (since the parabola opens down)

c. Is not a reflection of the parent function (since the parabola is widened by the scale factor of 0.4).

d. Is a stretch since it is widened by the scale factor of 0.4

Hope this helps!

Answer:

9 minutes 60% of 15 is 9

Step-by-step explanation:

Answer:

[tex] 25x^2 - 30x + 9 [/tex]

Step-by-step explanation:

[tex] (5x - 3)^2 = (5x - 3)(5x - 3) = [/tex]

[tex] = (5x)(5x) + (5x)(-3) + (-3)(5x) + (-3)(-3) [/tex]

[tex] = 25x^2 - 15x - 15x + 9 [/tex]

[tex] = 25x^2 - 30x + 9 [/tex]

Answer:

25x^2-30x+9

Step-by-step explanation:

Answer:

Rachel just started a new job that pays 7 dollars per hour. She only worked 3 hours and decided she wanted to go to the mall to buy some clothes. How much money does Rachel have to spend?

Step-by-step explanation:

Answer:

its yes, no, no. no, no, no, yes

Step-by-step explanation:

Answer:

8-(-28) is the subtraction expression

Answer: a.180 rotation about the origin

               c.reflection in the y-axis

               d.reflection in the x-axis

Step-by-step explanation:

SO sorry that no one has answered this question its been so long

also sorry I don't know B

Answer:

If you add it the opposite then it would have a larger sum

Step-by-step explanation:

Answer:

62/10

Step-by-step explanation:

All the other options are positive integers, which are natural numbers.

Answer:

[tex] \frac{62}{10} [/tex]

is a fraction which isn't a natural number,

and

[tex] \frac{40}{4} [/tex]

can be simplified to get 10, which is natural number and others are natural numbers too

62/10 is not a natural number

correct option A

Answer:

hope its right

Step-by-step explanation:

5 - 7 year to pay it

Answer:

8$

Step-by-step explanation:

Answer:

base=2 a/h

base=9

Step-by-step explanation:

Answer:

2ft

Step-by-step explanation:

Answer:

hight is x base is 47

Step-by-step explanation:

if it has an angle  your height  

Answer:

option a

Step-by-step explanation:

√16= 4 and 4 is a real as well as a rational number as well as integer amd whole numbers!

Hope it helps you....

Answer: I'm sorry but your question does not state how much it was on sale for.

Step-by-step explanation:

Answer:

C=48, B=42, D=48

Step-by-step explanation:

90 - 42 = 48

C = 48 C is congruent to angle D so angle D= 48 to

Angle A is congruent to angle B so angle B = 42 to

Answer:

226.08 should be the answer

Step-by-step explanation:

Answer:

1st row = no

2nd row = yes

3rd row = yes

4th row = yes

Step-by-step explanation:

hope this helps.

ps. I also dislike blank answers.

Answer:

do lenth times with on all of them I think

Step-by-step explanation:

Answer:

E⁣⁣⁣xplanation i⁣⁣⁣s i⁣⁣⁣n a f⁣⁣⁣ile

Socratic

Step-by-step explanation:

Answer:

i think you do 5 ÷30

#juice wrlds not dead

Answer:

1/6 represents the 10 out of 6, but it is known as 1 in this answer because it is a choice out of the other 6.

1/6 = ?/30

1/6 · 5/5 = 5/30

5/30 large stuffed animals will be given away. I presume this is the correct answer.

Answer:

27

Step-by-step explanation:

Answer:

the ft is 97.3 repeating or 1168 inches

Step-by-step explanation: