Answer:
It all depends on whether the smaller cylinder is wider than the taller one. If that is the case, then they would have the same volume, roughly, because they would still take up the same amount of space, just in different shapes. If they are the exact same width, then the taller one would have the larger volume, since it would have a larger volume, because it would take up more space.
Step-by-step explanation:
Answer:
b
Step-by-step explanation:
Answer:
20 students
Step-by-step explanation:
If the class decreased by 15%, the students that she has now (17) represents a percentaje of:
100% - 15% = 85%
so<u> the 17 students are 85% of what she had</u>:
Students Percentage
17 ⇒ 85%
and we are looking for how many students she had 2 years ago, thus we are looking for the <u>100%</u> of students (the original number of studens). If we represent this number by x:
Students Percentage
17 ⇒ 85%
x ⇒ 100%
and we solve this problem using the <u>rule of three</u>: multiply the cross quantities on the table( 17 and 100) and then divide by the remaining amount (85):
x = 17*100/85
x = 1700/85
x=20
2 years ago she had 20 students
<h3>
Answer:</h3>
y = (x +2)(x -1)(x -3) . . . . or . . . . y = x³ -2x² -5x +6
<h3>
Step-by-step explanation:</h3>
The graph shows y=0 at x=-2, x=1, and x=3. These are called the "zeros" or "roots" of the function, because the value of the function is zero there.
When "a" is a zero of a polynomial function, (x -a) is a factor. This means the factors of the graphed function are (x -(-2)), (x -1) and (x -3). The function can be written as the product of these factors:
... y = (x +2)(x -1)(x -3) . . . . . the equation represented by the graph
Or, the product can be multiplied out
... y = (x +2)(x² -4x +3)
... y = x³ -2x² -5x +6 . . . . . the equation represented by the graph
