Question
Find the least square numbers exactly divisible by each one of numbers 6, 9, 15 and
20.
Hint:
The number which is divisible by 6,9,15 and 20 is their LCM.
And make adjustments to make it a perfect square by multiplying the LCM .
The correct answer is: 900
Ans :- 900
Explanation:-
List all prime factors for each number :
Prime Factors of 6=2 x 3
Prime Factors of 9=3 x 3
Prime Factors of 15=3 x 5
Prime Factors of 20=2 x 2 x 5
For each prime factor, find where it occurs most often as a factor and write it that many times in a new list.LCM is 2 x 2 x 3 x 3 x 5 = 180
To make it the perfect square we multiply it with 5
2 x 2 x 3 x 3 x 5 x 5 = 180 x 5 = 900
Therefore, the least square number exactly divisible by 6,9,15 and 20 is 900
Related Questions to study
Based on the equation above, what is the value of 3x - 2 ?
Based on the equation above, what is the value of 3x - 2 ?
If a peregrine falcon dove at its maximum speed for half a mile to catch prey, how many seconds would the dive take? (Round your answer to the nearest second.)
The concepts of speed, time, and distance are frequently used in questions about motion in a straight line, circular motion, boats and streams, races, clocks, and so on. Therefore, aspirants should comprehend the interdependence of speed, distance, and time.
Relationship between speed, time, and distance
• Speed = Distance/Time: This indicates how slowly or quickly an object moves. It shows the distance traveled divided by the time taken to cover the distance.
Distance is directly proportional to speed, and time is inversely proportional to speed.
• Distance = Speed x Time, and
• Time = Distance / Speed; as speed increases, the time taken will decrease, and vice versa.
Any basic problem can be solved using these formulas. However, the correct usage of units is also important while using formulas.
If a peregrine falcon dove at its maximum speed for half a mile to catch prey, how many seconds would the dive take? (Round your answer to the nearest second.)
The concepts of speed, time, and distance are frequently used in questions about motion in a straight line, circular motion, boats and streams, races, clocks, and so on. Therefore, aspirants should comprehend the interdependence of speed, distance, and time.
Relationship between speed, time, and distance
• Speed = Distance/Time: This indicates how slowly or quickly an object moves. It shows the distance traveled divided by the time taken to cover the distance.
Distance is directly proportional to speed, and time is inversely proportional to speed.
• Distance = Speed x Time, and
• Time = Distance / Speed; as speed increases, the time taken will decrease, and vice versa.
Any basic problem can be solved using these formulas. However, the correct usage of units is also important while using formulas.
Which of the following is the graph of the equation y = 3x - 2 in the x y-plane?
Note:
We can also solve this question by eliminating the options.
The first option A) is not correct because the line passes through the origin and so it must satisfy the equation, which is not true as 0- 2
Then C) is not correct as the line passes through (0, -3), but this point does not satisfy the equation. Similarly, for option D) the point (0, 2) lies on the graph, but does not satisfy the equation.
Which of the following is the graph of the equation y = 3x - 2 in the x y-plane?
Note:
We can also solve this question by eliminating the options.
The first option A) is not correct because the line passes through the origin and so it must satisfy the equation, which is not true as 0- 2
Then C) is not correct as the line passes through (0, -3), but this point does not satisfy the equation. Similarly, for option D) the point (0, 2) lies on the graph, but does not satisfy the equation.
What is a peregrine falcon's maximum speed while diving to catch prey, in feet per second? (Round your answer to the nearest whole number 1 mile = 5280 feet)
What is a peregrine falcon's maximum speed while diving to catch prey, in feet per second? (Round your answer to the nearest whole number 1 mile = 5280 feet)
Keith modeled the growth over several hundred years of a tree population by estimating the number of the trees' pollen grains per square centimeter that were deposited each year within layers of a lake's sediment. He estimated there were 310 pollen grains per square centimeter the first year the grains were deposited, with a 1% annual increase in the number of grains per square centimeter thereafter. Which of the following functions models p(t), the number of pollen grains per square centimeter t years after the first year the grains were deposited?
Keith modeled the growth over several hundred years of a tree population by estimating the number of the trees' pollen grains per square centimeter that were deposited each year within layers of a lake's sediment. He estimated there were 310 pollen grains per square centimeter the first year the grains were deposited, with a 1% annual increase in the number of grains per square centimeter thereafter. Which of the following functions models p(t), the number of pollen grains per square centimeter t years after the first year the grains were deposited?
In the xy-plane, a line that has the equation y = c for some constant c intersects a parabola at exactly one point. If the parabola has the equation , what is the value of c ?
In the xy-plane, a line that has the equation y = c for some constant c intersects a parabola at exactly one point. If the parabola has the equation , what is the value of c ?
The system of equations above is graphed in the xy -plane. What is the x -coordinate of the intersection point ( x, y) of the system?
The system of equations above is graphed in the xy -plane. What is the x -coordinate of the intersection point ( x, y) of the system?
According to the system of equations above, what is the value of X ?
Note:
Here we find the value of y from equation (1) and use it in equation (2).
We could do it the other way and receive the same answer, that is, if we find the value of y from equation (2) and use it in equation (1) to find x, we get the same value of x as found in the solution above.
Students are encouraged to try this method too.
According to the system of equations above, what is the value of X ?
Note:
Here we find the value of y from equation (1) and use it in equation (2).
We could do it the other way and receive the same answer, that is, if we find the value of y from equation (2) and use it in equation (1) to find x, we get the same value of x as found in the solution above.
Students are encouraged to try this method too.