7.

Explain why the equation 6|x| + 25 = 15 has no solution.


When one solves, they arrive at a step where |x| is equal to a fraction that may not be represented as an integer. Since | x| must be an integer, there is no solution.


When one solves, they arrive at a step where x is equal to a negative number. Since x can never be negative inside of the absolute value bars, there is no solution.


When one solves, they arrive at a step where |x| is equal to a negative number. Since | x| can never be negative, there is no solution.


The statement is false. There is a solution.

Answer:

C.

Step-by-step explanation:

Dis means apart and junc means join so disjunction means the "state of being disconnected".

Answer:

Step-by-step explanation:

Option B is the correct answer

Answer:

So, the degree of the polynomial 2x - 3 = 1.

Answer:

C.

[tex]{ \tt{f(x) = \frac{12}{x} - 18}} \: and \: { \tt{g(x) = \frac{12}{x + 18} }}[/tex]

Step-by-step explanation:

[tex]{ \tt{f(x) = \frac{12}{x} - 18}}[/tex]

Let inverse be m:

[tex]{ \tt{m = \frac{12}{x} - 18 }} \\ { \tt{x(m + 18) = 12}} \\ { \tt{x = \frac{12}{m + 18} }} \\ \\ { \boxed{ \sf{f {}^{ - 1} (x) = g(x) = \frac{12}{x + 18} }}}[/tex]

Answer:

B

Step-by-step explanation:

You have to match up the corresponding sides in the 2 triangles

The sides you have to find are AB/BC

The side that corresponds to AB in triangle DEF is DE

The side that corresponds to BC is EF

Answer:

Amount she would have in 2 years at a simple interest of is

$5000 + ($5000 x 0.048 x 2) = $5480

Amount she would have in 2 years at a 4.1 % / year compounded semi- annually is :

$5000 x ( 1 +0.041/2)^4 = $5422.78

the first option yields a higher value in two years when compared with the second option. Thus, the first option is the best one to choose

Step-by-step explanation:

Future value with simple interest = principal + interest

Interest = principal x interest rate x time

0.048 x 5000 x 2 = 480

future value = $480 + 5000 = $5480

The formula for calculating future value with compounding:

FV = P (1 + r)^nm

FV = Future value  

P = Present value  

R = interest rate  

m = number of compounding

N = number of years

5000 x ( 1 + 0.041 / 2)^(2 x 2) = $5422.78

Answer:

2,438

Step-by-step explanation:

    53

    46

______

     318

   212

_______

   2438

6 times 3 is 18. Put the 8 in the ones place and carry the 1 ~ 6 times 5 is 30. Add the carried 1 and you have 31. Put that next to the 8. ~ 4 times 3 is 12. put the 2 under the 1 in 318 and carry the 1. ~ 4 times 5 is 20. Add the carried 1 and you have 21. ~ Put that next to the 2. Now add 318 to 2120 and you have the answer of 12438.

Answer:

30*sqrt(2)

Step-by-step explanation:

5*sqrt(72)=5*sqrt(36*2)=5*6*sqrt(2)=30*sqrt(2)

Answer:

63/8

Step-by-step explanation:

3 1/2 = 7/2

4 1/3 = 13/3

[tex] \frac{ \frac{7}{2} + 7 }{ \frac{13}{3} - 3} [/tex]

[tex] = \frac{ \frac{21}{7} }{ \frac{4}{3} } [/tex]

[tex] = \frac{63}{8} [/tex]

Answer:

20,160 pounds

Step-by-step explanation:

bricks in each row * number of rows * pound of each brick

Answer:

20160 lbs

Step-by-step explanation:

To find the amount of bricks, multiply 36 by 140 which equals 5040. Then, multiply 5040 by the weight: 4. 5040×4=20160

Answer:

D

Step-by-step explanation:

A function means that each input value (in this case, x) has only one output value (y). The vertical line test states that if a vertical line intersects with the relation more than once, it is not a function. Therefore, as a vertical line at x=0 intersects with the graph twice, the graph fails the vertical line test

HOPE IT HELPS

PLEASE MARK BRAINLIEST

The fraction of the class that owns pets is 20/32, which can be simplified to 5/8.

To find the fraction of the class that owns pets, we divide the number of students who own pets by the total number of students in the class.

A fraction is a mathematical representation of a part-to-whole relationship. It is expressed as a numerical quantity written in the form of one number (the numerator) divided by another number (the denominator), separated by a horizontal line or slash (/).

The numerator represents the number of parts being considered or counted, while the denominator represents the total number of equal parts that make up the whole. Fractions can be used to describe a portion or share of something, as well as to compare quantities or perform mathematical operations.

Number of students who own pets: 20

Total number of students in the class: 32

Therefore, the fraction of the class that owns pets is 20/32, which can be simplified to 5/8.

To know more about  fraction , here

https://brainly.com/question/30154928

#SPJ2

Answer:

a.

[tex]{ \tt{3x - 6y + 8 = 0}} \\ { \tt{ 6y = 3x - 8}} \\ { \boxed{ \bf{y = \frac{1}{2} x - \frac{4}{3} }}}[/tex]

b.

[tex]{ \tt{ - 2x - 5y - 2 = 0}} \\ { \tt{5y = - 2x + 2}} \\ { \boxed{ \bf{y = - \frac{ 2}{5} x + \frac{2}{5} }}}[/tex]

Answer:

165 ver una pelicula de terror, 137.5 (138) ver una novela, y 247 ver una pelicula de ciencia ficcion.

Step-by-step explanation:

0.3 x 550 = 165

0.25 x 550 = 137.5 --> 138

165 + 138 = 303

550 - 303 = 247

Answer:

its I, II and III.

Step-by-step explanation:

r values are from -1 to 1, if the value is 0 means there's no connection between values of variables, if its lower than 0, if the value of variable goes up the other goes down, if its higher than 0, than if one value of variable increases than the value of other variable increases too. the closer to 1 the stronger the association.

[tex]\\ \qquad\quad\sf\longmapsto m=8+n[/tex]

[tex]\\ \qquad\quad\sf\longmapsto m-n=8[/tex]

if m=1

[tex]\\ \qquad\quad\sf\longmapsto n=m-8=1-8=-7[/tex]

if n=1

[tex]\\ \qquad\quad\sf\longmapsto m=8+1[/tex]

[tex]\\ \qquad\quad\sf\longmapsto m=9[/tex]

Answer: The chosen topic is not meant for use with this type of problem. Try the examples below.

x

=

2

,

y

=

1

x

=

9

,

y

=

10

x

=

9

,

y

=

4

Answer:

A. x/5 - 6 > -4

Step-by-step explanation:

The graph shows that x > 10. We need to solve each of the inequalities. After we do, we see that A is the answer.

A. x/5 - 6 > -4

x/5 > 2

x > 10

[tex]\\ \sf\longmapsto \left[{3a+b\atop a-b}\:\:\:{3c-d\atop a+b+d}\right]=\left[{3\atop 5}\:\:\;{6\atop 2d-1}\right][/tex]

Now constructing equations

[tex]\\ \sf\longmapsto 3a+b=3\dots(1)[/tex]

[tex]\\ \sf\longmapsto a-b=5\dots(2)[/tex]

[tex]\\ \sf\longmapsto 3c-d=6\dots(3)[/tex]

[tex]\\ \sf\longmapsto a+b+d=2d-1\dots(4)[/tex]

Adding eq(1) and (2)

[tex]\\ \sf\longmapsto 4a=8[/tex]

[tex]\\ \sf\longmapsto a=\dfrac{8}{4}[/tex]

[tex]\\ \bf\longmapsto a=2[/tex]

Put the value in eq(2)

[tex]\\ \sf\longmapsto a-b=5[/tex]

[tex]\\ \sf\longmapsto b=a-5[/tex]

[tex]\\ \sf\longmapsto b=2-5[/tex]

[tex]\\ \bf\longmapsto b=-3[/tex]

put the values in eq(4)

[tex]\\ \sf\longmapsto a+b+d=2d-1[/tex]

[tex]\\ \sf\longmapsto 2+(-3)+d=2d-1[/tex]

[tex]\\ \sf\longmapsto d-1=2d-1[/tex]

[tex]\\ \sf\longmapsto d-2d=-1+1[/tex]

[tex]\\ \sf\longmapsto -d=0[/tex]

[tex]\\ \bf\longmapsto d=0[/tex]

Put the value in eq(3)

[tex]\\ \sf\longmapsto 3c-d=6[/tex]

[tex]\\ \sf\longmapsto 3c-0=6[/tex]

[tex]\\ \sf\longmapsto 3c=6+0[/tex]

[tex]\\ \sf\longmapsto 3c=6[/tex]

[tex]\\ \sf\longmapsto c=\dfrac{6}{3}[/tex]

[tex]\\ \sf\longmapsto c=2[/tex]

Answer:

Following are the responses to the given question:

Step-by-step explanation:

The following relationships usually have a direct or inverse relationship, please indicate.

Answer:

how much protein did he take per day tho?

Welp....there's your answer

Answer:

b) 7.89*10^4

c) 3.15*10^3

Step-by-step explanation:

2-42)

the coefficient in scientific notation (the number that is not 10^x) has to be greater or equal to 1 and less than 10. so c and b are incorrect.

b) 0.789*10^5

c) 31.5*10^2

b) 0.789*10^5

in order to make 0.789 greater than 1, I would just multiply it by 10. shown below

=0.789*10*10*10*10*10

=7.89*10*10*10*10

=7.89*10^4

c) 31.5*10^2

same concept but this time divide by 10 to make 3.15 which will add another *10 to the exponent

=31.5*10*10

=3.15*10*10*10

=3.15*10^3

Answer:

Step-by-step explanation:

I forgot

Answer:

B 48

Step-by-step explanation:

Ac=2AE, because AE=r, Ac=d, d=2r

Ac=2*5=10

The angle ADC is right, because it leans on the diameter AC,

find the leg DC, use the Pythagorus theorem

DC= sqrt (Ac^2-AD^2)= sqrt(100-36)=sqrt64=8

S= 6*8=48

Answer:

6 cm

Step-by-step explanation:

The volume of a cone = (1/3) πr²h

72π = (1/3) π r² 6

72 = (1/3) r² 6

Divide both sides by 6

12 = (1/3) r²

Multiply both sides by 3

36 = r²

So r (radius) = 6 cm

Answer:

Step-by-step explanation:

If these were similar, then the ratio 35/18 (the top and bottom measures from each of the polygons) would have to equal the ratio 63/10 (the side measures from each of the polygons).

35/18 = 1.944444

63/10 = 6.3

They are not similar because the simplified ratios are not the same.

9514 1404 393

Answer:

  A.  264 mi³

Step-by-step explanation:

The area of the right triangular base is ...

  A = 1/2bh

  A = 1/2(6 mi)(8 mi) = 24 mi²

Then the volume of the prism is ...

  V = Bh . . . . . where B is the base area and h is the distance between bases

  V = (24 mi²)(11 mi) = 264 mi³