Answer:
I’m sorry but you need to edit this question, it is incomplete.
Step-by-step explanation:
I see nothing, if there is supposed to be an image attached, please i attach it again, tnx!
I could help you though
Which Choices are equivalent to the expression below? check all that apply. 6(x+3)-5x
A. 6x+3-5x
B. x+18-5x
C. x+18
D. 6x+18-5x
Answer:
Your answer is C and D
Step-by-step explanation:
6(x+3)-5x
6 times 3 is 18.
6x+18-5x
5x is a negative so you subtract 5x from 6x.
It's x+18
So the answer would be C and D since they'll have the same outcome.
Find the value of the variable that results in congruent triangles.
A. 80
B. 10
C. 50
D. 30
Answer:
x = 10
Step-by-step explanation:
Mathematically, the sum of the interior angles of a triangle is 180
Thus, we have it that;
55 + 45 + (5x + 30) = 180
100 + 5x + 30 = 180
5x = 180-30-100
5x = 50
x = 50/5
x = 10
A microwave oven has a capacity of 1.75 ft³. The interior of the microwave is 18in wide and 14in deep. What is the height of the interior of the microwave, to the nearest tenth of a foot?
Answer:
Step-by-step explanation:
This is a volume problem as indicated by the exponent on the unit feet. Cubed is a volume thing, whereas squared is an area thing, etc.
The volume for a box-shaped microwave is
V = l x w x h and we are given the length and the width, but those are in inches and they need to be in feet. That's the tricky part here...catching the inconsistency in the units!
18 inches = 1.5 ft and
14 inches = 7/6 feet
Filling in:
1.75 = 1.5 x 7/6 x h and
1.75 = 1.75h so
h = 1 foot
What does 8 represent in the decimal 478.92
A. Tenths
B. Hundreds
C. Dozen
D. Units
Answer:
Units
Step-by-step explanation:
From the value above 478.92
4 represents hundreds
7 represents tens
8 represents units
Hence the answer is units
Find a recursive rule for the nth term of the sequence.
5, 20, 80, 320, ...
Answer:
[tex] a_1 = 5 [/tex]
[tex] a_n = 4a_{n - 1} [/tex]
Step-by-step explanation:
[tex] a_1 = 5 [/tex]
20/5 = 4
80/20 = 4
320/80 = 4
This a geometric sequence with r = 4.
[tex] a_n = 4a_{n - 1} [/tex]
Answer:
[tex] a_1 = 5 [/tex]
[tex] a_n = 4a_{n - 1} [/tex]
Alice bought a (k) kg of pork and (i) kg of chicken. how many kg of meat did alice buy??
Write the solutions and explanation with algebraic expression
Answer:
(k)kg+(l)kg=kg
Step-by-step explanation:
I just looked at letters. it's definitely wrong but I typed something so I could get points and get my answers. idc tbh but good luck ig
Find the inverse mapping of x 2x +1
what are. the coordinates of the quadrilateral STUV when reflected over the X-axis.
S(3,4), T(3,1), U(-2,1, V(-2,4)
Step-by-step explanation:
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Can you please help with this question. Please please
Select the correct answer. Rachel traveled to five different areas (A, B, C, D, and E) to study the number of buckeye butterflies and the number of monarch butterflies living there. The table shows her findings. Area Buckeye Butterflies Monarch Butterflies A 15 16 B 27 36 12 25 24 32 E 44 33 The relationship between the number of buckeye butterflies and the number of monarch butterflies is not proportional across all areas. Which two areas have buckeyes and monarchs in the same proportion? OA. areas A and B OB. areas Cand E O C. areas B and D OD. areas C and D
A ratio shows us the number of times a number contains another number. The two areas that have buckeyes and monarchs are in the same proportion as A and D.
What is a Ratio?A ratio shows us the number of times a number contains another number.
The ratio of buckeyes and monarch butterflies in different areas can be written as,
Area A,
Buckeyes/Monarchs = 15/16
Area B,
Buckeyes/Monarchs = 27/36 = 3/4
Area C,
Buckeyes/Monarchs = 12/25
Area D,
Buckeyes/Monarchs = 24/32 = 3/4
Area E,
Buckeyes/Monarchs = 44/33 = 4/3
Hence, the two areas that have buckeyes and monarchs are in the same proportion as A and D.
Learn more about Ratios here:
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Answer:B and D
Step-by-step explanation:
i just took the test
Anna lives 2.5 miles to the east of her school, and Ben lives 2 miles to the west of the same school.
Anna draws a map with a number line connecting her house to Ben’s house. On the number line, the school is at 0 and her house is at the point +2.5. On the map, Ben’s house is at the point
Answer:
Step-by-step explanation:
3===o===2=======1========0========-1=======x-2
I know this is backwards, but the question makes the choice of which direction is plus. o represents where anna lives.
Ben should be right at -2 where the x is.
NEED HELPPPP RNNNNNNNN
A rectangular floor of area 360 m2 is going to be tiled. Each tile is rectangular, and has an area of 240 cm2. An exact number of tiles can be put into the space. How many tiles will be needed??
Answer:
1500
Step-by-step explanation:
The area of the regtangular floor is 360m². The floor is going to be retired with tiles having area of 240cm² . We need to find the number of times . Therefore ,
[tex]\implies 360m^2 = 360 \times 10^4 \ cm^2 [/tex]
And , the number of tiles required will be ,
[tex]\implies n =\dfrac{Area \ of \ floor}{Area \ of \ a \ tile }\\\\\implies n =\dfrac{ 360 \times 10^4 \ cm^2}{240 cm^2} \\\\\implies \underline{\underline{ n = 1,500 }}[/tex]
Hence the required answer is 1500 .
Answer:
[tex] \displaystyle\rm 15000[/tex]
Step-by-step explanation:
we given the area of rectangular floor and tile we want to find the number of tiles needed to tile the floor
notice that the area of the rectangular floor is in meter and the tile in cm so we need to convert cm to meter in order to figure out the number of tiles needed to tile the floor
therefore,
[tex] \rm 1m \implies 100 c m\\ \rm{1m}^{2} \implies10000 {cm}^{2} [/tex]
remember that,
[tex] \displaystyle\rm \: N _{ \rm tile} = \frac{A _{ \rm floor} }{A _{ \rm tile} } [/tex]
Thus substitute:
[tex] \displaystyle\rm \: N _{ \rm tile} = \frac{360 \times 10000 {cm}^{2} }{ {240cm}^{2} } [/tex]
simplify which yields:
[tex] \displaystyle\rm \: N _{ \rm tile} = 15000[/tex]
hence,
15000 of tiles needed to tile the floor
(r-3)(r-1)
Help me please!!!
Answer:
= r²−4r+3
Step-by-step explanation:
(r - 3) (r - 1)
(r x r) + (r x -1) + (-3 x r) + (-3 x -1)
r² + - r - 3r + 3
= r²−4r+3
why can two prime numbers only have one common factor?
A prime number has exactly two factors, 1 and itself. For example, 13 is a prime number because the only factors of 13 are 1 and 13. The number 8 is not prime because it has four factors: 1, 2, 4 and 8. The number 1 is not a prime number because it only has one factor (itself).
find the area of the rhombus. pic included, thank you
Answer:
80in 2
Step-by-step explanation:
Answer:
a=(d1×d2)÷2
(20×12)÷2
240/2
120
Mrs Nu paid $2083 for 2 smiler laptops and 3 similar earphones. Each laptop cost of each earphones?
The information given is incomplete :
Answer:
x = 1/2(2083 - 3y)
y = 1/3(2083 - 2x)
Step-by-step explanation:
Let
Laptop cost = x
Earpiece cost = y
Number of laptops= 2
Number of earpiece = 3
2x + 3y = $2083
The cost per laptop :
2x = 2083 - 3y
Divide both sides by 2
x = (2083 - 3y) / 2
x = 1/2(2083 - 3y)
Or
3y = 2083 - 2x
y = (2083 - 2x) / 3
y = 1/3(2083 - 2x)
Please help me fast.
the answer is in the picture above
Evaluate the expression (24−8)4 using order of operations
Answer:
(24-8)4
(24-8)*4
16 *4
64
is 4393 is divisible by which number
Answer:
4393 is divisible by 1 ,23 and 191
Answer:
the answer is 23
Step-by-step explanation:
A car travels at a speed of x miles per hour for 3 hours and at half that speed for 2 hours. Which expression gives the total distance the car traveled in 5 hours?
Answer:
3x + (x/2) *2
Step-by-step explanation:
The distance for the first 3 hours is rate times time
x *3
The distance for the next 2 hours is rate times time
x/2 *2
Add them together to get the total distance
3x + (x/2) *2
to move a function, you need to___it.
Answer:
shift
Step-by-step explanation:
shift
The z- score for a mark of 56 in a test with a mean of 60 and standard deviation of 8 is
Answer:
z = - .5
Step-by-step explanation:
z = (x - μ)/ σ
z = 56 - 60/8 = -.5
write a equation for y=|x| if the graph is translated right by 3 units and down by 1 unit
Answer:
y=|x -3| -1
Step-by-step explanation:
Aflati al 2013 lea termen al unei progresii aritmetice cu termenul al treilea egal cu 12 si diferenta a doi termeni consecutivi, 4.
Răspuns:
8052
Explicație pas cu pas:
Al treilea termen al unei progresii aritmetice:
T (n) = a + (n - 1) d
Unde ;
a = primul termen; d = diferență comună = 4; n = al treilea termen (numărul termenului)
Al treilea (3) termen:
T (3) = a + (3-1) 4
T (3) = 12
12 = a + 2 (4)
12 = a + 8
12 - 8 = a
4 = a
Prin urmare, primul termen = a
Al 2013-lea mandat;
T (2013) = a + (2013-1) d
T (2013) = 4 + (2012) 4
T (2013) = 4 + 8048
= 8052
simplify the following. (x²+2x)-(x²-7x)
Answer:
9x
Step-by-step explanation:
(x² + 2x) - (x² - 7x) ← distribute parenthesis
= x² + 2x - x² + 7x ← collect like terms
= 9x
Answer:
9x
Step-by-step explanation:
( x ² + 2 x ) - ( x² - 7 x )
Simply the expression
➻ ( x ² + 2 x ) - ( x² - 7 x )Remove unnecessary parantheses
➻ x² + 2x - x² + 7xcombine like terms
➻ x² - x² + 2x + 7x➻ 9xDetermine another point on the parabola that has an axis of symmetry x = 4 and a point on the parabola is (0, 2), Another point on the parabola is
Given:
Axis of symmetry of a parabola is [tex]x=4[/tex].
A point on the parabola is (0,2).
To find:
The another point on the parabola.
Solution:
The point (0,2) lies on the parabola and the axis of symmetry of a parabola is [tex]x=4[/tex].
It means, the another point on the parabola is the mirror image of (0,2) across the line [tex]x=4[/tex] because the parabola is symmetric about the axis of symmetry.
If the point is reflected across the line [tex]x=4[/tex], then
[tex](x,y)\to (-(x-4)+4,y)[/tex]
[tex](x,y)\to (-x+4+4,y)[/tex]
[tex](x,y)\to (-x+8,y)[/tex]
Using this rule, we get
[tex](0,2)\to (-0+8,2)[/tex]
[tex](0,2)\to (8,2)[/tex]
Therefore, the other point on the parabola is (8,2).
Using f(x) = 4x + 6 with a domain of{-1, 0, 2 }, find the range.
1. {10, 6, 15}
2. {2, 14}
3. {-4, 0,8}
4. {2, 6, 14}
Answer:
{2,6,14}
Step-by-step explanation:
The range are the f(x) values
the domain are the x values
So we have it that;
f(-1) = 4(-1) + 6 = 2
f(0) = 4(0) + 6 = 6
f(2) = 4(2) + 6 = 14
so we have the range as;
{2,6,14}
The number of students in a geometry class is four
fifths the number of students in a Spanish class.
The total number of students in both classes does
not exceed 54. What is the greatest possible
number of students in the Spanish class?
Answer:
Step-by-step explanation:
Givens
Let the number in the Spanish Class = x
Then the number in the Geometry Class = (4/5) x
Equation
x + (4/5)x < 54
Solution
x + (4/5)x < 54
4/5 = 0.8
x + 0.8x < 54
1.8x < 54 Divide both sides by 1.8
1.8x / 1.8 < 54/1.8
x < 30
The sign used in the equation is less than, not less than or equal to.
The number of students taking Spanish cannot equal 30. There must be 29 in the Spanish Class.
Complete the remainder of the
table for the given function rule:
y = 3x - 8
X | -4 -2 0 2 4
y -20 [?] [ ] [ ] [ ]
The values that complete the table are -14, -8, -2 and 4
Function ruleGiven the function y = 3x - 8, we are to complete the given table.
If x = -2
y = 3(-2) - 8
y = -14
If x = 0
y = 3(0) - 8
y = -8
If x = 2
y = 3(2) - 8
y = -2
If x = 4
y = 3(4) - 8
y = 4
Hence the values that complete the table are -14, -8, -2 and 4
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