PLEASE SOMEONE HELP ME THIS IS SO HARD. ILL GIVE 60 POINTS TO WHOEVER HELPS ME. PLEASE I GIVE BRAINLIEST

Answer:

-36

Step-by-step explanation:

-1/2x<18

multiply each term by LCM=2

-1/2x×2<18×2

the 2on the left hand side will cancel each other leaving

-x <36

divide both sides by -1

-x/-1>36/-1

(note the equality sign changes because following the laws when you divide by a negative number the sign will change

X>-36

Answer:

Step-by-step explanation:

x>-36 is the anwser brainlist whould be aprecited and verifed

Answer:

Step-by-step explanation:

15.) [tex]\sqrt{12}[/tex]

      [tex]\sqrt{4}[/tex] * [tex]\sqrt{3}[/tex]

      Answer: 2[tex]\sqrt{3}[/tex]

17.) Distribute 3[tex]\sqrt{3}[/tex] into both sides of the parentheses

     3[tex]\sqrt{3}[/tex] * 4 = 12[tex]\sqrt{3}[/tex]

     3[tex]\sqrt{3}[/tex] * -3[tex]\sqrt{5}[/tex] = -9[tex]\sqrt{15}[/tex]

     Answer: 12[tex]\sqrt{3}[/tex] - 9[tex]\sqrt{15}[/tex]

19.) Distribute 4[tex]\sqrt{15}[/tex] into both sides of the parentheses

      4[tex]\sqrt{90}[/tex] + 4[tex]\sqrt{75}[/tex]

      4*[tex]\sqrt{9}[/tex]*[tex]\sqrt{10}[/tex] + 4*[tex]\sqrt{25}[/tex]*[tex]\sqrt{3}[/tex]

      4*3*[tex]\sqrt{10}[/tex] + 4*5*[tex]\sqrt{3}[/tex]

      12[tex]\sqrt{10}[/tex] + 20[tex]\sqrt{3}[/tex]

21.) Distribute [tex]\sqrt{15}[/tex] into both sides of the parentheses

      2[tex]\sqrt{150}[/tex] - 4[tex]\sqrt{90}[/tex]

      2*[tex]\sqrt{25}[/tex]*[tex]\sqrt{6}[/tex] - 4*[tex]\sqrt{9}[/tex]*[tex]\sqrt{10}[/tex]

      2*5*[tex]\sqrt{6}[/tex] - 4*3*[tex]\sqrt{10}[/tex]

      10[tex]\sqrt{6}[/tex] - 12[tex]\sqrt{10}[/tex]

Note that equation of a parabola with a vertical axis, vertex (h, k), and directrix y = k – p, where p is a nonzero real number is (y-k)² = 4p(x-h).

The equation of a parabola with a vertical axis, vertex (h, k), and directrix y = k – p, where p is a nonzero real number, is:

(y - k)²   = 4p( x -  h)

If the vertex is at the origin (h = 0, k = 0 ), the equation an be simplified to....

y² = 4px

where p is still a nonzero real number.

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The total cost equation can be written as:

Total Cost = 32000 + 9000L

What is total cost?

Total cost refers to the complete amount of money or resources that are required to produce or obtain a particular good or service. It includes all of the expenses associated with production, such as labor costs, materials costs, overhead costs, and any other costs necessary to manufacture or acquire the product.

The total cost equation can be expressed as:

Total Cost = Fixed Cost + Variable Cost

where Fixed Cost is the cost that does not vary with the number of laptops manufactured and sold, and Variable Cost is the cost that depends on the number of laptops manufactured and sold.

In this case, the fixed monthly cost is $32,000 and it does not depend on the number of laptops manufactured and sold. The variable cost is the cost of manufacturing each laptop, which is $9,000 per laptop.

If L is the number of laptops manufactured and sold per month, then the variable cost can be expressed as 9000L. Therefore, the total cost equation can be written as:

Total Cost = 32000 + 9000L

This equation represents the total cost of manufacturing and selling L laptops per month. The fixed cost of $32,000 is added to the variable cost of $9,000 per laptop multiplied by the number of laptops sold, L, to obtain the total cost.

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Complete question: A business manufactures and sell laptops. Each laptop is sold for 14000.the fixed monthly cost is 32000 and it cost 9000 to manufacture each laptop. let L be number of laptops manufactured and sold per monthly. What is the total cost equation?

The domain will be (-∞, ∞). The range will be (-1, 1]. The function will be increasing during the intervals (0, π/2) and (3π/2, 2π), and will be decreasing at the interval (π/2, 3π/2). It will be constant only at x=0 and not at any interval.

We are given a graph in the question and we have to determine its domain, range, and the intervals over which the defined function is increasing, decreasing, and constant. If we observe this graph, we can see that this is a sin(x) graph.

The domain of this graph will be from -[tex]\infty[/tex] to [tex]\infty[/tex] as we can see in the graph that it is a repeating pattern. The range for this graph will lie between -1 and 1 as it is a sin x graph. The sin x graph increases at the intervals  (0, π/2) and (3π/2, 2π) and decreases at the interval  (π/2, 3π/2). As we can see from the graph, it is constant only at a point where x = 0 and there is no interval at which this graph is constant.

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The solution for the variable x is x = 8.4

from the question, we have the following parameters that can be used in our computation:

The right triangle

Using the proportion of similar triagles, we have

x/7 = 10/x

This gives

x * x = 7 * 10

So, we have

x² = 70

Next, we have

x = √70

Evaluate

x = 8.4

Hence, the solution for the variable x is x = 8.4

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Answer:

(A)

[tex] - 4.9 {t}^{2} + 43t + 339 = 0[/tex]

[tex]49 {t}^{2} - 430t - 3390 = 0[/tex]

[tex]t = \frac{ - ( - 430) + \sqrt{ {( - 430)}^{2} - 4(49)( - 3390)} }{2(49)} = \frac{430 + \sqrt{849340} }{98} = 13.79[/tex]

The rocket splashes down after 13.79 seconds.

(B) h'(t) = -9.8t + 43 = 0

t = 43/9.8 = 215/49 = 4.39 seconds

h(4.39) = 433.34 meters

At t = 4.39 seconds, the rocket peaks at

433.34 meters above sea level.

The volume of the cylinder is 8,038.4 ft3

The height(H) is 10ft

The diameter is 32 ft

The formula for calculating the volume of a cylinder is

πr²h

Radius= 32/2

= 16

Volume= 3.14 × 16² × 10

= 3.14 × 256 × 10

= 8,038.4

Hence the volume of the cylinder is 8,038.4 ft3

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Answer:

sin(2A) = 2sin(A)cos(A)

To find cos(A), we can use the Pythagorean theorem:

sin^2(A) + cos^2(A) = 1

cos^2(A) = 1 - sin^2(A)

cos(A) = -√(1 - sin^2(A)) (since A is in QIII, cos(A) is negative)

cos(A) = -√(1 - (-24/25)^2) = -7/25

Now we can substitute into the double angle formula:

sin(2A) = 2sin(A)cos(A)

sin(2A) = 2(-24/25)(-7/25)

sin(2A) = 336/625

Therefore, sin(2A) = 336/625.

It is to be noted that the volume of all the wooden figures will come to.

Each wooden figure as shown in the image is

L = 4ft

W = 4ft
H = 10ft

Where L = Length, w= Width and H = height.

The volume of a cuboid is  L x W x H

So we have

4 x 4 x 10

Since there are six of the figures, we restate the expression as:

6 x 4 x 4 x 10

= 960 Ft³

Thus, volume of all of the parts is 960 Ft³

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Full Question:

Although part of your question is missing, you might be referring to this full question:

See attached image.

Answer:

The other zeros are:

1 - 2i, 1 - √5

When the product of a fraction and a factor is greater than the factor, it means that the fraction is greater than 1.

Due to the principles of multiplication, when multiplying a value greater than 1 with a given amount, the product will be larger than the original number. To provide an example, if we multiply 5 by 2, the result will be 10, which is greater than 5.

By extension, if we multiply a fraction with a factor that's greater than 1, the resulting product will be greater in size as compared to the initial quantity. For instance, when we calculate 1/2 multiplied by 3, the outcome is 3/2, which surpasses the worth of 1/2. Hence, it can be deduced that any result which exceeds its own source was obtained through multiplication by value greater than 1.

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13.) The simplified polynomials that can represent the area and perimeter of the large rectangle =40x + 5x² and

12X + 16 respectively.

14.)The simplified polynomials that can represent the area and perimeter of the large rectangle =21+10x + x² and 20+4x respectively.

To determine the simplified polynomials, the formula for the area and perimeter of the rectangule should be used. That is:

Area of rectangle = length×width

where;

length = 5x

width = 8+X

Area = 5x * 8+X

= 40x + 5x²

Perimeter of rectangle = 2(length+width)

= 2(5x + 8+X)

= 10x + 16 + 2x

= 12X + 16

For question 14.)

Area of rectangle = length× width

where;

length = 7+X

width = 3+X

Area = 7+X × 3+X

= 21+7x+3x +x²

= 21+10x + x²

Perimeter = 2(length+width)

= 2(7+X+3 + X)

= 2(10+2x)

= 20+4x

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The solution to the given quadratic equation is [tex]=-1\pm \sqrt{6}[/tex]

A quadratic equation is an equation whose highest power is raised to the power of 2. Mathematically it is written in the form ax² + bx + c. There are many ways in which we can solve a quadratic equation such as:

From the given information, we have:

x² + 2x - 5 = 0

Using the quadratic formula method;

[tex]=\dfrac{-b\pm \sqrt{b^2-4ac}}{2a}[/tex]

here;

[tex]=\dfrac{-2\pm \sqrt{2^2-4(1)(-5)}}{2(1)}[/tex]

[tex]=\dfrac{-2\pm \sqrt{4+20}}{2}[/tex]

[tex]=\dfrac{-2\pm \sqrt{24}}{2}[/tex]

[tex]=\dfrac{-2\pm 2\sqrt{6}}{2}[/tex]

[tex]=-1\pm \sqrt{6}[/tex]

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The given scenario is Biased, since those who chose to respond may be systematically different than those who chose not to respond. So, the correct answer is C).

The sampling method is biased, since those who chose to respond may be systematically different than those who chose not to respond. This is known as non-response bias, where the opinions and characteristics of those who choose not to respond to the survey may differ from those who choose to respond.

Additionally, only one higher education institution per state was selected, which may not be representative of all institutions within the state. Therefore, the sample may not accurately reflect the population of students in the United States who pay for their higher education. So, the correct option is C).

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--The given question is incomplete, the complete question is given

" To answer the question, "How do students in the United States pay for their higher education?", a questionnaire was sent out to collect 100 responses from one higher education institution per state.

Is the sampling method biased or unbiased and why?

Unbiased, since a random sample was selected

Unbiased, since a large sample was selected

Biased, since those who chose to respond may be systematically different than those who chose not to respond

Biased, since all higher education institutions are represented

Unbiased, since a questionnaire was used

Biased, since every state will be represented in the sample"--

Answer:

[tex] {(x - 3)}^{2} + {(y - 4)}^{2} = 36[/tex]

To check if the total number of beads used in each bracelet is even, we need to find out if the sum of the digits in the number 72 is even or odd.

If Ava made an even number of bracelets using the 72 beads, then the total number of beads used in each bracelet must be an even number.

One way to check if the total number of beads used in each bracelet is even is to find out if the sum of the digits in the number 72 is even or odd. If the sum of the digits is even, then it is possible that Ava made an even number of bracelets. If the sum of the digits is odd, then it is not possible that Ava made an even number of bracelets.

The sum of the digits in 72 is 7 + 2 = 9, which is an odd number. Therefore, it is not possible for Ava to have made an even number of bracelets using the 72 beads, without dividing the beads.

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All four angles of the rhombus are 20, 160, 20, and 160 degrees.

Diagonals are the parts of a shape, in geometry, a diagonal is a line that join two vertices of a polygon or a solid shape , whose vertices are not on the same edge. In general, a diagonal is called  as a sloping line or the slant line, that connects to the vertices of a shape.

According to question a rhombus , all four sides are congruent and opposite angles are equal. Let's call the rhombus ABCD, where AB, BC, CD, and DA are the four sides, and AC and BD are the diagonals.

If one of the angles formed by diagonals and adjacent sides is 20 degrees, let's say that angle is ABD. We can draw a line from point A to point C, which will divide the rhombus into two congruent triangles, ABC and ACD.

Since triangle ABC is isosceles, with sides AB = BC, angles ABC and BCA are equal. Similarly, in triangle ACD, angles ACD and CDA are equal.

∴ angles ABD and CDA are adjacent angles formed by intersecting lines, they must add up to 180 degrees. Therefore, angle CDA is 160 degrees.

If triangles ABC and ACD are congruent, angle CAD is also 20 degrees.

Now we can use the fact that opposite angles in a rhombus are equal. Angles BCD and ABD are opposite angles, so angle BCD is also 20 degrees. Similarly, angles BAC and ADC are opposite angles, so angle BAC is also 160 degrees.

Therefore, all four angles of the rhombus are 20, 160, 20, and 160 degrees.

Complete question  If one of the angles formed by diagonals and adjacent sides. of Is 20, all four angles of the a rhombus are.

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If a spinner divided into three equal sections marked A A and Z is spun 570 times .  The number of  times it will be expected to land on an A is 380 times.

Since the spinner has three equal sections in which two of them are marked A.  The probability of landing on an A in a single spin will be 2/3  while the probability of landing on Z  will be 1/3.

So,

Expected number of time E(A) =Number of spins x Probability of landing on A

Expected number of time E(A) = 570 x (2/3)

Expected number of time E(A)  = 380

Therefore the Expected number of time E(A) is 380 times.

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Answer: The answer is 6.25

Step-by-step explanation:

Answer:

6.25

Step-by-step explanation:

Answer: 0.

Step-by-step explanation:

        y-(1/2*x+5)=0 STEP 1:              

simplify 1/2

Equation at the end of step 1:         1        

 y -  ((— • x) +  5)  = 0

globe meaning a sphere, and since it has a diameter of 25.8, that means its radius is half that, or 12.9

[tex]\textit{volume of a sphere}\\\\ V=\cfrac{4\pi r^3}{3}~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ r=12.9 \end{cases}\implies V=\cfrac{4\pi (12.9)^3}{3}\implies \stackrel{ using~\pi =3.14 }{V\approx 8987.47}[/tex]

Answer: 25%

Step-by-step explanation:

51/204=0.25

0.25 x 100 = 25

Answer:25%

Step-by-step explanation:

Answer:

12 / min

720 / hr

17,280 / day

6,307,200 / yr

Now divide 1,000,000,000 by 6,307,200 (darn close to your 158!)

Step-by-step explanation:

Only ONE .....there are three sides to a triangle and you supplied 3 sides.

a. The temperature is about 3.35 degrees Celsius at 340 m/s, the speed of sound.

b. The temperature is about 2.35 degrees Celsius at 320 m/s, or the speed of sound.

Speed is a scalar physical quantity that quantifies the rate of motion of an object. It is described as the distance that an object covers in a specific period of time. Meters per second (m/s) is the SI unit for measuring speed.

The speed formula is as follows:

Speed = distance / time

Depending on the purpose, speed can also be stated in different units, such as kilometres per hour (km/h), miles per hour (mph), or feet per second (ft/s).

The concept of speed, which is used to describe how objects move, is important to physics. It plays a significant role in a variety of fields of science, engineering, and technology, including sports, aircraft, and transportation. For the purpose of analysing and forecasting the behaviour of physical systems, it is essential to comprehend the idea of speed.

a. We can change v = 340 into the equation and solve for t to determine the temperature when the speed of sound is 340 m/s:

v = 20Vt + 273

340 = 20Vt + 273

67 = 20Vt

t = 67/20

Therefore, the temperature is about 3.35 degrees Celsius when the sound travels at 340 m/s.

b. We may once more enter v = 320 into the equation and solve for t to determine the temperature when the speed of sound is 320 m/s:

v = 20Vt + 273

320 = 20Vt + 273

47 = 20Vt

t = 47/20

As a result, the temperature is roughly 2.35 degrees Celsius at 320 m/s, the speed of sound.

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Answer:

n=7

Step-by-step explanation:

[tex] \frac{n}{4} \times 4 = 7 \\ \frac{4n}{4} = 7 \\ 4 \times \frac{4n}{4} = 7 \times 4 \\ 4n = 28 \\ \frac{4n}{4} = \frac{28}{4} \\ n = 7 [/tex]

The percentage decrease of the TV from $900 to $837 is 7%

Percentage decrease = Difference in price / original price × 100

[tex]=\dfrac{(900-837)}{900} \times 100[/tex]

[tex]=\dfrac{63}{900} \times 100[/tex]

[tex]= 0.07 \times 100[/tex]

[tex]= 7\%[/tex]

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Complete question-

An electronics store reduced the price of a TV from $900 to $837. What was the percent of decrease?

The interval-notation for "all real-numbers" greater than 2 is (2, ∞).

The "Interval-Notation" is a way of expressing a set of real numbers using brackets to show which numbers are included in the set. In the case of all real numbers greater than 2, we can write this as:

(2, ∞)

The open-bracket "(" indicate that the number 2 is not included in the set, while the symbol "∞" represents all real numbers greater than 2.

This notation is used to express an open interval, meaning that the endpoints (in this case, 2 and infinity) are not included in the set.

Therefore, the required interval-notation is (2, ∞).

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The sum of any matrix with the identity matrix of the same size, with respect to addition, will give the matrix itself. Therefore, the sum of matrix A and B, where B is the identity matrix, will give the matrix A.