Answer:
C. 10
Step-by-step explanation:
It is very easy to find the square root of a number that is a perfect square. For example, 100 is a perfect square, 100 = 10 × 10. So, 10 is the square root of 100 and this can be expressed as √100 = 10. The square root of any number, in general, can be found by using any of the four methods given below:
Repeated Subtraction MethodPrime Factorization MethodEstimation and Approximation MethodLong Division Methodcuanto es [tex]\sqrt \sqrt{3\sqrt{45^{3} } }[/tex]
Solve the equation.
3x - 1 1 - 3x
Solution:
Previous
X = -1/6
X = -1/3
X = 0
x = 1/6
X = 1/3
X = 3
X = 6
infinitely many solutions
no solution
6 7
8 9 10
Next
Answer:
x = 1/3
Step-by-step explanation:
•3x - 1 = 1 - 3x *group like terms*
•3x + 3x = 1 + 1 *remember whenever you transpors the sign changes*
•6x/6 = 2/6
• x = 1/3
brainliest if answerd correctly x³+y³+z³=k
Answer:
Uhh the answer should be x^3 + y^3 + z^3 for k
Step-by-step explanation:
That's what it says in question, which is the answer.
Pls brainlieset :0?
A school had 300 students in 2013 and 450 students in 2015. What was the average rate of growth in student per year?
[tex]450 - 300 = 150 \\ 150 \div 2 = 75t \\ the \: average \: rate \: of \: growth \: per \: year \: is \: 75 \: student \: per \: year[/tex]
Rewrite, using the distributive
property.
1(19c+30) = [?]c + [ ]
Answer:
[tex] \sf \: 19c + 30 [/tex]
Step-by-step explanation:
Given expression,
→ 1(19c + 30)
Let's simplify the expression,
→ 1(19c + 30)
→ 1(19c) + 1(30)
→ (1 × 19)c + (1 × 30)
→ (19)c + (30)
→ 19c + 30
Hence, answer is 19c + 30.
can someone help me please
Answer:
-175
Step-by-step explanation:
thats the answer to the question
For each part of each exercise copy the equation and show each step that leads to
your answer
x + 2 = 7
The equation x + 7 = 2 will have the value of x as 5.
We are given the equation:
x + 2 = 7
We need to solve the equation to find the value of x.
We will first subtract 2 from both the sides:
x + 2 - 2 = 7 - 2
So, subtracting 2 from both the sides, we get that:
x = 5
the value of x for the equation will be 5.
Therefore, the equation x + 7 = 2 will have the value of x as 5.
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bens owns two cars, car 4 and car B. This year, car A is 9 years old and car B is x years old. 5 years ago, the ratio of the age of car 4 to the age of car B was 2:5 Calculate the value of x.
Answer: 45 yrs old
Step-by-step explanation:
Car A = 9 yrs old
Car B = X yrs old
The ratio for the cars are
Car A : Car B
or
2 : 5
You want to make it easier to read so you make both the ratio number and the given age number (9) the same number.
Multiply Car A age by 2 to make it 18 and the Ratio 2 by 9 to make it 18. This makes them the same number. Since you did this to one side, you have to do it on the other side by multiplying the 5 by 9 which is 45.
Your new ratio is now
18 : 45
This means Car B is 45 yrs old
(6*10^4*3^3)/(6^5*5^6)
Answer: (1/75)
Step-by-step explanation:
[{6*(10^4)*(3^3)}/{(6^5)*(5^6)}]
= (1/75)
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{\dfrac{6\times10^4\times3^3}{6^5\times5^6}}[/tex]
[tex]\mathsf{= \dfrac{6\times10\times10\times10\times10\times3\times3\times3}{6\times6\times6\times6\times6\times5\times5\times5\times5\times5\times5}}[/tex]
[tex]\mathsf{= \dfrac{6\times100\times100\times9\times3}{36\times36\times6 \times25\times25\times25}}[/tex]
[tex]\mathsf{= \dfrac{6\times 10,000\times9\times3}{1,296\times6 \times 625\times5}}[/tex]
[tex]\mathsf{= \dfrac{60,000\times 27}{7,776\times 15,625}}[/tex]
[tex]\mathsf{= \dfrac{1,620,000}{12,150,000}}[/tex]
[tex]\mathsf{= \dfrac{1,620,000\div 1,620,000}{12,150,000\div1,620,0000}}[/tex]
[tex]\mathsf{= \dfrac{1}{75}}[/tex]
[tex]\huge\text{Therefore, your answer should be: \boxed{\mathsf{\dfrac{1}{75}}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
Students in 3 art classes cut 728 inches of ribbon into 8-inch long pieces. Two of the classes together cut 656 inches of ribbon. How many 8-inch long pieces of ribbon did the other class cut?
The number of 8-inch long pieces of ribbon that the other class cut is 9.
What is subtraction?Subtraction is a mathematical operation that reflects the removal of things from a collection. The negative symbol represents subtraction.
Given that Students in 3 art classes cut 728 inches of ribbon into 8-inch long pieces. Therefore, the number of ribbon that 3 classes together cut is,
Number of ribbon cut by 3 classes together = 728 inches / 8 inches = 91
Further, it is given that two of the classes together cut 656 inches of ribbon. Therefore, the number of ribbon that 2 classes together cut is 656.
Number of ribbon cut by 2 classes together = 656 inches / 8 inches = 82
Now, the number of 8-inch long pieces of ribbon that the other class cut can be written as,
Number of pieces cut by other class
= Number of ribbon cut by 3 classes together - Number of ribbon cut by 2 classes
= 91 - 82
= 9
Hence, the number of 8-inch long pieces of ribbon that the other class cut is 9.
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Which fruit snack cost less per pound? How much less?
Each pound of brand B costs 0.33 dollars less than each pound of brand A.
Which fruit snack costs less per pound?
Here we need to find the cost per pound for both brands, to get that, we need to get the quotient between the costs and the number of pounds.
For brand A the cost is $37.80 and you get 35 pounds, then the cost per pound is:
A = $37.80/35 = $1.08
Then each pound for brand A costs 1.08 dollars.
Now let's do the same for brand B, the cost is $33.75, and you get 45 pounds, then the cost per pound is:
B = $33.75/45 = $0.75
Then each pound for brand B costs 0.75 dollars.
So brand B is cheaper, and the difference is:
1.08 dollars - 0.75 dollars = 0.33 dollars.
Each pound of brand B costs 0.33 dollars less than each pound of brand A.
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Suppose that the function fis defined, for all real numbers, as follows.
f(x) =
x-4 if x < 2
-2x+2 if x ≥2
Graph the function f. Then determine whether or not the function is continuous.
See attachment for the graph and the function is a continuous function.
How to graph the function?The function definition is given as:
f(x) = [ x-4 if x < 2
[-2x+2 if x ≥2
The above function is a piecewise function.
So, we plot each function by its domain
Having said that, the next step is to plot the graph of the functions in f(x) according to their domain
See attachment for the graph
Also, the function is a continuous function.
This is so because there is no break in the function value i.e. domain and range are the set of all real values
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A rectangular carpet measures 10 m by 6m
Part of the carpet is covered by a square rug of length 2 m
2m
10m
Diagram not drawn accurately
6m
What fraction of the carpet is
covered by the rug?
Give your answer in its simplest form.
Optional working
Answer:
The fraction of the carpet covered by the rug will be 1/15.
What is the area of the rectangle?Let W be the rectangle's width and L its length.
The area of the rectangle is the multiplication of the two different sides of the rectangle. Then the rectangle's area will be
Area of the rectangle = L×W square units
A rectangular carpet estimates 10 m by 6m. Some portion of the rug is covered by a square rug of length 2 m.
The area of the carpet is given as,
A = 10 x 6
A = 60 square meters
The area of the rug is given as,
a = 2 x 2
a = 4 square meters
A fraction of the carpet is covered by the rug is given as,
⇒ 4 / 60
⇒ 1 / 15
A fraction of the carpet covered by the rug will be 1/15.
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The missing diagram is attached below.
I need help with this question please
Answer:
The true statements are the 1st, 2nd, and 4th statement.
Calculate the value of the x (with reason)
in fig. 3.1 the value of x is 20° , in fig. 3.2 the value of x is 40° , in fig. the value of 3.3 x is 10° , in fig. 3.4 the value of x is 120°.
WHAT IS ANGLE?In planar geometry, an angle is a shape made up of two rays or lines that share an endpoint. The English word "angle" derives from the Latin word "angulus," which means "corner." The vertex and the two rays are referred to as the sides of an angle, respectively, and are the shared termini of two rays.
CALCULATION3.1
straight lines makes an angle of 180° thus ,
x + 2x + 120 = 180
3x = 60
x = 20°
3.2
sum of the angles of triangle is = 180°
105 + 35 + x = 180
140 + x = 180
x = 40°
3.3
since it is an isoceles triangle so the opposite angles to equal sides are equal
140 + 4x = 180
4x = 40
x = 10°
3.4
parallel line theorem state that alternate angles are equal
so ,
180= x + 60
x = 120 °
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solve for x32=10+ x/2
Answer:
x=44
Step-by-step explanation:
x32=10+x/2
Multiply the 2 from x over 2 to reverse the division equation.
2*x32=10+x/2*2
That results in 2 multiplying 32x and 2 multiplying the 2 in x over 2.
Because multiplication is the reverse of division, the 2's will cancel out and reduce x over to 2 to simply x.
2*32 is 64, include the x before the 64 just like the given equation exemplifies with the x before the 32.
The equation looks like the following once put together: x64=10+x
Subtract the x from the 10+x side of the equation underneath the x64.
x64=10+x
-x -x
Which equals x63=10.
To receive the answer to this question, you have to divide the 63 on both sides.
63 divided by 63x leaves you with just the x.
63 divided by 10 leaves you with 6.3 in decimal form.
Thus, x equals 6.3.
To check if it's right, insert 6.3 for both x's.
(6.3)*32=10+(6.3)/2
Solve.
201.6=10+3.15
201.6=13.15
Clearly, this doesn't work.
So, I'm assuming you actually meant: 32=10+x/2.
Hence, you would multiply 2 on both sides.
2*32=10+x/2*2
We've established that 32*2 is 64 and the 2's would cancel out.
64=10+x
Subtract the 10 on both sides.
54=x
To see if this one is correct, plug in 54 to the x.
32=10+(54)/2
Divide 54 by 2 which equals 27.
32=10+27
32=37
Nope, that doesn't work either.
Thus, instead of multiplying by 2, we would first need to subtract the 10.
32=10+x/2
-10 -10
32-10 is 22 and it would leave the other side with just x over 2.
22=x/2
Now, we would have to multiply the 2 on both sides.
22*2=44 and x/2*2 gives us x.
So, 44=x.
Let's check.
32=10+(44)/2
32=10+22
32=32
Finally, we have our match.
In conclusion, x=44.
Hope this helps.
What are the statements and reasons for this two-column proof. Given: ab= cd prove ac=bd.
Two column proof is a way to portray proofs in geometry.A two column proof always has two columns, one for statement and the other for reason.
The rules of a two column proof are, every statement should be numbered, every statement should have a reason. There is no order for the statements but it is better to maintain logocal order.Reasons for the statements are theories, previously proved theorems that justify the statement.
A,B,C,D are on a line and we have to prove that if AB=CD then AC=BD
Statements Reasons
1.A,B,C,D are collinear 1.given
2.AB=CD 2.given
3.BC=BC 3.reflexive
4.AB+BC=BC+CD 4.adding 2 and 3
5.AB+BC=AC and BC+CD=BD 5. Segment addition
6.AC=BD 6.Substitution
Thus it is proved by two column proof that if AB=BC then AC=BD
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PLEASE HELP ME
Solve the inequality. Graph the solution, if possible.
24. |m|greater than or equal to 10
We can use inequality, 24. |m| greater than or equal to 10 then the possible to value is = |14|.
What is Inequality :A statement of an order relationship—greater than, greater than or equal to, less than, or less than or equal to—between two numbers or algebraic expressions.
Based on the given conditions, formulate,
24. |m| greater than or equal to 10
So, we can write,
24 + m ≥ 10
m ≥ 10 - 24
We can sum or difference,
m ≥ -14
Then,
|m| ≥ |-14|
Hence,
|m| ≥ |14|
Therefore,
24. |m| greater than or equal to 10 then the possible to value is = |14|.
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This diagram is a straightedge and compass construction. A is the center of one circle, and B is the center of the other.
A
M
B
b. Name a pair of line segments with the same length.
Here is a diagram of a straightedge and compass construction. c is the center of one circle, and b is the center of the other. Since both segments begin at point B, their lengths are equal.
Both segments begin at point B, their lengths are equal.
Since the radius of the smaller circle is the distance from its center (B) to its edge, length BD equals length AB.
Using the attached diagram
The larger circle's center is at C, while
Point B is the location of the smaller circle's center.
The smaller circle passes through the larger circle, dividing it into two segments, BD and AB, which extend from the smaller circle's center to their intersecting edges.
As a result, since both segments begin at point B, their lengths are equal.
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Consider the data set
5 2 2 4 9 2 3 1
Find the average (mean):
Find the median:
Answer:
Step-by-step explanation:
4+2=6
6/2=3
Find the perimeter and area of the figure if each unit on the graph measures 1 centimeter. Round answers to the nearest tenth, if necessary.
The Perimeter of polygon ABCD = 21.6 units.
What is the Perimeter of a Figure?The perimeter of figure ABCD = sum of all its sides = AB + BC + CD + AD.
To find each of the sides, apply the distance formula, d = [tex]\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}[/tex].
A(-5, 5)
B(0, 3)
C(-2, -2)
D(-7, 0)
AB = √[(0−(−5))² + (3−5)²]
AB = √29
AB ≈ 5.4 units
BC = √[(0−(−2))² + (3−(−2))²]
BC = √29
BC ≈ 5.4 units
CD = √[(−7−(−2))² + (0−(−2))²]
CD = √29
CD ≈ 5.4 units
AD = √[(−7−(−5))² + (0−5)²]
AD = √29
AD ≈ 5.4 units
The Perimeter of polygon ABCD = 5.4 + 5.4 + 5.4 + 5.4 = 21.6 units.
Therefore, the Perimeter of polygon ABCD = 21.6 units.
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What is 8.456 as a fraction
Answer:
8456/1000 Is the fraction of 8.456
Answer:
1057/125
Just write the number in a calculator and press equal. It'll give you the number in fraction
−4xy(5x² – 9xy – y²)
The abbreviated formula is -4xy (5x(x-y) - y(4x + y)).
The answer to the question is that common words outside of the brackets can be used to simplify the supplied equation.
Therefore,
Required expression is -4xy(5x2 - 9xy -y2), which is equivalent to -4xy(5x2 - 5xy - 4xy -y2).
The final formula will be: -4xy(5x(x-y) - y(4x + y)).
Therefore, the abbreviated formula is: -4xy(5x(x-y) - y(4x + y)).
How does simplification work?In mathematics, simplification is a technique that makes a complex equation simpler in a less complex way. This approach makes expression calculation possible.
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5. What is the missing side length, x, in this
right triangle?
16 yd
20 yd
A.
4 yards
B.
8 yards
C. 12 yards
D. 16 yards
X
5
Answer: 12
Step-by-step explanation: we know that a^2 + b^2 = c^2, pythagorean theorem. We're given a and c in this case, which are 16 and 20 respectively. so that means 16^2 + x^2 = 20^2. After evaluating the equation, we get 256+ x^2 =400. now subtract 256 from both sides and then we get x^2 = 144. take the square root of both sides and we end up with x = 12.
Describe and correct the error in solving the equation below. (2 pts)
Answer: 3x=13
Step-by-step explanation:
The person is blind. They did what they were supposed to except the fact that they didn't multiply the 8 by the -1.
Answer: The error is in step 3
Explanation:
In step 2, they multiplied both sides by 8 to clear out the fractions. In step 3, they forgot to distribute the 8 to each term inside the parenthesis.
This is what the steps should look like
[tex]\frac{3\text{x}}{8}-1=\frac{5}{8}\\\\\\8\left(\frac{3\text{x}}{8}-1\right)=8\left(\frac{5}{8}\right)\\\\\\3\text{x}-8 = 5\\\\\\3\text{x} = 13\\\\\\\text{x} = \frac{13}{3}\\\\\\[/tex]
In step 4, we added 8 to both sides. Afterward, divide both sides by 3 to fully isolate x.
The improper fraction 13/3 is the same as the mixed number 4 & 1/3.
Suppose a function has a local max of (-1, 3) what can you conclude if the function is even? what can you conclude if the function is odd?
Suppose your function is increasing from the interval [2,5] what can you conclude if the function is even? what can you conclude if it is odd?
Using the concept of even and odd functions, it is found that, considering the function has a local max at (-1,3):
If the function is even, it will have another local max at (1,3).If the function is odd, it will have a local min at (1,-3).For a function increasing on [2,5], we have that:
If the function is even, it will be decreasing on [-5,-2].If the function is odd, it will be increasing on [-5,-2].What are even and odd functions?In even functions, we have that f(x) = f(-x) for all values of x.In odd functions, we have that f(-x) = -f(x) for all values of x.If none of the above statements are true, the function is neither.Hence, considering the function has a local max at (-1,3):
If the function is even, it will have another local max at (1,3).If the function is odd, it will have a local min at (1,-3).For a function increasing on [2,5], we have that:
If the function is even, it will be decreasing on [-5,-2].If the function is odd, it will be increasing on [-5,-2].For even functions it will decrease because we have that f(4) > f(3), for example, hence f(-4) > f(-3).
For the odd function it will increase because if f(4) > f(3), then f(-3) > f(-4) due to the negative signal.
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Solve for g.
g=
G|N
7
+-70
Answer:
g=−28
Step-by-step explanation:
-74 = g/7 + -70
Let's solve your equation step-by-step.
−74=g/7−70
Step 1: Simplify both sides of the equation.
−74=g/7−70
−74=1/7g+−70
−74=1/7g−70
Step 2: Flip the equation.
1/7g−70=−74
Step 3: Add 70 to both sides.
1/7g−70+70=−74+70
1/7g=−4
Step 4: Multiply both sides by 7.
7*(1/7g)=(7)*(−4)
g=−28
For the given function and domain, draw the graph and identify the range using the same notation as the given domain.
Using it's concept, the range of the function f(x) = -x + 5 in the domain [-3,2] is [3,8], and the graph is given at the end of the answer.
What is the range of a function?The range of a function is the set that contains all possible output values of the function for a given domain(set of input values). In a graph, the range is given by the vertical axis, that is, by the values of y.
From the graph shown at the end of the answer, y assumes values between 3 and 8, hence the range is of [3,8].
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Please help!!! giving 100 points for correct answer
(algebra 2)
|-3d-6|+|-5-d^2| for d =-3
please give a step by step too
Answer:
17
Step-by-step explanation:
[tex]\sf |-3d-6|+|-5-d^2| \quad for\:\: d = -3[/tex]
Given expression:
[tex]\sf |-3d-6|+|-5-d^2|[/tex]
substitute d = -3
[tex]\sf |-3(-3)-6|+|-5-(-3)^2|[/tex]
simplify following inside parenthesis
[tex]\sf |9-6|+|-5-9|[/tex]
simplify by combining integers
[tex]\sf |3|+|-14|[/tex]
if |-a| or |a| then equals to a
[tex]\sf 3+14[/tex]
evaluate:
[tex]\sf 17[/tex]
Answer:
17
Step-by-step explanation:
Given expression:
[tex]|-3d-6|+|-5-d^2|[/tex]
To evaluate for d = -3, substitute d = -3 into the expression:
[tex]\implies |-3(-3)-6|+|-5-(-3)^2|[/tex]
[tex]\textsf{Apply exponent rule} \quad a\cdot a=a^2:[/tex]
[tex]\implies |(-3)^2-6|+|-5-(-3)^2|[/tex]
[tex]\textsf{Apply exponent rule} \quad (-a)^2=a^2:[/tex]
[tex]\implies |3^2-6|+|-5-3^2|[/tex]
[tex]\implies |9-6|+|-5-9|[/tex]
Subtract the numbers:
[tex]\implies |3|+|-14|[/tex]
[tex]\textsf{Apply absolute rule} \quad |a|=a, \quad a\geq 0[/tex]
[tex]\implies 3+|-14|[/tex]
[tex]\textsf{Apply absolute rule} \quad |-a|=a, \quad a > 0[/tex]
[tex]\implies 3+14[/tex]
Add the numbers:
[tex]\implies 17[/tex]
Can someone help me out
Answer:
A
Step-by-step explanation: