pls help ASAP
Which number is missing from the prime factorization of 348?2 x ____ x 3 x 29

A. 2
B. 3
C. 5
D. 7

Answers

Answer 1

Answer: The answer is A. 2.

Answer 2

Answer:    your answer is A


Related Questions

Which whole number property was used?
23 + 2 = 2 + 23
Commutative Property of Addition
Associative Property of Addition
Identity Property of Addition

Answers

Answer:

Commutative property of addition is the correct option.

Answer:

the answer commutative my friend

pLEASE HELP ME I DONT UNderstande this at all

Answers

Answer:

Use this trick. PEMDAS.

P- parenthises. if there is something in the parenthises, you know you need to start with that first. Do the equatoin in the () parenthisis.

E- Exponents. If there is exponents in your equation, make sure you do them afteryou have done the steps in the parenthesis.

M- Multiply. Always multiply left  to right. Always multiply after you have done the first two steps.

D- Divide. Divide the numbers left to right. Very simular to the multiplication.

A- Add. Always add left to right.

S- Subtract. Always subtract left to right.

------

Always do these steps in this order. If there is no addition, skip to subtraction.

Answer:

  it's all about Order of Operations (lots of caveats here)

Step-by-step explanation:

These are exercises in the use of the Order of Operations.

The Order of Operations is a set of rules for how to evaluate an arithmetic expression. It tells you which operations to perform first, so that expressions like 1+2×3 are properly evaluated to 1+6 = 7, rather than incorrectly to 3×3 = 9, for example.

(Please be aware that some calculators do this incorrectly.)

__

In most cases involving numerical expressions, such as the ones shown, the rules are summarized by the mnemonics BEDMAS or BIDMAS or PEMDAS. The first two are more often used where British English is spoken. The meaning of these mnemonics is as follows:

B/P -- "brackets" or "parentheses". Expressions inside parentheses are evaluated first. Innermost parentheses are evaluated before enclosing parentheses. Your first expression shows an example of this:

  4 ÷2 +5(10 -6)

has the expression (10 -6) evaluated first. The result is then the expression ...

  4÷2 + 5×4

Note that in your last expression, the fraction bar effectively serves as parentheses for both the numerator and denominator. If this were written in plain text, it would be written as ...

  (2^3 -5)/(15 +9)

__

E/I -- "exponents" or "indices". Anything with an exponent (index) is evaluated after parentheses are eliminated. Your second expression is an example of this:

  (2+3)² first has the parentheses removed so you have

  5²

Then the exponent is evaluated. Of course the exponent, or index, tells you how many times 5 is a factor in the product:

  5·5 = 25

As with fraction bars, the typography of a typeset expression can imply grouping (parentheses). If the expression ...

  [tex]2^{x+5}[/tex]

were written in plain text, it would have to be written with parentheses around the exponent:

  2^(x+5)

__

D/M and M/D -- "division" and "multiplication". Here is where confusion may arise. Multiplication and division have the same priority, so are evaluated in the order they are found, left to right. The sequence of letters D or M in the mnemonic does not mean that one is performed before the other. Your first expression is an example of this:

  4÷2 + 5×4 = 2 + 5×4 = 2 + 20

Here, the division happens to be first, so it is evaluated first. The multiplication is then evaluated second, because it appears to the right of the division.

__

AS -- "addition" and "subtraction". Again, confusion sometimes arises because the A appears before the S in the mnemonic. The operations of addition and subtraction have the same priority, so are evaluated in the order they are found, left to right.

_____

These are the rules. They can be modified somewhat by the properties of multiplication and addition when you actually perform the math.

For example, the expression 2×3×5 evaluated according to the rules would be = 6×5 = 30. However, we know that multiplication has associative and commutative properties, so we could evaluate this as 2×5×3 = 10×3 = 30. Similarly, we know that multiplication and division are inverse operations, so division by 2 is the same as multiplication by (1/2). Then we could evaluate ...

  4÷2 = 4×0.5 = 2

This knowledge can let us rearrange an expression such as ...

  5÷2×6 = 5×(1/2)×6 = 6×(1/2)×5 = 3×5 = 15

While this is a correct evaluation of the expression, you need to be careful. If your work is supposed to show an understanding of Order of Operations, you may be required to show your work as 5÷2×6 = 2.5×6 = 15.

_____

Additional comment on plain-text expressions

When in doubt, add parentheses around anything you want to consider to be a unit: numerators, denominators, exponents, fractions. Here's an example where grouping can be troublesome:

  [tex]\boxed{9-3\div\dfrac{1}{3}+1} = 9-3\times3+1=9-9+1=0+1=1[/tex]

  (division by 1/3 is the same as multiplication by 3/1)

When written in plain text, this is often written as ...

  9 - 3 ÷ 1/3 + 1

which must be evaluated as ...

  9 - 3/3 +1 = 9 -1 +1 = 9 . . . . . . the division 3÷1 is performed first

The key here is that 1/3 is intended to be treated as a fraction, so it needs to be in parentheses in plain text:

  9 - 3 ÷ (1/3) + 1

This last example also shows that the order of operations treats ÷ and / and "over" and "divided by" as meaning the exact same thing: whatever is on the immediate left is divided by whatever is on the immediate right.* If that "whatever" is intended to be more than a single number or variable, it must be in parentheses.

__

* Yet another caveat: some authors consider "/" to always be a fraction bar, and ÷ to have the more conventional interpretation. Some authors consider ÷ to mean (everything to the left) divided by (everything to the right). The reason for the Order of Operations is to specify a standard interpretation of these symbols and their use.

A fisherman caught one fish that was 12/5 feet long and a second fish that was 9/4 feet long. How much longer was the first fish? *

Answers

Answer: the first fish was 3/20 feet longer.

Explanation: in order to compare the fractions you need to multiply 12/5 by 4 and 9/4 by 5. That leaves us with 48/20 and 45/20 after that you simply subtract and are left with 3/20.

What is the equation of a line that is perpendicular to y = -1/5x + 1 and passes through point (0, -2)?

Answers

Answer:

y = 5x - 2

Step-by-step explanation:

The slope will be 5, because that is the opposite reciprocal of the original slope, -1/5

Then, plug the slope and the given point into y = mx + b to find b:

y = mx + b

-2 = 5(0) + b

-2 = 0 + b

-2 = b

Then, plug the y-intercept and the slope into the equation:

y = 5x - 2 will be the equation

Which of the following contains examples of ALLITERATION? Question 2 options: “We real cool. We left school.” “We lurk late. We strike straight.” “My soul has grown deep like the rivers.” “I’ve known rivers; ancient, dusky rivers.”

Answers

Answer:

We lurk late. We stike straight.

Step-by-step explanation:

Alliteration is the repetition of the beginning sounds ir letters of words.

Ex: Lucy is lazily laughing.

An item has a listed price of $80. If the sales tax rate is 7%, how much is the sales tax (in dollars)

Answers

Multiplying a listed price by the percent can get you the sales tax, and then you can add.

[tex]80*0.07=5.6[/tex]

(0.07 is 7% converted into a decimal)

[tex]80+5.6=85.60[/tex]

So the item is $85.60 after sales tax.

You may also notice that multiplying the listed price by 1.07 will get you the same answer, without the need to add the sales tax.

[tex]80*1.07=85.60[/tex]

Hope this helps.

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For which equations is x = 9 a possible solution? Check all that apply
|x| =9
-|x|=9
-|-x|=9
-|-x|=-9
|x|=-9
|-x|=9
|-x|=-9

Answers

Answer:

|x| =9           yes

-|x|=9           no

-|-x|=9          no

-|-x|=-9         yes

|x|=-9           no

|-x|=9            yes

|-x|=-9         no

x=9 is a possible solution for

|x|=9-|-x|=-9|-x|=9

What is the modulus function?

A modulus function is a function that returns a number's or variable's absolute value. It generates the number's or the variable's magnitude.

It is represented by |x|.

How to solve the problem?

Let us check for each equation.

|x|=9 is possible. -|x|=9 is not possible because -|x| must be negative.-|-x|=9  is not possible because -|-x| must be negative.-|-x|=-9  is possible because -|-x| must be negative here we took it to be -9. |x|=-9  is not possible because |x| must be positive but -9 is negative.|-x|=9 is possible because |-x| must be positive.|-x|=-9 is not possible because |-x| must be positive while -9 is negative.

Hence among the possible equations, x=9 is a possible solution for

|x|=9-|-x|=-9|-x|=9

Learn more about the modulus function in- https://brainly.com/question/13103168?referrer=searchResults

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WILL GIVE BRANLIEST AND 100 POINTS
Identify the factors of x2 + 36y2.
Prime
(x + 6y)(x - 6y)
(X + 6y)(x + 6y)
(X - 6y)(x - 6y)

Answers

Hope this helps you answer your question

Answer: It is prime

Step-by-step explanation: hope this helps have a good day :)

What term describes the set of all points, in a plane, equidistant from a single point?

Answers

Answer:

A  circle.

Step-by-step explanation:

Answer:

Circle mate

Step-by-step explanation:

Xoxoxo hope it’s correct luv

Can someone help find the value of x?

Answers

x = 38 because the angle is 90 degrees so you would subtract 52 from 90 and have 38 remaining which is x.

Answer:

38 deg

Step-by-step explanation:

The measures of complementary angles have a sum of 90 deg.

x + 52 = 90

x = 38

Answer: 38 deg

What is the value of X in the equation negative 6X = 5X +22

Answers

Answer:

22

Step-by-step explanation:

6x-5x=1x

1x =22

(-8) + (-7) =
please help me i do not understand this

Answers

the answer is -15. negative - negative = negative.

Answer:

(-8)+(-7).

-8-7= -15.

Is j+j+j+j and j with the power of four equivalent

Answers

Answer:

The joule (/ dʒ aʊ l, dʒ uː l / jawl, jool; symbol: J) is a derived unit of energy in the International System of Units. It is equal to the energy transferred to (or work done on) an object when a force of one newton acts on that object in the direction of the force's motion through a distance of one metre (1 newton metre or N⋅m). It is also the energy dissipated as heat when an electric ...

Step-by-step explanation:

Answer:

bro i dont get this but i bet the guy in top of me it is right in deed

Step-by-step explanation:

Translate the following

The product of 2 and a number increased by 9 is the same as 7.​

Answers

2(x+9)=7

Explanation:
Product = the answer of a multiplication problem, meaning you have to multiply in your equation

A number = the variable (because it is the unknown value)

The same as = equals (this is where the equal sign goes)

Increased by = you have to add in your equation

For 3,4 identify the property of equality that would be used to solve the equation

3) k-10=14
A) additive property of equality
B) subtraction property of equality
C) mulitipliction property of equality
D) division property of equality


4) g/5=6

A) additive property of equality
B) subtraction property of equality
C) mulitipliction property of equality
D) division property of equality

Answers

First questions: A

You will add the 10.

Second questions: C

You will multiply the 5.

Benito embroiders and sells T-shirts. The graph shows his profit as a function of the number of shirts sold. After selling a certain number of shirts, Benito uses some earnings to buy more materials and then increases the price of the shirts. Which of the following correctly compares the two parts of the function in Part A, over the intervals [0, 7] and [8, 11]? . . Benito made an extra $25 after selling 7 shirts. The price of one shirt increases from $10 to $15. Benito spent $1 after selling 50 shirts Benito's profit per shirt increases from $10 to $15.

Answers

Answer:

The correct option is;

Benito's profit per shirt increased from $10 to $15

Step-by-step explanation:

Over the interval [0, 7] from 0 to 7 on the x axis, we have;

At x = 0, y = -20, therefore the y-intercept = -20

At y = 0, x = 2 which is the x-intercept

The slope, m₁ of the straight line plotted dots on the interval from 0 to 7 on the x axis is found as follows;

m  = (y₂ - y₁)/(x₂ - x₁)

m₁ = (0 - (-20))/(2 - 0) = 10

The equation of the interval is therefore;

y - 0 = 10×(x - 2)

y = 10·x - 20

Therefore, the profit, y increases by $10, for each shirt, x, sold over the interval from 0 to 7 on the x axis

Over the interval [8, 11] from 8 to 11 on the x axis, we have;

At x = 9, y = 40,

At x = 11, y = 70

The slope, m₂ of the straight line plotted dots on the interval from 8 to 11 on the x axis is found as follows;

m  = (y₂ - y₁)/(x₂ - x₁)

m₂ = (70 - 40)/(11 - 2) = 15

The equation of the interval is therefore;

y - 70 = 15×(x - 11)

y = 15·x - 165

Therefore, the profit, y increases by $15, for each shirt, x, sold over the interval from 8 to 11 on the x axis.

What is the value of (3 x 10-2)?​

Answers

Answer:

28

Step-by-step explanation:

3x10-2

Because of order of ops, you multiply first

30-2

Finally, you subtract

28

Answer:

[tex]\frac{3}{100}[/tex] = 0.03

Step-by-step explanation:

Using the rule of exponents

[tex]a^{-m}[/tex] ⇔ [tex]\frac{1}{a^{m} }[/tex]

Given

3 × [tex]10^{-2}[/tex]

= 3 × [tex]\frac{1}{10^{2} }[/tex]

= 3 × [tex]\frac{1}{100}[/tex]

= [tex]\frac{3}{100}[/tex] = 0.03


Multiply and write the answer in
proper scientific notation: (1.9 x
10.) x (5.8 x 10)
A) 11.02 x 1011
B) 1.102 x 1012
C) 1.102 x 1010
D) 1.102 x 10-11
E) NOTA

Answers

Answer:

e. not answer

Step-by-step explanation:

(1.9 x 10) x (5.8 x 10)

19 x 58

1102 = 1.102 x 10^3

1.There were 12 people on the jury. There are 4 more men than women. How many men were there?
2.Larry has twice as much money has Jack. Together they have $63. How much money does each have?
3.Bill drove three times as far as Donald. Bill drove 24 more miles than Donald. How far did Donald drive? ​

Answers

1. 8
2. 42
3. 16 > I think

Simplify:
(7y2 + + 3xy - 9) - (2y2 + 3xy - 5)

Answers

Answer:

[tex]\huge\boxed{\sf 5y^2 -4}[/tex]

Step-by-step explanation:

[tex]\sf (7y^2 + 3xy -9) - (2y^2+3xy-5)\\\\Resolving \ Parenthesis\\\\7y^2 + 3xy-9 -2y^2 -2xy+5\\\\Combining \ like \ terms\\\\7y^2-2y^2+3xy-3xy-9+5\\\\Adding \ or \ Subtracting\\\\\boxed{\bold{\sf 5y^2-4}}[/tex]

Find the sum of 2x^2 - 6x - 2 and x^2 + 4x

Answers

Answer:

3x^2-2x-2

Step-by-step explanation:

2x^2 - 6x - 2 and x^2 + 4x

2x^2 - 6x - 2 +x^2 + 4x

Combine like terms

2x^2  +x^2- 6x + 4x- 2

3x^2            -2x        -2

Based on the calculations, the sum of 2x² - 6x - 2 and x² + 4x is equal to 3x² - 2x - 2.

How to solve a quadratic equation?

In Mathematics, the standard form of a quadratic equation is given by this mathematical expression:

ax² + bx + c = 0.

In this exercise, you're required to determine the sum of the given quadratic equations. Thus, we would add the equations together as follows:

2x² - 6x - 2 + x² + 4x

Combining like terms, we have:

2x² + x² + 4x - 6x - 2

3x² - 2x - 2

Read more on quadratic equation here: brainly.com/question/1214333

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1. A cosmetologist must double his/her salary before the employer con realize any profit from

his/her work,

Miss, Mead paid Miss, Adams $125,00 per week to start. The first week Miss, Adams' services

amounted to $162.00. How much did Miss, Meod lose on the first week's work of Miss, Adams

a, 384.00 b.$63.00 c. $28.00 d. $75.00

Answers

Answer:

Miss Meod lost $88 from Adams' first week of services.

Step-by-step explanation:

Assuming the first sentence stand

As Adams received $125 of wages the break-point is at $250 dollars

which is double of Adams' wage. Below this point the employe cannot realize a gain.

The services performed were $162  we subtract the break even point:

162 - 250 = -88

Durign the first week Miss Adams services generate a variable loss for $88

Answer the questions about the following polynomial. plz help!

Answers

Step-by-step explanation:

nose nesesito puntos

what is 24% of 180 A. 75 B. 43.2 C. 4.32 D. 7.5​

Answers

Answer:

B.  43.2

Step-by-step explanation:

Find the product. (3x2 + 2y) (5x2 + y) A. 15x4 + 13x2y + 2y2 B. 15x4 + 13x2y2 + 2y2 C. 8x4 + 10x2y.+ 3y2 D. 15x4 + 10x2y + 2y2​

Answers

Answer:

[tex] \boxed{ \bold{ \boxed{ \sf{15 {x}^{4} + 13 {x}^{2} y + 2 {y}^{2} }}}}[/tex]

Option A is the correct option.

Step-by-step explanation:

[tex] \sf{(3 {x}^{2} + 2y)(5 {x}^{2} + y)}[/tex]

Use the distributive property to multiply each term of the first binomial by each term of the second binomial.

Thenafter, Simplify

[tex] \dashrightarrow{ \sf{3 {x}^{2} (5 {x}^{2} + y) + 2y(5 {x}^{2} + y)}}[/tex]

[tex] \dashrightarrow{ \sf{15 {x}^{4} + 3 {x}^{2} y + 10 {x}^{2} y + 2 {y}^{2} }}[/tex]

[tex] \dashrightarrow{ \sf{15 {x}^{4} + 13 {x}^{2} y + 2 {y}^{2} }}[/tex]

Hope I helped!

Best regards! :D

Sally takes 2 5/6 minutes to drive from her home to the local shopping center. She spends 1/5 of this time waiting at traffic lights. Find the number of minutes she spends waiting.

Answers

Answer:

[tex]\dfrac{17}{30}[/tex] minutes.

Step-by-step explanation:

It is given that Sally takes [tex]2\dfrac{5}{6}[/tex] minutes to drive from her home to the local shopping center.

[tex]2\dfrac{5}{6}=\dfrac{2(6)+5}{6}[/tex]

[tex]2\dfrac{5}{6}=\dfrac{12+5}{6}[/tex]

[tex]2\dfrac{5}{6}=\dfrac{17}{6}[/tex]

She spends 1/5 of this time waiting at traffic lights.

Waiting time in traffic [tex]=\dfrac{17}{6}\times \dfrac{1}{5}[/tex]

                       [tex]=\dfrac{17}{30}[/tex]

Therefore, waiting time is [tex]\dfrac{17}{30}[/tex] minutes.

What is the product for -3/9 and -56/80

Answers

Answer:

7/30

Step-by-step explanation:

-3/9 * -56/80

-3/9= -1/3

-56/80 = -7/10

-1/3(-7/10)

1(7) / 3(10)

7/30 or 0.2333

Choose the number in which the digit 2 is ten times greater than the digit 2 in 426.

Answers

Answer: 237

Step-by-step explanation:

Ok we can write 426 as:

400 + 20 + 6

Then the 2 in 426 is in the place of the tens and represents a 20.

If we want a number with a 2 that is 10 times greater than 20, we have that:

10*20 = 200.

Then we should find a number with a 2 in the hundreds place, an example can be:

237

where we can write this number as:

237 = 200 + 30 + 7

and the 2 is in the hundreds place.

What is the value of 1-44|?

Answers

Answer:It would be positive 44

Step-by-step explanation:

Answer:

-43

Step-by-step explanation:

8 fewer than twice a number is 10. What is the number? *​

Answers

Answer:

  9

Step-by-step explanation:

Let x represent the number.

  2x -8 = 10 . . . . . . . 8 fewer than twice the number is 10

  x - 4 = 5 . . . . . . . . divide by 2

  x = 9 . . . . . . . . . . . add 4

Te number is 9.

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