Answer:
12.
Explanation:
Use the distance formula to determine the distance between two points.
what is 7) 4x -2(3x + 7)
4x -2(3x+7)
Use the distributive property:
4x - 6x -14
Combine like terms:
-2x - 14
Zero pairs are two numbers that _____ to get zero. 1. add 2. subtract 3. divide 4. multiply
On Monday, the price of gas was $3.50; on Tuesday the price dropped by $0.50;
and on Wednesday, the price increased by $0.65. Write and solve an addition
equation to show the final price of gas.
find the range 5 15 10 20 15 10 15
Answer:
15
Step-by-step explanation:
20-5=15
what is 3⁴×3⁵ can anyone help me
Let's look at the multiplication exponent rule.
[tex]x^a*x^b=x^{a+b}[/tex]
Meaning that the exponents will add together when the same base is multiplied.
[tex]3^4*3^5=3^{4+5}=3^9[/tex]
Hope this helps.
頑張って!
Answer:
19683
Step-by-step explanation:
3x3x3x3= 81
3x3x3x3x3=243
81x243=19683
The constant rate of change of a line is also called what
Answer:
The slope of the line.
Step-by-step explanation:
In other words, SLOPE is the VERTICAL change between any two points divided by the HORIZONTAL change in any two points.
Answer
The constant rate of change of a line is also called what
...SLOPE...
3. Which point is coplanar with E, F, and H in the diagram below?
Answer: G
Step-by-step explanation: Points are coplanar if they lie on the same plane.
So, G would be a coplanar point with E, F, and H.
Answer:
G
Step-by-step explanation:
i just took the test and got it right! (:
Plot the image of point P under a translation by 3 units to the right and 1 unit up
Answer:
where is the graph
Step-by-step explanation:
If f(x)= (3x+x)/(x-3) what is f(a+2)
Answer:
Videos of If F(X)= (3X+X)/(X-3) What is F(A+2)
Step-by-step explanation:
A quantity P obeys the exponential growth law P(t)=e5t (t in years).
At what time t0 is P=15? Use yr for years. t0=?
At what time t1 is P=20? Use yr for years. t1= ?
What is the doubling time for P? Use yr for years. The doubling time is ?
Answer:
the time at which P =15 is [tex]{t_o = 0.54161 \ years}[/tex]
the time at which P =20 is [tex]{t_1 = 0.59914 \ years}[/tex]
the doubling time [tex]{t = 0.138629 \ years}[/tex]
Step-by-step explanation:
From the information we are being provided with:
The quantity P i.e [tex]P(t) = e ^{5t}[/tex]
In order to determine the time at which P = 15, we have the following:
[tex]t= t_o[/tex] when P = 15
∴ [tex]e^{5t_o} = 15[/tex]
[tex]5t_o= In (15)[/tex]
[tex]t_o = \dfrac{1}{5}In 15[/tex]
[tex]t_o = \dfrac{1}{5} \times 2.70805[/tex]
[tex]{t_o = 0.54161 \ years}[/tex]
Hence, the time at which P =15 is [tex]{t_o = 0.54161 \ years}[/tex]
In order to determine the time at which P = 20, we have the following:
[tex]t= t_1[/tex] when P = 20
∴ [tex]e^{5t_1} = 20[/tex]
[tex]5t_1= In (20)[/tex]
[tex]t_1= \dfrac{1}{5}In (20)[/tex]
[tex]t_1 = \dfrac{1}{5} \times 2.9957[/tex]
[tex]{t_1 = 0.59914 \ years}[/tex]
Hence, the time at which P =20 is [tex]{t_1 = 0.59914 \ years}[/tex]
The doubling time at t = 0, mean P = 2
∴ [tex]e^{5t} = 2[/tex]
[tex]5t= In (2)[/tex]
[tex]t= \dfrac{1}{5}In(2)[/tex]
[tex]t = \dfrac{1}{5} \times0.693147[/tex]
[tex]{t = 0.138629 \ years}[/tex]
Hence, the doubling time [tex]{t = 0.138629 \ years}[/tex]
Find the sum 32 +33 +34 + 35 + ... + 112 + 113.
Answer:
5945
Step-by-step explanation:
The sum for an arithmetic series is given by the formula:
[tex]S=(x_1+x_k)\cdot\frac{k}{2}[/tex]
Where x₁ is the initial term, x_k is the last term, and k is the number of elements in the series.
From the sequence, we can see that the first term is 32. The last term is 113.
To determine how many elements we have, subtract 113 and 32:
[tex]113-32=81[/tex]
However, we must add 1 to this number since this doesn't include the first term. Thus:
[tex]81+1=82[/tex]
So, there are 82 terms in total.
Therefore, our sum is:
[tex]S=(32+113)\cdot\frac{82}{2}[/tex]
[tex]S=(145)\cdot 41=5945[/tex]
Answer:
5945
Step-by-step explanation:
an = a1 + ( n - 1) 1
a1 = first term
n = number of terms
an = last term
113 = 32 + ( n - 1 ) 1
113 = 32 + n -1
113 = 31 + n
n = 113 - 31
n = 82.
Sn = n/2(a1 + an)
S82 = 82/2 (32 + 113)
S82 = 41 (145)
S82 = 5945.
how do u simply 2x+3y=5y
Answer:
x=y
Step-by-step explanation:
Collect Like terms from 2x+3y=5y
Like this: 2x=5y-3y (when switching sides, turn positive into negative, negative into positive)
2x=5y-3y
Simplify
2x=2y
Simplify
x=y
Evaluate:
-6+2[6+4(( - 3)^2 – 7)]
Steps to solve:
-6 + 2[6 + 4((-3)^2 - 7)]
~Solve exponent
-6 + 2[6 + 4(9 - 7)]
~Solve whats in parenthesis
-6 + 2[6 + 4(2)]
~Multiply
-6 + 2[6 + 8]
~Add
-6 + 2[14]
~Multiply
-6 + 28
~Add
22
Best of Luck!
15 POINTS Can someone help me solve this PLEASE
Answer:
should have dded like variables first
Step-by-step explanation:
Answer:
X=6
Step-by-step explanation:
3x+2x-6=24
add 3x and 2x this gives 5x
5x-6=24
then add the 6 to 24
5x=30
then divide both sides by 5
then X=6
12 - d > 8. Solving inequalities
Answer:
d<4 I might not be right but I think this is correct
Step-by-step explanation:
Simplify both sides of the inequality.
−d+12>8
Subtract 12 from both sides.
−d+12−12>8−12
−d>−4
Divide both sides by -1.
[tex]\frac{-d}{-1}[/tex] >[tex]\frac{-4}{-1}[/tex]
d > 4
Suppose the average yearly salary of an individual whose final degree is a master's is $41 thousand less than twice that of an individual whose final degree is a bachelor's. Combined, two people with each of these educational attainments earn $115 thousand. Find the average yearly salary of an individual with each of these final degrees.
Answer:N/B The amount is in thousands
The total amount earned by a Bachelor's person be $x:
amount earned by a masters person will be $(2x-38)
Total amount earned by the two individuals will be:
x+(2x-38)=115
solving for x we get:
x+2x-38=115
3x=115+38
3x=153
x=153/3
x=51
also:
2x-38=2*51-38=64
therefore we conclude that master's individual earns average of $ 64,000 while the Bachelor's individual earns $51,000.
Step-by-step explanation:plzzzzz give brainleyest
What is the value of the expression below when z = 4?
10z - 3
━━━━━━━☆☆━━━━━━━
▹ Answer
37
▹ Step-by-Step Explanation
Plug in 4 for z:
10(4) = 40
Subtract:
40 - 3 = 37
Hope this helps!
CloutAnswers ❁
━━━━━━━☆☆━━━━━━━
___ power of 10 gives the answer 1,000,000,000? * 10 9 11 6
Answer:
9
Step-by-step explanation:
We see that we have 9 zeros.
We use the base 10 system to help us solve.
When we multiply anything by 10, we simply move the decimal place to the right.
Since we have 9 zeros, we move the decimal place 9 places to the right. Therefore, to get 1,000,000,000, we multiply 1 by 10⁹
A 2-column table has 8 rows. The first column is labeled Statements with entries angle A B C is right angle, Line segment D B bisects angle A B C, B, m angle A B D = m angle C B D, m angle A B D + m angle C B D = 90 degrees, m angle C B D + m angle C B D = 90 degrees, D, m angle C B D = 45 degrees. The second column is labeled Reasons with entries A, given, definition of right triangle, definition of bisection, C, substitution property, addition, and division property. Identify the missing parts in the proof. Given: ∠ABC is a right angle. DB bisects ∠ABC. Prove: m∠CBD = 45° A: B: C: D:
Answer:
A. Given
B.Measure of ABC=90
C.Angle addition Prostulate
D.2 times the measure of angle CBD=90
Step-by-step explanation:
Answer:
d a b c
Step-by-step explanation:
Which is the definition of a ray?
a part of a line that has one endpoint and extends indefinitely in one direction
the set of all points in a plane that are a given distance away from a given point
lines that lie in the same plane and do not intersect
a part of a line that has two endpoints
The definition of a ray is a part of a line that has one endpoint and extends indefinitely in one direction
A ray is part of a line that has one endpoint and extends indefinitely in one direction and has the folowing properties.
It has one starting point called its endpoint. It does not have height or width but has length. But, its length is not measurable since it extends forever.So, the definition of a ray is a part of a line that has one endpoint and extends indefinitely in one direction.
Learn more about ray here;
https://brainly.com/question/13194809
Evaluate 6•(4+)^2-3^2
Answer:
87
Step by step explanation:
(6)(16) - [tex]3^{2}[/tex]
96 - [tex]3^{2}[/tex]
96 - 9
87
x2 – 25 = - 4x – 4
Solve the quadratic by factoring
Answer:
x = -7, +3
Step-by-step explanation:
x² - 25 = -4x - 4
Put it all on one side
x² - 25 + 4x + 4 = 0
Put like terms together
x² + 4x - 21 = 0
Factor
(x + 7)(x - 3) = 0
x + 7 = 0 ⇒ x = -7
x - 3 = 0 ⇒ x = +3
x = -7, +3
Noah drew 22 hearts and 76 circles. What is the ratio of circle to all shapes
Answer:3 to 10
Step-by-step explanation:
solve for x
3+x/8=4
Answer:
x = 8
Step-by-step explanation:
3+x/8=4
We move all terms to the left:
3+x/8-(4)=0
We add all the numbers together, and all the variables
x/8-1=0
We multiply all the terms by the denominator
x-1*8=0
We add all the numbers together, and all the variables
x-8=0
We move all terms containing x to the left, all other terms to the right
x=8
3/4 and 1/6 find the least common denominator
Answer: 12 is the least common denominator
Step-by-step explanation:
The least common denominator is the greatest multiple that the two denominators share.
So find the multiples of 4 and 6.
LCM of 4. is 4 ,8 ,12,16,20,24, 28,32,
LCM of 6 is 6,12,18,24,30,36, 42,48
The first multiple that they share is 12
1.how do you perceive mathematics as a subject? Explain Your answer
2. What is the significance of mathematics in your life and as a student?
Answer:
The students perceived various qualities of the mathematics learning that were enabled by the use of mobile phones: (1) exploring mathematics independently (2) learning mathematics through collaboration and team work; where the collaboration is on equal terms (3) learning mathematics in a societal and humanistic environment (4) learning mathematics in authentic real life situations (5) visualizing mathematics and investigating it dynamically (6) carrying out diversified mathematical actions using new and advanced technologies (7) learning mathematics easily and efficiently. In the overall, the students were positively impressed by the potentialities and capabilities of the mobile phones used in the mathematics learning process. This indicates that mathematics education could benefit form utilizing these new technological tools.Mathematics makes our life orderly and prevents chaos. Certain qualities that are nurtured by mathematics are power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving ability and even effective communication skills.Write the following in exponential form 10,000x10
Answer:
1.0 x 10⁵
Step-by-step explanation:
10,000 • 10 = 100,000
= 1.0 x 10⁵
Water flows through a pipe at a rate of 91 fluid ounces every 2.5 weeks. Express this rate of flow in cups per hour.
Answer:
[tex]Rate = 0.2167\ fl\ oz/hour[/tex]
Step-by-step explanation:
Given
[tex]Rate = \frac{91\ fl\ oz}{2.5\ weeks}[/tex]
Required
Express the rate as per hour
[tex]Rate = \frac{91\ fl\ oz}{2.5\ weeks}[/tex]
There are 168 hours in a week;
So, the rate becomes
[tex]Rate = \frac{91\ fl\ oz}{2.5 * 168\ hours}[/tex]
[tex]Rate = \frac{91\ fl\ oz}{420\ hours}[/tex]
[tex]Rate = 0.2167\ fl\ oz/hour[/tex]
Hence;
The equivalent of the given rate is [tex]0.2167\ fl\ oz/hour[/tex]
3 out of 30 computers are not working.so what % are working
Answer:
90%
Step-by-step explanation:
3/30 not working
3/30%=3/30x100
=>10%
% of computers working 100%-10%=90%
College precalc! If you could help me with range, too, that's be great.
Answer:
All together:
D:(-∞,∞)
R:(-∞,2]
Individually:
D: (-∞,-2], (-2,∞)
R: (-∞,-2], y=2
Step-by-step explanation:
So the way I like to think about Domain and Range is that the Domain is the set of real numbers which can be put into a function and the Range is the set of real numbers which you can get out from a function.
Looking at your given function, it looks like the piece-wise parts are f(x)=x and f(x)=2. Neither one of the functions has domain restrictions (you can plug anything into the first and second without getting any mathematical errors [like a 0 in the denominator]). And since the graph shows arrows in each end, indicating infinite continuation of the curve, the Domain is (-∞,∞).
Now for the outputs of each function, we can see that you'll be getting any number out for the f(x)=x portion. But, the f(x)=2 portion will always give you 2 for any input. So the Range is (-∞,2).
Now I'm honestly not too sure what the HW is asking you to do with this info... for the first part, maybe they want the individual domain and range values for each piece of the piece-wise while the second part asks for the overall? You might know what it's asking better then me since it's your class.
I'll include the overall and individual answers above. Comment with any questions.