f(x) = 6x³ - 23x² - 6x + 8 if (x-4)

Answer:

6.25

Step-by-step explanation:

a quarter=1/4 which is 0.25; 0.25 for each person is 0.25(25)=6.25

Answer: 4AB

Step-by-step explanation:

[tex](A+B)^2-(A-B)^2=\\((A+B)+(A-B))((A+B)-(A-B))=\\(A+B+A-B)(A+B-A+B)=\\(2A)(2B)=\\4AB[/tex]

Answer:

Property of Equality

Step-by-step explanation:

B=D and D=B so they are the same value so its a property of equality

Answer:

Answer: The line does not represent a direct variation because it does not go through the origin.

Answer:

INVALID or 16

Step-by-step explanation:

The answer would be invalid due to the double addition signs.

However, if you meant to put a 2 in between those signs, it would be:

4+2+2+2+2+2+2

6+2+2+2+2+2

8+2+2+2+2

10+2+2+2

12+2+2

14+2

16

Answer:

Step-by-step explanation:

14

The way she can use the number line to model the division is; Maria should start at 0 and then make “bounces” of 4 to the right until landing at 12. She will make 3 bounces of 4 because 12 divided by 4 is 3.

She is using a number line to model division, 12 ÷ 4  =  3

To carry out a division operation using a number line, follow the steps below:

For the division operation 12 ÷ 4, Maria should:

Therefore, the points on the number line will be 0, 4, 8, and 12

Count the number of gaps between these points

That is, 0 to 4, 4 to 8, and 8 to 12.

Since there are three gaps between 0 and 12 on the number line, using a gap difference of 4, then 12 ÷ 4  =  3

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Answer:

4.25c + 3.5p = 36.50

c + 6 = p

c = candies and p = pretzels

Step-by-step explanation:

So for the first equation, the prices will be the coefficients of each variable, since for each candy/pretzel it will be that price. We also know that both of these prices together equal 36.50, so that will be on the other side of the equal sign. So the equation representing this info is 4.25c + 3.5p = 36.50

And for the second equation I saw that Mason bought 6 more pretzels than candies. So no matter what number the candies is, the pretzels should always be 6 more than the candies. So the equation representing this information is c + 6 = p

Lastly I just defined the variables that I used to right the system. That is all! Hope this helps you this should be correct :)

0.030844 is the probability that the test results are correct, and that this student is not overstressed.

What is a probability math example?

Given that a particular  students test negative for stress negative for stress then probability  that the test result are correct and this student is not over stressed.

  = 0.5% × 95% / ( 99.5% × 15% ) + ( 0.5% × 95% )

 = 0.030844

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The complete question is -

A new test has been developed to determine whether a given student is overstressed. This test is 95% accurate if the student is not overstressed, but only 85% accurate if the student is in fact overstressed. It is known that 99.5% of all students are overstressed. Given that a particular student tests negative for stress, what is the probability that the test results are correct, and that this student is not overstressed?

Answer:

x = 15

z = 64

Step-by-step explanation:

Lets make an equation -

(14x - 94) + z = 8x - 4 +z

Both sides are parallel to each other, and therefore the sum is also 180.

Then we solve it -

14x - 8x - 94 + z = -4 + z

Bring the z on the other side to eliminate it.

6x - 94 = - 4

Add 94 on both sides

6x = 90

Divide 6 on both sides and you get x = 15

Substitute x into 8x -4 + z = 180

8*15 - 4 + z = 180

120 - 4 + z = 180

116 + z = 180

Subtract 116 on both sides.

z = 64.

HOPE THIS HELPS!!

CAN U PLSSS HELP ME! I have been stuck on this problem for hours! Pls try to see if u can solve it. This is the problem -

Sean and Emily love making origami. Sean can make a paper crane in 6 minutes, and

Emily can make a paper crane in 8 minutes. One day, they decided to make some paper

cranes together. They started making cranes at the same time, and after a while, they

have 112 total paper cranes. How many of those paper cranes did Sean make?

THANKS A LOT!!

Answer:

Step-by-step explanation:

1. To find the value of x, you'll need to set 14x-94 equal to 8x-4. We do this since the two angels are congruent, and congruent angles are equal to each other:

[tex]14x-94=8x-4[/tex]

You'll then solve for x by isolating the x value.

[tex]14x-8x=94-4[/tex]

[tex]6x=90[/tex]

[tex]x=\frac{90}{6}[/tex]

[tex]x=15[/tex]

2. To find z I would plug in the x value to one of the equations, such as 8x-4, in order to find the measure of that angle:

[tex]8(15)-4\\=116[/tex]

We now know that 14x-94 and 8x-4 are equal to 116. To find z you'll add the angle opposite to it, the blank angle since they are congruent. Now you'll add all the angles together and set the equation equal to 360:

[tex]z+z+116+116=360\\2z+232=360\\2z=(360-232)\\2z=128\\\frac{2z}{2} =\frac{128}{2} \\z=64[/tex]

Your final answers are x=15 and z=64, hope this helps!

Answer:The mean is commonly referred to as average, but it is not the only kind of average. The mean is often used in research, academics and in sports.

Step-by-step explanation:

There are diffrerent ways to use the word

The average in general is the same as the term average in mathematics.

Arithmetic mean or average can be obtained by adding all the given values and then dividing the total sum by the number of values.

The meaning of average, in general, is quite similar to average in maths.

Suppose If we say the average income of a population is five thousand.

This implies that some portion of the population earns more than five thousand and some portion of the population earns below five thousand.

We can also say that the average rate growth of height of a person per year is 5cm this also means that some years the growth is more than 5cm and some years it is less than 5 cm.

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Answer: Slope 0.5298 ± 0.2372

Y-intercept 1.429 ± 1.198

X-intercept -2.697

Step-by-step explanation: I hope that helped

In case whereby the factors of 45= 3x3x5  and 75=3x3x5 given the factors, that both 45 and 75 share are 3, 5 , which are two factors

The factors of the two given numbers 45 and 75 can be seen as those whole numbers that when it is been used to divide the numbers 45 and 75 will have no remainders.

For instance , if we divide 45 by 3 then we will have 15 which do no have any remainder, same with when we divide 45 by 5 , it will have no remainder, same thing can be done to 75, we can divide it by 3 as wel as 5 without getting any remainder.

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Answer:

D.   [tex]x^4-x^3+x^2-x+1-\frac{6}{5x+5}[/tex]

Step-by-step explanation:

Volume of a rectangular box = Base Area x Height

V = Ah

Here we are give V and h and asked to compute A

From the equation for V, dividing both sides by h gives
V/h = A

A = V/h

V = 5x⁵ - 1
h = 5x + 5

[tex]V = \dfrac{5x^5-1}{5x + 5}[/tex]

The simplified result is [tex]x^4-x^3+x^2-x+1-\frac{6}{5x+5}[/tex]

I solved this using synthetic division and can provide the steps if you want

Answer:

[tex] = 8^{2} \\ = 8 \times 8 \\ = 64[/tex]

ATTACHED IS THE SOLUTION

The probability that it is a female with long hair is 0.75 .

Potential is described by probability. This branch of mathematics deals with the occurrence of a random event. The value's range is 0 to 1. Probability generally refers to the degree to which something is likely to occur. Gonna determine how likely something is to occur, use probability. Many things are hard to predict with 100% certainty. We can only anticipate the possibility of an event occurring using it, or how likely it is. In the probability scale, 0 indicates an impossibility and 1 indicates a certainty. Every event's probability in a sample space is one.

the likelihood of an occurrence, E is

P(E) = The proportion of positive outcomes to all outcomes.

In probability, an event is said to be independent if it is completely unaffected by the occurrence of any other event, and it is considered to be dependent if it is affected by other occurrences.

Using the literature and formulas mentioned above, we have:

Let F stand for the circumstance that the student is a female and L for the circumstance that the student has long hair.

In this illustration, the probability are as follows:

P(F) = 0.60; P(L) = 0.50

P(F AND L) = 0.45 and P(L|F) = 0.75 as a result.

As a result, there is a 0.75 percent chance that a randomly chosen student has long hair.

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The weight of a person in Venus who weighs 210 pounds on Earth is 185.5 pounds.

It is given in the question that weight of a person on Venus varies directly with his or her weight on Earth. Also, a person weighing 120 pounds on Earth weighs 106 pounds on Venus.

We have to find the weight of the person in Venus who weighs 210 pounds on Earth.

Let weight on Earth be e and,

weight on Venus be v.

From the data given in the question, we can write,

e ∝ v

e = kv

Where k is the constant of proportionality

120 = k*106

k = 120/106 = 60/53

Hence, we can write,

210 = (60/53)*v

(210*53)/60 = v

v = 185.5 pounds

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Time is considered to be the dimension on which any system evolves.

9.2 seconds will take for him to strike the ground.

Time can be thought of as the dimension in which the evolution of every system occurs.

It can be calculated using the following units: seconds, minutes, hours, days, weeks, months, and years.

Given,

h = 45m

g = -9.8m/s

Solution:

Vi = 0

h = Vi t + 1/2gt^2

Since Vi is 0

2h = gt^2

t^2 = 2h/g

t = [tex]\sqrt{2h/g}[/tex]

[tex]t =\sqrt{2 * -45/-9.8}[/tex]

t = 9.183s

9.2 seconds will take for him to strike the ground.

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The the coordinates of endpoint J on line segment JL with a midpoint of (-2, 6) is ( -3,15 ).

A midpoint is simply a point that divides a line segment into two equal halves.

The midpoint formula is expressed as;

M = ( (x₁+x₂)/2, (y₁+y₂)/2

Given the data in the question;

Midpoint K(-2, 6)

Point L(-1, -3).

Point J

To determine the coordinate of point J, plug the given points into the midpoint formula above and simplify.

First, we get the x-coordinate of point J

x = (x₁+x₂)/2

2x = x₁ + x₂

2( -2 ) = x₁ + ( -1 )

-4 = x₁ - 1

x₁ = -4 + 1

x₁ = -3

Next, we get the y-coordinate of point J

y = (y₁+y₂)/2

2y = y₁ + y₂

2(6) = y₁ + (-3)

12 = y₁ - 3

y₁ = 12 + 3

y₁ = 15

Therefore, the coordinates (x₁,y₁) of the endpoint point J is ( -3,15).

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We typically write linear equations in slope-intercept form:

[tex]y=mx+b[/tex]

We're given:

1) Determine the slope (m)

To find the slope, we can use the slope equation:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex] where [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex] are two points through which the line passes

⇒ Plug in the given points:

[tex]m=\dfrac{-1-(-4)}{0-(-13)}\\\\m=\dfrac{-1+4}{0+13}\\\\m=\dfrac{3}{13}[/tex]

Therefore, the slope of the line is [tex]\dfrac{3}{13}[/tex]. Plug this into [tex]y=mx+b[/tex]:

[tex]y=\dfrac{3}{13}x+b[/tex]

1) Determine the y-intercept (b)

In this case, the y-intercept is already given to us.

The y-intercept is the value of y when x=0. Given that the line passes through (0,-1), we know that this is -1.

Plug this into [tex]y=\dfrac{3}{13}x+b[/tex]:

[tex]y=\dfrac{3}{13}x+(-1)\\\\y=\dfrac{3}{13}x-1[/tex]

[tex]y=\dfrac{3}{13}x-1[/tex]

Answer: [tex]y=-\frac{7}{2}x+7[/tex]

Step-by-step explanation:

The slope of the line is [tex]\frac{7-0}{0-2}=-\frac{7}{2}[/tex].

So, since the y-intercept is 7, the equation is [tex]y=-\frac{7}{2}x+7[/tex].

Alternate interior angles are congruent if the two parallel lines are intersected by the transversal.

When parallel lines are cut by a transversal line, angle relationships are formed such as corresponding angles, alternate angles, vertically opposite angles etc.

The parallel lines in the diagram has two red arrows on it.

The transversal line is the one that cut the other two parallel lines.

The angles formed are 9x + 5 and 10x - 5.

Therefore, if the two parallel lines are intersected by the transversal then alternate interior  angles are congruent.

Hence,

9x + 5 = 10x - 5

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[tex] - 2x + 2 = 180 \\ - 2x = 180 - 2 \\ - 2x = 178 \\ \frac{ - 2x}{ - 2} = \frac{178}{ - 2} \\ x = - 89[/tex]

ATTACHED IS THE SOLUTION of X

The equation of the polynomial is P(x) = (x - 4)(x - 6)(x + 3)²

Polynomial expressions are mathematical statements that are represented by variables, coefficients and operators

The given parameters are

The sum of multiplicities of the polynomial equation must be equal to the degree.

This means that the multiplicity of the zeros 4 and 6 is 1

The equation of the polynomial is then calculated as

P(x) = (x - zero)^ multiplicity

So, we have

P(x) = (x - (-3))² * (x - 4) * (x - 6)

This gives

P(x) = (x - 4)(x - 6)(x + 3)²

Hence, the equation is P(x) = (x - 4)(x - 6)(x + 3)²

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The equation of the line in the point-slope form is y + 3 = 1/2(x - 5)

From the question, we are to determine the equation of the given line in point-slope form

First, we will determine the slope of the line

Using the points (1, -5) and (3, -4)

From the formula,

Slope = (y₂ - y₁) / (x₂ - x₁)

Slope = (-4 - -5) / (3 - 1)

Slope = ( -4 + 5) / 2

Slope = 1/2

Now,

For the point-slope form of the line

Using the point-slope form of the equation of a straight line,

y - y₁ = m(x - x₁)

Where m is the slope

The given point is (5, -3)

Thus,

The point-slope form of the line is  

y - -3 = 1/2(x - 5)

y + 3 = 1/2(x - 5)

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Answer:

each point needs to be transformed using (-y,x) for the new coordinate

Answer:

add a picture

Step-by-step explanation:

The answer is :   X = 9

Answer:

9

Step-by-step explanation:

75 + 25x = 300

subtract 75 from both sides:

75 + 25x - 75 = 300 - 75

25x = 225

divide both sides by 25:

25x/25 = 225/25

x = 9

Answer:

Tile a rectangle with unit squares. It is 8 unit squares long and 7 unit squares wide. Each unit square represents one square inch.

Step-by-step explanation:

The time taken to create a 2-foot by 4-foot pattern drive is 38.4 minutes.

A unit rate means a rate for one of something.

It is written as a ratio with a denominator of one.

We have,

A rectangle tile area = 3-inch by 5-inch

Area = 15 inches

Time taken to position 15 inches tile = 6 minutes.

We can write as,

15 inches = 6 minutes _____(1)

We have a 2-foot by 4-foot pattern drive.

Area = 8 feet

We know that,

1 foot = 12 inches

Multiply both sides by 8.

8 feet = 8 x 12 inches

8 feet = 96 inches _______(2)

Now,

From (1) and (2) we get,

15 inches = 6 minutes

Multiply 96/15 on both sides we get,

96/15 x 15 inches = 96/15 x 6 minutes

96 inches = 38.4 minutes

Thus the time taken to create a 2-foot by 4-foot pattern drive is 38.4 minutes.

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Answer:

1 5/7

Step-by-step explanation:

12/7 x 5/5 = 60/35 or 1 5/7