Geometry question I’m confused with this help

Answer:

x=2 or x= -1

Step-by-step explanation:

when  f(x) = 0

⇒| 2x-1 | =3

case(i)  (x>1/2)

2x-1=3

x=2

case(ii) (x<1/2)

-(2x-1)=3

2x-1=-3

x=-1

case(iii) (x=1/2)

[tex]0=3[/tex] absurd.

Answer: 1.65

Step-by-step explanation:

     First, we must find 8/25 of 1.25. This is using multiplication.

1.25 * 8/25 = 0.4

    Now, we can increase 1.25 by 8/25 of it. This is using addition.

1.25 + 0.4 = 1.65

The given statement can be modeled as an algebraic expression (3m+7)/27 < n.

In mathematics, an expression is a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.

The statement is given as "The quotient of 7 more than three times a number m and the number 27 less than n" can be modeled as an algebraic expression.

(3m+7)/27 < n

Hence, the given statement can be modeled as an algebraic expression (3m+7)/27 < n.

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The option that is the equivalent form of the expression for the amount remaining in shipment 2 is the second option: 50 ([tex]\frac{1}{2} ^ \frac{t}{5} / \frac{1}{2} ^ \frac{2}{5}[/tex])

Note that:

f(t)= 50 (1/2)^ [tex]\frac{t-2}{5}[/tex]

f(t)= 50 (1/2)^ [tex]\frac{\frac{t}{5} } - {\frac{2}{5} }[/tex]

Note also that in indices,  [tex]x^{-y}[/tex] = 1/ [tex]x^{y}[/tex]

Then:  50 ([tex]\frac{1}{2} ^ \frac{t}{5} / \frac{1}{2} ^ \frac{2}{5}[/tex])

([tex]50 \frac {1}{2} ^ \frac{t}{5} / \frac{1}{2} ^ \frac{2}{5}[/tex])

= 50 ([tex]\frac{1}{2} ^ \frac{t}{5} / \frac{1}{2} ^ \frac{2}{5}[/tex])

Therefore, The option that is the equivalent form of the expression for the amount remaining in shipment 2 is the second option: 50 ([tex]\frac{1}{2} ^ \frac{t}{5} / \frac{1}{2} ^ \frac{2}{5}[/tex])

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Answer:

1/3

Step-by-step explanation:

please mark brainliest if correct

The equation of the polynomial in factored form is (x+2)(x+6)(x-10) = 0

A polynomial is an algebraic equation with at least the power of its variable 3.

Analysis:

if -2, -6, -10i are the zeroes of the polynomial, it means x = -2, x = -6, x = -10i

if x = -2, (x+2) is a factor, (x+6) is a factor.

convert x = -10i to a real number,

i = [tex]\sqrt{-1}[/tex]

-10[tex]\sqrt{-1}[/tex] = 10[tex]\sqrt{- -1}[/tex] = 10[tex]\sqrt{1}[/tex] = 10

x = 10, so (x-10) is a factor.

Therefore equation of the polynomial in factored form is (x+2)(x+6)(x-10) = 0

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Answer:

3 4/5

Step-by-step explanation:

If Natalie runs 5 miles each week and she already ran 1 1/5 then she will need to run 3 4/5.

5 - 1 1/5 = 3 4/5

hard to tell but from 0.75 to 1

Answer:

0.291×0.34=0.09894

Answer:  0.09894

We are going to use long division:

Answer:

[tex]\huge\boxed{\sf 2a^2-13b^2+12abc}[/tex]

Step-by-step explanation:

[tex]=6a^2-4b^2+4abc-9b^2-4a^2+8abc\\\\Combine \ like \ terms\\\\=6a^2-4a^2-4b^2-9b^2+8abc+4abc\\\\=2a^2-13b^2+12abc\\\\\rule[225]{225}{2}[/tex]

Answer:

Hello! The answer is: [tex]2a^2 - 13b^2 + 12abc[/tex]

Step-by-step explanation:

[tex]6a^2 - 4b^2 + 4abc - 9b^2 - 4a^2 + 8abc[/tex]

Rearrange to combine like terms:

[tex]6a^2 - 4a^2 - 4b^2 - 9b^2 + 4abc + 8abc[/tex]

Combine like terms:

[tex]2a^2 - 13b^2 + 12abc[/tex]

Answer: =2x²y³+3y.

Step-by-step explanation:

[tex]\frac{14x^5y^4+21x^3y^2}{7x^3y} =\frac{7x^3y*(2x^2y^3+3y)}{7x^3y}= 2x^2y^3+3y.[/tex]

Answer:

Step-by-step explanation:

If a boat can travel 408 miles on 204 gallons, this means that for every 2 miles, it requires 1 gallon.

So, for 169 gallons, there are 2 miles for every gallon.

So, multiply 169 * 2.

The answer is 338

Hope this helps!

60 × 48 = 2880 L

2880 ÷ 700 = 4

Answer:

20  1 Liter Cartons

40  700 ml Cartons

Step-by-step explanation:

Let A be the number of 700ml cartons.

Let B be the number of 1 L cartons

We are told that A + B = 60 cartons total

Rearrange to isolate A:  A = 60 - B

700ml is 0.700L

Total volume of milk is 48L

Total volume (in liters) of the 700 ml cartons is from (0.70 L)A

Total volume from the 1L cartons is (1 L)B

Total = (0.70)A + 1B = 48 L

Now use the rearranged equation for A in the above espression:

(0.70)A + 1B = 48 L

(0.70)(60-B) + 1B = 48 L

42 - 0.70B + B = 48

0.30B = 6

B = 20

A is 60 - B or 40

=============

CHECK:

B:  20*(1 L)       = 20 L

A:  40*(0.70 L) =  28 L

Total =                   48 L  YES

Answer:

See below.  To model with mathematics is to test ideas using math and computer programs to simulate an object or action.

Step-by-step explanation:

To "model with mathematics" means that equations and mathematical relationships will be employed to simulate an object or action instead of using the actual object or action.  One example would be the design of a roller coaster.  The forces inherent on a roller coaster design can be predicted using Newton's laws and other principles of physics.  F=ma may be used to predict the force pulling the car down the initial incline and that can be used to calculate speed at the bottom.  A change in the car's direction will also produce forces that may be calculated,  One might ask "Will this turn produce more force than the seat belt can safely handle?"  Rather than building a coaster and testing it with your business partner in the seat, a mathematical model can be used to determine the risks and maximum forces.  You'll have a much better chance of keeping your friend intact on the actual coaster.  Mathematical models are also used to predict weather, the impact of monetary policy of the economy, and even which Netflix movie you are most likely to enjoy.  The design of aircraft, ships, cars, and many other items are done using computer-aided design programs where the various forces can be modeled to determine optimum design without actually building the item.  This can save enormous amounts of time and money to be able to test ideas on the computer before starting actual assembly.

Answer:

In a class of 40 students, 20% are females. How many males are in the class?​

ANSWER

= 32

if in a class of 40 students 20% are females that means 80% of the class are males...

The value is P(p'-p > 0.17) = 0.09

From the question we are told that

The population proportion is p=0.19

The sample size is n = 479

Generally given that the sample size is large enough , i.e  n > 30 then the mean of this sampling distribution is mathematically represent

[tex]u_{x} =p=0.19[/tex]

Generally the standard deviation is mathematically represented as

σ[tex]=\sqrt{ \frac{p(1-p)}{n}[/tex]

σ= [tex]\sqrt{ \frac{0.19(1-0.19)}{479}[/tex]

σ=0.017

Generally the the probability that the sample proportion will differ from the population proportion by greater than 17% is mathematically represented as

[tex]P(p'-p > 0.17) =P (z > \frac{0.17}{0.017} )[/tex]

[tex]P(p'-p > 0.17) =P (z > 10 )[/tex]

[tex]P(p'-p > 0.17) =P (z > 10 ) - P (z > -10 )[/tex]

From the z table  the area under the normal curve to the left corresponding to 10  and - 10 is

[tex]P(p'-p > 0.17) = 0.97042 - 0.87450\\P(p'-p > 0.17) = 0.09[/tex]

So, the value of probability is greater than 17% is P(p'-p > 0.17) = 0.09

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The probability that the sample proportion will be greater than 17% is 0.8677 or 86.77%.

The true proportion of the sample or the mean of the sample = 19%, that is, μ = 19% or 0.19.

The sample size (n) = 479.

The sample proportion is to be calculated at the point 17% or 0.17.

The standard error (s) = √{μ(1 - μ)/n} = √{0.19(1 - 0.19)/479} = 0.0179.

We are asked to calculate the probability that the sample proportion is greater that 17% or 0.17.

This is written as P(X > 0.17) = P(Z > {(0.17-0.19)/0.0179}) = P(Z > -1.1173) = 1 - P(Z ≤ -1.1173) = 1 - 0.1304 = 0.8696 or 86.96%.

To calculate this using the calculator, we use the calculator function:

Normalcdf(0.17,10000000,0.19,0.0179) = 0.8677 or 86.77%.

Thus, the probability that the sample proportion will be greater than 17% is 0.8677 or 86.77%.

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Work Shown:

i = P*r*t

i = 1250*0.045*5

i = 281.25

Clara is 15 years old, and there are 120 coins on the box.

Each year her mom puts as many coins in her money box as how old she turns that day.

So on her first birthday, 1 coin is put in the box.

On her second birthday, 2 coins are put in the box

And so on.

So we have the simple summation:

[tex]\sum_{n = 1} n[/tex]

We know that the outcome of that summation is a number in the interval [110, 130]

If we know that the sum goes from n = 1 to n = N (N is the age of Clara) then we can rewrite the summation as:

[tex]N*(N + 1)/2[/tex]

Now we can solve:

[tex]N*(N + 1)/2 = 110\\\\N^2 + N = 220\\\\N^2 + N - 220 = 0[/tex]

The two solutions of the quadratic equation are:

[tex]N = \frac{-1 \pm \sqrt{1^2 - 4*1*(-220)} }{2} \\\\N = (-1 \pm 29.7) /2[/tex]

If we take only the positive solution:

N = (-1 + 29.7)/2 = 14.35

Now, notice that we got this number by taking the smallest possible number of coins (110) So we can round this to the next whole number, which is 15.

If N = 15, then the number of coins in the box is:

15*(15 + 1)/2 = 120

Which lies on the wanted interval.

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The standard form to 3 significant figure of  16.927 is 1. 69 × 10^-1

Given the value;
16.927 to convert to three significant figure

= 1. 69 × 10 ^ -1

Note that "2" cannot add up as 1 to  '9'

Thus, the standard form to 3 significant figure of  16.927 is 1. 69 × 10^-1

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The two combinations of cheese and pepperoni pizzas that Mrs. Taylor can purchase without exceeding her spending limit are; x + y ≥ 12 and

8x + 11y < 180

We are told that she needs twelve pizzas. The equation below represents the number of pizzas of the type she needs to buy;

x + y ≥ 12

Where;

x represents the number of pepperoni pizzas she can buy while keeping her limit of 12 pizzas.

y represents the number of cheese pizzas she can buy while keeping her limit of 12 pizzas.

We are told that she cannot spend more than 180 dollars. Thus, our inequality is now;

8x + 11y < 180

Where;

8x represents the amount of dollars per pepperoni pizza.

11y represents the amount of dollars per cheese pizza.

These equations show all possible solutions.

The purple area in the graph attachment is verified to show the possible combinations.

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A function assigns the value of each element of one set to the other specific element of another set. The correct option is A.

Suppose that the given function is

[tex]f:X\rightarrow Y[/tex]

Then, if function 'f' is one-to-one and onto function (a needed condition for inverses to exist), then, the inverse of the considered function is

[tex]f^{-1}: Y \rightarrow X[/tex]

such that:

[tex]\forall \: x \in X : f(x) \in Y, \exists \: y \in Y : f^{-1}(y) \in X[/tex]

(and vice versa).

It simply means, the inverse of 'f' is undone operator, that takes back the effect of 'f'

The graph that represents the inverse of the given function is option A because graph A is showing more rapid growth as compared to the given graph.

Hence, the correct option is A.

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Answer:

215 is the answer of the 2 triangles

Answer: Yes because of ASA or AAS (C)

Step-by-step explanation:

Got it right on edge ")

Using trigonometric relations, we will see that:

sin(θ ) = -0.8

For any point (x, y), the angle between the positive x-axis and the ray that connects the origin with the point (x, y) is:

θ = Atan(y/x)

In this case, the point is (3, -4), then the angle is:

θ = Atan(-4/3) = -53.13°

Then the sine of theta is:

sin(θ  = -53.13°) = -0.8

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Answer:

y = x + 4

Explanation:

Initially (at week 0) = 4 cases

now (at week 1) = 5 cases

now (at week 6) = 10 cases

turn them into points:

Find slope:

[tex]\sf slope: \dfrac{y_2 - y_1}{x_2- x_1} \ \ where \ (x_1 , \ y_1), ( x_2 , \ y_2) \ are \ points[/tex]

[tex]\rightarrow \sf slope \ (m) : \dfrac{5-4}{1- 0 } = 1[/tex]

Find equation:

[tex]\sf y - y_1 = m(x - x_1)[/tex]

[tex]\sf \rightarrow y-4 =1(x -0)[/tex]

[tex]\sf \rightarrow y = x +4[/tex]