The moon is 2.4 x 10^5 miles from earth. Venus is 1.59 x 10^8 miles from the earth. How much further, in miles, is Venus than the moon from earth.

Answer:

Image result for kumon level C

This award is presented to a student who has completed Level C10 or higher during or before their 1st-grade year. Math Level C covers multiplication and division.

Step-by-step explanation:

Angles of a polygon add to 360 degrees. To find the measure of each exterior angle of a regular n-gon. divide 360 by n.

Answer:

3 × 5 = 15

Step-by-step explanation:

5 is the common number

Applying the rules for the constant, logarithm and exponents, the derivative of the given function is of:

f'(x) = 3/x - 6x² - 8/(x^5).

The function is given by:

f(x) = √2^3 + ln(x^3) - 2x^3 - log_3(729) - 2/x^4

The derivative of a sum is the sum of the derivatives, hence:

f'(x) = (√2^3)' + (ln(x^3))' - (2x^3)' - (log_3(729))' - (2/x^4)'

The derivative of a constant is of zero, hence:

Hence:

f'(x) = (ln(x^3))' - (2x^3)' - (2/x^4)'.

The derivative of the logarithm is given by:

ln(h(x))' = (1/h(x)) x h'(x).

Hence:

(ln(x^3))' = 3x²/x³ = 3/x.

The derivative of the power of x is given by:

[x^n]' = nx^(n-1).

Hence:

Hence the derivative of the function is given by:

f'(x) = 3/x - 6x² - 8/(x^5).

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Answer:

56

Step-by-step explanation:

3m + 72 = 4y - 56

3(8) + 72 = 4y - 56

24 + 72 = 4y - 56

96 = 4y - 56

4y = 152

y = 38

3(8) + 72 = 4y - x

24 + 72 = 152 - x

96 = 152 - x

-56 = -x

x = 56

The total amount contact paper required will depend on total surface area of the box which will be 778 square inches.

As per the question statement, we are given a box with dimensions

(18in x 1ft 1in x 5 in) and we are supposed to find the total amount contact paper required to cover it.

The total amount contact paper required to cover it will depend on the total surface area of the box.

Given length(L) = 18 inches

Given width(W) = 1 ft 1 in = 13 inches

Given height(H) = 5 inches

Total Surface Area of the box is given by the formula

Area = 2(LW + WH + HL)

Area = 2(18*13 + 13*5 + 5*18)

Area = 2*389

Area = 778 square inches

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Answer:

1/2y+1/2a=x

Divide both sides by2, then but the a value on the other side.

[tex]1 \frac{1 \\ }{6} [/tex]

There are 1.17 grams of sugar are in 1 ounce of soda.

What is Division method?

Division method is used to distributing a group of things into equal parts. Division is just opposite of multiplications. For example, dividing 20 by 2 means splitting 20 into 2 equal groups of 10.

Given that;

A 12-ounce can of soda contains 14 grams of sugar.

Now,

Since, A 12-ounce can of soda contains 14 grams of sugar.

Hence, The amount of soda for 1 ounce of can = 14/12

                                                                        = 1.17 grams

Thus, There are 1.17 grams of sugar are in 1 ounce of soda.

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Answer:

30.375

Step-by-step explanation:

this is a geometric sequence, meaning it has a common growth factor

to find the growth factor, you divide a term by the previous term (example: 9/6)

so for this problem:

9/6 = 1.5

6/4 = 1.5

so 1.5 is the common growth factor

then you just multiply so:

9 • 1.5 = 13.5

13.5 • 1.5 = 20.25

20.25 • 1.5 = 30.375

4, 6, 9, 13.5, 20.25, and 30.375

so 30.375 is your 6th term

hope this helps :)

Answer:

first drop down is, doesn't matter. Second one is, must be the negative reciprocal of the slope of the original line. Third is, must be different from the y intercept of the original line. If the y intercepts are the same, the two lines will intersect as proven by one of the questions asked by the user.

Step-by-step explanation:

Hope this helps! :)

Answer 3c+9d

Step-by-step explanation: add 3c 9d

Answer: [tex]x^4 +2x^3 -14x^2 +210x+1025[/tex]

Step-by-step explanation:

By the conjugate root theorem, -4+5i is also a root.

[tex]f(x)=a(x+4-5i)(x+4+5i)(x+5)^2\\\\=a(x^2 -8x+41)(x+5)^2\\\\ =a(x^2 -8x+41)(x^2 +10x+25)\\\\=a(x^4 +2x^3 -14x^2 +210x+1025)[/tex]

Answer:

7 hours

Step-by-step explanation:

each day she practices 1 hour and there are 7 days in a week so 7 hours by the end of the week

The length of the square collage will be 63in.

In the question, It is stated that a photo collage is made by arranging 7 square shaped photos in a row. The arrangement is done in such a way that it forms a rectangle. The total area of the collage is 567 square inches. We have to find out the length of the Collage.

Given that, the photos arranged are of square shape then their length and breadth must be equal. So,

Side of square photo: x

Now, seven photos were arranged, So,

Length of collage = 7x

Breadth of collage = x

We know the Area of the Rectangle is Length*Breadth

Putting Area A = 567, l = 7x, and b = x, we get:

=> Area = l*b

=> 567 = 7x*x

=> 567 = 7x²

=> x² = 81

=> x = 9

We get x = 9, We know length = 7x so l = 63in

Hence, the Length of the Collage will be 63 inches.

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The provided sentence "Five less than the quotient of eighteen" is converted into an algebraic expression as 18/x - 5.

Five less than the quotient of eighteen and a number

We must convert the provided sentence into an algebraic expression.

Let "x" represent the number.

Therefore,

Five less than that of the quotient of eighteen and "x"

The term quotient refers to the outcome of division.

Therefore,

18/x - 5

That is, Five less than the quotient of eighteen and x.

As a result, the provided sentence is converted into an algebraic expression.

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In 400 minutes, it will reach the destination.

What is distance?

Distance is a measurement of how far apart two objects or points are, either numerically or occasionally qualitatively. Distance can refer to a physical length in physics or to an estimate based on other factors in everyday language (e.g. "two counties over"). The term is also frequently used metaphorically to refer to a measurement of the amount of difference between two similar objects (such as statistical distance between probability distributions or edit distance between strings of text) or a degree of separation, as spatial thinking is a rich source of conceptual metaphors in human thought (as exemplified by distance between people in a social network). The concept of a metric space is used in mathematics to formalise the majority of these notions of distance, both literal and figurative.

Distance is equal to speed × time. Time is equal Distance/Speed.

we have given, d(t)=340-0.85t

where, t is the time and d(t) is the distance.

when t = 0 we get,

d(t)=340

If we set d(t)=0 we get, 0= 340- 0.85t

add with 0.85t on both side

0.85t=340

t= 340/0.85

t= 400 minutes

Hence, the time taken to reach the destination is 400 minutes.

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Value of x when y = 17 for the quadratic function f(x) = x² + 6x + 10 is -7 and 1. That is option E.

Given, y=17 :

17 = x² + 6x + 10

Move 17 to RHS (right-hand side) :

0 = x² + 6x - 7

Using the Middle Splitting method:

0 = x² + (7x - 1x) - 7

0 = x(x + 7) - 1(x+7)

0 = (x - 1) (x + 7)

Now, equate both the equations (x-1) and (x+7) separately with 0.

The first value of x is

(x - 1) = 0

x = 1

The second value of x is

(x + 7) = 0

x = -7

∴ The values of x are -7 and 1. According to the question, that is option E.

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Step-by-step explanation:

1.

200 - 7/21 = (200×21 - 7)/21 = (4200 - 7)/21 =

= 4193/21 = 599/3 = (199×3 + 2)/3 =

= 199 2/3

we could have seen that 7/21 = 1/3.

so, then this problem was

200 - 1/3 = (200×3 - 1)/3 = 599/3 = 199 2/3

(see above)

2.

50 - 4/7 = (50×7 - 4)/7 = (350 - 4)/7 =

= 346/7 = (49×7 + 3)/7 = 49 3/7

3.

24 1/4 - 20 3/5 = (24×4 + 1)/4 - (20×5 + 3)/5 =

= 97/4 - 103/5

to calculate this we need to bring both fractions to the save denominator. the LCM (lowest common multiple) of 4 and 5 is 20.

so,

97/4 - 103/5 = (97×5)/(4×5) - (103×4)/(5×4) =

= 485/20 - 412/20 = 73/20 =

= (3×20 + 13)/20 = 3 13/20

4.

10 5/8 - 6 4/9 = (10×8 + 5)/8 - (6×9 + 4)/9 =

= 85/8 - 58/9

the LCM of 8 and 9 is 72.

85/8 - 58/9 = (85×9)/(8×9) - (58×8)/(9×8) =

= 765/72 - 464/72 = 301/72 =

= (4×72 + 13)/72 = 4 13/72

5.

6 1/2 - 5 3/4 = (6×2 + 1)/2 - (5×4 + 3)/4 =

= 13/2 - 23/4

the LCM of 2 and 4 is 4.

13/2 - 23/4 = (13×2)/(2×2) - 23/4 =

= 26/4 - 23/4 = 3/4

Answer:

x=10.50

Step-by-step explanation:

14 =  5

________
29.40 = x

cross multiply - 29.40 x 5 = 147

Then u would divide like this

14/14=1      147/14=10.5

nswer

First image

Angle ABC covers around the inside and outside of the circle.

Second image

Angle x l

hird image

Angle DBE l

ngle of arc DE l

ngle of arc AC l

ourth angle

ll the angles at U lie inside the circle.

ngle 78° l

ngle 114° l

ope this Helps!!!

Answer:(3,1)

Step-by-step explanation:

Because you cant have (1,3) and (3,1).

Answer:

(2,3)

or (2,2) if the function does not need to be continuous.

Step-by-step explanation:

For a set of points to be considered a function, it must be true that for every X value, you have only a single Y value solution.

In other words, looking through your points listed, you would remove any point where an X value appears twice with different Y values.

[tex](X,Y)\\(-1,0)\\(1,3)\\(2,2) < -\\(2,3) < -\\(3,1)\\\\[/tex]

Notice the two points with arrows, both have 2 as their X value, but different Y values. Removing either one of them would make this a function. Although, by removing (2,3) the function has the potential to also be continuous, because having two of the same Y value for different X values would cause a piece-wise function which is generally non-continuous.

The function of both burger king and mcdonalds cost are respectively; C(n) = 0.75(1.15)ⁿ and C(n) = 2.5 + 0.25n

The formula for the nth term of an arithmetic sequence is given as;

aₙ = a + (n - 1)d

where;

a is first term

n is position of term

d is common difference

For McDonald's, we are told that the initial price is $2.50 and the common difference is $0.25. Thus, the function will be;

C(n) = 2.5 + 0.25n

where n is number of years after 1998

We are told that the cost in burger king increases by 15% each year. Thus, using formula for geometric progression, the function is;

C(n) = 0.75(1 + 0.15)ⁿ

C(n) = 0.75(1.15)ⁿ

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Counterexample

A counterexample is an example that meets the mathematical statement's condition but does not lead to the statement's conclusion. It is used to check the validity of an argument.

We have been given the conjecture:-

"For every integer n, [tex]n^3[/tex] is positive."

We have to show that the conjecture is false by finding a counterexample.

Let us take an integer n = - 5

Finding its cube we, get

[tex]n^3[/tex] = -125

We know that,

-125 is not positive, it is negative.

Hence, the conjecture "For every integer n, [tex]n^3[/tex] is positive." is proven wrong by finding a counterexample which states otherwise.

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The graph represents the solution set of y > -2x - 2 and y ≤ x + 4 is graph (a)

Inequality expressions are mathematical statements that are represented by variables, coefficients and operators where the opposite sides are not equal

The system of inequalities is given as

y > -2x - 2

y ≤ x + 4

Next, we plot the system of inequalities on a graph (see attachment)

From the attached graph, we have both lines of the graph intersect at (-2, 2)

Also, we can see that the graph has two lines (one shaded and one closed line)

By comparing the attached graph and the graphs in the list of options, we can see that the graph represents the solution set of the system of inequalities is graph (a)

Hence, the graph represents the solution set of the system of inequalities is graph (a)

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Four ways to find the slope and y–intercept of straight line equation are;

A straight line equation is of the form, y = m•x + c

Where;

m = The slope of the graph of the equation

c = The point the graph intersects the x–axis.

The process by which the slope–intercept form of a straight line equation can be found from the above ways are as follows;

1. Making use of the graph of the equation

When the graph is given, the y–intercept is found from the point the graph crosses the y–axis

Note the y–intercept

Find two points on the graph where coordinates can be obtained

Find the ratio of the rise to the run to get the slope of the graph

[tex] \displaystyle{ Slope, \: m = \frac{ rise}{run} } = \frac{ \triangle y }{\triangle x} [/tex]

With the slope and y–intercept, the equation of the line can be written as; y = m•x + c

2. Obtaining the coordinates of the x–intercept

Given the slope and the y–intercept, the x–intercept can be found by plugging in the values of the slope, m, and the y–intercept, c, in the equation, y = m•x + c, to get the equation of the line

From the equation, the x–intercept can be found by plugging y = 0, to get;

0 = m•x + c

The x–intercept becomes, [tex] \displaystyle \frac{-c}{m} [/tex]

The graph can then be plotted by drawing a line through the x and y–intercept

3. Finding the y–intercept given the slope and the x–intercept

When the slope and the x–intercept and the slope is known, whole number part of the numerator can be added to the x–value of the x–intercept to obtain the x–coordinates of a second point on the graph

The process is repeated to find the y–coordinate of the second point

The slope is calculated using the two points and the equation for the slope given in the first method

4. When two points are known, the slope is calculated using the equation in method 1

The two are joined with a straight line and the y–intercept is obtained from the point the graph intersects the y–axis

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Answer: False

Step-by-step explanation:

The x-value of 1 maps onto 4 different y values.

Answer:

48

Step-by-step explanation:

Answer:

type in english

Step-by-step explanation:

english please

5. The value of x = 15

6. The converse that must be used is: C. Same-side exterior ∠s converse.

7. The proof is completed in the explanation part.

8. Slope of AB = 7/4; Slope of CD = -4/7, they are perpendicular.

The same-side exterior angles theorem states that same-side exterior angles that are on the same side of a transversal are supplementary to each other. Its converse states that if same-side interior angles are supplementary, then the lines they lie on are parallel to each other.

5. 10x - 22 + 3x + 7 = 180 [same-side exterior angles theorem]

13x - 15 = 180

13x = 180 + 15

13x = 195

x = 15

6. The converse that must be used to show that lines y and x are parallel to each other is: C. Same-side exterior angles converse.

7.

Statements                                      Reasons                                            

1. ∠6 ≅ ∠8                                       1. Given

2. y║z                                              2. Corresponding ∠s converse

3. ∠2 and ∠3 are supplementary  3. Same Side Interior ∠s

8. Given:

A(-3, 8)

B(1, 15)

C(10, -9)

D(3, -5)

Slope = change in y / change in x

Slope of AB = (8 - 15)/(-3 - 1) = -7/-4 = 7/4

Slope of CD = (-9 -(-5))/(10 - 3) = -4/7

-4/7 is the negative reciprocal of 7/4. Perpendicular lines have slope that are negative reciprocals of each other.

Therefore, CD and AB are perpendicular.

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