The ratio of Jessica’s stickers to Rod’s stickers is 7:4. Jessica has 21 stickers. How many
stickers does Rod have?

The negative of the expression -2y+13 is 2y-13.

Given Expression:-2y+13

We know that an expression is a combination of numbers, variables, symbols, indeterminants, etc. It is not expressed in equal to form. It expresses a relationship but we cannot find the value of variable because it is usually not present in equal to form.

We have to find the negative of the expression -2y+13 and to find out that we need to just put a negative mark in front of the expression and then adjust the expression for finding the negative of that expression.

Negative of -2y+13=-(-2y+13)

=2y-13.

Negative of an expression expresses opposite thing.

Hence the negative  of -2y+13 is 2y-13.

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Answer:

b = 12

Step-by-step explanation:

since a² + b² = c²

we can find b by pythagorean theorem.

sqrt(13² - 5²) = b

hence,

b = 12

Answer:   12

Step-by-step explanation:

To find a length of a right triangle, we can use Pythagorean theory:

            leg² + leg² = hypotenuse²              

                  5² + b² = 13²

                 25 + b² = 169

                          b² = 144

                            b = [tex]\sqrt{144}[/tex]

                             b = 12

The circle theoremss that cyclic quadrilaterals can be related to include:

It should be noted that cyclic quadrilateral simply means a quadrilateral that's drawn inside a circle.

In this case, every corner of the quadrilateral must touch the circumference of the circle.

Also, the product of the diagonals is equal to the sum of the product of its two pairs of opposite sides.

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Answer:

a)  u - v

b)  2v - 2

c)  3u + 3

d)  ¹/₂

Step-by-step explanation:

Given:

 [tex]u=\log_{10}3[/tex]

 [tex]v=\log_{10}5[/tex]

Part (a)

Rewrite 0.6 as a fraction:

[tex]\implies \log_{10}(0.6)=\log_{10}\left(\dfrac{3}{5}\right)[/tex]

[tex]\textsf{Apply the quotient log law}: \quad \log_a\frac{x}{y}=\log_ax - \log_ay:[/tex]

[tex]\implies \log_{10}\left(\dfrac{3}{5}\right)=\log_{10}3-\log_{10}5[/tex]

Substitute the values of u and v:

[tex]\implies \log_{10}3-\log_{10}5=u-v[/tex]

Part (b)

Rewrite 0.25 as 25/100:

[tex]\implies \log_{10}(0.25)=\log_{10}\left(\dfrac{25}{100}\right)[/tex]

[tex]\textsf{Apply the quotient log law}: \quad \log_a\frac{x}{y}=\log_ax - \log_ay[/tex]

[tex]\implies \log_{10}\left(\dfrac{25}{100}\right)=\log_{10}(25)-\log_{10}(100)[/tex]

Rewrite 25 as 5² and 100 as 10²:

[tex]\implies \log_{10}(25)-\log_{10}(100)=\log_{10}(5^2)-\log_{10}(10^2)[/tex]

[tex]\textsf{Appy the Power log law}: \quad \log_ax^n=n\log_ax[/tex]

[tex]\implies \log_{10}(5^2)-\log_{10}(10^2)=2\log_{10}5-2\log_{10}10[/tex]

[tex]\textsf{Apply the log law}: \quad \log_aa=1[/tex]

[tex]\implies 2\log_{10}5-2\log_{10}10=2\log_{10}5-2(1)[/tex]

Substitute the value of v:

[tex]\implies 2\log_{10}5-2(1)=2v-2[/tex]

Part (c)

Rewrite 27000 as 30³:

[tex]\implies \log_{10}(27000)=\log_{10}(30^3)[/tex]

[tex]\textsf{Appy the Power log law}: \quad \log_ax^n=n\log_ax[/tex]

[tex]\implies \log_{10}(30^3)=3\log_{10}(30)[/tex]

[tex]\textsf{Apply the log product law}: \quad \log_axy=\log_ax + \log_ay[/tex]

[tex]\implies 3\log_{10}(30)=3\log_{10}(3)+3\log_{10}(10)[/tex]

[tex]\textsf{Apply the log law}: \quad \log_aa=1[/tex]

[tex]\implies 3\log_{10}(3)+3\log_{10}(10)=3\log_{10}(3)+3(1)[/tex]

Substitute the value of u:

[tex]\implies 3\log_{10}(3)+3(1)=3u+3[/tex]

Part (d)

Rewrite √10 as [tex]10^{\frac{1}{2}}[/tex] :

[tex]\implies \log_{10}(\sqrt{10})=\log_{10}(10^{\frac{1}{2}})[/tex]

[tex]\textsf{Appy the Power log law}: \quad \log_ax^n=n\log_ax[/tex]

[tex]\implies \log_{10}(10^{\frac{1}{2}})=\dfrac{1}{2}\log_{10}(10)[/tex]

[tex]\textsf{Apply the log law}: \quad \log_aa=1[/tex]

[tex]\implies \dfrac{1}{2}\log_{10}(10)=\dfrac{1}{2}(1)=\dfrac{1}{2}[/tex]

Answer:

D

Step-by-step explanation:

D is correct because the sqrt of 91 is 9.5 and 9<9.5<10 makes absolute sense

C is not correct because the sqrt of 33 is 5.7 and 6<5.7<7 does not make sense

B is not correct because the sqrt of 13 is 3.6 and 4<3.6<5 does not make sense

A is not correct because the sqrt of 65 is 8.06 and 7<8.06<8 does not make sense

[tex]y = \sqrt[3]{x + 10} [/tex]

[tex]x = \sqrt[3]{y + 10} [/tex]

[tex]x {}^{3} = y + 10[/tex]

[tex]y = {x}^{3} - 10[/tex]

Answer:

y = -5/4x +1

Step-by-step explanation:

The slope-intercept form of a line is given by

y = mx + b  where m is the slope and b is the y intercept

We are given the slope and a point on the line

y = -5/4 x + b

We can substitute the point for x and y and solve for b

-9 = -5/4(8)+b

-9 = -10+b

Add 10 to each side

-9+10=-10+10+b

1 = b

The slope intercept form of the equation is

y = -5/4x +1

If function has points (1/2,0) and (6,0) then [tex]g(x)=2x^{2} -13x+6\\[/tex]

Given x-intercepts at (1/2,0)(6,0) and we have to find the function g(x)

If the x-intercepts lie at (1/2,0)(6,0) then the function has roots of 6 and 1/2. Function is a relationship between variables having value of y for each value of x. Value of x is domain and value of y is known as codomain.

If we insert x=6 or x=1/2 into the equation of g(x) we will obtain 0 as under:

g(6)=0

In order to get 0 the equation will be x-6.

In order to get 0 for root the equation will be x-1/2.

but x-1/2 does not appear in any of these but its multiples can be there :

[tex]2(x-1/2)=2x-1[/tex]

Therefore the function will be as under:

[tex]g(x)=(x-6)(2x-1)[/tex]

[tex]g(x)=2x^{2} -x-12x+6[/tex]

[tex]g(x)=2x^{2} -13x+6[/tex]

Hence the function g(x) is [tex]g(x)=2x^{2} -13x+6[/tex].

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Step-by-step explanation:

5,000 by dividing 10.000

$5000 of the new deposits is the bank required to keep on hand.

The answer is option A.

Problem-solving is the act of defining a problem; figuring out the purpose of the trouble; identifying, prioritizing, and selecting alternatives for an answer; and imposing an answer.

Problem-solving starts with identifying the issue. As an example, a trainer may need to parent out a way to improve a scholar's overall performance on a writing talent test. To do that, the instructor will overview the writing exams looking for regions for improvement.

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The is an observational study.

What is  an observational study?

In an observational study, researchers examine the effects of a particular intervention, risk, diagnostic test, or treatment without trying to control who is exposed to it.

By having a control group, or those who are not exposed, and an experimental group, or those who are subjected to the intervention, treatment, etc., an observational study contrasts from an experimental research, where the scientists are controlling who gets exposed to the treatment, intervention, etc. The groups are randomly assigned or picked in the best studies.

Reason Behind it Being an Observational Study

Since, in this case also, the two categories of men and women, the candidates are randomly picked for the survey of the new software programmer feature. Hence, it is a scenario of observational study.

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The fractional number given has a quotient of -2x⁹.

Given that (-8x⁶)÷(4x⁻³) is the fractional number.

The resultant number obtained by dividing two numbers is known as the quotient. Let's divide number a by number b. Then, q=a÷b will be these two numbers' quotient.

Here are the actual numbers (a,b).

In this case,the fraction is (-8x⁶)÷(4x⁻³).

Assume that q=(-8x⁶)÷(4x⁻³)

If you write the denominator variable as x⁻¹=1÷x, you obtain

[tex]\begin{aligned}q&=\frac{-8x^6}{4\frac{1}{x^3}}\\ &=\frac{-8x^6\times x^3}{4}\end[/tex]

As we are aware, if two numbers are multiplied together and their bases are the same, their powers can be represented as sums, such as

q=(-8x⁶⁺³)÷(4)

q=(-8x⁹)÷(4)

By dividing the numerator by the denominator, we get

q=-2x⁹

Hence,the given fraction (-8x⁶)÷(4x⁻³) has a quotient of -2x⁹.

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Answer: option D -2x^9 on edge 2023

Step-by-step explanation:

Expression (5x² - 2x + 7), ([tex]\frac{1}{5}x^3 -\frac{7}{2}x^2 -2[/tex]) and (y⁵ - √(5y²) + 7) are polynomials.

A polynomial is a type of algebraic expression where exponents of all variables are whole number.

1) 5x² - 2x + 7

Since there are no variables raised to negative or fraction exponents,

the expression is a polynomial.

2) [tex]\frac{1}{5}x^3 -\frac{7}{2}x^2 -2[/tex]

Since there are no variables raised to negative or fraction exponents,

the expression is a polynomial.

3) y⁵ - √(5y²) + 7

This can be re-written as

[tex]y^5-(\sqrt{5})y+7[/tex]

Since there are no variables raised to negative or fraction exponents,

the expression is a polynomial.

4) [tex]\frac{y^3}{3} -\sqrt{y} +2[/tex]

This can be re-written as

[tex]\frac{1}{3}y^2 -y^{1/2}+2[/tex]

Since variable y is raised to a fraction exponent,

the expression is not polynomial.

Therefore, expression (5x² - 2x + 7), ([tex]\frac{1}{5}x^3 -\frac{7}{2}x^2 -2[/tex]) and (y⁵ - √(5y²) + 7) are polynomials.

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The standard form of the equation of the parabola is y + 3 = (1/3) · (x - 3)² and The factored form of the equation of the parabola is y = (1/3) · x · (x - 6).

Mathematically speaking, parabolae are defined by second order polynomials. The standard form of the equation of the parabola is defined by:

y - k = C · (x - h)²     (1)

Where C is the vertex constant.

And the factored form has this form:

y = k · (x - r₁) · (x - r₂)     (2)

First, we determine the standard form of the equation of the parabola: (h, k) = (3, - 3) and (x, y) = (0, 0)

0 - (- 3) = C · (0 - 3)²

3 = 9 · C

C = 1/3

Then, the standard form of the equation of the parabola is y + 3 = (1/3) · (x - 3)². Now we proceed to determine the factored form of the parabola: (r₁ = 0, r₂ = 6), (h, k) = (3, - 3)

- 3 = k · (3 - 0) · (3 - 6)

- 3 = k · 3 · (- 3)

- 3 = - 9 · k

k = 1/3

The factored form of the equation of the parabola is y = (1/3) · x · (x - 6).

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The point-slope equation of the line is y - 8 = 3(x - 6)

The points are given as:

(x1, y1) = (6, 8)

The slope is given as:

m= 3

The equation is then calculated as:

y - y1 = m(x - x1)

This gives

y - 8 = 3(x - 6)

Hence, the point-slope equation of the line is y - 8 = 3(x - 6)

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Based on the coordinates given, the location that is being described is Cook Inlet, in the Gulf of Alaska.

The coordinates of 61°N, 150°W means that the place is located in the Northern and Eastern hemisphere.

When a map is used, it points to an area in the Gulf of Alaska that is very close to the Cook Inlet which is close to Anchorage.

Question is:

Determine what country or place is located on the given approximate coordinates.

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The total salary juma receives for the month of July before the deductions is sh. 12,800

Let

School fees + farming = 1/2x + 1/8x

= 4x+x/8

= 5/8x

Amount remaining = x - 5/8x

=8x-5x /8

= 3/8x

Amount spent on food = 2/3 × 3/8x

= 6/24x

= 1/4x

So,

1/4x = sh.3200

x = 3200 ÷ 1/4

x = 3200 × 4

x = sh. 12,800

Complete question:

Juma spent half of his salary on school fees one-eighth on farming and two thirds of the reminder on food . Calculate his July salary if he spent sh.3200 on food

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The mistakes that Joan made are:

A bar chart is a graph that shows the numerical values of variables represented by the height rectangles of equal width.

In a bar graph, the rectangles must be of equal width and the space between each bars must be equal.

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Answer:

The answer is 540 mm^3

Step-by-step explanation:

using v= BH

v= 30×18

v= 540mm^3

pls like and follow, hope this helps.:-):-)

Answer:

[tex] \frac{x}{y} = \frac{10}{5} \\ = \frac{5}{1} [/tex]

1. •°• y is 5 times x

[tex] \frac{x}{y} = \frac{30}{5} \\ = \frac{6}{1} [/tex]

2. •°• y is 6 times x

[tex] \frac{x}{y} = \frac{56}{8} \\ = \frac{7}{1} [/tex]

3. •°• y is 7 times x

[tex] \frac{x}{y} = \frac{88}{11} \\ = \frac{8}{1} [/tex]

4. •°• y is 8 times x

[tex]2 \times \frac{7}{4} [/tex]

•°• y is 2 times x

[tex]5 \times \frac{7}{4} [/tex]

•°• y is 5 times x

[tex]8 \times \frac{7}{4} [/tex]

•°• y is 8 times x

[tex]11 \times \frac{7}{4} [/tex]

•°• y is 11 times x

Answer:

500 is your answer.

Step-by-step explanation:

First solve the length of side BC, CD, EF and FA   Since BC = CD = sqrt( 10^2 + 10^2) BC = CD = 14.1421  

FA = EF = sqrt(10^2 + 20^2) = 23.3607  

So the perimeter = 10 + 10 + 14.1421 + 14.1421 + 23.3607 = 93

The area is made up be triangle FAE, rectangle ABDE and triangle BCD

A = 0.5(20)(20) + (10)(20) + 0.5(20)(10)

A = 500 sq units

Answer:

E) 200

Step-by-step explanation:

Let the length of the side after cutting the corners =x cm

Length of the side before cutting the corners = x + 4 cm

Area of square before cutting =  (x + 4)² square cm

Area of that square that was cut  = 2*2 = 4 cm²

Area of 4 squares cut from all 4 corners = 4 * 4 = 16 cm²

Area of internal surface area = 180 square cm

                       (x + 4)² -  4*4        = 180

                   x² + 2*4*x + 4² - 16 = 180

 {expand using the identity  (a + b)² = a² + 2ab + b²) }

                     x²  + 8x + 16 -16   = 180

                        x² + 8x  - 180    = 0

                  x² + 18x - 10x - 180 = 0

               x( x + 18) - 10(x + 18) = 0

                         (x + 18) (x - 10) = 0

  x - 10 = 0   {Ignore x +18 = 0}

         x = 10

           length =  x = 10 cm

          breadth = x = 10 cm

         height  = 2 cm

Volume of open box = length * breadth * height

                                  = 10 * 10 * 2

                                  = 200 cm³

This lane symbol is used for marking the beginning and ending of a left turn to the drivers.

What are lane symbols?

A permitted lane usage is denoted by a lane symbol. For example, a lane marked with a diamond is one that is designated for high-occupancy cars.  A lane symbol of a bicycle marks that the lane is designated for cyclists. At crossings, arrows indicate movements that are necessary or allowed. The user of the roadway must yield when there is a row of solid triangles. Likewise, two large curved arrows facing each other on a lane in the middle of a two way road with dashed lines on either sides indicate the beginning and ending of a left turn.

A Lane symbol or marking are also utilized to warn drivers of potentially dangerous situations that may be coming up. For instance, a triangle with no filling indicates a yield ahead. A speed hump is indicated by a succession of lines across a lane that get bigger and wider.

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Answer:

To solve this, we need to first evaluate the given expression. We can do that by simplifying the contents of each bracket, starting with the innermost one:

[4-5{1-(4-3+1)}]

⇒ [4 - 5{1 - (2)}]

⇒ [4 - 5{-1}]

⇒ 4 - (-5)

⇒ 4 + 5

⇒ 9

Now we can calculate what 9 out of 100 is:

9 of 100  =  [tex]\frac{9}{100}[/tex]

              ⇒  9%

The solutions to the given quadratic equation [2x² - 3x - 4 = 0] are x = 2.35, -8.85.

The solutions to the given quadratic equation [x² + 2x + 2 = 0] are x = -1+i, -1-i.

Given the equation for the general quadratic formular;

[ -b±√( b² - 4(ac)) ]/2a

a) 2x² - 3x - 4 = 0

We substitute into the equation.

x = [ -(-3)±√(-3)² - 4( 2 × -4 )) ] / 2×2

x = [ 3±√9 + 32 ] / 4

x = [ 3±√41 ] / 4

x = [ 3+√41 ] / 4, [ 3-√41 ] / 4

x = 2.35, -8.85

The solutions to the given quadratic equation [2x² - 3x - 4 = 0] are x = 2.35, -8.85

b) x² + 2x + 2 = 0

We substitute into the equation.

x = [ -2±√( 2² - 4( 1×2 )) ] / 2×1

x = [ -2±√( 4 - 8) ] / 2

x = [ -2±√(-4) ] / 2

Lets re-write -4 as -1( 4 )

x = [ -2±√( -1 × 4) ] / 2

x = [ -2±√4 × √-1 ] / 2

Write √-1 as i

x = [ -2±√4 × i] / 2

x = [ -2± 2 × i] / 2

x = 2[ -1 ± i] / 2

x = (-1 ± i)

x = -1+i, -1-i

The solutions to the given quadratic equation [x² + 2x + 2 = 0] are x = -1+i, -1-i.

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Answer:

Yes they are

Step-by-step explanation:

Because AE and FD both make a 50 degree angle with AC they are parallel which means that the two angles are corresponding.

Answer:

yes

Step-by-step explanation:

every hours of training has mapped to monthly pays and each element in hour of training has mapped to unique element in monthly pay.

Answer: 2,464 boxes are made in 7 days.

Step-by-step explanation:

1 day = 352 boxes

7 days = ?

To solve this word problem, you can multiply 352 and 7.

352*7= 2464

Answer: [tex]\frac{1}{3} \sin x^{3}+C[/tex]

Step-by-step explanation:

Let [tex]u=x^3[/tex]. Then, [tex]3x^2 dx = du \longrightarrow x^2 dx =\frac{1}{3}du[/tex]

So, we can rewrite the original integral as

[tex]\frac{1}{3} \int \cos u \text{ } du=\frac{1}{3} \sin u+C=\frac{1}{3} \sin x^{3}+C[/tex]