which expression is equivalent to x^6 - 5

Answer:

the answer is zero

Step-by-step explanation:

-9+9=0

Answer:

Dhshshshhshsjehsjsjjsjssjsjsjsjsjsjjshhdhddhhdjdjddjdjjhdhdkdhjsdfggdhjjjjd

Step-by-step explanation:

Answer:

9 - 21x  

Step-by-step explanation:

Simplify the following:

7 (1 - 3 x) + 2

Hint: | Distribute 7 over 1 - 3 x.

7 (1 - 3 x) = 7 - 21 x:

7 - 21 x + 2

Hint: | Add the numbers in -21 x + 2 + 7 together.

Add like terms. 2 + 7 = 9:

9 - 21 x

Hint: | Factor out the greatest common divisor of the coefficients of 9 - 21 x.

Factor 3 out of 9 - 21 x:

Answer: 3 (3 - 7 x)

(of the given solutions it's the only correct one, but can be further simplifued to 3 (3 - 7 x)

Answer:

n=-24

Step-by-step explanation:

Answer:

n =-24

Step-by-step explanation:

[tex]n-29=-53[/tex]

Collect like terms and simplify

[tex]n =-53+29\\\\n =-24[/tex]

Answer:

Step-by-step explanation:

150 students/3 classes= 50 students per class

Answer:

ok

Step-by-step explanation:

Answer:

[tex] x = 18 [/tex]

Step-by-step explanation:

Given:

Angle ABC = 2x

Angle CDE = 8x

Required:

Value of x

SOLUTION:

Line AB is parallel to line CD, therefore, angle ABC and angle BCD are alternate interior angles. Alternate interior angles are equal. Thus:

Angle ABC = Angle BCD = 2x

Since, line BC is parallel to line DE, angle BCD and angle CDE are consecutive interior angles.

Consecutive interior angles are supplementary, therefore:

Angle BCD + Angle CDE = 180°

[tex] 2x + 8x = 180 [/tex]

Use this equation to solve for x

[tex] 10x = 180 [/tex]

Divide both sides by 10

[tex] \frac{10x}{10} = \frac{180}{10} [/tex]

[tex] x = 18 [/tex]

Answer: c) 91.68 < μ < 98.32

Step-by-step explanation:

Let μ  be the mean score of all students.

Let [tex]\overline{x}[/tex] represents the sample mean score.

As per given , we have

Sample size : n= 30

Sample mean : [tex]\overline{x}=95[/tex]

Sample standard deviation: [tex]s=6.6[/tex]

Significance level [tex]\alpha=0.01[/tex]

Now, Confidence interval of mean when population standard deviation is unknown is given by :-

[tex]\overline{x}\pm t_{\alpha/2, df}\dfrac{s}{\sqrt{n}}[/tex]

Degree of freedom = n-1 = 29

Critical two-tailed t-value : [tex]t_{0.01/2,29}=t_{0.005,29}=2.756[/tex] [By students' t distribution table]

Confidence interval of mean will be:

[tex]95\pm (2.756)\dfrac{6.6}{\sqrt{30}}\\\\=95\pm (2.756)\dfrac{6.6}{5.47722557}\\\\=95\pm (2.756)(1.205)\\\\=95\pm 3.32\\\\= (95-3.32, 95+3.32)\\\\=(91.68,\ 98.32)[/tex]

i.e. a 99% confidence interval for the mean score of all students : 91.68 < μ < 98.32

So correct option is c) .

quadrant 4

.................

Answer:

Quadrant 4

Step-by-step explanation:

In Quadrant 4 the x-axis is positive (+) and the y-axis is negative (-). Here is the point plotted on a coordinate grid to help you understand better.

Hope this helps :)

Answer:

1y - 5

Step-by-step explanation:

Remember to follow PEMDAS. Simplify the expression.

PEMDAS =

Parenthesis

Exponents (& Roots)

Multiplication

Division

Addition

Subtraction

First, distribute -5 to all terms within the parenthesis:

-5(y) = -5y

-5(1) = -5

Next, combine like terms:

-5y + 6y - 5

(-5y + 6y) - 5

1y - 5

1y - 5 is your answer.

~

Any two parallel lines always have the same slope (but different y intercepts)

The equation of the green line is y = (8/5)x+6

The equation of the red line is y = (8/5)x-3

Slope intercept form is y = mx+b with m as the slope and b as the y intercept.

The slopes must be the same so that each time the line goes up some amount, we move to the right the same amount. Think of a set of stairs to possibly visualize what I mean. If the slopes are different (even slightly), then the lines will intersect at some point and we wouldn't have parallel lines.

Answer:

m ≈ 3

Step-by-step explanation:

3.53631284916 x 10^3 ≈ 3 x 10^3

The answer would be

B. 9

Answer:106.

Step-by-step explanation:

Answer:

Decomposers in a food web are organisms that break down dead or decaying organisms and turn them into simpler, inorganic materials, making nutrients available for primary producers. A rotten fruit is not completely wasted because it will go back into the dirt for a producer to use, and the food chain continues.

Hope this helps!

Answer:

x + 3.5

Step-by-step explanation:

You are adding

hopefully this helps you:)

The domain is the set of possible x values or inputs. We list each unique x value once (ignoring any repeats)

The range is the set of possible y outputs. Convention is to sort the values from smallest to largest.

This relation is not a function because the x value x = 5 corresponds to multiple y values.

Answer:

Step-by-step explanation:

6 + 8 + p = 14 + p

Answer: 14+p

Step-by-step explanation:  We have to add these numbers-

6 + 8 + p

14+p

(Since we don't know the value of p this is how far we can simplify )

Answer:

-12

Step-by-step explanation:

a + b

a = -46

b = 34

-46 + 34 = -12

Divide US population by Vermont :

3x 10^8 / 6x10^5

3/6 = 1/2 = 0.5

10^8 / 10^5 = 10^3

0.5 x 10^3 = 500

The answer is 500 times

All we need to do is divide.

3*10^8/6*10^5

0.5^8-5

0.5^3

500

Therefore, the answer is 500 times.

Best of Luck!

Answer:the answer would be 2.5/5

Answer:

Step-by-step explanation:

4x^2(x^2 - 5x + 6)

4x^2(x - 3)(x - 2)

Step-by-step explanation:

75+54

129°

the answer is 129°

Answer:

the perimeter is 13yd + 13yd + 5yd +5yd = 36yd

the area is 5yd + 5yd = 10yd, 10yd × 12yd ÷ 2 = 60yd

Answer:

Yes

Step-by-step explanation:

6,000 is 10 times greater than 60

Answer:

The other lockers that were changed exactly 3 times are:

Locker 1 and Locker 7

Step-by-step explanation:

Question: What other lockers were changed exactly 3 times?

Answer: Lockers 1 and 7

How?

Locker 1 was opened by a student other than student 1; it was closed by a student other than student one; and it was opened by student 1.

Same happened with Locker 7.

The relationship between these numbers is an associative relationship.

Answer:

Any number less than -13.

Step-by-step explanation:

If the number is real and rational and non-natural, this means that it can be any number in the negative number space.

Additionally, since the number has to be less than -13, then the number could be any number less than -13.

With all these things considered, the number is any number less than -13 that is real and rational.

Cheers.

Answer:

3x^2 - 48 = 0

Step-by-step explanation:

The roots of a quadratic equation whose roots are -4 and 4, means that valid solutions for the quadratic equation are -4 and 4.

The two forms we know for the quadratic equation are the factored binomials:

(ax + cy)(bx + dz) = 0

and the full equation

ax^2 + bx + c = 0

We will start with the factored form:

(x + 4) ( x - 4) = 0

Note that if we solve this, we get the roots:  x + 4 = 0  ==> -4 && x - 4 = 0 ==> 4

Now we apply foil to get the unfactored form:

(x + 4) (x - 4) = 0

x * x + x * -4 + 4 * x + 4 * -4 = 0

x^2 + -4x + 4x + -16 = 0

x^2 - 16 = 0

And now we want the leading coefficient to be 3.

3x^2 - 16  = 0

This looks like what we want; however, now with the leading 3, our solutions are no long +4 and -4.  So, we need to re-evaluate.

Going back to the binomials with the idea of a leading 3, let's rewrite them to still give us the solutions 4 and -4, but with the 3 included:

(3x + 12) (x - 4) = 0

Note, we simply multipled one binomial by 3 to maintain the roots of the original, but also incorporate the leading 3.

3x + 12 = 0              x - 4 = 0

3x = -12                        x = 4

x = -4

So now, we simply apply foil to this new equation of binomials to get our final quadratic equation:

(3x + 12) (x - 4) = 0

3x * x + 3x * -4 + 12 * x + 12 * -4 = 0

3x^2 + -12x + 12x + -48 = 0

3x^2 - 48 = 0

This is our quadratic equation we wish to use.

Note, we could have gotten this same equation by simply multiplying the original (x^2 - 16) = 0 by 3.

Cheers.

Answer:

10.8 meters

Step-by-step explanation:

1.2 times 9 minutes= 10.8

Answer:

10.8 meters

Step-by-step explanation:

9 * 1.2 = 10.8