Which expressions are equivalent to 8^x-2? Select all that apply.
(picture below)

Which Expressions Are Equivalent To 8^x-2? Select All That Apply.(picture Below)

Answers

Answer 1
Top right corner 23x2

Related Questions

Item 3 Jackie bought a bottle of water and a pair of shoes for $34.40. The total for her purchase before sales tax was $32. Her receipt shows an 8% sales tax on only the shoes. Which system of equations can be used to find the price Jackie paid for the bottle of water, w, and the pair of shoes, s?​

Answers

Answer:

It's A

Step-by-step explanation:

The first part is her purchase before the tax, which should be $32. The second part is her purchase after sales tax, which adds 8% to the shoes and results in the purchase being $34.40

How to find duplicate numbers in an array if it contains multiple duplicates?

Answers

The pigeonhole principle can be used to demonstrate that there must be at least one duplicate in the set nums. Each possible number that can appear in nums is a "pigeonhole" in this context, and each number within nums is a "pigeon."

Method or evidence to confirm that Nums must contain multiple duplicate number: Simple Strategy: Utilizing nested loops, it is intended to determine whether or not each element appears in the array more than once for each element.

Put it in a hash-map if it is there. Otherwise, keep looking at the other components.Duplicate data might be valuable in some situations, but it can also make your data more difficult to analyze.Find and highlight duplicate data using conditional formatting.You can then examine the duplicates and determine whether you wish to eliminate them.The duplicate data will be permanently removed when you use the Remove Duplicates functionality. It's a good practice to copy the original data to another worksheet before deleting the duplicates so you don't unintentionally lose any data.Choose the range of cells where the duplicate values should be eliminated.To remove duplicates, select Data, and then Check or uncheck the columns you want to have the duplicates removed from under Columns.

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A triangle has sides with lengths of 54 meters, 78 meters, and 90 meters. Is it a right
triangle?

Answers

The triangle with sides 54 m , 78 m and 90 m is not a right angle triangle

What is a Triangle?

A triangle is a plane figure or polygon with three sides and three angles.

A Triangle has three vertices and the sum of the interior angles add up to 180°

Let the Triangle be ΔABC , such that

∠A + ∠B + ∠C = 180°

The area of the triangle = ( 1/2 ) x Length x Base

For a right angle triangle

From the Pythagoras Theorem , The hypotenuse² = base² + height²

Given data ,

Let the triangle be represented as ΔABC

Now , the value of the sides of the triangle is

AB = 54 m

BC = 78 m

AC = 90 m

Now , for the triangle to be right angle triangle , it should satisfy the Pythagoras Theorem

So , For a right angle triangle

From the Pythagoras Theorem , The hypotenuse² = base² + height²

Substitute the values in the equation , we get

AC² = AB² + BC²

90² = 54² + 78²

8100 = 2916 + 6084

8100 ≠ 9000

Therefore , the triangle ΔABC is not a right angle triangle

Hence ,

The triangle with sides 54 m , 78 m and 90 m is not a right angle triangle

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find the value of x with explanation pls

Answers

When given two values in algebra, it is simple to find the third value. The x value is 5.

How to Find the Value of X?Typically, the algebraic statement should take any of the following forms: addition, subtraction, multiplication, and division. Bring the variable to the left side, then move all of the other values to the right side to determine the value of x. For the outcome, simplify the values.X's value in a multiplication operation can be found using the conventional form, which isMultiplicand Multiplier ProductAllowing Multiple to serve as x

x Multiplicand Equals Product

Next, the equation to determine the value of x is

X = product / multiplicand

Calculate the value of the X multiplicand 2x-4.

* x = 10

Product

The x value is 5.

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I need help on this please someone answer me!​

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So basically for the first one do 14.0%x 4.6

*NEED ANSWER ASAP*
Find the slope of (-4/6) and m=3/4.

Answers

The equation of line in slope intercept form is, [tex]y=\frac{3}{4}x+9[/tex].

What is slope point form of the line?

A line's point slope form equation is y - y1 = m. (x – x1). Consequently,

y - 0 = m(x = 0), or y = mx, is the equation of a line passing through the origin with a slope of m.

Let the line passes through the point (-4, 6) and having slope 3/4.

We know that the equation of line passes through the point [tex](x_1, y_1)[/tex] and having slope m is,

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

Here, [tex](x_1, y_1) = (-4, 6)[/tex]  and slope [tex]m = \frac{3}{4}[/tex]

Plug the values in the above equation.

[tex]y-6=\frac{3}{4}(x-(-4))\\ y - 6 = \frac{3}{4}(x + 4)\\ y-6=\frac{3}{4} x + 3\\y = \frac{3}{4}x+3+6\\ y=\frac{3}{4}x+9[/tex]

Hence, the equation of line in slope intercept form is, [tex]y=\frac{3}{4}x+9[/tex].

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I need help with this

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The value of the function (f /g)(x) would be [tex](\frac{f}{g})(x)=x^2+6[/tex].

Option (A) is correct.

What are composite functions?

A composite function is generally a function that is written inside another function. The composition of a function is done by substituting one function into another function. For example, f [g (x)] is the composite function of f (x) and g (x). The composite function f [g (x)] is read as “f of g of x”.'

Given:

                [tex]f(x)=7x^3-5x^2+42x-30\\\\g(x)=7x-5[/tex]

Now by using the definition of composite functions we can write

      [tex](\frac{f}{g})(x)=\frac{f(x)}{g(x)}\\\\(\frac{f}{g})(x)=\frac{7x^3-5x^2+42x-30}{7x-5}\\\\(\frac{f}{g})(x)=x^2+\frac{42x-30}{7x-5}\\\\(\frac{f}{g})(x)=x^2+6[/tex]

Hence, the value of the function (f - g)(x) would be [tex](\frac{f}{g})(x)=x^2+6[/tex].

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[tex]\sqrt{x} 4=x-3[/tex]

Answers

The simplification of the given expression is x² - x + 3.

What is an expression?

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the expression is √x⁴ = x - 3.  The expression will be simplified as,

√x⁴ = x - 3

Solve the radical term first and simplify the expression further,

x² = x - 3

x² - x + 3 = 0

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Ridgid motions to prove

Answers

Answer:

Sequence:

1. [tex]T__{ < 0,-5 > } (ABCDE) = (A'B'C'D'E)[/tex]

. . . . . . . . . .  ⭐ please take a ruler and measure the distance from AA',    . . .  . . . . . BB', CC', DD', and EE', and then write that distance (it should      . . . . . . . .  be the same for each measurement) in place of 5 in -5. I just     . . . . . . . .  wrote -5 because it was my best approximation for looking at     . . . . . . . .  a laptop screen. ⭐

2. [tex]R__{(180,B')} (A'B'C'D'E) = (A''B''C''D''E'')[/tex]

3. [tex]r__{D''E''} (A''B''C''D''E'') = (A'''B'''C'''D'''E''')[/tex]

Step-by-step explanation:

1. [tex]T__{ < 0,-5 > } (ABCDE) = (A'B'C'D'E)[/tex] means that when you move figure ABCDE down by 5 units, it will map onto the image of A'B'C'D'E.

2. [tex]R__{(180,B')} (A'B'C'D'E) = (A''B''C''D''E'')[/tex] means that when you rotate figure A'B'C'D'E' 180 degrees counterclockwise about point B', said figure will map onto the image of A''B''C''D''E''.

3. [tex]r__{D''E''} (A''B''C''D''E'') = (A'''B'''C'''D'''E''')[/tex] means that when you reflect figure A''B''C''D''E'' across segment D''E'', said figure will map onto the image A'''B'''C'''D'''E'''.

What is the coefficient of y² in the expression 2x²y 10xy² 5y²?

Answers

The coefficient of yA² for the three given expressions are 2, 10 and 5 respectively.

What is expression?

It is a mathematical statement that defines a mathematical concept as well as the system of a mathematical operation express in a symbolic form.

Mathematical expression is made up of at least two numerical terms along with a sign or at least two terms along with a sign. The expression having two or more numerical terms is called numerical expression.

As example 4 + 3 or 100÷4

The expression which has both variables and numbers is called algebraic expression.

As example X+6 or 25+5y

What is coefficient?

In an expression, the numbers which are accompanied by variables is called coefficient. As example, 24 + 3y, where 3 is the coefficient of y

but 24 is a constant number.

How can we determine the coefficient from the given expression?

We are given three expressions, these are 2xA²y, 10xyA² and 5yA²

for the 1st expression, 2 is the coefficient of A²y

for the 2nd expression, 10 is the coefficient

for the last 5 is the coefficient.

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How do you add in Excel?

Answers

Using AutoSum in Excel is one quick and simple method of adding numbers. Simply click in a blank cell immediately underneath a column of data. Click AutoSum > Sum next on the Formula tab.

what is sum ?

Sum is the outcome of adding two or more numbers or quantities. There may be only two terms, or there may be one hundred, thousand, or a million. There are some summations that have an infinite number of terms.

here

Click AutoSum on the Home tab, choose a cell next to the numbers you wish to add, then hit Enter when you're finished.

When you choose AutoSum, Excel automatically creates a formula (using the SUM function) to add the values.

Simply click in a blank cell immediately underneath a column of data. Click AutoSum > Sum next on the Formula tab.

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Which is a factor of the polynomial f x )= 6x 4 21x 3 4x 2?

Answers

(x-3.5), or (x-7/2) are the factors of the polynomial, f(x) = 6x⁴ – 21x³ – 4x² + 24x – 35

Given,

The polynomial, f(x) = 6x⁴ – 21x³ – 4x² + 24x – 35

We have to find the factors of the polynomial;

Here,

This polygon's 35-factor factors, plus or minus 1, plus or minus 5, plus or minus 7, are potential zeros. Determine whether or not there is a non-zero remainder in each example using synthetic division. If none of these solutions work, try rational divisors derived from 35 and 6 such as 5/6, 7/6, 1/6 and so on.

Now,

f(x) = 6x⁴ – 21x³ – 4x² + 24x – 35

If used correctly, this method will eventually reveal one or two zeros of this poly. Of course, it would be lot simpler if you looked at the potential solutions provided to you for this issue.

I plotted this function and discovered that it crosses the x-axis at 7/2. Another root exists.

To determine whether or whether 7/2 is a root, use synth. div.

Then,

        ___________________________

7/2   /   6    -21    -4    24    -35

                  21      0   -14     35          

       ----------- ------------------------------

          6        0     -4    10       0

Since there is no remainder, the polynomial has a root of 7/2 (or 3.5). Therefore, a factor is (x-3.5) or (x-7/2).

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If the area of the circle equals 500 cm², find its circumference.

Answers

Answer:

Step-by-step explanation:

Twice the price of a scooter is equal to thrice the price of a television. If the price of a scooter is 600$ more than the television, what is the cost of the television?
A. 1800$
B. 1500$
C. 1200$
D. 2400$

Answers

The answer is $2400 d

Answer: C. 1200$

Step-by-step explanation:

$600 times twice is $1200

the special product formula for the "square of a sum" is (a + b)2 =

Answers

The special product formula for the 'square of a sum' is

(a + b)² = a² + 2ab + b².

(a + b)² = (a +b)×(a + b)

By applying Distributive law in multiplication, we know

(a + b)² = a×(a + b) + b×(a + b)

(a + b)² = a² + ab + ba + b²

(a + b)² = a² + 2ab + b²

For example, (3 + 2)²

We know that (3 + 2)² = 5² = 25

But let us try applying the special product formula

(3 + 2)² = 3² + 2×3×2 + 2²

(3 + 2)² = 9 + 12 + 4

(3 + 2)² = 25

So we can use this formula in cases where we don't know the square of a sum. Many applications can be seen like solving quadratic equations.

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ƒ(x) = − x² – 14
-
Find f(6)

Answers

Answer:

ƒ(6) = − 50

Step-by-step explanation:

ƒ(x) = − x² – 14, Find f(6)

ƒ(6) = − 6² – 14

ƒ(6) = − 36 – 14

ƒ(6) = − 50

a sample of n = 5 scores has sx = 20 and sx2 = 120. for this sample, what is the value of ss?

Answers

For a sample population of size, n =5, sx = 20 and sx² = 120, the sum of squared deviation is 40.

Therefore, the answer is 40.

Given a sample population of 5 scores, that is n = 5.

sx = ∑x = 20

sx² = ∑x² = 120

Thus mean can be calculated by

mean, x⁻ = ∑x/ n

x⁻ = 20/ 5

x⁻ = 4

The sum of squared deviations

ss = ∑( x - x⁻)²

ss = ∑( x² -2×x×x⁻ + x⁻²)

ss = ∑x² -2×x⁻×∑x + ∑x⁻²

ss = ∑x² -2×x⁻×∑x + nx⁻²

ss = 120 - 2×4×20 + 5×4²

ss = 40

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What is the coefficient of x² in 3x² 5 )( 4 4x² )? *?

Answers

The coefficient of x² in (3x² – 5)( 4 +4x²) is -8.

A number multiplied by a variable is referred to as the coefficient of a number. For instance, the x2 coefficient in the formula 6x2+99 is 6.

First, let's multiply the terms in the given expression by opening the brackets.

⇒   (3x² – 5)( 4 +4x²)

Now, further multiplying we would get,

⇒   3x²(4 + 4x²) -5(4 + 4x²)

⇒    12x² +12x⁴-20-20x²

⇒  12x⁴ -8x²-20

As we can see that the term that is in multiplication with x² is -8. Similarly, the term that is coefficient of  x⁴ is +12.

Hence, the coefficient of x² in the equation  is -8.

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What are the values of x 2x 2 4x 7?

Answers

The values of x for the given quadratic equation 2x² = 4x - 7

are given by:

[tex]x = \frac{2 +i\sqrt{10} }{2}[/tex]

[tex]x = \frac{2 -i\sqrt{10} }{2}[/tex]

What is the solution of a quadratic equation?
The solutions to the quadratic equation are the values of the unknown variable x, which satisfy the equation. These solutions are called roots or zeros of quadratic equations.

According to the given question:

For this case we have the following quadratic equation:

2x² = 4x - 7

Rewriting the equation we have:

2x² - 4x + 7 = 0

From here, we have:

a = 2b = -4c = 7

Substituting values in the quadratic equation we have:

x = (-b ± √b² - 4ac)/2a

x = (-(-4) ± √(-4) - 4(2)(7)/2(2)

Rewriting the equation we have:

x = (4 ± √16 - 56)/4

x = (4 ± √-40)/4

x = (2 ± i√10)/2

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I really need help on this page, could anyone help me?

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F=9/5C+32 is the required equation and Greg statement is true

What is Unit of Measurement?

A unit of measurement is a definite magnitude of a quantity, defined and adopted by convention or by law, that is used as a standard for measurement of the same kind of quantity.

Given that Greg is expressing temperature in farenheit and Josh expressing it in the celsius.

C=5/9(F-32)

We need to rewrite the formula so that Josh can quicly convert the temperature that Greg describes F.

F=9/5C+32

The temperature where John leaves has 77 F.

Let us convert to celsius.

C=5/9(77-32)

C=5/9(45)

C=5(5)

C=25 degrees.

25 degress< 30 degrees.

Hence, F=9/5C+32 is the required equation and Greg statement is true.

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What are the 3 steps in graphing linear inequalities in two variables?

Answers

The three steps for graphing linear inequalities are consists of solving the variables, plotting the points on graph and bound the region.

How to plot inequalities?

while solving the inequalities of two variables the inequal sign are changed by equal sign for a certain time. After determining the unknown value, we plot the points on the XY axis.

why we use solid line or dashed line?

while graphing the inequal variables the region that satisfy the inequality is bounded by solid line or dashed line depends on the inequal sign.

hence, we need to plot the linear inequalities on XY axis in three steps.

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What are binomials give five examples?

Answers

"A binomial is an algebraic expression which has exactly two terms." The examples of binomials are x² + 3, x + y, x³ + 2x, 9 + 7y, xy² + xy, etc.

A polynomial is of various types like monomial, binomial, trinomial, etc.

Monomial contains only single term.

Trinomial contains exactly three terms. All the three are dissimilar.

A binomial is said to have only positive exponents and no negative exponents.

In x³ + 2x, x³ and 2x are two different terms. The variable is only x. The exponent of x³ is 1, the exponent of x is 1. The coefficient of x³ is 1, the coefficient of x is 2.

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What is the relationship between the volume of a cone and a pyramid?

Answers

The relationship between the volume of a cone and a pyramid:

the volume of cone = volume of pyramid

if and only if the pyramid has circular base and both have equal radii and vertical heights

In this question we need to find the relationship between the volume of a cone and a pyramid.

We know that a pyramid is three dimensional shape with polygon base and trigular lateral faces which meet at vertex.

The formula for the volume of pyramid is,

V = 1/3 * base area * height

As we know a cone is nothing but a pyramid with circular base.

Consider a cone with radius r and vertical height h.

The formula for the volume of cone,

V = 1/3 × π × r² × h

V = 1/3 * area of circle * height

Therefore, the volume of a cone and a pyramid with circular base are equal.

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How do you find the missing value in an isosceles triangle?

Answers

Isosceles triangle has three sides, three angles, a base, a height, and an area in which two sides are equal to each other .

the sum of triangle is 180, sum of all the interior angles is equal to 180.

so if you know two angles then apply sum of triangles and find out the value of the third triangle.

isosceles triangle

An isosceles triangle is a type of triangle that has any two sides equal in length. The two angles of an isosceles triangle, opposite to equal sides, are equal in measure.

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(a) how many ways can the letters of the word minutes be arranged in a row? (b) how many ways can the letters of the word minutes be arranged in a row if m and i must remain next to each other as either mi or im? .

Answers

1440 combinations ways.

We know that the total arrangements will be

6!= 720 because its a 6letter word

So if we take MI to be a one letter word

Same for IM

which will Also be 6!= 720

SO TOTAL possible combination will be 720+720= 1440

How do you find possible combinations?

Combinations are a way to calculate the total outcomes of an event where order of the outcomes does not matter. To calculate combinations, we will use the formula nCr = n! / r! * (n - r)!, where n represents the total number of items, and r represents the number of items being chosen at a time.

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Need Help With This Question
(The table represents an exponential function) ( what is the multiplicative rate of change of the function) - the question( picture below)

Answers

Answer:

A. [tex]\frac{1}{5}[/tex]

Step-by-step explanation:

⭐ What is the multiplicative rate?

The multiplicative rate is the number each consecutive y-value gets multiplied by.The multiplicative rate can only be found in exponential functions.

To find the multiplicative rate of this exponential function, we need to make an equation to see what each y-value gets multiplied by to get the next y-value.

I am picking the y-values 2 and 2/5, but you can choose any two consecutive y-values.

Equation (let x= the multiplicative rate of change):

[tex]2x = \frac{2}{5}[/tex]

Solve for x:

[tex]\frac{2x}{2} = \frac{2}{5}(2)[/tex]

[tex]x = \frac{2}{10}[/tex]

Simplify:

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

The multiplicative rate of change of the function is 1/5.

What is commutative associative and distributive property?

Answers

The commutative, associative, and distributive property are the properties of addition and multiplication.

Commutative Property - The Commutative Property is derived from the word commute, which means to move. It states that the product or sum of two numbers do not change even if the places of numbers are changed or if the numbers move from one place to another. The commutative property of addition states that a + b = b + a and the commutative property of multiplication states that a × b = b ×  a.

Associative Property - It is related with the grouping of numbers. It states that the product or sum of three numbers do not change even if the grouping of numbers are changed. The associative property of addition states that (a + b) + c = a + (b + c) and the associative property of multiplication states that: (a × b) × c = a × (b ×  c).

Distributive Property - It is related with the distribution of numbers. It states that the product of three numbers do not change even if the distribution of numbers are changed. The distributive property of multiplication states that: a × (b + c) = (a × b) + (a ×  c).

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When doing long division, how many times do you repeat the process of dividing, multiplying, subtracting and bringing the next digit down?

Answers

Repeat the procedure of dividing, multiplying, subtracting, and bringing the next digit down until you have solved the division problem's quotient.

For example, consider the long-division problem:

4567 ÷  123

In this problem, we need to repeat the process of dividing, multiplying, subtracting, and bringing the next digit down three times, since the divisor has three digits.

However, in some cases, you may need to repeat the process more or fewer times than the number of digits in the divisor.

For example, if the dividend has fewer digits than the divisor, you may need to repeat the process fewer times. Or, if you need to carry a digit over to the next step, you may need to repeat the process more times.

Thus, in general, you should repeat the process of dividing, multiplying, subtracting, and bringing the next digit down until you have found the quotient of the division problem. This will typically be the number of digits in the divisor, minus one, but it may be more or fewer in some cases.

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how do I convert 5 rows of ribbons to inches

Answers

You may use the expression to convert the length of 5 rows of ribbons to inches: length = 5w + (5 - 1)s inches, where w is the width of the ribbons and s is the spacing between the rows.

To convert 5 rows of ribbons to inches, you need to know the width of the ribbons and the spacing between the rows.

Let's say the width of the ribbons is w inches, and the spacing between the rows is s inches. In this case, the total length of the ribbons in 5 rows would be 5w + 4s inches, since there are 5 ribbons and 4 spaces between them.

For example, if the width of the ribbons is 0.5 inches and the spacing between the rows is 0.1 inches, the total length of the ribbons in 5 rows would be :5 × 0.5 inches + 4 × 0.1 inches = 2.5 inches + 0.4 inches = 2.9 inches.

In general, to convert the length of n rows of ribbons to inches, you can use the formula: length = nw + (n - 1)s inches, where w is the width of the ribbons and s is the spacing between the rows.

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If d/dx (g(x)) = 0
then d/dx (g(x)sin(x)) = ?

Answers

Answer:

Step-by-step explanation:

If the derivative of g(x) with respect to x (denoted d/dx g(x)) is equal to 0, then the derivative of the product g(x)sin(x) with respect to x can be found using the product rule for derivatives.

The product rule states that if f(x) and g(x) are two functions, then the derivative of the product f(x)g(x) with respect to x is given by:

d/dx (f(x)g(x)) = f(x) * d/dx g(x) + g(x) * d/dx f(x)

In our case, f(x) is g(x) and g(x) is sin(x). Substituting these values into the equation above, we get:

d/dx (g(x)sin(x)) = g(x) * d/dx sin(x) + sin(x) * d/dx g(x)

Since the derivative of sin(x) with respect to x is cos(x) and the derivative of g(x) with respect to x is 0, we can simplify this expression to:

d/dx (g(x)sin(x)) = 0 * cos(x) + sin(x) * 0

Which simplifies to:

d/dx (g(x)sin(x)) = 0

Therefore, if the derivative of g(x) with respect to x is equal to 0, then the derivative of the product g(x)sin(x) with respect to x is also equal to 0.

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Pls pls pls help me! I will give brainliest and points!Find the area of each trapezoid or kite. wich is greater 15 or X As a result of not being able to interact with one another, what did the city-s tates develop over time? Argumentative Essay: Students and Physical EducationHow much time per day do you devote to exercising? Is this something that you haveeven thought about? Young people in the United States are spending less time exercising and theissue is only becoming larger. Students need more exercise, therefore, schools should providemore gym timeThe first reason that students need more activity time in school is because of emotionalhealth. Most school days last around seven to eight hours. In middle school students often onlyget break time during lunch, and they are working during the remainder of the day. According tothe article, U.S. Schools Don't Give Students Enough Gym Time" by William Simon Jr.,physical activity can stimulate the brain in order to increase learning. Additionally, it canstrengthen their skills as well as keep them motivated. When students are being forced to workfor seven to eight hours per day with no opportunity to release some energy, they begin to lackmotivation Students should have the right to break in order to get physical exercise.Another reason that students need more gym time is because many of them aremaintaining unhealthy lifestyles due to inactivity. The article by William Simon states that,"one-third of children in the United States are overweight. It is suggested that young peopleexercise for at least one hour per day, yet only 16% of American teenagers actually do thisStudies show that if students are taught the correct methods of health and fitness, they are morelikely to maintain a healthy lifestyle in adulthood. Without schools teaching these importantskills, students may not understand the importance of health Students need to ensure thatstudents are getting the education that they need in all areas, including physical educationOthers often argue that students can get the health education that they need outside ofschool hours. The article, "Doing Exercises Before Spelling and Math Exercises suggests thatstudents could get their exercise in before and after school hours." For example, some schoolsare pushing for yoga before the first bell and encouraging students to ride their bikes afterschool. One of the flaws of this plan, however, is that students arrive at different times, and noteveryone would be able to make it time to exercise before the bell Students should receive theirphysical education during school hours to ensure participationIn conclusion, young people all over the United States are in need of physical and healtheducation Students need to be aware of their health, and they need to be properly trained on howto maintain a healthy lifestyle. If schools provide more gym time to students, this would ensurethat all students are involved and participating as well as receiving mental, physical andemotional breaks throughout the day You roll a six-sided number cube and flip a coin. What is the probability of rolling a number less than 5 and flipping heads? Write your answer as a fraction in simplest form. The probability is . An economy is in long-run macroeconomic equilibrium when each of the following aggregate demand shocks occurs: a. A stock market boom increases the value of stocks held by households. b. Firms come to believe that a recession is likely in the near future. c. Anticipating the possibility of war, the government increases its purchases of military equipment. d. The quantity of money in the economy declines, and interest rates increase. Do anyone know this? Please no link The world of reading has changed since the riseof the internet and social media, making many believe thatthe art of reading has been lost with younger generations. Ina speech to elementary students, promote the power ofreading.A. What type of prompt is this?B. Who is the audience?C. What is the topic?D. What is the purpose?E. What is the format?F. What kinds of sources? Rewrite these sentences using correct parallel structure location and having low prices have made this business successful Please help 8. Evaluate the expression (ab)^2 for a = 4 and b = 3. please someone help me!!! I dont really understand what the question is asking! Plz no links, we all know they dont help. If someone answers clearly, then ill give the crown to that person! Learning can cause negative behaviors.Please select the best answer from the choices providedTF Question:Using a specific example, discuss the importance of electrons in the transfer of energy in living systems. when evaluating (6.28x10^12)/(3.14x10^4) PLEASE PLEASE HELP ME ASAP!!!!!!! Translate the phrase into an algebraic expression. The difference of c and 6 Whats one thing you are looking forward to right now? Explain. 30 POINTS!! PLEASE HELPMai created a scale model of a shoe store her company plans to build. The ratio of the model's dimensions to the dimensions of the actual shoe store tobe built is 1:20. If the volume of the model was 35 ft, what is the volume of the actual shoe store that Mai's company plans to build? Help me please!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Marcus Aurelius reign followed an extended period of peaceful rule by several emperors.Group of answer choicesTrueFalse