Answer:
The answer is 5.
Step-by-step explanation:
That dot is basically a multiplication sign.
Answer:
the dot is a sign for multiplication. Sometimes people use "•" because "x" can sometimes confuses people because "x" is a variable in algebra as well
Step-by-step explanation:
The instructions on your aspirin bottle say take two 200-milligram aspirin. How many grams is the total dose?
Answer:
400-milligram aspirin
Step-by-step explanation:
200x2= 400
The graph of y= is shown.
a) Estimate the x-coordinates of the turning points of the graph.
b) Use the graph to find the solutions of x^3+x^2-6x=0
Answer:
Below.
Step-by-step explanation:
(a). From the graph the x estimates of the turning points are
-1.8 and 1.1.
(b). The solutions are where the graph crosses the x axis .. They are:
x = -3, 0 and 2.
can anyone help me with this?
Answer:
Yes
Step-by-step explanation:
We can tell that they are congruent because of SAS (side-angle-side), which means that if there is a side, then angle, then another side that are equal, it is congruent.
Solve using long division
(x² – 3x - 40) + (x+5)
The chosen topic is not meant for use with this type of problem.
However, if you simplify it, your answer is:
x^2 − 2x − 35
Meredith
says that 15.17 is greater than 15.8
because 17 is greater than 8. Do you
agree? Explain your reasoning
Answer:
No
Step-by-step explanation:
Because in the number 15.8, it is equal to 15.80. 80 is more than 17.
15.17 is not greater than 15.8. Meredith statement is wrong.
What is Number system?A number system is defined as the representation of numbers by using digits or other symbols in a consistent manner.
We need to compare both the numbers 15.17 and 15.80.
For comparing two number we need to check the integer part and decimal part.
The integer part is same for both the numbers. so let us move towards decimal part. in tenth place 15.17 has 1 and for 15.80 it has 8.
We know that 8 is greater than 1.
Hence 15.8 is greater than 15.17. Merediths answer is wrong.
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What is −2√20 − √125 in simplest radical form?
Answer:
Solving -5\sqrt{5} we get [tex]\mathbf{-9\sqrt{5}}[/tex]
Step-by-step explanation:
We need to solve [tex]-2\sqrt{20}-\sqrt{125}[/tex]
Factors of 20 are: 2x2x5
Factors of 125 are: 5x5x5
Replacing 20 and 125 with their factors.
[tex]-2\sqrt{20}-\sqrt{125}\\=-2\sqrt{2\times2\times5}-\sqrt{5\times5\times5}\\=-2\sqrt{2^2\times5}-\sqrt{5^2\times5}\\We \ know \ \sqrt{a^2}=a \\=-2\sqrt{2^2}\sqrt{5}-\sqrt{5^2}\sqrt{5}\\=-2\times2\sqrt{5}-5\sqrt{5}\\=-4\sqrt{5}-5\sqrt{5}\\Taking \ \sqrt{5} \ common\\=(-4-5)\sqrt{5}\\=-9\sqrt{5}[/tex]
So, solving -5\sqrt{5} we get [tex]\mathbf{-9\sqrt{5}}[/tex]
Please hurry with this question
Answer:
B
Step-by-step explanation:
Answer:
The answer would be Choice B.
Step-by-step explanation:
You are multiplying every number in the brackets by -5.
-5 x 8 = -40
-5 x 1 = -5
-5 x -2 = 10
-5 x 6 = -30
help!!! please i don’t understand
Answer:
x = 10
Step-by-step explanation:
DEC is a right angle, right angles equal 90 degrees
so this means 7x + 20 needs to equal 90
7 x 10 + 20 = 90
The image of (6, 9) under a dilation is (4, 6).
The scale factor of the dilation is ________.
Type a numerical answer in the space provided. If necessary, us the / key to represent a fraction bar.
Answer:
2/3
Step-by-step explanation:
The scale factor is the number that the original image is multiplied by to find the new image. So, we have to find what number multiplied by 6 equals 4 and what number multiplied by 9 equals 6. This can represented as an equation, with the unknown number represented by x:
6 * x = 4
6x = 4
Divide both sides by 6 to isolate x:
6x/6 =4/6
x = 4/6 = 2/3
x = 2/3
9x = 6
9x/9 = 6/9
x = 6/9 = 2/3
x = 2/3
For both dilations x came out to be 2/3. So, the scale factor is 2/3.
Hope this helps :)
Somebody help with 1& 2
Answer:
4. (d) option is correct because -7-(-5) = -7+5 ( Because - and - makes a plus .
Hope it does aid you .
Pls mark brilliant .
need a correct answer please
Answer:
x = 6
Step-by-step explanation:
Since the triangles are congruent, then corresponding sides are congruent, that is
QS = TV , substitute values
6x + 12 = 9x - 6 ( subtract 6x from both sides )
12 = 3x - 6 ( add 6 to both sides )
18 = 3x ( divide both sides by 3 )
6 = x
Answer:
x = 6
Step-by-step explanation:
x = ?
6x + 12 = 9x - 6
get the variables and numbers on different sides
6x + 12 - 6x = 12
9x - 6 + 6 = 9x
12 + 6 = 18
9x - 6x = 3x
3x = 18
divided each side by 3
3x / 3 = x
18 / 3 = 6
x = 6
Tell whether the triangle with the given side lengths is a right triangle.
14 ft, 48 ft, 50 ft
Yes
No
Answer:
Yes
Step-by-step explanation:
a^2+b^2=c^2
14^2+48^2=50^2
196+2304=2500
2500=2500
What is -3x - 9 + 15x
Add −3x and 15x.
12x−9
If f(x) = 6x + -36, what is f(x) when x = 6?
Answer:
0
Step-by-step explanation:
Well, when f(x)=6, you substitute 6 for x in your equation. 6(6)-36. 36-36=0. This also means the 6 is the y-intercept.
Hope this helped!
Answer:
Substitute the given value into the function and evaluate.
0
Step-by-step explanation:
Hope this helps, If it did, then I would really appreciate it if you gave me Brainliest, I only need one more to rank up and it has taken forever to get to where I am currently. Thanks.
what is the answer to all of these
1) 8z + 4 - 3k when z=5 and k=8 =
2) 7s - 3b + 8 - 4 when s=7 and b=4 =
3) 6k + d when k=5 and d=7 =
4) 6r - 10/r when r=5 and z=3 =
5) 7 + 3(9x - 5w) when x = 6 and w=5 =
Find x if 120% of x is 600.
Answer:
x = 500
Step-by-step explanation:
100% = 500
20% = 100
120% = 500 + 100 = 600
Brian is downloading episodes of his favorite TV show to
play on his personal media device. The cost to download
1 episode is $1.99. The cost to download 2 episodes is
$3.98. The cost to download 3 episodes is $5.97. Write a
function to represent the arithmetic sequence.
an
=
n
I
Answer:
I had the same question for math high school but the answer is 1.99
Step-by-step explanation:
Given rectangle QUAD, If DU = 5x - 4 and QP = 2x + 7, then find the length of DU.
Answer:
DU = 86
Step-by-step explanation:
Properties of a rectangle,
- Opposite sides are equal in measure.
- Diagonals of a rectangle are equal.
- Diagonals bisect each other.
In the given rectangle QUAD,
Diagonals AQ and DU bisect each other at P.
AQ = DU
2(QP) = DU [Since, AQ = 2(PQ)]
2(2x + 7) = 5x - 4
4x + 14 = 5x - 4
5x - 4x = 14 + 4
x = 18
Since, DU = 5x - 4
DU = 5(18) - 4
= 90 - 4
= 86
Therefore, measure of DU = 86 units
The temperature falls from 3 degrees Celsius to -4 degrees celcius what is the the difference in these temperatures
20 points
Answer:
7
Step-by-step explanation:
3 - -4=7
Negative three times a number is less than six
.... Hope this will help....
Answer:
-3(x)= -6
Step-by-step explanation:
i think this is it hope it helps!
Can also be written as -3x = -6
Someone please help me
Answer:
The answer is 5
do 6x5 to get 30 cuz those two sides r equal
Step-by-step explanation:
IN triangle DEF, DE is congruent to FD and m
Answer:
The measure of angle E is 55°
Step-by-step explanation:
In an isosceles triangle, the vertex angle is the angle including between the two equal sides, the base angles are the other angles of the triangle, the base angles are equal in measures
In triangle DEF
∵ DE is congruent to FD
∴ The length of DE = the length of FD
∵ ∠D is the angle including sides DE and FD
∴ ∠D is the vertex angle
∴ ∠F and ∠E are the base angles
∵ The base angles of the isosceles triangle are equal in measures
∴ m∠F = m∠E
∵ m∠F = 55°
∴ m∠E = 55°
∴ The measure of angle E is 55°
Which equation is parallel to y = –3 x + 4 and passes through the point (–3 , 4)?
The equation given has a slope of -3. See it? The equation we are looking for must have the same slope because the lines are parallel to each other. This means the lines never meet or touch on the xy-plane.
We use the point-slope formula to find the equation.
Here is the point-slope formula:
y - y_1 = m(x - x_1)
y - 4 = -3(x - (-3))
y - 4 = -3(x + 3)
y - 4 = -3x - 9
We now isolate y to find our equation.
y = -3x - 9 + 5
y = -3x - 4
Done.
Following are the calculation to the given line which is parallel:
Given:
[tex]\bold{ line: \ y=-3x+4}\\\\\bold{ point: (-3,4)}[/tex]
To find:
Calculating the equation=?
Solution:
General equation of a line: [tex]\bold{y = mx + c}[/tex]
Equation of a line: [tex]\bold{y-y_1=m(x-x_1)}[/tex]
By comparing the line equation with the general equation of a line:
[tex]\to \bold{m=-3}\\\\\to \bold{c=4}\\\\[/tex]
Using a line equation and put the point and slope value in it:
[tex]\bold{Point: (-3,4)}\\\\\bold{m=-3}[/tex]
[tex]\to \bold{y-4=-3(x-(-3))}\\\\\to \bold{y-4=-3(x+3)}\\\\\to \bold{y-4=-3x-9}\\\\\to \bold{y=-3x-9+4}\\\\\to \bold{y=-3x-5}\\\\[/tex]
Therefore, the final answer is "[tex]\bold{y=-3x-5}[/tex]"
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The ratio of boys to girls in a class is 7:5. There are 36 students in the class. How many
students are girls?
Answer:
There would be 15 girls and 21 boys
15 girls and 21 boys are in the class
James completely covered a square poster board using 68.2 in. of cardstock. Which measurement is
closest to one side of the poster board in inches?
Answer?
Answer:
17inches
Step-by-step explanation:
If James completely covered a square poster board using 68.2 in. of cardstock, this means that the perimeter of the square box is 68.2in.
To get the measurement if one side if the box we will use the formula for finding the perimeter of the square.
P = 4L
L is side length of the square box
68.2 = 4L
L = 68.2/4
L = 17.05in
.hence the measurement closest to one side of the square box is 17inches
The histograms below summarize the average travel time to work for random samples of 70
workers in the Los Angeles area and 61 workers in the New York City area.
(a) Briefly compare the distributions of travel times for these two regions.
(b) Suppose you wanted to make the point that typical travel time is longer in the New York City area than in the Los Angeles area. Which measure of center would you use? Justify
your answer.
Answer:
(a) The travel times of the Los Angeles workers have a higher variability than those of the New York City area and about 54 out the 70 Los Angeles workers take longer (over 20minutes) than the maximum travelling time for the New York City workers (18 minutes) when they travel to work
(B) (i) The percentage of workers that travel close to the maximum travel times given in the data of the two cities
(ii) Almost half of the New York City area workers spend between 40 and 100 minutes to work, while almost half (32) of the Los Angeles workers spend between 0 and 20 minutes to work every day
Step-by-step explanation:
The travel times for the 70 Los Angeles workers are;
Number of workers [tex]{}[/tex] Travel time
32 [tex]{}[/tex] 0 - 20 minutes
22 [tex]{}[/tex] 20 - 40 minutes
10 [tex]{}[/tex] 40 - 60 minutes
4 [tex]{}[/tex] 60 - 80 minutes
2 [tex]{}[/tex] 80 - 100 minutes
The travel times for the 61 New York City area workers are;
18 [tex]{}[/tex] 0 - 20 minutes
14 [tex]{}[/tex] 20 - 40 minutes
10 [tex]{}[/tex] 40 - 60 minutes
12 [tex]{}[/tex] 60 - 80 minutes
7 [tex]{}[/tex] 80 - 100 minutes
Workers in Los Angeles averagely take short time to reach to workplace than in New York.
Descriptive statistics like mode, IQR, skewness etc do care about how the data is more leaning on one side than other. That is why these types of measures are helpful here.
Given data includes:
For Los Angeles: 32, 22, 10, 4, 2 (skewed left)
For New York: (18, 14, 10, 12 ,7) (very slightly skewed left)
Part a.
Comparing the distributions of travel times for both of the regions:
Histogram of Los Angeles is more skewed to the left. (values like 32, 20 lies on the left, and 5, 2 on the right tail)
Histogram of New York, in comparison to the histogram of Los Angeles is not that skewed and lies approximately leveled but is slight skewed to left.
This hows that time taken by worker to travel in Los Angeles is averagely very short and count of workers taking longer time falls dramatically.
On the other hand, that above thing doesn't happen for workers in New York.
Part b.
Central measure "Mode" can be used here. The reason of choosing mode is that it focuses on frequency and gives weights to outliers too. Mean, on the other hand takes average of all values thus might forget the data of skewness.
The 3rd moment of measure of skewness can be used to measure the degree of skewness in both the data.
Inter Quartile Range is also useful since it will tell quartile to quartile measures which can help not loose the data of skewness.
So, the important thing that should be included in the measure we use to describe this data is to include the information of skewness of the graph.
Descriptive statistics like mean, standard deviation etc forget about skewness.
Descriptive statistics like mode, IQR, skewness etc do care about how the data is more leaning on one side than other. That is why these types of measures are helpful here.
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If a driver drives at a constant rate of 32 miles per hour, how long would it take the driver to drive 323 miles?
Answer:
About 10 hours
Step-by-step explanation:
6) 8,785,000,000 in scientific notation is ?
Answer:
8.785 x 10^9
Step-by-step explanation:
Which of these values could be the slope of the line? Select two options. –2 0 3
Answer:
-2 and 3
Step-by-step explanation:
These two are slopes. All three are technically slopes but a slope of 0 is just a horizontal line.
PLease help will brainlist
Answer:
7. Option D
9. Option B
10. Option C
Step-by-step explanation:
Answer:
7. Option D
9. Option B
10. Option C
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