Answer:
81
Step-by-step explanation:
length times width = area
Answer:
81 inches.
Because 9
Step-by-step explanation:
What is the solution to the following system of equations?
y = 6x - 11
-2x - 3y = -7
A. -13/10, -94/5
B. -1/2, -14
C. (1, –5)
D. (2, 1)
Answer:
D.(2,1)
Step-by-step explanation:
All I did was solve by substitution.
Answer:
D
Step-by-step explanation:
Given the 2 equations
y = 6x - 11 → (1)
- 2x - 3y = - 7 → (2)
Substitute y = 6x - 11 into (2)
- 2x - 3(6x - 11) = - 7 ← distribute and simplify left side
- 2x - 18x + 33 = - 7
- 20x + 33 = - 7 ( subtract 33 from both sides )
- 20x = - 40 ( divide both sides by - 20 )
x = 2
Substitute x = 2 into (1) for corresponding value of y
y = 6(2) - 11 = 12 - 11 = 1
solution is (2, 1 ) → D
Write the equation of the line that passes through the points (-3, -7) and (-3,-4) put your answer in fully reduced point slope form unless it is a vertical or horizontal line
Answer:
It is an undefined line which means a vertical line.
Step-by-step explanation:
Using the point-slope formula y2-y1 divided by x2-x1, you would get -4-(-7)/-3-(-3) which the answer would be 3/0. If zero is at the bottom of the fraction, the line would be undefined.
Verify 1) x³+y³=(x+y)(x²-xy+y²)
2) x³-y³=(x-y)(x²+xy+y²)
using some non-zero positive integers and check by actual multiplication. can you call these as identities?
x³ + y³ = (x + y)(x² - xy + y²)
x³ - y³ = (x - y)(x² + xy + y²).
Proof for 1st Identity :
★ x³ + y³ = x (x² - xy + y²) + y(x² - xy + y²)
⟶ x³ + y³ = x³ - x²y + xy² + x²y - xy² + y³
⟶ x³ + y³ = x³ + y³
Proof for 2nd identity :
★ x³ - y³ = x(x² + xy + y²) - y(x² + xy + y²)
⟶ x³ - y³ = x³ + x²y + xy² - x²y - xy² - y³
⟶ x³ - y³ = x³ - y³
For example,Let us assume that,
x = 1
y = 2
So,
✯ x³ + y³ = 1³ + 2³
⟹ (x + y)(x² - xy + y²) = 1 + 8
⟹ (1 + 2)(1² - (1)(2) + 2²) = 9
⟹ 3 * (1 - 2 + 4) = 9
⟹ 3 * 3 = 9
⟹ 9 = 9
✯ x³ - y³ = 1³ - 2³
⟹ (1 - 2) * (1² + (1)(2) + 2²) = 1 - 8
⟹ ( - 1) * (1 + 2 + 4) = - 7
⟹ ( - 1) * (7) = - 7
⟹ - 7 = - 7
Thus , they can be called as identities/formulae as they are very useful in finding the value of a certain equation or an expression easily.
I hope it will help you.
Regards.
A zookeeper predicted the weight of a new baby elephant to be 245 pounds when it was born. The elephant actually weighed 277 pounds at birth. What was the percent error of the zookeeper's prediction?
Answ
Step-by-step explanation:
3200%
Is this a function or no
Select the graph that represents the solution of the compound inequality
Answer:
Its D
Step-by-step explanation:
Took on Ed
Raymond uses the Venmo
app to transfer money to
his friends. He had $6.50.
He gave $2.95 to Theresa
and received $1.26 from
Peyton. How much money
does he have now?
Answer:
2.29
Step-by-step explanation:
2.95 plus 1.26 is 4.21, and 6.50 minus 4.21 is 2.29.
Slope :3 y-intercept :1
Answer:
y = 3x + 1
Step-by-step explanation:
y = mx + b
The slope, or m, is 3.
The y-intercept, or y, is 1.
Plug them into the equation.
y = mx + b
y = 3x + 1
Select the correct answer.
Which function represents a function with zeros at -3,-1, 0, and 6? ANYTHING HELPS
A function assigns the values. The function that represents a function with zeros at -3,-1, 0, and 6 is f(x)=x(x-6)(x+3)(x+1).
What is a Function?A function assigns the value of each element of one set to the other specific element of another set.
The function that represents a function with zeros at -3,-1, 0, and 6 is
f(x)=(x+3)(x+1)(x+0)(x-6)
f(x)=x(x+3)(x+1)(x-6)
f(x)=x(x-6)(x+3)(x+1)
Hence, The function that represents a function with zeros at -3,-1, 0, and 6 is f(x)=x(x-6)(x+3)(x+1).
Learn more about Function:
https://brainly.com/question/5245372
#SPJ2
Pls help question is in the pic. Please give a right answer thx :D
Answer:
61.2
Step-by-step explanation:
Describe or show how to find the following product using both an algorithm and a diagram:
1 1/3 x 2
Answer:
Step-by-step explanation:
espera y termino y te ayudo vale que me falta poco vale
What does sin(-u) equal?
.
.
.
.
.
.
.
PLEASE HELP!!!
Answer:
-sin(u)
Step-by-step explanation:
This is a Trig identity. The best way to understand this is to start at zero degrees. +u would move counterclockwise, while -u moves clockwise. The sine function gives you how far in the y-direction you are from the x-axis. Since you're moving the same amount by going u degrees (or u radians) around the circle as you would going -u degrees (or -u radians), your distance from the x-axis is the same. But it reflects over the x-axis, so the two outcomes are inverses of each other.
rrange the numbers in decreasing order.
a.
8.508
8.58
7.5
7.058
Answer:
8.58
8.508
7.5
7.058
Step-by-step explanation:
Answer:
8.58, 8.508, 7.5, 7.058
Step-by-step explanation:
Um, I think this means greatest to least.
8.58, 8.508, 7.5, 7.058
Look at the place values.
is -7.8 an irrational number
Answer:
No.
Step-by-step explanation:
An irrational number has never-ending decimals.
A rational number can be written as a fraction or has a terminating decimal.
-7.8 can be rewritten into a fraction. Its decimal also terminates. Therefore, it is not irrational but rational.
Answer:
-7.8 is rational
Step-by-step explanation:
irrational numbers are nubers that repaet random numbers that you wont know what comes next like pi or the squar root of 2. hope this halps and can you take in consideration of giving me a brainliest? Thank you
Let p=2n+1 for n=10, 20, 30, or 40. For which value of n does p2−1 have the most factors?
Answer:
For n= 40 p has 7 factors
For n= 20 p has 7 factors
For n= 10 p has 6 factors
For n= 30 p has 6 factors
Step-by-step explanation:
p = 2n + 1
Putting the value of n= 10
p1= 20+1= 21
Putting the value of n= 20
p2= 40+1= 41
Putting the value of n= 30
p3= 60+1= 61
Putting the value of n= 40
p4= 80+1= 81
p2- 1= (p+1)(p-1)
= (81+1)(81-1)
=( 82)(80)
= 6560
= (1312)5
= 328)4)5
= 41 (2)(2)(2)(2)(2)(5)
p2- 1= (p+1)(p-1)
= (61+1)(61-1)
=( 62)(60)
=3720
= (465)(8)
= (93)(5)(8)
= (31)(3)(5)(2)(2)(2)
p2- 1= (p+1)(p-1)
= (41+1)(41-1)
=( 42)(40)
= 1680
= (7)(3)(5*2)(2*2*2)
p2- 1= (p+1)(p-1)
= (21+1)(21-1)
=( 22)(20)
= 440
= (11)(2)(5)(2)(2)
You bought 12 red apples and 15 green apples to make a pie.
What is the ratio of the number of red apples to the total number of apples?
4 over 9
Answer:
12 over 27 = 4 over 9
Step-by-step explanation:
12 over (12 + 15) = 12 over 27 = 4 over 9
What is the equation of the line perpendicular to y =1/2x+3 passsing through the point (-3,4)?
Answer:
y = -2x + 10
Step-by-step explanation:
The slope of a perpendicular line is the opposite reciprocal of the original line.
1/2 -> -2/1 -> -2
Solve for the new y-intercept using the point we are given.
y = 2x + b
4 = 2(-3) + b
4 = -6 + b
10 = b
Fill in everything we solve for in slope-intercept form [ y = mx + b ]
y = -2x + 10
Best of Luck!
Answer:
y=-2x-2
Step-by-step explanation:
using Desmos you can see that both equations pass through the point (-3,4)
What does 7 hundreds×10 equal?
Answer:700x 10= 7,000
Answer: 7000
Step-by-step explanation:
Kira is riding her bicycle. She rides at a speed of 8 kilometers per hour for 12.8 kilometers. For how many hours does she
ride?
Answer:
1.6 hours
Step-by-step explanation:
12.8 divided by 8 = 1.6
True or False
A function is a relation in which each y value has ONLY 1 x value,
True
False
Answer:
true
Step-by-step explanation:
because you look c u t 3
PLEASE HELP ITS DUE IN 5 MIN Solve for x in the following equation and upload a picture of your work step-by-step
Answer:
1.25 = X
Step-by-step explanation:
5-2x+2=12-4x-2x
Combine all like terms here.
7-2x=12-6x
Add 2x on both sides.
7=12-4x
Subtract 12 on both sides.
-5=-4x
Divide by -4.
1.25=X
Benjamin is planning to make scale drawings of bat wings. He wants all of his drawings to use the same scale. He says he can use the equation d=1.5w to find the length of a scale drawing, d, based on the length of the bat wing, w. What is fhe scale factor of a bat wing length to scale drawing length? Explain.
Answer:
[tex]1.5[/tex] is the scale factor of a bat wing length to scale drawing length.
Step-by-step explanation:
A scale factor is a number which multiplies (scales) , some quantity. In the equation [tex]y=kx[/tex], [tex]k[/tex] is the scale factor for [tex]x[/tex]. Here, [tex]k[/tex] is called as the constant of proportionality of [tex]y[/tex] to [tex]x[/tex].
Consider the equation [tex]d=1.5w[/tex]
Here, d denotes the length of a scale drawing and w denotes the length of the bat wing.
So,
[tex]1.5[/tex] is the scale factor of a bat wing length to scale drawing length.
Carl is planning out his route for an upcoming race. He uses negative numbers to represent points before the finish line and positive numbers to represent points past the finish line. On Carl's map, the last water station is at − 27 1 4 −27 4 1 minus, 27, start fraction, 1, divided by, 4, end fraction meters, and his family is watching him at 9 1 2 9 2 1 9, start fraction, 1, divided by, 2, end fraction meters. What does 0 00 meters represent?
Answer:
0 represents the start point
Step-by-step explanation:
Given
[tex]Before\ Finish\ Line = -27\frac{1}{4}[/tex]
[tex]After\ Finish\ Line = 9\frac{1}{2}[/tex]
Required
What does 0 represents
In a race; there's always a starting point, irrespective of the current position of the racer.
This position is always at the 0 point.
Hence:
The 0 meters represents the start point
Answer:
The finish line
PLZ HELP
In this project, you will be designing three graphs based on information given to you in tables. You must organize the information into graphs and make them clear and understandable. There are two sections included in this assignment. The first section provides instruction for designing three graphs using paper and pencil. The second section is provided with instruction for designing the three graphs using the Microsoft© Excel© application. You only need to do one or the other. The advantage of using the Excel application is that you will have electronic copies that may be sent using the upload button provided in the first section. It also provides practice using technology in a practical way.
For help on the graphs, go back and read the section in your lesson on graphing. The second section provides tutorials that will be very helpful in designing your graphs.
Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument. Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.
So what’s the difference between a table and a figure anyway?
Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.
Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps. Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply. Figures should not duplicate the same information found in tables and vice versa.
Using tables
Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.
Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.
Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.
Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.
Other table elements
Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.
Quick reference for tables
Tables should be:
Centered on the page.
Numbered in the order they appear in the text.
Referenced in the order they appear in the text.
Labeled with the table number and descriptive title above the table.
Labeled with column a
Step-by-step explanation:
Suppose SAT Writing score are normally distributed a mean of 497 and a standard deviation of 114. A university plans to admit students whose scores are in the top 30% . What is the minimum score required for admission? Round your answer to the nearest whole number.
Answer:
The minimum score required for admission to the nearest whole number = 557
Step-by-step explanation:
We solve this using z score formula.
z = (x-μ)/σ, where x is the raw score, μ is the population mean, and σ is the population standard deviation.
Top 30% of the candidates is a ranking that is equivalent to = 100 - 30% = 70th percentile.
The z score of 70th percentile = 0.524
Mean = 497
Standard deviation of 114.
Minimum score = raw score = ???
Hence:
0.524 = x - 497/114
Cross Multiply
0.524 × 114 = x - 497
59.736 = x - 497
x = 59.736 + 497
x = 556.736
The minimum score required for admission to the nearest whole number = 557
The sum of three consecutive odd integers is-219. What is the first number in the set?
Answer:
-75
Step-by-step explanation:
Let us consider the first odd number to be 'x'.
Thus:
1st odd number: x2nd odd number: x+23rd odd number: x+3According to the question, the sum of these three consecutive ODD numbers should be equal to -219
So,
x + x + 2 + x + 4 = -219
3x + 6 = -219
3x = -225
x = -75
c^4 divided by c^3
Please help
Answer:
Answer is C
Step-by-step explanation:
i.e (c x c x c x c) / (c x c x c) = c^1 = c
→[tex] {c}^{4} \div {c}^{3} [/tex]
Step 2:→[tex] \dfrac{ {c}^{4} }{ {c}^{3} } [/tex]
Step 3:→[tex] {c}^{4 - 3} [/tex]
Step 4:→[tex] {c}^{1} [/tex](c¹ and c is same thing)
________________________________
with regards!
★Dull Star★
Factorize using middle term:
m²+3m+2
Answer:
Step-by-step explanation:
m2 + 3m + 2
m2 + m + 2m + 2
m (m + 1) + 2(m + 1)
(m + 1) and (m + 2) are the factors
What is 4 divided by 3/5
Answer:
20/3 or 6 2/3
Step-by-step explanation: 4/1 times 5/3 multiply and you get 20/3
Answer:
6 2/3
Step-by-step explanation:
If AABC = ADEC,
ZB = 2x + 31 and ZE = 7x - 24
A
D
B
E
x = [?]
/_ b = /_ e
2x + 31 = 7x - 24
5x = 55
x = 11