Answer:
a+4=11b
Step-by-step explanation:
Distributive property in mathematics means to multiply the sum by a number of two or more add-ons will provide the same result that each add-on multiplies by a single number and then together add the products.
for example a( b+c) = ab+ac
Therefore, applying distributive property in asked eapression
12(2a - 6b+ 8) = 21(2a−6b+8)
24a+72b+96 = 42a-126b+168
198b=18a+72
9a +36=99b
3a+12=33b
a+4=11b
D'andre was trying to make a rectangular frame that had a width of 24 inches and a length of 70 inches. He wanted to ensure his shape contained right angles, so he measured the diagonal and found that it was 74 inches long. Did D'andre construct a rectangle? Why or why not?
Answer:
yes
the sum of the squares of the width and length is equal to the square of the diagonal
Step-by-step explanation:
The Pythagoras theorem : a² + b² = c²
where a = length
b = base
c = hypotenuse
24^2 + 70^ = 576 + 4900 = 5476
square root = 74
10. It rained 375 inches in 15 hours. At this rate, how much will
it rain in 35 hours? Answer in decimal form.
Answer:
875
Step-by-step explanation:
375 divided by 15 =
25
25 times 35 =
875
Dividing 375 by 15 shows how much it rains per hour
Then times that by the number of hours to get your answer
Answer:
Step-by-step explanation:
Set this up as a proportion with the number of inches of rain on the top and the number of hours it rained on the bottom.
[tex]\frac{in.}{hrs}:\frac{375}{15}=\frac{x}{35}[/tex] and cross multiply to solve for x:
15x = 13125 so
x = 875 inches
The area of a square is 144 cm² what is the length of one side of the square
Answer:
12 cm
Step-by-step explanation:
The area of a square is given by
A = s^2
144 = s^2
Taking the square root of each side
sqrt(144) = sqrt(s^2)
12 =s
Answer:
The length of one side of square is 12 cm.
Step by step explanation
Given that :-Area of square is 144 cm ² .To Find :-Length of one side of squareSolution :-Finding the length of one side of square
Using formula,
Area of square = ( side)²
substitute the value
144 cm² = side²
Taking square root of both side.
√144 cm ² = √side²
12 cm = side
Hence,
The length of one side of square is 12 cm.
5x for x = 25
1. 5
2. 125
3. 20
4. 30
40 POINTS!
The ratio of coloured papers to white 3:8.If there are 48 white papers,how many coloured papers are there?
Answer:
48 divided by 3 = 16
You multiply by 16.
3:8 x 16:16 = 48:128
Step-by-step explanation:
128 colored papers.
I NEED HELP THIS IS DUE AT 11:59
Answer:
False I believe
Step-by-step explanation:
Any genius out there to solve this?
which is the missing number in the sequence below?
5,6,9,15,?,40
Answer:
25
Step-by-step explanation:
The pattern is + 1, + 3, + 6,... i.e. + 1, + (1 + 2), + (1 + 2 + 3),...
.'. Missing number = 15 + (1 + 2 + 3 + 4) = 25.
Answer: 25!
Step-by-step explanation:
5, 6, 9, 15, ?, 40
5 + 1 = 6
6 + 1 + 2 = 6 + 3 = 9
9 + 1 + 2 + 3 = 9 + 6 = 15
15 + 1 + 2 + 3 + 4 = 15 + 10 = 25
25 + 1 + 2 + 3 + 4 + 5 = 25 + 15 = 40
We are doing indices can someone help me please.
1. y^6/y^2=
2.5^2*5^4=
Answer:
1. y⁴
2. 15625
Step-by-step explanation:
1. y^(6-2)
= y⁴
2. 5^(2+4)
= 5⁶
= 15625
Solve for x.
(x + 10)(x + 10) = 0
OA.
-100
OB.
-10
Ос.
10
OD.
100
2. Priscilla is drawing a map of her school that uses a scale in which 1.5 cm 1 point
on the map represents 3 ft. If the first hallway has a length of 120 ft, what
should the length of the hallway be on the map?
O
a. 40 cm
b. 60 cm
C. 30 cm
d. 45 cm
Answer:
The answer is 60cm. (b)
Step-by-step explanation:
For every 1.5cm on the map, it represents 3 ft on real-size scale.
In other words, for every 1cm on the map, it represents 3/1.5 = 2ft on real size scale.
If you want to find 120ft of real-size scale, you can use 120ft/2ft * 1cm which gives 60cm
Tom bought a pizza. He ate 1/3 of the pizza and gave some of it to his brother. He was left with 1/5 of the pizza. What fraction of the pizza did he give to his brother?
Answer:
2/3 = 10/15
1/5 = 3/15
10/15 - 3/15 = 7/15 of the pizza to his brothers
I NEED HELP PLEASE !!
Answer:14=x
Step-by-step explanation:
What is the perimeter of triangle XYZ?
Answer:
126
Step-by-step explanation:
Factor x2 – 19x – 20 completely.
Answer:
Step-by-step explanation:
x^2-19x-20
=x^2-(20-1)x-20
=x^2-20x+x-20
=x(x-20)+1(x-20)
=(x-20)(x+1)
Please Help me need help
Answer:
-1 * (x/y)
Step-by-step explanation:
-x/y = x /-y
Factor out the negative
-(x/y) = -(x/y)
This is equal to -1 * (x/y)
I need help with this problem. please help.
Answer:
B
Step-by-step explanation:
Sketch the graph of y = negative 2 x squared + x + 1 using your graphing calculator. What are the x-intercepts of this graph? a. (1, 0) and (-0.5, 0) c. There are no x-intercepts b. (-2.5, 0) and (-2, 0) d. (-1.5, 0) and (-0.5, 0) Please select the best answer from the choices provided A B C D
y= -2x²+ x + 1
i think it's A ?
Answer:
a
Step-by-step explanation:
eng. 2022
What is the equation of the line that has a slope of -2 and passes through the point (-1, 2)?
Answer:
[tex]{ \bf{y = mx + c}} \\ 2 = ( - 2 \times - 1) + c \\ c = 0 \\ \\ { \boxed{ \bf{y = - 2x}}}[/tex]
Answer:
y = -2x
Step-by-step explanation:
The equation of a line in slope intercept form
y = mx+b where m is the slope and b is the y intercept
y = -2x +b
Using the point
2 = -2(-1)+b
2 = 2+b
Add -2 to each side
2-2 =b
0=b
y = -2x+0
y = -2x
-2(5x+8)=14+6x step by step
Answer:
x=-15/8
Step-by-step explanation:
Hi there!
We're given the equation -2(5x+8)=14+6x and we need to find the value of x
we do this by isolating the variable so that x is on one side, and everything else is on the other
First, we need to do the distributive property on the left, as the -2 is factored out of 5x+8 and it makes solving for x harder
-2(5x+8)=14+6x
multiply both 5x and 8 by -2
-10x-16=14+6x
add 16 to both sides to clear it from the left side (-16+16=0)
-10x-16=14+6x
+16 +16
_____________
-10x=30+6x
subtract 6x from both sides (6x-6x=0)
-10x=30+6x
-6x -6x
_____________
-16x=30
now, we do have x by itself, but we have -16 attached to it; we need the value of 1x, or x without any coefficient in the front of it
divide both sides by -16
x=30/-16
simplify (divide both sides by -2)
x=-15/8
we can leave it as an improper fraction
Hope this helps! :)
Answer:
x = 15 / 8
Step-by-step explanation:
−2(5x+8) = 14 + 6x
Simplify both sides of the equation.
−2(5x+8) = 14 +6x
(−2)(5x) + (−2)(8) = 14 +6x (Distribute)
−10x +−16 = 14 +6x
−10x −16 = 6x +14
Subtract 6x from both sides.
−10x −16 −6x = 6x + 14 −6x
−16x −16 = 14
Add 16 to both sides.
−16x −16 +16 = 14 + 16
−16x=30
Divide both sides by -16.
-16 x / - 16 = 30/-16
Simplify ( divide RHS side by - 2 )
x = 15 / 8
can someone help me pls
answer chocices
a.80
b.180
c.100
d.90
Answer:
<1= 100°
Step-by-step explanation:
<1=<5 Corresponding angles are equal
To find <5
180-80=100
Therefore <1=100
In the diagram below, lines h and s are parallel. If the m∠2 = 70°, what is the angle measurement of m∠7?
a. 70
b. 130
c. 7
d. 110
Answer:
c
Step-by-step explanation:
took it
Can anyone help with Qs 22-25 pls !!
Or the ones you can do
Answer:
24 is C and 25 is B , ill try and do the other questions if u need me to explain 24 and 25 lmk!
Suppose a normal distribution has a mean of 48 abd a standard deviation of 5. What is the probability that a data value is between 48 and 52?
Answer:
P(48<x<52) = 0.2881
Step-by-step explanation:
P(48<x<52) = normalcdf(lower,upper,µ,σ) = normalcdf(48,52,48,5) ≈ 0.2881
Therefore, the probability that a data value is between 48 and 52 is 0.2881, or about a 28.81% chance of occurrence.
A newspaper conducted a survey to find out how many high school students play video games. The two-way table below displays the data from the survey. Based on these data in the table, which statement is true? A. There were 2,451 boys surveyed and about 29% of them play video games. B. There were 2,996 girls surveyed, and about 45% of them play video games. C. There were 5,447 students surveyed, and about 54% of them do not play video games. D. There were 2,493 students surveyed, and about 34% of them are girl who do not play video games.
Answer:
c
Step-by-step explanation:
Match the corresponding sides.
Solve the problem.
A teacher is going to assign each student a 3-digit code using the digits 0 through 4. How many codes are possible if no repetitions are allowed?
A.) 60
B.) 125
C.) 24
D.) 64
Answer:
24 codes are possible
Step-by-step explanation:
0 through 4 means we are to select from 0,1, 2 , and 4
That’s a total of 4
The first number has 4 choices, the second 3, the 3rd two and the last 1
The product of the choices are;
4 * 3 * 2 * 1 = 24 codes
Find the sum of the following series 5+10+20+...+40960
Please help I’ll give Brainlyiest
Answer:
40995
Step-by-step explanation:
not sure, your question is not as clear, therefore, rephrase it so i can provide a clearer answer
What is the gradient of the blue line?
The slope or gradient of the blue line from the given graph is -3.3.
The equation of line is shown in the graph.
What is slope or gradient of a line?The slope or gradient of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.
The formula to find the slope of a line is slope or gradient = Rise/Run
From the given graph, the gradient of a line is
Slope = rise/run
= -4/1.2
= -3.3
Hence, the slope or gradient of the blue line from the given graph is -3.3.
To learn more about the slope of a line visit:
https://brainly.com/question/14511992.
#SPJ1
Evaluate the value of x to 1 d.p
Thank you
Answer:
value of x = 2.8
Step-by-step explanation:
By law of cosines,
[tex] {a}^{2} = {b}^{2} + {c}^{2} - 2 \times b \times c \times cos(100) \\ {x}^{2} = {13}^{2} + {10}^{2} - (2 \times 13 \times 10 \times cos100) \\ = 169 + 100 - 260 \times 0.862 \\ = 269 - 260 \times 0.862 \\ = 7.758 \\x = \sqrt{7.758 } \\ = 2.785 \\ = approx \: 2.8[/tex]
can someone please help me :(((((((
Answer:
D
Step-by-step explanation:
Answer:
C) 3
Step-by-step explanation:
combine like terms
=> [tex]x^{2+3}[/tex] × [tex]y^{2+?}[/tex] = [tex]x^{5}y^{5}[/tex]
=> [tex]x^{5} y^{2+?}[/tex] = [tex]x^{5}y^{5}[/tex]
divide [tex]x^{5}[/tex] on both side to eliminate x
=> [tex]y^{2+?}[/tex] = [tex]y^{5}[/tex]
=> [tex]y^{2+3}[/tex] = [tex]y^{5}[/tex]
=> [tex]y^{5}[/tex] = [tex]y^{5}[/tex]
