Which of the following is a correct interpretation of the expression

Answer:

( z - 5 ) ( z - 5 )

Step-by-step explanation:

z² − 10z + 25

= z² − 5z - 5z + 25

= z ( z - 5 ) - 5 ( z - 5 )

= ( z - 5 ) ( z - 5 )

Answer:

hey. could you post a pic of the table you completed so we could help you find the rule

Answer and Step-by-step explanation:

To solve, simply plug 6 in for m in the equation.

C(6) = 50(6) + 79.50

6 times 50 is 300.

300 + 79.50 = 379.50 = C(6)

The answer is 379.5

(Looking at the question again, I don't think what I said is what it is asking for, soo)

The slope of the function given represents the amount that needs to be paid every month. The y-intercept (79.50) represents the initial cost (starting amount) for paying the membership.

#teamtrees #PAW (Plant And Water)

Answer:

11.09 years

Step-by-step explanation:

Given data

Principal P= $10200

Rate= 6.25%

Double the principal A = $20,400

The expression for the time taken is

t= ln(A/P)/r

t= ln(20400/10200)/0.0625

t= ln(2)/0.0625

t= 0.69314/0.0625

t= 11.09024 years

Hence the number of years is 11.09 years

Answer:

15 kilometers

Step-by-step explanation:

So we know:

For 4 days she runs 1500 meters each day.

For 3 days she runs 3 kilometers each day.

First off, lets convert 1500 meters into kilometers.

There are 1000 meters in a kilometer, so pluggin in 1500 meters:

1500/1000 = 1.5

So for 4 days she runs 1.5 kilometers each day.

Now, to find the total kilometers, we must find multiply the 1.5 kilometers by the 4 days, the 3 kilometers by the 3 days, then add those two together.

So lets do this:

1.5*4 = 6

So she ran 6 kilometers in the first 4 days.

Next we have:

3*3 = 9

So she ran 9 kilometers in the last 3 days.

Now finally add them together:

6 + 9 = 15

So she ran a total of 15 kilometers.

Hope this helps!

Step-by-step explanation:

5x-10+3-3x

5x-3x-10+3

2x-7

hope it helps

Answer:

2x-7

Step-by-step explanation:

See image below:)

Step-by-step explanation:

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Elena Makarova1*, Belinda Aeschlimann2 and Walter Herzog3

1Institute for Educational Sciences, University of Basel, Basel, Switzerland

2Swiss Federal Institute for Vocational Education and Training SFIVET, Bern, Switzerland

3Institute of Educational Science, University of Bern, Bern, Switzerland

Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects—chemistry, mathematics, and physics—on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

Answer:

28.12

Step-by-step explanation:

No Need To Explain, Just Multiply.

Answer:

28.12

Step-by-step explanation:

a=bh

Answer:

yes.

traingle ABC is a right angled triangle because angle BÁC is a right angle.

Answer:

I believe it's Algebra because it contains variables and equations where you have to do what you just described in your question.

Hope I helped, have a nice day :)

Answer:

I believe it is A

Step-by-step explanation:

I dont quite remember the formula, but I belive that 30 would be correct because if im remembering correctly the formulas are "a + b = c" and "c - (a/b) = (a/b)

a/b = a or b, depending what they give you

Answer:

45°

Step-by-step explanation:

This is a isosceles triangle and also a right triangle, so it means it have an 90° ingernal angle and the other two internal angles have the same value. Remember that the sum of the internal angles of a triangle is always 180°, so:

180° -90° = 90°

90°/2 = 45°

Answer:

x° = 64°

Explaination:

This is a right angled triangle so one of the angle is 90°.

So, x° + 90° = 154° (Exterior angle property)

x° = 154° - 90° = 64°

Therefore x° = 64°

Answer: [tex]4\dfrac{1}{8}\ \text{bags}[/tex]

Step-by-step explanation:

Given

Jasper lawn is three-fourth of an acre

1 acre of land requires [tex]5\frac{1}{2}[/tex] bags

convert mixed numeral to fraction

[tex]\Rightarrow 5\dfrac{1}{2}=\dfrac{11}{2}[/tex]

[tex]\therefore 1\ \text{acre}\equiv\dfrac{11}{2}\ \text{bags}\\\\\Rightarrow \dfrac{3}{4}\ \text{acre}\equiv \dfrac{11}{2}\times \dfrac{3}{4}=\dfrac{33}{8}\ \text{bags}[/tex]

[tex]\Rightarrow \dfrac{33}{8}\ \text{bags}=4\dfrac{1}{8}\ \text{bags}[/tex]

Answer:

Actually,I don't understand the que but I will try.

Step-by-step explanation:

Supplementry it means the pair of angle that sum if 180° similarly, complimentry angle sum is 90°

Answer:

A: Complementary, Missing angle -29

E: Complementary, Missing angle -39

J: Complementary, Missing angle - 52

last one: Complementary, Missing angle -66

Hope this helps!

Hey there!

[tex]\mathsf{\dfrac{3^4}{14-5}\times2}[/tex]

[tex]\mathsf{3^4}[/tex]

[tex]\mathsf{= 3 \times 3 \times3 \times3}[/tex]

[tex]\mathsf {= 9\times9}[/tex]

[tex]\mathsf{= \bf 81}[/tex]

[tex]\mathsf{14 - 5}[/tex]

[tex]\mathsf{= \bf 9}[/tex]

[tex]\mathsf{\dfrac{81}{9}\times2}[/tex]

[tex]\mathsf{\dfrac{18}{9}}\\\\\mathsf{= 81\div9}[/tex]

[tex]\mathsf{\bf = 9}[/tex]

[tex]\mathsf{9\times2}[/tex]

[tex]\mathsf{= \bf 18}[/tex]

[tex]\boxed{\boxed{\huge\textsf{Answer: \bf18}}}\huge\checkmark[/tex]

[tex]\large\textsf{Good luck on your assignment and enjoy day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer: if solving for x....

x= 6

Step-by-step explanation:

2x-5=7

2x-5+5=7+5

2x-5+5=7+5

2x/2= 12/2

x= 6

Answer:

-10=7 (If your evaluating the expression.

Step-by-step explanation:

Answer:

48

Step-by-step explanation:

Answer:

48 un²

Step-by-step explanation:

1/2 ( base x height)

1/2( 12 x 8 )

1/2( 96 )

48

If my answer is incorrect, pls correct me!

If you like my answer and explanation, mark me as brainliest!

-Chetan K

Answer: It's B. 44.93

Step-by-step explanation:

I figured it out the hard way so you don't have to

Answer:

C.44.93

Step-by-step explanation:

I learned about it in math.

Answer:

-3,2 is the answer

Step-by-step explanation:

hope you like it

Answer:

28 white strands 20 blue strands and 32 Red strands

Answer:

1

2

=

−

9

\frac{1}{2}x=-9

21x=−9

1

2

=

−

9

Answer:

Step-by-step explanation:

I'm assuming that you are solving for x, since there's nothing else you can do with this mathematically.

[tex]\frac{1}{2}x=-9[/tex] and the goal is to get the x all alone. So we have to lose the fraction. Do that by multiplying by the reciprocal of 1/2 which is 2/1 (a reciprocal is just a fraction flipped upside down). BUT...because this is an equation, what you do to the left side has to be done to the right side too. Like this:

[tex](\frac{2}{1})\frac{1}{2}x=\frac{-9}{1}(\frac{2}{1})[/tex]

On the left, everything cancels out but the x (which is why we do this), and on the right we multiply straight across the top and straight across the bottom to get

[tex]x=\frac{-18}{1}[/tex] which is

x = -18

Answer:

-6x^2 +4x+3

Step-by-step explanation:

See image below:)

Answer:

There are 4 negative integers between -5 and 2

Answer:

D. 7s

Step-by-step explanation:

h(t) = height off the ground

We know the height of the ball at the point when it hits the ground will be 0, so we set h(t) = 0:

h(t) = -16(t - 7)(t + 2) = 0

In order for this to be true, either:

"t - 7 = 0" or "t + 2 = 0"

We can solve these to get the times at which the ball will hit the ground, which gives:

t = 7 or t = -2

-2s is not a logical time because the ball can't hit the ground before it is thrown so this solution is not relevant;

7s therefore is the correct solution

Answer:

1051 or..

10.51

Step-by-step explanation:

Since 33=30 and 0.1081 is supposed to be as a percentage since its already a  decimal you could just round it and make it into a fraction then once you get the answer to the fraction it would either be 1081 since 0.1081 as a fraction is 1081/10000 or you could make into 10.81 as a decimal but after that you subtract "30 - 1,081" or 10.81 -30" either one of them and each of those numbers would give you the same exact number. Answer: 1051 or as a decimal 10.51

Answer:

The correct answer 6.4 on PLATO edmentum

Step-by-step explanation:

I did the test

Answer:

9

Step-by-step explanation:

93808.57316 rounded to the nearest ten thousand is 90000

Answer:

9

Step-by-step explanation: