can someone help me it is math

Answer:

1. S

2. G

3. I

4. O

5. P

6. D

7. C

8. F

9. J

10. Q

11. E

12. K

13. R

14. A

15. B

16. N

17. M

18. L

19. H

Step-by-step explanation:

4. O

→ 3 is a coefficient of 3x

5. P

→ 3 is a common factor in the expression 3x+9

6. D

→example of a constant term is 1,3,10

7. C

→ [tex]cosx=\frac{adjacent}{hypotenuse} =\frac{A}{H}[/tex]

8. F

→[tex]x^{2} -4[/tex] will be factorised as (x-2)(x+2)

9. J

→ example of an expression is [tex]2x+9[/tex]

10. Q

→ factors of 3 are 3×1.

11. E

→ example of factoring is [tex](x+2)(3x+4)[/tex]

12. K

→ example of a factored completely is [tex]2x(x+y)[/tex]

14. A

→example of a polynomial is [tex]3yx^{3} +xy^{2} -2x+9[/tex].

15. B

→ example of a quadratic expression is [tex]x^{2} +6x-9[/tex].

17. M

→ [tex]sinx=\frac{opposite}{hypotenuse} =\frac{O}{H}[/tex]

18. L

→ [tex]tanx=\frac{opposite}{adjacent} =\frac{O}{A}[/tex]

19. H

→ example of a term is 2x,3,40

Answer:

53

Step-by-step explanation:

so first sutract the large angle from 360:

360 - 213 = 147

then subtract the other large known angle:

147 - 107 = 40

now we know the x - 13 = 40 so to find x we just have to add 13:

40 + 13 = 53

Answer:

a

The  student does have enough evidence to refute the college claim

b

The null hypothesis is [tex]H_o : \mu \le 32[/tex]

The alternative hypothesis is [tex]H_a : \mu > 32[/tex]

Step-by-step explanation:

From the question we are told that

The average class size is [tex]\mu = 32[/tex]

The sample size is [tex]n = 40[/tex]

The sample mean is [tex]\= x = 34.8[/tex]

The standard deviation is [tex]\siigma = 99[/tex]

The significance level is [tex]\alpha = 0.10[/tex]

The null hypothesis is [tex]H_o : \mu \le 32[/tex]

The alternative hypothesis is [tex]H_a : \mu > 32[/tex]

Generally the test statistics is mathematically represented as

[tex]z =\frac{\= x - \mu}{ \frac{\sigma }{\sqrt{n} } }[/tex]

=> [tex]z = \frac{34.8 - 32}{ \frac{99 }{\sqrt{99} } }[/tex]

=> [tex]z = 0.1789 [/tex]

Generally the p-value is mathematically represented as

[tex]p- value = P (Z > 0.1789)[/tex]

From the z- table

[tex] P (Z > 0.1789) =0.42901 [/tex]

So

[tex]p- value = 0.42901 [/tex]

So from the calculation we can see that [tex]p- value > \alpha[/tex] so we fail to reject the null hypothesis

This means that the student does not have enough evidence to refute the college claim

Answer:

distance is 5

midpoint is (1/2,-2)

Step-by-step explanation:

Answer:

you can make 10 servings

Step-by-step explanation:

Answer:

648

Step-by-step explanation:

9 times 27

Answer:

$8.

Step-by-step explanation:

72 divided by 9

hope this helped </3

Answer:

nejkbfjlsldfbzjhghbgjlfdbgjsb

Step-by-step explanation:

fjkngsdngjkngsknjb.kxnb vncx gbjfx,cnm cfjgjg.kfdontjdgklbvj.bzexpectbdfjskbhsljhelpdsfjlzbjbdzjwhen ndsjbdjzsbfzjsyouncsjdlafbjlcant njdfslabgahelpvmxnzkznf,anyonenjsdflfnSLelsendjzlknjidiotnjdflzngjlznloser fdsalfhjlzgbdhjlzfbglj

Answer:

2 to the power of 3 is 8 so

8 + 4.8 = 12.8

Step-by-step explanation:

Answer:

it's true 0 divided by 2 is 0 and 2 divided by 0 is still 0

Answer:

(x+4)⋅(2x−7)

Step-by-step explanation:

Combine the like terms.

Complete Question

The complete question is shown on the first uploaded image

Answer:

The line is [tex]y = -4 x[/tex]

Step-by-step explanation:

From the question we are told that

The line is [tex]y = \frac{1}{4} x + 8[/tex]

The point is P(0,0 )

Generally the equation for a line is [tex]yn = mx + c[/tex]

Now comparing this with the given equation we see that

[tex]m =\frac{1}{4} = slope[/tex]

[tex]C =8 = intercept [/tex]

Generally the slope of the perpendicular to the given line is mathematically evaluated as

[tex]m_1 = - \frac{1}{m}[/tex]

=> [tex]m_1 = - \frac{1}{ \frac{1}{4}}[/tex]

=> [tex]m_1 = -4 [/tex]

Generally from the univesal equation of a line and the given point we have that

y = mx + c at p(0,0) and [tex]m_1 = -4[/tex] is

0 = -4 (0 ) + c

=> c = 0

Hence the equation perpendicular to the line given at the point given is

[tex]y = -4 x[/tex]

Answer:

60 pages per day.

Step-by-step explanation:

300 ÷ 5 = 60.

Answer:

11.06

Step-by-step explanation:

55.30/5 Separate the decimals and whole numbers and divide both by 5

55/5=11 and 0.30/5=0.06

11+0.06=11.06

Answer:

11.06

Step-by-step explanation:

Answer:

6 times 6 = 12 + 4 times 4 = 16 so 12 + 16 =28

Step-by-step explanation:

Answer:

X= (-40, 0)

Y= ( 0, 15

Step-by-step explanation:

Goodluck :)

Answer: 1:3:4:2

Step-by-step explanation: Cause it is :D

<!>BRAINLIEST APPERICATED<!>

Answer:

0.2miles at 12minutes

Step 1:

[tex]25+10x+x^2[/tex]

Let's split split 10x to factorise

Step 2:

[tex] = 25 + 5x + 5x + {x}^{2} [/tex]

Step 3:

[tex] = 5(5 + x) + x(5 + x)[/tex]

Step 4:

[tex] \green{= (5 + x)(5 + x)✓}[/tex]

Best regards!

★Dull Star★

Answer:

(x+5)(x+5)

Step-by-step explanation:

Let's arrange it in a proper manner first of all.

Step: Spilt 10x in order to factorize it.

x² + 10x + 25

0r, x² + 5x + 5x + 25

Step: Make two pairs from equation

x² + 5x + 5x + 25

0r, x(x+5) + 5(x+5)

Step: Take common thing from the given equation

x(x+5) + 5(x+5)

0r, (x+5)(x+5)

Hence, (x+5) and (x+5) are the factor for the given equation.

Step-by-step explanation:

Ur qsn is so confusing can you plz rewrite it

Answer:

13.7

Step-by-step explanation:

All you need to do is divide by 2, hope this helped!

Answer:

QM = 13.7

Step-by-step explanation:

Step 1:

QP ÷ M = QM      Def. of ∠ bisector

Step 2:

27.4 ÷ 2      Input Values

Answer:

13.7      Divide

Hope This Helps :)

Answer:

A.$12

B.$4.5

C.4.5$ per game + 12$

Step-by-step explanation:

It shows the first payment being 12$ so A is 12$

then it goes up to 16.5$ so

16.5-12= 4.5$

So 4.5$ per game.

C. 4.5$ per game + 12$

Answer:

Bernard ate a little less than Two-thirds of the pizza.

Step-by-step explanation:

i took the test

Answer:

c 2/3

Step-by-step explanation:Bernard ate part of a small pizza. He started with StartFraction 11 Over 12 EndFraction of a pizza but only ate Two-thirds of it. Which is the best estimate of the amount Bernard ate?as u can see it said HOW many did he eat he ate 2/3 of it your welcome friend!

Answer:

9.6

Step-by-step explanation:

60 pounds of pressure is needed to break a 5-foot-long board,

In mathematics, multiplication is a method of finding the product of two or more numbers. It is one of the basic arithmetic operations, that we use in everyday life.

here, we have,

Richard uses 24 pounds of pressure to break a 2-foot-long board.

How many pounds of pressure is needed to break a 5-foot-long board,

we have to find.

i.e. 24/2 * 5

   =12*5

  =60

hence, 60 pounds of pressure is needed to break a 5-foot-long board,

To learn more on multiplication click:

brainly.com/question/5992872

#SPJ2

Answer:

2 + 6i

Step-by-step explanation:

It’s the same numbers with an opposite sign

The conjugate of 2 – 6i is 2 + 6i and the modulus is [tex]\sqrt{40}[/tex]

The conjugate of a complex number a + bi is a - bi. The conjugate is gotten by changing the sign of the imaginary part of the complex number.

The modulus of a complex number a + bi is:

|a + bi| = [tex]\sqrt{a^2+b^2}[/tex]

The conjugate and modulus of 2 – 6i is:

Conjugate of 2 - 6i = 2 + 6i

|2 - 6i| = [tex]\sqrt{2^2+(-6)^2}=\sqrt{40}[/tex]

The conjugate of 2 – 6i is 2 + 6i and the modulus is [tex]\sqrt{40}[/tex]

Find out more at: https://brainly.com/question/18392150

Answer:

1 19/30

Step-by-step explanation:

Just multiply and cross simplify

7/9 x 21/10

9 and 21 can be simplified to 3/7

7/3 x 7/10

Multiply from left to right

49/30

1 19/30

Answer: 1.63333333333

7/9 = 0.77777777777

(7/9) * 21 = 16.3333333333

((7/9) * 21)/10 = 1.63333333333

Complete Question

1. (12 points) The tennis team at Taft High School has 8 players, and the tennis team at McKinley High School has 7 players. Rebecca is on the team at Taft, and her sister Leah is on the team at McKinley. The two teams are going to play a tournament with 4 rounds. In each round, one player from Taft will play a match against one player from McKinley. Each player can play in at most one match. A schedule for the tournament consists of an ordered list of the names of the players from each school who will play in each of the four rounds. The schedule does not include the results of each match.

(a) How many schedules are there?

(b) How many schedules include neither sister?

Answer:

a

   [tex]N  =  1,411,200[/tex]

b

  [tex]M  =  302, 400[/tex]

Step-by-step explanation:

From the question we are told that

   The  number of players in Taft High School is t =  8

    The  number of players in McKinley High School  is k = 7

   The number of rounds is  n  =  4

   The highest number of match each player can play is  w =  1

Generally the total number of schedules is  

      [tex]N  = ^tP_4 * ^k P_4[/tex]

      [tex]N  = ^8P_4 * ^7 P_4[/tex]

=>   [tex]N  =  \frac{8!}{(8-4)!} * \frac{7!}{(7-4)!}[/tex]

=>   [tex]N  =  \frac{8!}{4!} * \frac{7!}{3!}[/tex]

=>  [tex]N  =  \frac{8*7 *6*5*4*3*2*1}{4*3*2*1} * \frac{7*6*5*4*3*2*1}{3*2*1}[/tex]

=>  [tex]N  =  1,411,200[/tex]

Generally the  number of schedules that include neither of the sisters is  mathematically represented as

        [tex]M= \ ^{t-1}P_4 *\ ^ {k-1} P_4[/tex]

        [tex]M= \ ^{8-1}P_4 *\ ^ {7-1} P_4[/tex]

=>    [tex]M= \ ^{7}P_4 *\ ^ {6} P_4[/tex]

=>     [tex]M  =  \frac{7!}{(7-4)!} * \frac{6!}{(6-4)!}[/tex]

=>     [tex]M  =  \frac{7!}{3!} * \frac{6!}{2!}[/tex]

=>     [tex]M  =  \frac{7 *6*5*4*3*2*1}{3*2*1} * \frac{6*5*4*3*2*1}{2*1}[/tex]

=>      [tex]M  =  302, 400[/tex]

Answer:

3 7/12

Step-by-step explanation:

Answer:

n = 2

Step-by-step explanation:

[tex]n + 11 = 13[/tex]

Subtract 11 from both sides to isolate n.

[tex]n + 11 - 11 = 13 - 11[/tex]

[tex]n = 2[/tex]