Find 2a-3b as a column vector
Answer:
(-9, 14)
Step-by-step explanation:
Let the column vector be represented as a = (3, 4) and b = (5, -2)
2a = 2(3,4)
2a = (6,8)
3b = 3(5, -2)
3b = (15, -6)
Take the difference 2a - 3b
2a - 3b = (6,8) - (15, -6)
2a - 3b = (6-15, 8 -(-6))
2a - 3b = (-9, 14)
Hence the column vector is (-9, 14)
We want to find 2a - 3b as a column vector, we will get:
[tex]2a - 3b = \left[\begin{array}{ccc}-9\\14\end{array}\right][/tex]
So we want to perform a sum (difference actually) of vectors, we have that:
[tex]a = \left[\begin{array}{ccc}3\\4\end{array}\right] \\\\\\b= \left[\begin{array}{ccc}5\\-2\end{array}\right][/tex]
Remember that when we multiply a vector by a scalar, each component gets multiplied by that scalar, so we have:
[tex]2a = \left[\begin{array}{ccc}2*3\\2*4\end{array}\right] = \left[\begin{array}{ccc}6\\8\end{array}\right] \\\\\\3b= \left[\begin{array}{ccc}3*5\\3*-2\end{array}\right] = \left[\begin{array}{ccc}15\\-6\end{array}\right][/tex]
Now we just perform the direct difference:
[tex]2a - 3b = \left[\begin{array}{ccc}6\\8\end{array}\right] - \left[\begin{array}{ccc}15\\-6\end{array}\right] = \left[\begin{array}{ccc}6 - 15\\8 + 6\end{array}\right] = \left[\begin{array}{ccc}-9\\14\end{array}\right][/tex]
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What is the approximate average rate of change for the function f(x)
from x = 3 to x = 6?
12(1.25)
Answer:
b
Step-by-step explanation:
سا
What are the coordinates of A' (A prime) after translating the figure 3 units right and 7 units down?
Please help me!!!!!!!!!!!!!!!!
Answer:
who where when what how?!!?
Step-by-step explanation:
What is the quotient? 2y2-6y-20/4y+12
Answer:
last 4rd
Step-by-step explanation:
What is the answer please help no links I will report
Answer choices
35%
48%
52%
Answer:
Step-by-step explanation:
T-Ball 52% Soccer 48% Basketball 35%
I need help please ????!!!
10. Simplify x + 6 - 3x – 8.
Answer: =-2(x+1)
Step-by-step explanation:
Answer:
-2x-2
Step-by-step explanation:
6-8=-2
x-3x=-2x
1/2 to the power of 3
The ratio of boys to girls in Ms. Gonzalez's class is 3 to 4. There are 12 girls in the class. What is the total number of students in Ms. Gonzalez's class?
Answer:
there are 21 students in her class.
Step-by-step explanation:
Since the 12 girls corresponds to the 4 in the ratio, I multiplied the 3 by three to get the amount of boys. then add the boys to the girls to get 21 students.
Simplify. (Assume all variables represent positive real numbers). Leave answer in radical form.
[tex]\sqrt128a^{6}b^{13}[/tex]
Answer:
[tex]\sqrt{128a^{6}b^{13}} = 8 a^{3} b^{6} \sqrt{2b}[/tex]
Step-by-step explanation:
Given
[tex]\sqrt{128a^{6}b^{13}}[/tex]
Required
Solve
[tex]\sqrt{128a^{6}b^{13}}[/tex]
The expression can be split to:
[tex]\sqrt{128a^{6}b^{13}} = \sqrt{128} * \sqrt{a^{6}} * \sqrt{b^{13}}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = \sqrt{64 * 2} * \sqrt{a^{6}} * \sqrt{b^{13}}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = \sqrt{64} * \sqrt{2} * \sqrt{a^{6}} * \sqrt{b^{13}}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = \sqrt{64} * \sqrt{2} * \sqrt{a^{6}} * \sqrt{b^{12 + 1}}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = \sqrt{64} * \sqrt{2} * \sqrt{a^{6}} * \sqrt{b^{12}} * \sqrt{b}[/tex]
So, we have:
[tex]\sqrt{128a^{6}b^{13}} = 8 * \sqrt{2} * a^{6/2} * b^{12/2} * \sqrt{b}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = 8 * \sqrt{2} * a^{3} * b^{6} * \sqrt{b}[/tex]
Rewrite as:
[tex]\sqrt{128a^{6}b^{13}} = 8 * a^{3} * b^{6}* \sqrt{2} * \sqrt{b}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = 8 a^{3} b^{6}* \sqrt{2b}[/tex]
[tex]\sqrt{128a^{6}b^{13}} = 8 a^{3} b^{6} \sqrt{2b}[/tex]
what does m EB equal? please show your work
What is the simplified form?
Answer:
A fraction is in simplest form when the top and bottom cannot be any smaller, while still being whole numbers.
Step-by-step explanation:
plzzzz help meeeeeeeeeeee
what does this : mean in math for 6th grade
Answer:
Average
Step-by-step explanation:
Mean is the average of a set of numbers that you are given.
To get the mean you need to add up all the numbers and divide that total number by the amount of numbers you had.
Part A: Write an algebraic expression for 8 more than 5 times a number. (5 points)
Part B: Write a verbal expression for 4(n + 6). (5 points)
The algebraic expression for [tex]8[/tex] more than [tex]5[/tex] times a number will be [tex](8+5x)[/tex] and the verbal expression for [tex]4(n + 6)[/tex] will be four times the sum of a number and six.
What is expression ?Expressions is a finite combination of symbols that is well-formed according to rules that depend on the context.
Part A ;We have,
[tex]8[/tex] more than [tex]5[/tex] times a number
Now,
Let a number [tex]=x[/tex]
So,
According to the question,
We get, [tex](8+5x)[/tex]
So, this is the algebraic expression .
Part B ;We have,
[tex]4(n + 6)[/tex]
So,
According to the question,
[tex]4(n + 6)[/tex] will be written as four times the sum of a number and six.
So, this is the verbal expression .
Hence, we can say that the algebraic expression for [tex]8[/tex] more than [tex]5[/tex] times a number will be [tex](8+5x)[/tex] and the verbal expression for [tex]4(n + 6)[/tex] will be four times the sum of a number and six.
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Solve by elimination 4x - 4y = 8 -9x + 8y = -16
If ∠X and ∠Z are complementary, and the measure of ∠Z is 45°, what is the measure of ∠X?
Answer:
The measure of ∠X is 45°.
Step-by-step explanation:
Complementary angles are two angles that have a sum of 90°.
I subtracted 45 from 90 (90-45) and got 45°.
On a coordinate plane, line A is the y-axis, line d is the x-axis, point C is at (0, 0), and point B is a quadrant.
Use the drop-down menus to identify the parts of the coordinate plane.
Line A is the .
Region B is .
Point C is the .
Line D is the .
Answer:
Line A is the
✔ y-axis
Region B is
✔ a quadrant
Point C is the
✔ origin
Line D is the
✔ x-axis
Step-by-step explanation: Did it on Edgen
Answer:
its line d
Step-by-step explanation:
I did the test
Did I do this right? if I didn't get it right can you help me? Thank you!
9514 1404 393
Answer:
work shown is incorrect
Step-by-step explanation:
An equal sign is a sacred symbol. It needs to be treated with respect. The equal sign can only be used legitimately when the expression on one side is actually equal to the expression on the other side.
Here, you seem to have ...
16 -7 = 11 . . . . . FALSE
9 ≠ 11 . . . . . . . . why the equal sign should not be used
So, the inequality you're trying to solve depends on which of the "equal" values you intend.
7 + x < 16 - 7
Subtracting 7 from both sides gives ...
x < 2
This graphs as an open circle at x=2 and shading of the number line to the left from there. See the attachment for the graph.
__
7 + x < 11
Subtracting 7 from both sides gives ...
x < 4
This graphs as an open circle at x=4 and shading of the number line to the left from there. The graph is similar to the one attached, but has the point at x=4 instead of x=2.
__
Your solution
Somehow you have concluded that x < 11. If that is correct, and you want to graph that, you need to draw an open circle at x=11 (not x=12), and shade the number line to the left from that point. A solid dot at x=12 and a line left of that does not represent the inequality x < 11.
A solid dot is used only for the "or equal to" case. You have graphed x ≤ 12.
Will give brainliest for correct answer
Answer:
The first picture on the second page
Step-by-step explanation:
The first picture on the second page would be the answer because it gives exactly one input for each output. It also passes the vertical line test because no point throughout the line creates a vertical line.
Find the value of each variable
HELPP
Answer:
10. y=102,
11. x=103
12. x=145
Step-by-step explanation:
10.) 120+85+53+y=360
y+258=360
y=102,
11.) 117+100+105+115+x=540
x+437=540
x=103,
12.) 129+116+120+125+135+130+x=900
755+x=900
x=145
Answer:
10.) 102 11.) 103 12.) 145
Step-by-step explanation:
I am assuming you need help on all three questions.
10.) This shape, a trapezoid, has 4 angles. Therefore these angles are going to all add up to 360 degrees.
To solve... 360 - 120 - 85 - 53 = 102
OR...
120 + 85 + 53 = 258 then... 360 - 258 = 102
11.)This shape, a pentagon, has 5 angles. Therefore these angles are going to all add up to 540 degrees.
To solve... 540 - 117 - 100 - 105 - 115 = 103
OR...
117 + 100 + 105 + 115 = 437 then 540 - 437 = 103
12.)This shape, a heptagon, has 7 angles. Therefore these angles are going to all add up to 900 degrees.
To solve... 900 - 116 - 120 - 129 - 130 - 135 - 125 = 145
OR...
116 + 120 + 129 + 130 + 135 + 125 = then... 900 - 755 = 145
I NEED THIS ANSWER ASAP
In this Truss Bridge, parallelograms QRST and WXYZ are congruent. If ST=32 ft, what is ST?
Answer:
don't click the link the bot put it's a bad link btw
Answer: 32ft
Step-by-step explanation:
got it right
Help me please!!!!!!!
Answer:
48%
Step-by-step explanation:
25 total students, 12 got either 0-4 or 5-9, 12/25 as a percent is 48 percent. Hope this helped! Good luck!
I will give Brainliest
Answer:
It does not absorb moisture, but does absorb oil; this quality makes polyester the perfect fabric for the application of water-, soil-, and fire-resistant finishes. Its low absorbency also makes it naturally resistant to stains.
Step-by-step explanation:
I cant see the question's very well so ^
Answer:
2nd one
Step-by-step explanation:
Polyester is what a call hydrophobic meaning it doesn’t absorb water. Even after washing it it’ll repel the clean water making still dirty.
Evaluate the expression when a = 6 and x = -3.
-a+7x
ANSWER THE QUESTION FOR BRAINLIEST
Answer:
not a straight line
Step-by-step explanation:
Linear has the word "line" in it. A linear relation has a graph shaped like a straight line.
Nonlinear means "not like a straight line".
Answer: not a straight line
Kelly jarred 30 liters of jam after 8 days. What is the unit rate? Pleasee help
Answer:
3.75 liters a day
Step-by-step explanation:
The perimeter of a playing field for a certain sport is 174 ft. The field is a rectangle, and the length is 45 ft longer than the width Find the dimensions.
The width of the playing field is 20 ft.
(Type an integer or a decimal.)
Answer:
21 ft by 66 ft
Step-by-step explanation:
From the question,
P = 2(L+W)............... Equation 1
Where P = Perimeter of the playing Field, L = Length of the playing Field, W = width of the playing Field.
If the Length of the Field is 45 ft longer than the width,
L = 45+W............ Equation 2
Substitute Equation 2 into equation 1
P = 2(45+W+W)
P = 90+4W............. Equation 3
Given: P = 174 ft.
Substitute into equation 3
174 = 90+4W
4W = 174-90
4W = 84
W = 84/4
W = 21 ft.
Substituting the value of W into equation 2
L = 45+21
L = 66 ft.
Hence the dimensions of the playing field is 21 ft by 66 ft
I need help with angles
Answer:
1. ∠CFD = 28°
2. ∠RPQ = 53°
Step-by-step explanation:
For the first one:
∠CFD and ∠DFE are angles on a straight line
Angles on a straight line add up to equal 180
That being said we can find the missing angle (∠CFD) by subtracting the given angle measure (152°) from 180
so ∠CFD = 180 - 152
180 - 152 = 28
Hence, ∠CFD = 28°
For the second one:
Complementary angles have a sum of 90°
If ∠RPQ and ∠SPR are complementary angles we can find the missing angle ( ∠RPQ in this case ) by subtract the given angle measure ( 37° ) from 90
so ∠RPQ = 90 - 37
90 - 37 = 53
Hence , ∠RPQ = 53°