Pablo is thinking of a number. When he doubles it and then adds 13 the resulting answer is 5.Construct an equation and solve it to determine the number Pablo is thinking of.

Answer:

[tex]x = 5[/tex]

Step-by-step explanation:

Find the side length of the square. The formula is for area is

[tex]a = {s}^{2} [/tex]

So take the square root to find the side length.

[tex] \sqrt{121} = \sqrt{ {s}^{2} } [/tex]

[tex]s = 11[/tex]

Now find the perimeter of the square.

[tex]11 \times 4 = 44[/tex]

setup the equation to solve for x. The left side is the perimeter of the rectangle and the right is the perimeter of the square.

[tex]3x + 3x + x - 2 + x - 2 = 44[/tex]

Collect like terms

[tex]8x - 4 = 44[/tex]

subtract 4 from both side

[tex]8x = 40[/tex]

divide both side by 8

[tex]x = 5[/tex]

I hope the screenshots help, for future references you can you Desmos graphing calculator.

Answer:

9.

[tex]x \geqslant - 14[/tex]

10. x<7

Answer:

37/10

ljjlljlln;knbhkl;;;;;;;;;;;;nj,

Answer:

line 1

Step-by-step explanation:

perpendicular is the opposite so therefore line 1 is the answer

From the given figure, line AB perpendicular to line 1.

We need to check which line is perpendicular to AB.

In elementary geometry, two geometric objects are perpendicular if they intersect at a right angle. The condition of perpendicularity may be represented graphically using the perpendicular symbol, ⟂. It can be defined between two lines, between a line and a plane, and between two planes.

From the given figure we can see that line AB perpendicular to line 1.

The line AB perpendicular to line 1, intersect each other and made an angles 90°.

Therefore, from the given figure, line AB perpendicular to line 1.

To learn more about the perpendicular lines visit:

https://brainly.com/question/18271653.

#SPJ5

Answer:

In a categorical variable, the value is limited and usually based on a particular finite group. For example, a categorical variable can be countries, year, gender, occupation. A continuous variable, however, can take any values, from integer to decimal.

Step-by-step explanation:

HOPE IT HELPS :)

Answer:

7x

Step-by-step explanation:

Answer:

7x

Step-by-step explanation:

4x+3x

4+3=7

add x, same answer of 7x

Answer:

17. first box- 88

second box- 176

18. first box- 9

second box- 5 5/8

Step-by-step explanation:

See photo.

Answer:

move 3 seconds on your x-axis, and find your intersection with you y axis to determine the height h in m.

Am assuming you drew the function...

substitute 3 in the equation

[tex]h=-5({t})^{2} +20t\\ h=-5({3})^{2} +20(3)\\h=60-45=15m[/tex]

Answer:

(-914)×(0.1)×(-28)=2559.2

USCIS Form I-9

USCIS Form I-9:

Under the federal Immigration Reform and Control Act, new employees must present proof that they are legally authorized to work in the United States.

also  your Form I-94 is proof of your work authorization for up to 90 days.

Answer:

sin(-θ) = -0.809

Step-by-step explanation:

To find this, simply perform the operation that is being asked, make theta negative.

If you want to find out what theta is in the first place, do this:

θ = arcsin(0.809)

θ = 54

Then to find sin of negative theta, substitute:

sin(-θ), or, sin(-54)

should equal to:

sin(-θ) = -0.809

Step-by-step explanation:

-9/13 + -6/13

(-9 - 6)/ 13

= -15/13

hope it helps ya

Answer:

39 and 22

Step-by-step explanation:

your adding by 5 so if you continue that you'll get 39

as for the bottom one it's adding by by 3 so if we continue that we'll get 22

Answer:

Mia worked 4/5 of an hour less than Galen.

or

Galen spent 4/5 of an hour more working on the project.

Step-by-step explanation:

First we have to find the LCM (Lowest Common Multiple) of 5 and 3 -

3: 3, 6, 9, 15, 18, 21, 24, 27, 30

5: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50

We can see here, that the lowest common multiple is 15.

Now we need to convert the 2/3 and 4/5 into fractions that are equivalent to something fraction that has the denominator of 15.

2/3x5= 10/15

4/5x3= 12/15

So, now, the hours of work time of both Galen and Mia are having the same denominator, now, we can subtract.

3 10/15 - 2 12/15 = 12/15

Now, we understand that 12/15 was the amount of time Galen worked more than Mai. But, still, there is still more to do.

Suspense......

SIMPLIFY!!!

12/15 both come in 3's multiplication table.

12/15 divided by 3 = 4/5

Now, our final answer simplified is 4/5.

Thank You! Please Mark me Brainliest! Have a great day studying!

Answer:

C. 2,730

Step-by-step explanation:

Answer:

thanks for telling me the answer god bless you

Step-by-step explanation:

Answer:

Step-by-step explanation:

there are several ways. if u have angels use cos or sin therom. if u have a 90 degree angle use The Pythagorean Theorem. send it completely

Answer:

Before one can solve for the width of a rectangle(the value of the area or perimeter must be given and the length)

Using the area

Length = l

Width =w

Area = a

a = l × w ; a = lw

w = a/l

using perimeter(p)

p = 2(l+w)

p/2 = l+w

p/2 - l = w

w = p/2 -l

Answer:

No, but you can graph them by converting to mx+b form

Step-by-step explanation:

The procedure for solving simultaneous linear equations now called Gaussian elimination appears in the ancient Chinese mathematical text Chapter Eight: Rectangular Arrays of The Nine Chapters on the Mathematical Art. Its use is illustrated in eighteen problems, with two to five equations.[4]

Systems of linear equations arose in Europe with the introduction in 1637 by René Descartes of coordinates in geometry. In fact, in this new geometry, now called Cartesian geometry, lines and planes are represented by linear equations, and computing their intersections amounts to solving systems of linear equations.

The first systematic methods for solving linear systems used determinants, first considered by Leibniz in 1693. In 1750, Gabriel Cramer used them for giving explicit solutions of linear systems, now called Cramer's rule. Later, Gauss further described the method of elimination, which was initially listed as an advancement in geodesy.[5]

In 1844 Hermann Grassmann published his "Theory of Extension" which included foundational new topics of what is today called linear algebra. In 1848, James Joseph Sylvester introduced the term matrix, which is Latin for womb.

Linear algebra grew with ideas noted in the complex plane. For instance, two numbers w and z in {\displaystyle \mathbb {C} }\mathbb {C}  have a difference w – z, and the line segments {\displaystyle {\overline {wz}}}{\displaystyle {\overline {wz}}} and {\displaystyle {\overline {0(w-z)}}}{\displaystyle {\overline {0(w-z)}}} are of the same length and direction. The segments are equipollent. The four-dimensional system {\displaystyle \mathbb {H} }\mathbb {H}  of quaternions was started in 1843. The term vector was introduced as v = x i + y j + z k representing a point in space. The quaternion difference p – q also produces a segment equipollent to {\displaystyle {\overline {pq}}.}{\displaystyle {\overline {pq}}.} Other hypercomplex number systems also used the idea of a linear space with a basis.

Arthur Cayley introduced matrix multiplication and the inverse matrix in 1856, making possible the general linear group. The mechanism of group representation became available for describing complex and hypercomplex numbers. Crucially, Cayley used a single letter to denote a matrix, thus treating a matrix as an aggregate object. He also realized the connection between matrices and determinants, and wrote "There would be many things to say about this theory of matrices which should, it seems to me, precede the theory of determinants".[5]

Benjamin Peirce published his Linear Associative Algebra (1872), and his son Charles Sanders Peirce extended the work later.[6]

The telegraph required an explanatory system, and the 1873 publication of A Treatise on Electricity and Magnetism instituted a field theory of forces and required differential geometry for expression. Linear algebra is flat differential geometry and serves in tangent spaces to manifolds. Electromagnetic symmetries of spacetime are expressed by the Lorentz transformations, and much of the history of linear algebra is the history of Lorentz transformations.

The first modern and more precise definition of a vector space was introduced by Peano in 1888;[5] by 1900, a theory of linear transformations of finite-dimensional vector spaces had emerged. Linear algebra took its modern form in the first half of the twentieth century, when many ideas and methods of previous centuries were generalized as abstract algebra. The development of computers led to increased research in efficient algorithms for Gaussian elimination and matrix decompositions, and linear algebra became an essential tool for modelling and simulations.[5]

Vector spaces

Main article: Vector space

Until the 19th century, linear algebra was introduced through systems of linear equations and matrices. In modern mathematics, the presentation through vector spaces is generally preferred, since it is more synthetic, more general (not limited to the finite-dimensional case), and conceptually simpler, although more abstract.

A vector space over a field F (often the field of the real numbers) is a set V equipped with two binary operations satisfying the following axioms. Elements of V are called vectors, and elements of F are called scalars. The first operation, vector addition, takes any two vectors v and w and outputs a third vector v + w. The second operation, scalar multiplication, takes any scalar a and any vector v and outputs a new vector av. The axioms that addition and scalar multiplication must satisfy are the following. (In the list below, u, v and w are arbitrary elements of V, and a and b are arbitrary scalars in the field F.)[7]

Answer:

(negative 2) (4)

Step-by-step explanation:

Because a single step is ( negative 2)

And it's repeated 4 times

Answer:

The product that is modeled below is ( -2 ) * ( 4 ).

Step-by-step explanation:

Hope this helps!

The solution to the system of equations x + 2y = 1  and -3x-2y = 5 is:

x  = -3,  y = 2

The given system of equations:

x  +  2y  =  1............(1)

-3x - 2y  =  5..........(2)

This can be written in matrix form as shown:

[tex]\left[\begin{array}{ccc}1&2\\-3&-2\end{array}\right] \left[\begin{array}{ccc}x\\y\end{array}\right] = \left[\begin{array}{ccc}1\\5\end{array}\right][/tex]

Find the determinant of [tex]\left[\begin{array}{ccc}1&2\\-3&-2\end{array}\right][/tex]

[tex]\triangle = 1(-2) - 2(-3)\\\triangle = -2+6\\\triangle = 4[/tex]

[tex]\triangle_x = \left[\begin{array}{ccc}1&2\\5&-2\end{array}\right]\\\triangle_x = 1(-2)-2(5)\\\triangle_x = -2-10\\\triangle_x =-12[/tex]

[tex]\triangle_y = \left[\begin{array}{ccc}1&1\\-3&5\end{array}\right]\\\triangle_y = 1(5)-1(-3)\\\triangle_y = 5 + 3\\\triangle_y =8[/tex]

[tex]x = \frac{\triangle_x}{\triangle} \\x = \frac{-12}{4} \\x = -3[/tex]

[tex]y = \frac{\triangle_y}{\triangle} \\y = \frac{8}{4} \\y = 2[/tex]

The solution to the system of equations x + 2y = 1  and -3x-2y = 5 is:

x  = -3,  y = 2

Learn more here: https://brainly.com/question/4428059

Answer:

ano pon sabi ng teacher nyo

Step-by-step explanation:

kasi wla nmn explanation

Answer:

3.00x10^8

Step-by-step explanation:

So you want to make sure the number before the x10^ is beween 10 and 0 not including 10 and 0. So 1.00-9.99.

Move the demcil place up in 300,000,000 till your first number is between 1 and 9.99.

Then count how many places you moved it up, in this case 8

Add the amount of times you moved up to the x10^(in this space).

you answer is now 3.00 plus the x10^8

3.00x10^8

Answer:

if x= 3, so it's 32  if x= 2, so it's 7

Step-by-step explanation:

Answer:

D.) 256

Step-by-step explanation:

The first week she made 4 hats, the next week she made 4 times as much which is 16( 4x4=16). The third week she made 64 (16x4=64). The fourth week she made 256 (64x4)

Answer:

256 hats.

Step-by-step explanation:

You can see that every week, the number of hats knitted increases times 4;

1st week: 4 hats knitted.

1st week: 4 hats knitted in total.

2nd week: 4 times as many hats knitted the first week; (4 x 4 = 16).

2nd week: 16 hats knitted in total.

3rd week: 4 times as many hats knitted the second week; (16 x 4 = 64).

3rd week: 64 hats knitted in total.

4th week: 4 times as many hats knitted the third week; (64 x 4 = 256).

4th week: 256 hats knitted in total.

Sorry I'm late but I hope this helps :)

Well, I would take a guess and say 11 because 9 + the 2 other decimal points = 11 im not sure if that's correct if its not... please correct me

Hope this helps :)

Answer:

19,500

Step-by-step explanation:

This is probably a good one.

Answer:

You need to move to move up 3 because the number is positive.

Step-by-step explanation:

If the numerator is positive you move up, if it is negative you move down. For the denominator (the number on the bottom) you move to the right if positive or the left if negative.