Solve:
|3x|=9

x= 3
x= 1 and x=-2
x=3 and x=-3
x= 0 and x= 7

Therefore, the combined volume of the two rectangular prisms is 132 cubic units.

2-D enclosed shapes with four sides, four corners, and four right angles are called rectangles. A rectangle has two equal and parallel opposite sides.

To determine the combined volume of the two rectangular prisms shown in the diagram, we need to find the sum of their individual volumes. The volume of a rectangular prism is given by the formula:

Volume = length x width x height

In the diagram, we can see that the first rectangular prism has a length of 5 units, a width of 3 units, and a height of 4 units. The second rectangular prism has a length of 6 units, a width of 4 units, and a height of 3 units.

To find the volume of the first rectangular prism, we can use the formula:

Volume of first prism = length x width x height

Volume of first prism = 5 units x 3 units x 4 units

Volume of first prism = 60 cubic units

To find the volume of the second rectangular prism, we can use the same formula:

Volume of second prism = length x width x height

Volume of second prism = 6 units x 4 units x 3 units

Volume of second prism = 72 cubic units

Finally, to find the combined volume of the two prisms, we just need to add their individual volumes:

Combined volume = Volume of first prism + Volume of second prism

Combined volume = 60 cubic units + 72 cubic units

Combined volume = 132 cubic units

Therefore, the combined volume of the two rectangular prisms is 132 cubic units.

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Aaron running speed is 2 3/4 miles per hour

What is Speed?

Speed is the ratio of distance to the time in which the distance was covered. Speed can be measured as the distance traveled by a body in a given period of time. The SI unit of speed is m/s, km/hr, miles/hr and so on. It is also a measurement of how fast an object is moving through a path.

Where the formula is Speed = Distance/Time

Where Distance covered = 1/8 miles

Time taken = 1/22 of an hour

Speed = (1/8)/(1/22)

Speed = 1/8 *22/1

Speed = 22/8

Speed = 11/4

Spees = 2 3/4 miles per hour

Therefore, Aaron running speed is 2 3/4 miles per hour

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Answer:

x = 20

Step-by-step explanation:

We know that the vertically opposite angles are equal.

Accordingly,

41 = 2x + 1

Subtract 1 from both sides.

41 - 1 = 2x

40 = 2x

Divide both sides by 2.

x = 20

Answer: 2%

Step-by-step explanation:

annual interest rate is based off a year
monthly is based off month
there are 12 months in a year, so to find the monthly interest you just divide the annual interest by 12.

The factored form of the polynomial  f(x) = x³ - 7x² + 9x - 63 is,

(x - 7)(x² + 9).

We know that if x = a is one of the roots of a given polynomial x - a = 0 is a factor of the given polynomial.

To confirm if x - a = 0 is a factor of a polynomial we replace f(x) with f(a) and if the remainder is zero then it is confirmed that x - a = 0 is a factor.

Given, A polynomial f(x) = x³ - 7x² + 9x - 63.

Now, If x = 7 is an x-intercept then one root(cuts the x-axis) is 7 and one factor is (x - 7).

Now, Factoring(long division) f(x) = x³ - 7x² + 9x - 63 by (x - 7) we have,

(x³ - 7x² + 9x - 63) = (x - 7)(x² + 9).

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The correct option c ) m∠5 + m∠2 = m∠3 + m∠2, is the missing statement in step 4.

When a transversal divides two parallel lines, the resulting alternate interior angles are congruent.

Thus,  m∠5 + m∠2 = m∠3 + m∠2, is the missing statement in step 4.

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The answer as a fraction in lowest terms is 4/81, and the denominator is 81.

Probability refers to a possibility that deals with the occurrence of random events.

The probability of all the events occurring need to be 1.

The formula of probability is defined as the ratio of a number of favorable outcomes to the total number of outcomes.

P(E) = Number of favorable outcomes / total number of outcomes

We are given that;

There are 4 green card, 2 red cards, 3 blue cards

Now,

If the first card drawn is red and is replaced before the second draw, then the probability of drawing a red card on the second draw is the same as the probability of drawing a red card on the first draw, which is 2/9 (since there are 2 red cards out of a total of 9 cards).

To find the probability of drawing two red cards, we need to multiply the probability of drawing a red card on the first draw (which we know is 2/9) by the probability of drawing a red card on the second draw, which is also 2/9 (since the first card is replaced).

So the probability of drawing two red cards with replacement is:

(2/9) * (2/9) = 4/81

Therefore, the probability and denominator will be 4/81 and 81.

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Answer:

The answer is 1/25

Step-by-step explanation:

Answer:

i believe its 24500

Step-by-step explanation:

Answer:$0.85

Step-by-step explanation: 4.25/5=0.85

Answer:

Step-by-step explanation:

The 8 is in the hundreds place.

Answer:

The 8 is in the hundreds place.

Step-by-step explanation:

2,000 (Thousands Place)

800 (Hundreds Place)

90 (Tens Place)

4 (Ones Place)

0.0 (Tenths Place)

2,894.0

Answer: (3,-1) = (0,2) (5,-2) = (2,1) (3,-5) = (0,-2) (-5,-5) = (-2,-2)

Step-by-step explanation:

For the value the functions F(x)=G(x) is here no solution.

In mathematics, function is an expression that defines a relationship between one independent variable and another dependent variable.

Given that F(x)= abs(3x+2)-6 =| 3x+2|-6

                 G(x)= 3x-5

for F(x)=G(x)

  |3x+2|-6=3x-5

  3x+2-6=3x-5

    3x-4=3x-5

Hence no solution.

The graph is given below.

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For the value the functions F(x)=G(x) is here no solution.

In mathematics, function is an expression that defines a relationship between one independent variable and another dependent variable.

A function, according to a technical definition, is a relationship between a set of inputs and a set of potential outputs, where each input is connected to precisely one output.

This means that a function f will map an object x to exactly one other object f if the object x is present in the set of inputs (referred to as the domain) (x) among the range of potential outcomes (called the codomain).

Given that F(x)= abs(3x+2)-6 =| 3x+2|-6

                G(x)= 3x-5

for F(x)=G(x)

 |3x+2|-6=3x-5

 3x+2-6=3x-5

   3x-4=3x-5

Hence no solution.

The graph is given below.

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We have a right triangle with sharp angles measuring 30 and 60 degrees, proving the assertion "Triangle with angles A= 30 degrees, B= 60 degrees, C= 90 degrees" to be true.

To assess whether the supplied angles may form a triangle, we can use the knowledge that the total of the angles in a triangle is always 180 degrees. Let's figure up the angles' total:

180 degrees is equal to A + B + C = 30 + 60 + 90.

The supplied angles can definitely form a triangle because the sum of the angles is 180 degrees. We can now utilise the data to identify the kind of triangle.

The angles indicate that a right triangle with a 90-degree angle (angle C) and acute angles of 30 degrees and 60 degrees (angles A and B) exists (angle B).

The measurements of angles A and B are compatible with the available information since the total of the acute angles in a right triangle is always 90 degrees.

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Answer:

A) (5 , 1)

Step-by-step explanation:

The x coordinate goes first, then the y coordinate: (x , y)

In this case, locate Chewy. Chewy is found in the x-coordinate of 5, and a y-coordinate of 1. Therefore, (5 , 1) or A) is your answer.

~

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The answer for the given polynomial function are given below:

Real zero of the polynomial : x= -7

                                           x= 7/2

                                           x= 7

Not a real zero of the polynomial : x= -49

                                                    x= -7/2

                                                    x= 49

It is a function of a single independent variable involving only non - negative integer powers. For example 5x+7.

What is zero of polynomial?

Zero of polynomial  are the points for which the polynomial becomes zero as a whole.

Given polynomial function is P(x)= (2x-7)(x²- 49)

For the zeros of the polynomial we need to take P(x)=0

                      (2x-7)(x² -49)=0

              Either (2x-7)=0 or (x² -49)=0

                   If, 2x-7=0            

                      2x=7

                       x=7/2

         If, x² -49=0

             x² =49

             x=±√49

             x=± 7

Hence, x= -7, 7/2, 7

so the real zeros of the polynomial are -7, 7/2, 7.

rest of the numbers are not the real zeros of the polynomial.

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Answer: 168

Step-by-step explanation:  

Answer:

Refer to pic..........

X = 5 is the other zeros of polynomial.

What is a polynomial, simply put?

Using mathematical operations like addition, subtraction, multiplication, and division, a polynomial is an equation made up of variables, constants, and exponents (No division operation by a variable).  

                                       The different types of polynomial equations are - linear equations, quadratic equations, cubic equations, and biquadratic equations. The equations formed with variables, exponents and coefficients are called as polynomial equations.

   g(x) = x³ - x² - 34x + 70

       x = 5

 g(5) = 5³ - 5² - 34 * 5 + 70

         = 125 - 25 -  170 + 70

          = 195  - 195

          = 0

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The value of the function at x = -10, x = 2, and x = 5 will be 20,201, 17, and 1,226, respectively.

A function is an assertion, concept, or principle that establishes an association between two variables. Functions may be found throughout mathematics and are essential for the development of significant links.

The function is given below.

f(x) = 2x⁴ + x² - 10x + 1

At x = - 10, the value of the function is given as,

f(-10) = 2(-10)⁴ + (-10)² - 10(-10) + 1

f(-10) = 20,201

At x = 2, the value of the function is given as,

f(2) = 2(2)⁴ + (2)² - 10(2) + 1

f(2) = 17

At x = 5, the value of the function is given as,

f(5) = 2(5)⁴ + (5)² - 10(5) + 1

f(5) = 1,226

The value of the function at x = -10, x = 2, and x = 5 will be 20,201, 17, and 1,226, respectively.

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Answer: x> -28/13

Step-by-step explanation:

1.

Simplify the expression

2. Combine multiplied terms into a single fraction

3. Distribute

4. Rearrange terms

5. Combine multiplied terms into a single fraction

6. Multiply by 1

7. Multiply all terms by the same value to eliminate fraction denominators

8. Cancel multiplied terms that are in the denominator

9. Distribute

10. Distribute

negative five-sevenths ( 21 x plus 35 ) < 1/3 ( 9-6 x )

negative 315 x minus 525 is less than negative 42 x plus 63

2

Add

525

to both sides

3

Simplify the expression

4

Add

42 x

to both sides

5

Simplify the expression x> -28/13

Answer: It doesn't really matter

Step-by-step explanation: This is more of an opinion question, but failing math tests doesn't mean you aren't good at math, some people have different reasons why they don't try at math. Math tests don't define how good or bad you really are in math. You can fail a math test and be good at math, but not passing math tests might also create a lot of issues in the careers you're trying to persuade in because math is one of the most useful subjects. If colleges see your math scores and how badly you performed in them, they won't pick you, which is why is always nice to try no matter how easy or hard it is.

Answer:

Step-by-step explanation:

[tex]7 \times 3 + 2 = 23 [/tex]

[tex]2 \times 3 + 2 = 8[/tex]

[tex] \frac{23}{8}[/tex]

so if want to have improper fraction this is the answer but to get proper fraction i am continuing

[8 \div 23 \sqrt[23]{80} to get the correct answer.you can get a mixed fraction too when you multiply 8 how many times you will get 23 8×2=16=2whole number 16 as the numerator and 8 as the denominator

No, -(p « › q) and p «> -q are not logically equivalent.

When two logical assertions have the same truth value for all conceivable truth value assignments to their constituent propositions, the two statements are said to be logically equivalent. In other words, two assertions are comparable logically if and only if all feasible permutations of the truth values of their component propositions are equal.

First, let's rewrite the statements using the standard logical operators of negation, conjunction, and implication:

-(p « › q) is equivalent to ¬(p ∧ ¬q)

p «> -q is equivalent to ¬p → ¬¬q, which simplifies to p → q

Now, we can construct a truth table with columns for p, q, ¬(p ∧ ¬q), and p → q:

p |      q |   ¬(p ∧ ¬q)    |    p → q

--|----------|------------------|-----

T        T          F               T

T        F          T               F

F       T           T               T

F       F           T               T

We can see that the truth values of the two statements are not always the same.

For example, when p is true and q is false, ¬(p ∧ ¬q) is true and p → q is false.

Therefore, -(p « › q) and p «> -q are not logically equivalent.

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Answer:

(1/48)ax

Step-by-step explanation:

We can use the proportion of the lengths of the model and the actual locomotive to determine the scale factor for this similarity transformation.

The model is 18 inches long, which is equivalent to 1.5 feet (since 1 foot = 12 inches). The actual locomotive is 72 feet long. So, the scale factor can be calculated as:

scale factor = actual length / model length

scale factor = 72 feet / 1.5 feet

scale factor = 48

This means that each measurement on the model is 1/48th the size of the corresponding measurement on the actual locomotive. We can express this similarity transformation using the notation x* ax as: x* (1/48)ax

So, if a measurement on the model is x, the corresponding measurement on the actual locomotive would be (1/48)ax.

Answer: To solve the problem, we need to subtract the number of points scored on touchdowns from the total number of points to find out how many points were scored on field goals.

133 points - (number of touchdowns x 7 points per touchdown) = points scored on field goals

We don't know the number of touchdowns, but we can use the fact that each touchdown is worth 7 points to write:

133 points - 7x = points scored on field goals

Now we can divide the points scored on field goals by the value of each field goal to find the number of field goals:

(points scored on field goals) / (3 points per field goal) = number of field goals

Putting it all together:

133 points - 7x = points scored on field goals

(points scored on field goals) / (3 points per field goal) = number of field goals

We need to solve for x, the number of touchdowns. We can start by isolating points scored on field goals:

133 points - 7x = points scored on field goals

points scored on field goals = 133 points - 7x

Now we can substitute this expression into the second equation:

(133 points - 7x) / (3 points per field goal) = number of field goals

Simplifying:

44.33 - 2.33x = number of field goals

Since the number of field goals must be a whole number, we can try different values of x until we find an integer solution. For example, if we assume that the Bobcats scored 16 touchdowns, then:

133 points - 7(16) = 21 points scored on field goals

21 points scored on field goals / 3 points per field goal = 7 field goals

Therefore, the Bobcats kicked 7 field goals.

Step-by-step explanation:

The factors of given expression are (a+b+2) and (a+b+2).

The factorization method uses basic factorization formula to reduce any algebraic or quadratic equation into its simpler form, where the equations are represented as the product of factors instead of expanding the brackets. The factors of any equation can be an integer, a variable, or an algebraic expression itself.

The given expression is (a+b)²+4(a+b)+4.

Here, take x=a+b

Now, x²+4x+4

= x²+2×2×x+4 (Algebraic identity (a+b)²=a²+2ab+b²)

= (x+2)²

= (a+b+2)²

= (a+b+2)(a+b+2)

Therefore, the factors are (a+b+2) and (a+b+2).

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The graph that models the situation is on the image at the end, we can see that she scored 8 2-pointers and 1 3-pointer.

Let's define the variables:

x = number of 2-points that she scored.

y = number of 3-points that she scored.

We know that she scored 19 points, then we have the equation:

2x + 3y = 19

And we also know that she scored a total of9 baskets, so we have other equation:

x + y  =9

Then we have a system of equations:

2x + 3y = 19

x + y = 9

The graph of that system is the graph that models the situation, it is shown at the end of the answer.

There you can see that the solution is (8, 1)

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The missing length the right triangle to the nearest tenth is 8.8 units.

The figure in the image is a right traingle.

To solve for the second leg of the right triangle given the first leg and hypotenuse, we can use the Pythagorean theorem.

It states that the sum of the squares of the two legs is equal to the square of the hypotenuse.

a² + b² = c²

Let's denote the second leg by 'b'. Then we have:

2² + b² = 9³

Simplifying the equation:

4 + b² = 81

Subtracting 4 from both sides:

4 - 4 + b² = 81 - 4

b² = 77

Taking the square root of both sides:

b = √77

b = 8.8 units

Therefore, the second leg of the right triangle is 8.8 unit.

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The solution is,  Chun is correct.

The angle bisector divides the sides of the triangle proportionally. Any proportion that is written should equate ratios of corresponding sides.

here, we have,

Chun's proportion correctly relates the top-side measures to their corresponding bottom-side measures:

 top short : bottom short = top long : bottom long

 5 / 8 = 15 / x

Traci's error is that she mixes top-side and bottom-side measures. Her incorrect relation is ...

 top short : bottom long = bottom short : top long

She has used top:bottom for short measures and bottom:top for long measures. This mixing will give Traci an incorrect solution.

Chun's proportion correctly gives x=24.

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