Answer:
2.8
Step-by-step explanation:
If u divide 14 into 5, you get a decimal, 2.8.
2.8
simply asking for the answer to 14 divided by 5 it is 2.8
(if anything further is required i’ll try my best to help! )
5 x (-4)-((-6)-7)
(The X means to multiply)
Answer:
[tex] - 62[/tex]
Step-by-step explanation:
[tex]5 \times ( - 4) - (( - 6) - 7) \\ = - 20 - 42 \\ = - 62[/tex]
Hope it is helpful.....What is the factored form of this expression x^3+3x^2-6x-18
Answer:
(x + 3) (x^2 - 6)
Step-by-step explanation:
Factor the following:
x^3 + 3 x^2 - 6 x - 18
Factor terms by grouping. x^3 + 3 x^2 - 6 x - 18 = (x^3 + 3 x^2) + (-6 x - 18) = x^2 (x + 3) - 6 (x + 3):
x^2 (x + 3) - 6 (x + 3)
Factor x + 3 from x^2 (x + 3) - 6 (x + 3):
Answer: (x + 3) (x^2 - 6)
Brier has 2 hours to finish a slide presentation. It takes him 1/6 hours to create each slide. How many slides can he creat in 2 hours?
Answer:
12 slides
Step-by-step explanation:
If he can make 6 slides in each hour, and he has 2 hours, take 6x2=12 because there are 2 hours.
1/5 part of pole is inside the mud, 2/3 part is inside the water and the remaining length of 10m is above the surface of the water. Find the length of the pole .
Answer:
75m
Step-by-step explanation:
let X be the length of the pole1/5 of the pole is in water so =1/5X2/3 of the pole is in mud= 2/3X10m is above the polelength of the pole (X)= length of pole in mud+length of pole in water+length of pole in airX(m)=1/5X+ 2/3X+10X- 13/15X=102X= 10x15X=75mGive the geometric representation of 2x+ 1= x-4 as an equation in (a) one variable (b) two variables
please help
Answer:
Step-by-step explanation:
2x+1=x-4
2x-x= -4-1
1x=-5
x=-5[tex]\frac{1}{3} (21y + 39) = -36[/tex]
1/3(21y+39)=-26 can be simplified into
7y +13 = -26
Next, subtract 13 from both sides
7y= -39
Now divide both sides by 7
Your answer is y=-39/7
Answer:
y = -7
Step-by-step explanation:
1/3 (21y+39) = -36
Distribute
7y +13 = -36
Subtract 13 from each side
7y+13-13 = -36-13
7y = -49
Divide each side by 7
7y/7 = -49/7
y = -7
calculate the mean of the set of boys and girls below:
boys 21, 18, 20, 16, 16, 22, 28, 24, 26
girls 13, 16, 15, 14, 15, 19, 22, 26, 12
A-boys: 21.22 girls: 16.89
b-boys, 21 girls, 15
c-boys 18.5 girls 17
d-boys 18.5 girls 15
Answer:
Boys: 21.22 Girls: 16.89
Answer: A
Step-by-step explanation:
Add all the data points and divide it by the number of the data points.
Determine whether each pair of segments is congruent.
Plz can someone help me
Answer:
23. Congruent
24. Not congruent
Step-by-step explanation:
23. KJ and HL:
Since the side lengths are both 4 in, these segments are congruent.
24. EH and FG:
Since the side lengths are different numbers (0.45 cm and 0.5 cm), these segments are not congruent.
Y is between X and Z. T is
between Y and Z. If XZ = 90, YT = 22, and XY = TZ, what is XT?
(step-by-step pls)
Sarah counted the number of tiles at each step and made a table. She explained that the
number of tiles in each figure was always 3 times the step number minus 2.
Create an equation that fits Sarah's way of seeing the relationship.
PLS HELP DUE IN 10 min!!
Answer:
n(number of tiles) x 3 - 2
Step-by-step explanation:
times mean multiplication and minus mean subtraction, I hope this helps.
An equation is formed of two equal expressions. An equation that fits Sarah's way of seeing the relationship is y = 3x - 2.
What is an equation?An equation is formed when two equal expressions are equated together with the help of an equal sign '='.
As stated by Sarah that "the number of tiles in each figure was always 3 times the step number minus 2", this can be written in the form of an equation as shown below.
Number of tiles = [3 × (Number of steps)] - 2
Assume that the number of tiles is represented by y, while the number of steps can be written as x. Therefore, we can write the equation as,
y = 3x - 2
Now, let's check the equation,
When the number of steps is 3, the number of tiles is 7.
y = 3(3) - 2
y = 9 - 2
y = 7
Since the number of tiles is the same, therefore, the equation is correct.
Hence, an equation that fits Sarah's way of seeing the relationship is y = 3x - 2.
Learn more about Equation here:
https://brainly.com/question/14686792
#SPJ2
convert 550 minutes into weeks
Answer:
0.0545635
Step-by-step explanation:
divide the time value by 10080
I really need some help again
17. In a speech class, students must give a final speech for their exam. The speech can be 15 minutes, or within that time by 4 minutes. Write an absolute value equation that represents the minimum and maximum lengths of the final speech
Answer:
| t − 15 | = 4
Step-by-step explanation:
absolute value is weird and i see no use for it
a man bought a 4 kg apples at the rate of rs 50 per kg he sold 3 kg apples at the rate of rs 65 and 1 kg apples at rs 40 find his profit or loss amount.
Answer:
35rs of profit
Step-by-step explanation:
4*50=200rs- he spent
3*65+1*40=195+40=235rs- he got
235-200=35rs of profit
Can someone help me out?
Answer:
I think it's D.................
The length and breadth of a retanlge are (2x+y) cm (x+2y)cm respectively. Find its area.
Answer:
2x^2+5xy+2y^2
Step-by-step explanation:
Area = l*b
Area = (2x+y)*(x+2y)
Area = 2x^2+5xy+2y^2
Typical grade distribution for a geometry course with 35 Students
Answer:
if this is a legitimate math homework question and
not just a question about you personal math class...The answer expected would be calculated using the empirical normal distribution rule (68-9599.7):
1 - F
5 - D's
23 C's
5 - B's
1 - A
Step-by-step explanation:
ABC is an isosceles triangle: AC = 13cm. What is the length of AB?
AC=13cm
[tex]\\ \sf\longmapsto AB[/tex]
[tex]\\ \sf\longmapsto AC[/tex]
[tex]\\ \sf\longmapsto 13cm[/tex]
Help! write the set of numbers in set-builder notation: the set of all real numbers except 100
Answer:
Step-by-step explanation:
The set of all real numbers except for 100 in set builder notation (assuming the variable is x) is:
The very first x represents the variable.
The second with the R represents the number. Here, we want all real numbers.
And the third is the constraint. We want all real numbers except for 100.
Answer:
{ x | x ∈ R, x ≠ 100 }
Step-by-step explanation:
Real numbers (R) include all rational and irrational numbers.
Hence, If we need to write it in set-builder notation, we will write as:
{ x | x ∈ R, x ≠ 100 }
In words : "x such that x belongs to R, x is not equal to 100"
This shows that x is any real number except for 100.
[tex]\rule[225]{225}{2}[/tex]
Hope this helped!
~AH1807Peace!Solve for x: -2 - 4 > 8
(9th grade Algebra 1)
Answer:
A
Step-by-step explanation:
-2x-4>8
-2x>12
-x>6
x<-6
Answer:
[tex]x < - 6[/tex] (first option)
Step-by-step explanation:
[tex] - 2x - 4 > 8[/tex]
[tex] - 2x > 8 + 4[/tex]
[tex] - 2x > 12[/tex]
[tex] = x < - 6[/tex]
Hurry I'm timed please
This three pleaseee
Answer:
Hi. 6.2 is rational
Step-by-step explanation:
Irrational numbers never end. They go on forever.
x^3*x^8=x^11 (When you multiply, add the powers)
i really need this answer
Please help on the question below
Any help is appreciated, thank you:)
Answer:
Here is your answer...
Hope it helps
Please help me out, giving brainliest. Show your work pls!
Answer: The solution is in the attached file below
Step-by-step explanation:
If [tex]f(x)=3^x[/tex], prove that [tex]f(x) + f(x+1)=4f(x)[/tex]
[tex]$f(x)+f(x+1) \stackrel{1}{=} 3^x+3^{x+1} \stackrel{2}{=} 3^x+3^x\cdot3^1\stackrel{3}{=}3^x+3\cdot3^x\stackrel{4}{=}4\cdot3^x\stackrel{5}{=}4\cdot f(x)[/tex]
1) Substitution from definition.
2) We use [tex]$x^{a+b}=x^a\cdot x^b[/tex]
3) We are changing the order of 3 and [tex]3^x[/tex].
4) We add 1 and 3 [tex]3^x[/tex] and we get [tex]4\cdot 3^x[/tex]
5) Substitution from definition (but the other way than at the beginning).
At the beginning of the school year, Jamie had
$500 in her savings account. She wants to have at
least $200 left in the account at the end of the
school year. Each week, she withdraws $30 for
spending money. To determine how many weeks
she can spend $30, Jamie wrote and solved this
inequality
Answer:
Hmmm let me solve then I will answer
Is the following irrational or rational?
ILL GIVE BRAINLIEST
6.4
2.178046372849
-2
Simplify the expression to a polynomial in standard form:
(3x2 - 4x – 5)(-2x2 + 2x + 2)
Answer:
- 6[tex]x^{4}[/tex] + 14x³ + 8x² - 18x - 10
Step-by-step explanation:
Given
(3x² - 4x - 5)(- 2x² + 2x + 2)
Each term in the second factor is multiplied by each term in the first factor, that is
3x²(- 2x² + 2x + 2) - 4x(- 2x² + 2x + 2) - 5(- 2x² + 2x + 2) ← distribute parenthesis
= - 6[tex]x^{4}[/tex] + 6x³ + 6x² + 8x³ - 8x² - 8x + 10x² - 10x - 10 ← collect like terms
= - 6[tex]x^{4}[/tex] + 14x³ + 8x² - 18x - 10
The quotient of a number and three tenths decreased by 2 is 6
I believe the answer you are looking for is 2.4.
Solution:
n over 3/10-2=6
n over 3/10=8
Multiply 3/10 and 8
You will get 2.4.