209,604 expended form
help :( i need help with 1b
Step-by-step explanation:
since you understood 1a, I honestly do not understand what's the problem with 1b.
this works exactly the same way. only this time it is x+0 and y changes. that is all.
(x, y) -> (x+0, y-5)
A" = (-6. 2)
B" = (-4, -3)
C" = (-8, -3)
I need help to find out what is 3 divided by 1722
Answer:
0.00174216027
Use the points on the number line to answer the following
Step-by-step explanation:
1. √47 => E
2. √27 => D
3. √11 => A
A group of 20 people are going to run a race. The top 6 finishers advance to the finals. In how many different ways can they advance?
Which expression is equivalent to 7^3 * 7^-57
a. 7^2
b. 7^7
c. 1/7^2
d. 1/7^7
Answer:
c. 1/7^2Step-by-step explanation:
As,
[tex] {7}^{3} \times {7}^{ - 5} [/tex]
[tex] = {7}^{3 - 5} [/tex]
[tex] = {7}^{ - 2} [/tex]
[tex] = \frac{1}{ {7}^{2} } [/tex]
Answer:
c. (1/7^2) is the answer
Is 392 a perfect cube? If not, find the smallest natural number by which
392 must be multiplied so that the product will be a perfect cube.
Answer:
Hence the smallest natural number by which 392 should be multiplied to make a perfect cube is 7.
Answer:
392 should be multiplied by 7 to make a perfect cube
Step-by-step explanation:
Hey yall I need help right now I don't feel well. I'm giving 30 points for this.
How do you simplify _/(square root) of 150 x(to the tenth power)y(to the 13th power)
Thanks. Sorry I couldn't write it out my dual enrolling class doesn't lemme copy.
branliest for whoever answers right
Answer:
Q (8, 8)
R (5, 8)
S (9, 5)
Step-by-step explanation:
remember (-x, -y)
for a 180 rotation, just switch the signs of both sides of your ordered pair
hi please help me with my math homework
9514 1404 393
Answer:
-2 7/8
Step-by-step explanation:
The usual recommendation is to convert the mixed numbers to improper fractions before multiplying.
[tex]-2\dfrac{5}{9}\times1\dfrac{1}{8}=-\dfrac{9\cdot2+5}{9}\times\dfrac{8\cdot1+1}{8}\\\\=-\dfrac{23\cdot9}{9\cdot8}=-\dfrac{23}{8}=\boxed{-2\dfrac{7}{8}}[/tex]
__
Note the factors of 9 cancel in the first expression on the last line, leaving -23/8.
Answer:
[tex]\frac{23}{8}=2\frac{7}{8}[/tex]
Step-by-step explanation:
[tex]-2\frac{5}{9}\times \:1\frac{1}{8}[/tex]
Step 1: Convert into an improper fraction
[tex]2\frac{5}{9}=\frac{2\times 9+5}{9}\\\\=\frac{23}{9}[/tex]
[tex]-\frac{23}{9}\times \:1\frac{1}{8}[/tex]
[tex]1\frac{1}{8}=\frac{1\times 8+1}{8}\\\\=\frac{9}{8}[/tex]
[tex]-\frac{23}{9}\times \frac{9}{8}[/tex]
Step 2: Cross-cancel 9
[tex]=-\frac{23}{8}[/tex]
Step 3: Convert to an improper fraction
[tex]\frac{23}{8}=2\frac{7}{8}\\\\2\frac{7}{8}[/tex]
Find the value of y.
One of the legs of a right triangle measures 4 cm and the other leg measures 3 cm.
Find the measure of the hypotenuse. If necessary, round to the nearest tenth.
Answer:
5
Step-by-step explanation:
a² + b² = c²
4² + 3² = c²
16 + 9 = c²
c = √25
c = 5
If my answer is incorrect, pls correct me!
If you like my answer and explanation, mark me as brainliest!
-Chetan K
Use a two column proof to prove the following.
Given: 5(m - 6) = 5(7m = 6)
Prove: m = 0
pls help
Step-by-step explanation:
[tex]5(m - 6) = 5(7m = 6)[/tex]
[tex]5m - 30 = 35m - 30[/tex]
[tex]5m = 35m[/tex]
[tex]30m = 0[/tex]
[tex]m = 0[/tex]
Write the given phrase as an algebraic expression Use the variable x to represent each unknown number A number divided by eleven
The answer is:
Answer:
[tex]x\div 11[/tex]
Step-by-step explanation:
Hi there!
Let [tex]x[/tex] be equal to "the number".
A number is divided by eleven
⇒ [tex]x\div 11[/tex]
I hope this helps!
Translate the sentence into an equation.
Six less than the product of 7 and a number is 8.
Use the variable y for the unknown number.
(7 + y) - 6 = 8
If you also need the correct number its 7
(7 + 7) - 6 = 8
Solve the equation for the specified variable.
s=gh-4gc4, for g
Answer:
OOOOOOOOOOOOOOOOOOOOOOOOOOO OK BRO
Step-by-step explanation:
Which one describes the algebraic expression for the phrase, "eight more than twice a number"?
O (2n)(8)
O 2n + 8
O 2 + 8n
O 2n - 8n
Answer:
2n+8
Step-by-step explanation:
"eight more than twice a number" so twice a number would be 2n because its 2×n (double/twice a number) and eight more would be +8
Find the focus of the parabola y^2=20x
Answer:
focus is (-5, 0)
Step-by-step explanation:
[tex] {y}^{2} = 4ax \\ 4a = 20 \\ a = 5[/tex]
Just need help with this one
Answer:
perimeter is 20 cm
How do you solve this and method do you use?
Answer: B. 3x (1 - 3x²)
Step-by-step explanation:
Given
[tex]\frac{9x^4-27x^6}{3x^3}[/tex]
Factorize the numerator
=[tex]\frac{3x^3*3x-3x^3*9x^3}{3x^3}[/tex]
=[tex]\frac{9x^4(3x-9x^3)}{3x^3}[/tex]
Cancel terms in numerator and denominator
=[tex]\frac{3x(1-3x^2)}{1}[/tex]
=[tex]\boxed {3x(1-3x^2)}[/tex]
Hope this helps!! :)
Please let me know if you have any questions
number 2 please help
Answer:B
Step-by-step explanation:The negative sign represents fraction that is (one over)
Solve for A if
T = 3.14 and r = 3.
A = ar2
Enter the number that belongs in the green box
A = [?]
Answer:
28.26 is the correct answer
How do you simplify (4m)^5
Hi! I'm happy to help!
To first solve this, we need to know what is going on. In the order of operations, everything inside of the parenthesis happens first. Since 4 and m are being multiplied inside of the parenthesis, that would happen before being moved to the fifth power. Since m is unknown, we make everything inside of the parenthesis to the fifth power, and make sure they are multiplied together as they are inside of the parenthesis. (Everything inside of the parenthesis applies to the raising to the fifth power.)
[tex]4^{5}[/tex]·[tex]m^{5}[/tex]
From here, we can simplify [tex]4^{5}[/tex] to 1024.
1024·[tex]m^{5}[/tex]
We don't need the multiplication sign because it is a variable.
1024[tex]m^{5}[/tex]
Since we cannot simplify m, this is our most simplified form: 1024[tex]m^{5}[/tex]
I hope this was helpful, keep learning! :D
Ruth borrowed a book from the library. The library charged a fixed rental for the book and a late fee for every day the book was overdue. The expression below shows the chargesRuth paid for the book when she returned it x days after the due date: 2 + 0.25x what does the second term of expression represent?
Answer:
The late fee per day for the book
Step-by-step explanation:
2 + .25x
The 2 is the fixed rental for the book
.25x is the late fee per day where .25 is the charge per day and x is the number of days
why is -7 an integer but not a natural number?
Answer:
Natural Numbers are basically "counting numbers". If I ask you to start counting, you'll start at 1, then 2, then 3, and so on. It doesn't include 0 or any negative numbers because you wouldn't start from -10 when asked to count.
brainliest is appreciated :)
Answer:
-7 is negative so it cannot be a natural number, but it is an integer. An integer is a whole number, this means that it does not have any decimal places or fractions. However, a natural number must be a whole non-zero number and positive. This is because natural numbers are numbers found naturally in measurements or in counting. Additionally, all natural numbers are integers but not all integers are natural numbers. For example, -3 would be an integer, 9 would be an integer and a natural number, and 7.6 would be neither.
Anybody good in pre calculus and know this?
Answer:
x^2-9x-8
Step-by-step explanation:
=x^2-(3)^2-(2)^3
=2(x-3-4)
=2(x-(-1))
=2(x+1)#
210 oranges, 252 apples and 294 pears are equally packed in cartons so that no fruit is left. What is the biggest possible number of cartons needed?
i also want explanation to pls
Answer:
∴ The greatest number that divides 210, 252 and 294 is 42.
Step-by-step explanation:
We have to find the LCM of the given rows 12, 15 and 40. (Taking Highest Powers). Therefore, least number of saplings that can be arranged in given rows are 120.
Identifique el error cometido en cada operación y corríjalo
a. |– 170| • 10 = – 1700 Corrección:
b. (18 + (– 20)) • 10 = – 380 Corrección:
c. 0 • (–45) = –45 Corrección:
*need answer asap*
A student performs several experiments in which he swings a pendulum for a 20 second duration. He uses a string that is 27 cm long, and he test pendulum masses of different sizes, varying from 2 to 12 grams. He records the number of swings each pendulum makes in 20 seconds.
The student then decides to make a second graph showing the string length (in cm) as the independent quantity. What change must the student make to his experiment?
The students must make use of varying string lengths in his experiment in other to make string length the independent quantity.
In the first first scenario,
The number of swings made by each pendulum is the dependent variable, as it is the variable which is measured in the experiment. While ;
The different pendulum masses tested are the Independent variable as it is the variable which is manipulated in other to cause changes to the measured variable.
In other make the string length the independent quantity, the student will need to use strings of different length and not just a string of 27 cm in other to be used as the independent variable. This will enable manipulation of the independent quantity to other to cause changes to the measured variable.
Learn more: https://brainly.com/question/1479694
The sum of two expressions is 5m^2-3n^2. if one of the expressions is 3m^2+4mn-n^2,what is the other?