Answer:
B
Step-by-step explanation:
The common ratio r exists between consecutive terms in the sequence, that is
r = - 62.5 ÷ 12.5 = 312.5 ÷ - 62.5 = - 1562.5 ÷ 312.5 = - 5
the sum of two integers is 116. if one of them is -79 find the other integers
Answer:
195
Step-by-step explanation:
So -79 + x = 116
then x = 116 + 79 = 195
Answer:
The sum of two consecutive integers will always be an odd number.
Step-by-step explanation:
-79 + x = 116
x = 116 + 79 = 195
195 is the answer
(IF THE ANSWER IS HELPFUL)
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Thank you, have a nice day
Identify a pattern and find the next number in the pattern.
-5, 1, 7, 13
Answer:
19
Step-by-step explanation:
The pattern is that it +6 every number.
-5 + 6 = 1
1 + 6 = 7
7 + 6 = 13
So the next number is 13 + 6 = 19.
EDIT - I can't add sorry.
Answer:
Step-by-step explanation:
This is an arithmetic sequence.
-5, 1 , 7 , 13 ,.....
First term = a = -5
Common difference = d = second term - first term
= 1 - [-5] = 1 + 5
= 6
Next term = previous term + d
= 13 + 6 = 19
nth term = a +(n-1)*d
= -5 + (n-1)*6
= -5 + 6n - 6 {add like terms}
= -5 - 6 + 6n
= -11 + 6n
Pattern: 6n -11
What is the reflection image of
(5,−3)across the line
y=x
Answer: The Answer is (-5,-3)
hope so my answer is correct
Step-by-step explanation:
Is the given equation a quadratic equation? Explain. x(x−6)=−5
The equation is not a quadratic equation because there is no x2-term.
The equation is a quadratic equation because there is an x2-term.
The equation is not a quadratic equation because the expression is not equal to zero.
The equation is not a quadratic equation because there is a term with degree higher than 2.
I think the answer is A but im not sure.
Answer:
The equation is a quadratic equation because there is an x2-term.
Step-by-step explanation:
x(x−6)=−5
Distribute
x^2 -6x = -5
The equation is a quadratic equation because there is an x^2-term.
Answer:
Your required answer is option A.
Step-by-step explanation:
Here,
The given equation is;
x(x-6)=-5
now,
while finding x.
either or,
x=-5 (x-6)=-5
x= 1 (shifting-6 in next side)
now, the value of x is -5,1.
so, it's a quadratic equation.
( in quadratic equation the variable always has two values after solution)
Hope it helps..
The projected worth (in millions of dollars) of a large company is modeled by the equation w = 221(1.09) t. The variable t represents the number of years since 2000. What is the projected annual percent of growth, and what should the company be worth in 2008? A. 19%; $479.99 million B. 19%; $240.89 million C. 9%; $404.00 million D. 9%; $440.36 million
Answer:
D. 9%, 440.36 million
Step-by-step explanation:
w = 221(1.09)t
9%, 440.36 million
Jessie has some nickels, dimes, and quarters in her bank. The number of coins is 30. The expression 0.05n + 0.10d + 0.25q represents the value of the coins, which is $3.45. Jessie has five more nickels than she does quarters. How many of each coin does Jessie have?
Answer:
n = 12 nickels
d = 11 dimes
q = 7 quarters
Step-by-step explanation:
.05n + .1d + .25q = 3.45
n + d + q = 30
n = q + 5
n = 12
d = 11
q = 7
Which of the following is an example of the difference of two squares?
A x2−9
B x3−9
C (x+9)2
D (x−9)2
I know the answer is either A or B i might be wrong tho pls help im not sure.
Answer:
1) What does it mean when a polynomial equation is in standard form?
All terms are on one side of the equation, and zero is on the other side.
2) When factoring 6x2−7x−20 by grouping, how should the middle term be rewritten?
It should be written as 8x−15x.
3) Is the given equation a quadratic equation? Explain.
x(x−6)=−5
The equation is a quadratic equation because there is an x2-term.
4) Which of the following factored forms given below represent the correct factorization of the trinomial x2+10x+16?
(2+x)(8+x)
5) Which of the following is an example of the difference of two squares?
x2−9
Step-by-step explanation:
I hope this helps you out ☺
A binomial whose first term and second term can be squared, and has a subtraction sign between both squared terms represents the difference of two squares, an example of the difference of two squares is:
A. [tex]x^2 - 9[/tex]
Recall:
Difference of two squares is when you have a binomial that is expressed as [tex]x^2 - y^2[/tex].The first and second term of the binomial will have an exponential of 2 wile the subtraction sign will be in the middle.Thus, from the options given, option A: [tex]x^2 - 9[/tex] is an example of a binomial that is the difference of two squares.
This is why:9 can be expressed as [tex]3^2[/tex].
In summary, a binomial whose first term and second term can be squared, and has a subtraction sign between both squared terms represents the difference of two squares, an example of the difference of two squares is:
A. [tex]x^2 - 9[/tex]
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SP=2x+3, and LN=5x−14. Find SP.
Answer:
43
Step-by-step explanation:
Using Thales theorem:
● SP/LN = RP /RN
Notice that RN = 2×RP
● SP/LN = RP/2RP
● SP /LN = 1/2
● SP / (5x-14) = 0.5
● (2x+3)/(5x-14) = 0.5
● 2x+3 = 0.5(5x-14)
● 2x+3 = 2.5x -7
Add 7 to both sides
● 2x+3+7 = 2.5x-7+7
● 2x+10 = 2.5x
Sustract 2x brom both sides
● 2x+10-2x = 2.5x-2x
● 10 = 0.5x
Multiply both sides by 2
● 10×2 = 0.5x×2
● 20 = x
Replace x with 20 in Sp expression:
● SP = 2x+3
● SP = 2×20+3
● SP = 43
Shane biked 1 mile less than three times the number of miles Lissette biked. Shane biked a total of 7 miles. Write an equation to determine how many miles Lissette biked.
7 = 3x − 1
x − 1 = 3(7)
x over seven = 3(1)
7 + 3x = 1
Answer
Equation : x + 1 + 3x = 7
Miles Lissette biked : 3/2 miles
Step-by-step explanation:
Step 1: Determine the total number of miles biked.
From my understanding. 7 miles is the total number of miles biked by both.
Step 2: Assume the values
Miles Lissette biked = x
Miles Shane biked = 1 + 3x
Step 3: Add miles biked by Lissette and Shane which will be equal to total miles.
Equation for miles Lissette biked: x + 1 + 3x = 7
4x + 1 = 7
x = 6/4
Step 4: Simplify
x = 6/4
x = 3/2
Therefore, the equation for miles Lissette biked is x + 1 + 3x = 7 and Lissete biked for 3/2 miles.
Hope it helped if yes mark me BRAINLIEST
Tysmm
Answer:
7 = 3x - 1
Step-by-step explanation:
Miles Shane biked = y
Miles Lissette biked = x
The equation is
(x ⋅ 3) - 1 = y
And we know y = 7, so
(x ⋅ 3) - 1 = 7
3x - 1 = 7
PLEASE ANSWER QUICKLY
Answer:
Hi ! Answers given in the pictures below
Step-by-step explanation:
A 250.0 kg rock falls off a 40.0 m cliff. What is the kinetic energy of the rock just before it hits the ground (hint: conservation of energy)?
Answer:
kinetic energy body when it hits the ground is 98000 joule
1000joule = 1 kilojoule
, kinetic energy body when it hits the ground is 98 kilo-joule
Step-by-step explanation:
conservation of energy states that total energy of a system remains constant.
Potential energy of body = mgh
m = mass
g = gravitational pull = 9/8 m/s^2
h = height
kinetic energy = 1/2 mv^2
where v is the velocity of body
________________________________________
Total energy for this at any point is sum of potential energy and kinetic energy
total energy at height h
v= 0
PE = 250*9.8*40= 98,000
KE = 1/2 m0^2 = 0
total energy at when ball hits the ground
h=0
PE = 250*9.8*0 =
KE = 1/2 mv^2
_______________________________________\
Applying conservation of energy
Total energy at height h = total energy at ground
98000 = KE
Thus, kinetic energy body when it hits the ground is 98000 joule
1000joule = 1 kilojoule
, kinetic energy body when it hits the ground is 98 kilo-joule
Finding which number supports the idea that the rational numbers are dense in the real numbers.
Answer:A terminating decimal between -3.14 and -3.15.
Step-by-step explanation:
A natural number includes non-negative numbers like 5, 203, and 18476.
It is encapsulated by integers, which include negative numbers like -29, -4, and -198.
Integers are further encapsulated by rational numbers, which includes terminating decimals like 3.14, 1.495, and 9.47283.
By showing a terminating decimal between -3.14 and -3.15, you are showing that rational numbers include integers (because integers include negative numbers.
I don’t really understand this
Answer
pretty sure its a or c, sorry I cant be more specific
Step-by-step explanation:
PLS ANSWER BRAINLIST AND A THANK YOU WILL BE GIVEN!!!!
Answer:
[tex]\huge\boxed{Option \ D}[/tex]
Step-by-step explanation:
4x + 5x = 180 [They are angles on a "straight" line so they will add up to 180 degrees)
Answer:
D
Step-by-step explanation:
The sum of angles that are formed on a straight line is 180.
4x + 5x = 180
How to work out the medium in maths
Answer:
To find the median you cross off the first few numbers and the last few until you get to the middle then when you get the middle number that will be your median
Step-by-step explanation:
Answer:
Below.
Step-by-step explanation:
It's the middle value of a list of numbers arranged in order.
For example the median of the list 1 2 3 4 5 is 3.
If there are an even number of values, the median is the mean of the middle two. For example:
1 3 4 5 7 9:
The middle 2 numbers are 4 and 5 so
the median is (4 + 5) / 2 = 4.5
Not every straight line will pass the vertical line test. What is the only type
of straight line that would fail the vertical line test? *
A-horizontal line
B-vertical line
C-Option 3
A vertical line has all points with the same x coordinate, but infinitely many different y coordinates. It inherently fails the vertical line test because we can pass a single straight line through more than one point on the function curve.
Put another way, the input is a single value but there's infinitely many outputs. A function must have each input produce exactly one output. This is of course only when the input is in the domain.
Answer:
c
Step-by-step explanation:
Solve the following formula for m v2=3Pmn
Answer:
m= 0 /(−3np+v2 )
Step-by-step explanation:
Compare the slopes of the linear functions f(x) and g(x) and choose the answer that best describes them.
A. The slope of f(x) is greater than the slope of g(x).
B. The slope of f(x) is less than the slope of g(x).
C. The slope of f(x) is equal to the slope of g(x).
D. The slope of g(x) is undefined
Answer:
The slope of f(x) is equal to the slope of g(x).
Step-by-step explanation:
The question is incomplete. Here is the complete question.
Compare the slopes of the linear functions f(x) and g(x) and choose the answer that best describes them.
a graph of a line labeled f of x passing through 0, negative 1 and 3, 1
x g(x)
0 2
3 4
6 6
Slope is defined as the change of the y axis to the z axis of a plane.
Slope = ∆y/∆x
Slope = y2-y1/x2-x1
For f(x) with coordinates (0, -1) and (3,1)
x1 = 0, y1 = -1, x2 = 3 and y2 = 1
Slope of f(x) = 1-(-1)/3-0
Slope = 1+1/3
Slope = 2/3
For g(x), we will choose any two of the coordinates from the table. Using the coordinates (3,4) and (6,6)
x1 = 3, y1 = 4, x2 = 6 and y2 = 6
Slope of g(x) = 6-4/6-3
Slope of g(x) = 2/3
It can be seen that the value of both slopes are equal. Hence, the slope of f(x) is equal to the slope of g(x) is the correct option.
Answer:
The answer is C. The slope of f(x) is equal to the slope of g(x).
Step-by-step explanation:
Did the test.
A ship travels due north for 100 miles from point C to point A. From point A the ship travels to point B at 60° east of north. From point B, the ship returns to point C heading 45° west of south. What approximate distance did the ship travel from point A to point B? How far does it travel in total?
Answer:
AandB=80miles
Total=240miles
Step-by-step explanation:
Draw the figure first indicating the figures then find the distance each degrees then find the total
The distance ship travels from A to B is 273.2 miles and total distance covered by ship is 707.82 miles.
What is laws of sines?The law of sines specifies how many sides there are in a triangle and how their individual sine angles are equal. The sine law, sine rule, and sine formula are additional names for the sine law.
The side or unknown angle of an oblique triangle is found using the law of sine. Any triangle that is not a right triangle is referred to as an oblique triangle. At least two angles and their corresponding side measurements should be used at once for the sine law to function.
Given distance from C to A = 100 miles north
From B to A ship travels 60° east of north,
and From B to C 45° west of south,
the figure for problem is attached,
from figure we can calculate the angles of A, B and C
so ∠A makes supplementary with 60°
∠A + 60° = 180°
∠A = 120°
for ∠B we need to draw an imaginary perpendicular on the line extending from A, we get
∠B + 45° + 30° = 90° (30° is angle of imaginary right triangle)
∠B = 90 - 75 = 15°
and ∠C can be found by,
∠A + ∠B + ∠C = 180°
∠C = 180 - 15 - 120
∠C = 45°
now use sine formula for triangles,
sinA/a = sinB/b = sinC/c
where A, B and C are angles of triangle and a, b and c are length of opposite side of angle A, B and C respectively.
a = BC, b = AC, and c = AB
so
sinA/BC = sinB/AC = sinC/AB
we have AC = 100 miles
substitute the values
sinC/AB = sinB/AC
sin(45)/AB = sin(15)/100
AB = 100/(√2sin(15))
AB = 100/0.3659
AB = 273.298 miles
and sinA/BC = sinB/AC
BC = AC sinA/sinB
BC = 100(sin 120/sin15)
BC = 100(0.866/0.2588)
BC = 100 x 3.3462
BC = 334.62 miles
total distance = AB + BC + AC
total distance = 334.62 + 273.2 + 100
total distance = 707.82 miles
Hence the distance from A to B is 273.2 miles and total distance is 707.82 miles.
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to make a set for a stage, you bought a piece of lumber 9 feet long. How many 2 1/4 foot pieces can you cut from this piece of lumber? please answer ASAP
Answer:
4 pieces
Step-by-step explanation:
Total length of lumber = 9 feet
How many 2 1/4 foot pieces can you cut from this piece of lumber
To find the number of 2 1/4 foot pieces of lumber in a 9 feet of lumber, we will divide the total length of lumber by the length of each piece of lumber
9 ÷ 2 1/4
= 9 ÷ 9/4
= 9 × 4/9
= 36/9
= 4 pieces of lumber
Therefore, 4 pieces of 2 1/4 foot of lumber can be gotten from 9 feet of lumber
30 PTS!! Can someone PLEASE rephrase this? The compass and straightedge is more important in constructing geometric structures than other drawing tools such as rulers and protractors. Because steps taken with a compass and straightedge cannot be seen at first glance and this situation become a problem for students.
Answer:
Step-by-step explanation:
This study investigated three mathematics teachers' construction process of geometric structures using compass and straightedge. The teacher-student-tool interaction was analysed. The study consists of the use of a compass and straightedge by the teachers, the ideas of the teachers about their use, and the observations regarding the learning process during the construction of the geometric structures. A semi-structured interview was conducted with the teachers about the importance of the use of a compass and straightedge to construct geometric structures. It was found that teachers taught compass and straightedge constructions in a rote manner where learning is little more than steps in a process. The study concludes with some suggestions for the use of a compass and straightedge in mathematics classes based on the research results. SUMMARY Purpose and significance: For more than 2,000 years, the way in which geometric structures could be constructed with the help of compasses and straightedges has caught the attention of mathematicians. Nowadays, mathematics curriculums place an emphasis on the use of the compass and straightedge. The compass and straightedge is more important in constructing geometric structures than other drawing tools such as rulers and protractors. Because steps taken with a compass and straightedge cannot be seen at first glance and this situation become a problem for students. However, 'doing compass and straightedge construction early in the course helps students to understand properties of figures'
ys is the perpendicular bisector of xz. What is the length of Xs if xz is 18 inches long?
Answer:
XS is 9 inches long.
Step-by-step explanation:
Given that
YS is the perpendicular bisector of XZ.
Length of XZ = 18 inches
To find:
Length of XS = ?
Solution:
First of all, let us learn about the perpendicular bisector.
Perpendicular bisector of a line AB is a line PQ, which divides the line AB in two equal parts and is at an angle of [tex]90^\circ[/tex] with the line AB.
If B is on the line PQ, then [tex]BP = BQ = \frac{PQ}{2}[/tex] and
[tex]\angle ABP = \angle ABQ = 90^\circ[/tex]
Applying the above property in our given question.
Kindly refer to the attached image for the given dimensions.
S is on the line XZ.
[tex]XS = SZ = \frac{XY}{2} = \dfrac{18}{2} \\\Rightarrow \bold{XS = 9\ inches}[/tex]
So, the answer is XS is 9 inches long.
Factorise: 5 x cube + 10 x square + 15 x
Answer:
5x( x^2 + 2x +3)
Step-by-step explanation:
5x^3 + 10x^2 + 15x
What is common to all three terms
5 xxx + 5*2*xx + 5*3*x
We can factor out 5x
5x( x^2 + 2x +3)
Inside the parentheses cannot be factored so we are done
Answer:
5x ( x^2 + 2x +3 )
Step-by-step explanation:
First we hv to take the common terms out from all the three terms...
So......
If we take 5x from 5x^3 it will bcm x^2
If we take 5x from 10^2 it will bcm 2x
if we take 5x from 15x^2 it will bcm 3
Therefore the final expression will bcm
5x ( x^2 + 2x +3 )
Hope this helps.....
in exponential growth functions, the base of the exponent must be greater than 1. How would the function change if the base exponent were 1? How would the function change if the base of the exponent were between 0 and 1?
Answer:
GREAT QUESTION!!
Step-by-step explanation:
Bases of exponential functions CANNOT be 1.
It the base was between 0 and 1, .25 for example, then it would be exponential decay, because as x would increase y would decrease.
Just search up exponential decay to see what it looks like, or type in y=.25^x in google search bar.
if this helped, Please give brainly, I need it! Thank you!
Answer:
If the base of the exponent were 1, the function would remain constant. The graph would be a horizontal line. If the base of the exponent were less than 1, but greater than 0, the function would be decreasing.
Step-by-step explanation:
If the base were 1, the function would be constant.
If the base were 1, the graph would be a horizontal line.
If the base were between 0 and 1, the function would be decreasing.
The solutions to \[2x^2 - 10x + 13 = 0\]are $a+bi$ and $a-bi,$ where $a$ and $b$ are positive. What is $a\cdot b?$[tex]The solutions to\[2x^2 - 10x + 13 = 0\]are $a+bi$ and $a-bi,$ where $a$ and $b$ are positive. What is $a\cdot b?$[/tex]
In decimal form, this is equivalent to 1.25
=============================================
Work Shown:
The given equation 2x^2-10x+13 = 0 matches the form ax^2+bx+c = 0
We see that a = 2, b = -10, c = 13. Plug those values into the quadratic formula to solve for x.
[tex]x = \frac{-b\pm\sqrt{b^2-4ac}}{2a}\\\\x = \frac{-(-10)\pm\sqrt{(-10)^2-4(2)(13)}}{2(2)}\\\\x = \frac{10\pm\sqrt{-4}}{4}\\\\x = \frac{10\pm2i}{4}\\\\x = \frac{2(5\pm i)}{2*2}\\\\x = \frac{5\pm i}{2}\\\\x = \frac{5}{2} \pm \frac{1}{2}i\\\\x = \frac{5}{2} + \frac{1}{2}i \ \text{ or } \ x = \frac{5}{2} - \frac{1}{2}i\\\\[/tex]
The two solutions are in the form [tex]a \pm bi[/tex] where a = 5/2 and b = 1/2
Therefore a*b = (5/2)*(1/2) = 5/4 = 1.25
Is a 118 supplementary or complementary?pls ASAP!!
Answer:
[tex]\huge\boxed{Supplementary \ Angle}[/tex]
Step-by-step explanation:
118 is a supplementary angle. It is not a complementary angle because complementary angles add up to 90 and 118 is greater than 90 degrees. So, 118 is a supplementary angle and it is an angle adding up to 180 degrees with any other angle measuring 62 degrees.
Answer:Supplementary
Step-by-step explanation:You should remember that complementary refers to any number from 0-90 and supplementary refers to any number from 90 onwards..
Hereby giving the answer as ''Supplementary''
Dena uses 7.4 pints of white paint and blue paint to paint her bedroom walls. 2/5 of this amount is white paint, and the rest is blue paint. How many pints of blue paint did she use yo paint her bedroom walls
Answer:
4.44 pints
Step-by-step explanation:
7.4 times 3/5
A Food Marketing Institute found that 31% of households spend more than $125 a week on groceries. Assume the population proportion is 0.31 and a simple random sample of 373 households is selected from the population. What is the probability that the sample proportion of households spending more than $125 a week is less than 0.33
Answer:
0.7967
Step-by-step explanation:
We know that population proportion p=0.31.
We have to find P(phat<0.33).
Mean=p=0.31
[tex]Standard deviation=\sqrt{\frac{p(1-p)}{n} }[/tex]
[tex]Standard deviation=\sqrt{\frac{0.31(0.69)}{373} }[/tex]
standard deviation=0.024 (rounded to three decimal places)
[tex]P(phat<0.33)=P(Z<\frac{0.33-0.31}{0.024})[/tex]
[tex]P(phat<0.33)=P(Z<\frac{0.02}{0.024})[/tex]
[tex]P(phat<0.33)=P(Z<0.83)[/tex]
[tex]P(phat<0.33)=0.5+0.2967[/tex]
[tex]P(phat<0.33)=0.7967[/tex]
Thus, the required probability that sample proportion of households spending more than $125 a week is less than 0.33 is 79.67%
Solve for x: 3x-4=2x-10
Answer:
x = - 6
Step-by-step explanation:
3x - 4 = 2x - 10
3x -2x = 4 - 10
x = - 6
For the equation 3x-4=2x-10, the value of x is -6.
The given equation is 3x-4=2x-10.
x is the variable in the equation.
Plus and minus are operators.
To solve for x, subtract 2x from both sides:
3x-2x-4=2x-2x-10
x-4=-10
Add 4 on both sides:
x=-10+4
x=-6
Hence, the value of x is -6.
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6a+2b-6c+4 if a=5,b=3,and c=-1
Answer:
46
Step-by-step explanation:
First, start off by substituting the values of a, b, and c, into the equation.
We know a = 5, b = 3, and c = -1, so now substitute.
6a + 2b - 6c + 4
6(5) + 2(3) - 6(-1) + 4
Now that we've substituted the values, we can solve the equation.
6(5) + 2(3) - 6(-1) + 4
30 + 6 + 6 + 4
= 46
So, the answer is 46.
I hope this helps! ôヮô
Answer:
46
Step-by-step explanation:
All you need to do is subsitute the variable with what it says the number is.
Let's first start out with 6a from the equation. We know that a= 5, so that means it wants you to multiply 6 by 5, which is 30.
Now let's do 2b. It says b= 3, so do 2 times 3. It equals 6.
So far we have 30+6-6c+4
Let's do -6c. We know that c= -1, so let's multiply -1 and -6. Negative and negative equals positive. And 6 times 1 is 6. So the outcome is positive 6.
We got 30+6+6+4
Solve.
30+6= 36
36+6= 42
And 42+4= 46. :)
