help at this question plzzzz

9514 1404 393

Answer:

Step-by-step explanation:

There are an infinite number of equivalent expressions. A couple of them are ...

  (1/3)/(4/5) = (1/3)(5/4) . . . . . division is multiplication by the inverse

  (1/3)/(4/5) = (5/15)/(12/15) . . . . converted to common denominators*

_____

* this latter form is useful in that the ratio is then the ratio of the numerators, 5/12

Answer:

70=A

Step-by-step explanation:

7=3+7=10x7=70=A

Answer:

x = (cd-by)/a

Step-by-step explanation:

Here, we want to make x the subject of the formula;

That will be as follows;

ax + by = cd

ax = cd-by

x = (cd-by)/a

Answer: D

Step-by-step explanation: Just solve for perimeter of a rectangle by just plugging the side length in with these equations.

Answer:

[tex]a_{52}[/tex] = -541

Step-by-step explanation:

Answer:

M=0

Step-by-step explanation:

Youre welcome

Answer:

y=3

Step-by-step explanation:

Answer:153

Step-by-step explanation:

From the question, we are informed that Emilio asks his classmates what month they were born and that he finds that 15 out of 125 classmates were born in July. This gives us a fraction of 15/125 = 3/25.

If there are 1,280 students in Emilio's school, the number of students that he can expect to have birthdays in July would be:

= 3/25 × 1280

= 153.6

There will be 153 students expected

Answer:

m = [tex]\frac{1}{8}[/tex]

Step-by-step explanation:

Slope Formula is...

m= rise / run      or    [tex]\frac{y_2 - y_1}{x_2 - x_1}[/tex]

Two Coordinate Points / Ordered Pair: (16,2) and (32,4)

Your rise is...

4 - 2

Your run is...

32 - 16

Together the fraction reads...

(4 - 2) / (32 - 16)

Then do the subtracting to get....

2 / 16 ( 2 over 16)

Don't forget to simplify...

*2 can go into 2 and 16

Making the equation....

1 / 8 (one over 8)

So your m (slope) is ...  [tex]\frac{1}{8}[/tex]

Answer:

5x+10

Step-by-step explanation:

Distribute:

=(5)(x)+(5)(3)+−5

=5x+15+−5

Combine Like Terms:

=5x+15+−5

=(5x)+(15+−5)

=5x+10

Answer:hi

Step-by-step explanation:

Answer: F=1

Step-by-step explanation: Here

F(x)=x

Fx/x=x/x

F=1

Answer:

C.$60.00

Step-by-step explanation:

Answer:

1,680

Step-by-step explanation:

n!/(n-r)!

in this case n= 8 and r= 4

so 8!/(8-4)! = 1,680

The possible permutation of 8 objects taken at 4 a time will be 1680.

The linear arrangement of the set of the orders or the linear arrangements of the numbers is called the permutation.

The number of possible permutations of 8 objects taken 4 at a time will be:-

[tex]^8C_4=\dfrac{8!}{(8-4)!}[/tex]

[tex]^8C_4=\dfrac{8!}{(4)!}[/tex]

[tex]^8C_4=\dfrac{8 \times 7\times 6\times 5\times 4\times 3\times 2}{4\times 3\times 2}=1680[/tex]

Therefore the possible permutation of 8 objects taken at 4 a time will be 1680.

To know more about permutations follow

https://brainly.com/question/1216161

#SPJ2

Answer:

I'm pretty Shure b is ur answer

3/2x-2

C. it should be this one

9514 1404 393

Answer:

  A.  y = 2/3x - 2

Step-by-step explanation:

The line intersects the y-axis at -2, so eliminates choices B and D, which have y-intercepts of +3.

The line has a rise of 2 grid squares for a run of 3 grid squares, so has a slope of ...

  m = rise/run = 2/3 . . . . . eliminates choice C

The appropriate choice is the one with a slope of 2/3 and a y-intercept of -2:

  A.  y = 2/3x - 2

Hey there!

• Reminder: “x” is a unknown number so will say it is an invisible 1!

x/9 = 6

• FIRST: MULTIPLY by 9 on BOTH SIDES

x/9 × 9 = 6 × 9

• CANCEL out: x/9 × 9 because that gives you 1

• KEEP: 6 × 9 because that gives the value of your “x”

• New equation:

x = 6 × 9

6 × 9 = 54

Because 54 ÷ 9 = 6

Answer:

x = 54 ☑️

Good luck on your assignment and enjoy your day!

~LoveYourselfFirst:)

Answer:

9x+4/x

Step-by-step explanation:

hope this helps!

Answer:

The difference is that in the first equations you multiply the 10 by 4 first because of PEMDAS rule. But in the second equation you add the 4 and 5 before multiplying. Thats the only difference :D

Step-by-step explanation:

I hope this helps!!!!

Answer:

[tex]10*4+5\\By\ applying\ BODMAS, as\ there\ are\ no\ brackets\ we\ directly\ multiply(M)\ 10\\ with\ 4\ and\ add(A)\ the\ product\ with\ 5.\\[/tex]

[tex]Hence,\\10*4+5\\=40+5\\=45[/tex]

[tex]10*(4+5)\\By\ applying\ BODMAS,\ due\ to\ the\ presence\ of\ the\ brackets\ we\ carry\\the\ operations\ inside\ the\ bracket.\\ Hence,\\10*(4+5)\\=10*9\\=90[/tex]

[tex]See\ the\ difference!![/tex]

Answer:

1. The Positive Integers - Natural Numbers

2. An Ordering of Quantities Separated by Commas - Sequence

3. The Sum of The Terms of an Associated Sequence - Series

4. One of The Individual Quantities of a Sequence - Term of a Sequence

5. A Formula That Yields The Value of a Term When That Term is Substituted In It - General Term of a Sequence

6. A Series That Has a Common Difference Between Terms - Arithmetic Series

7. A Series That Has a Common Ratio Between Terms Sequence - Geometric Series

8. A Sequence in Which Each Successive Terms Changes Sign - Alternating Sequence

Series are sum of terms of sequences. The names of each of the items specified are specified below.

Sequence is an ordering of numerical or mathematical quantities separated by commas, and series is sum of terms of sequences if addition is defined for those terms.

For the considered definitions, their names are given as:

1. the positive integers : It is called Natural Numbers. Example: 4 is a natural number.

2. an ordering of quantities separated by commas: Sequence

Example: 2,4,6...

3. the sum of the terms of an associated sequence: Series

Example: 2 + 4 + 6 + ...

4. one of the individual quantities of a sequence term of a sequence: Term

5. a formula that yields the value of a term when that term is substituted in it: general term of a sequence

6. a series that has a common difference between terms: Arithmetic series

7. a series that has a common ratio between terms: Geometric series

8. a sequence in which each successive terms changes sign: Alternating sequence

Learn more about sequence here:

https://brainly.com/question/9737262

Answer:

1. 24th 2. 140

Step-by-step explanation:

1. To figure out this problem, you would have to list the multiples of both 6 and 8.  

6 (6, 12, 18, 24)

8 (8, 16, 24) because both have 24, that would be the answer.

2. There are 8 windows, all with the same perimeter. Each window's perimeter is 17.5 (17 1/2) so 8 windows would be 140 ft. (17.50 x 8 = 140)

Answer:

$4.75

Step-by-step explanation:

95 x 0.05 = 4.75

Answer:

75

Step-by-step explanation:

Step-by-step explanation:

Enter a problem...

Algebra Examples

Popular Problems

Algebra

Expand using the Binomial Theorem (3x+2)^4

(3x+2)4(3x+2)4

Use the binomial expansion theorem to find each term. The binomial theorem states (a+b)n=n∑k=0nCk⋅(an−kbk)(a+b)n=∑k=0n⁡nCk⋅(an-kbk).

4∑k=04!(4−k)!k!⋅(3x)4−k⋅(2)k∑k=04⁡4!(4-k)!k!⋅(3x)4-k⋅(2)k

Expand the summation.

4!(4−0)!0!⋅(3x)4−0⋅(2)0+4!(4−1)!1!⋅(3x)4−1⋅(2)+4!(4−2)!2!⋅(3x)4−2⋅(2)2+4!(4−3)!3!⋅(3x)4−3⋅(2)3+4!(4−4)!4!⋅(3x)4−4⋅(2)44!(4-0)!0!⋅(3x)4-0⋅(2)0+4!(4-1)!1!⋅(3x)4-1⋅(2)+4!(4-2)!2!⋅(3x)4-2⋅(2)2+4!(4-3)!3!⋅(3x)4-3⋅(2)3+4!(4-4)!4!⋅(3x)4-4⋅(2)4

Simplify the exponents for each term of the expansion.

1⋅(3x)4⋅(2)0+4

Hope this helps!

Answer:81x^4+216x^3+216x^2+96x+16

Step-by-step explanation:cause yussss

Answer:

She need to walk 31/75 miles to school.

Step-by-step explanation:

It is given that,

Sofia has walk [tex]1\dfrac{2}{25}[/tex] miles to school. She has already walk [tex]\dfrac{2}{3}[/tex] of a mile.

We need to find how much farther does she need to walk.

Total distance =  [tex]1\dfrac{2}{25}[/tex] [tex]=\dfrac{27}{25}[/tex]

Let she has to walk x distance to school.

[tex]x=\dfrac{27}{25}-\dfrac{2}{3}\\\\=\dfrac{31}{75}[/tex]

Hence, she need to walk 31/75 miles to school.

Answer:

15

Step-by-step explanation:

16 - 2x3 +5

16 - 6 +5

16 - 1

15

Answer:It is 100 times as great in the ZIP code than it is in the area code

Step-by-step explanation:

step 1

Veronica 's uncle ZiP CODE = 89507 = The value of 5 here, represents 5 Hundred-----500

Veronica 's uncle Area code= 775 = The value of 5 here  represents 5 units--5

it will take a 100 times the value of 5 in the area code to be same as the value of 5 in the ZIP code

Step 2:

Therefore, we can say that the value of 5 is 100 times as great as the ZIP code than it is in the area code.