Question 5
Kate is finding the factors of a large number. Using
a calculator, she has just worked out that 66 is a
factor of this number.
Suddenly, she realises that 22 must be a factor of
the large number as well. Explain why Kate is
correct.

The decimal 0.1894528 is not a repeating decimal.

The accepted method for representing both integer and non-integer numbers is the decimal numeral system. Decimal notation is the term used to describe the method of representing numbers in the decimal system. The numbers are first in fractions and then divided by the number to give a decimal number.

The given decimal number is “0.1894528. In the decimal number if the numbers are repeating then it is called the repeating decimal number if the numbers are not repeating then it is called a nonrepeating decimal number. Here the given decimal is nonrepeating decimal.

Therefore, the decimal 0.1894528 is not a repeating decimal.

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Answer:

[tex]-1\frac{1}{4}[/tex]

option 2

Step-by-step explanation:

In this number line, each interval equals 1/4.

P represents 1 1/4

So, opposite of number P is   ( [tex]-1\frac{1}{4}[/tex] )

Answer:

[tex]\boxed{to\ explain\ the\ most\ important\ ideas\ in\ the\ text}[/tex]

Step-by-step explanation:

The purpose of the central idea is to explain the central/most important ideas in the theme. Central idea provides the explanation of the most important i.e. central ideas of the text. So, the central idea provides the explanation of central ideas of the text as the name indicates.

Answer:

to explain the most important ideas in the text

Step-by-step explanation:

the person above me is corrwct

Answer: A, B and, C are incorrect, what is D?

Step-by-step explanation:

Answer:

-3/4

Step-by-step explanation:

slope is rise over run so you go down 3 first is is -3, and then right 4 times which  means the slope is -3/4

Answer:

errror

Step-by-step explanation:

Answer: I dont know if this is right but the is 8 Ive never done this before.

Step-by-step explanation:

1 =

4 =

1 =

4 =

r− 5 ⋅ 2 = 1 = r = 11

8 = r = 11

Answer:

78.4 ft

Step-by-step explanation:

Part I:

Missing angle = 180° - (130 + 30) (sum of angles in a triangle)

= 180° - 160°

Missing angle = 20°

Part II: distance (d) from Swanson to the boat

Law of Sines is given as:

[tex] \frac{a}{sin(A)} = \frac{b}{sin(B)} [/tex]

Where,

a = d

A = 130°

b = 35 ft

B = 20°

Plug in the values and solve for d

[tex] \frac{d}{sin(130)} = \frac{35}{sin(20)} [/tex]

Multiply both sides by sin(130) to make d the subject of the formula

[tex] \frac{d}{sin(130)}*sin(130) = \frac{35}{sin(20)}*sin(130) [/tex]

[tex] d = \frac{35*sin(130)}{sin(20)} [/tex]

[tex] d = 78.4 ft [/tex]

Answer:

184

Step-by-step explanation:

Answer:

Step-by-step explanation:

"Which ordered pair" implies that there were several answer choices for this problem.  It's important that you share such answer choices.

2x+4y=6x−y reduces to 5y = 8x, and so y = (8/5)x

If we choose x = 2, then y = (8/5)(2) = 16/5 is a solution of the given equation.  There are an infinite number of such solutions.  All lie on the line y = (8/5)x.

Answer:

1,-1,4,-3 so D

Step-by-step explanation:

0 = x^4 - x^3 -13x^2 + x + 12

x = 1,-1,4,-3

The final answer is -3,-1,1 and 4

The biquadratic equation is of the form ax⁴+bx³+cx²+dx+e and hence

The sum of roots is -b/a, the sum of the product of two roots is c/a, the sum of the product of three roots is -d/a, and the product of all four roots is e/a.

There is no specific method of solving a biquadratic equation, hence we use the trial and error method and also some form of the root.

So finding f(1) = 1-1-13+1+12 = 0 hence 1 is a root.

finding f(-1) = 1-(-1)-13-1+12 = 0 hence -1 is also a root.

So let other roots be p,q

Now we can use sum of roots formula which is p+q+1-1= 1, hence p+q=1

product of roots p*q*1*-1=12, pq= -12 substituting p = -12/q

-12/q+q = 1, multiplying q on both sides

q²-12=q, q²-q-12=0, q²-4q+3q-12 = 0, q(q-4q)+3(q-4)=0

(q-4)(q+3) = 0 hence the roots are 4,-3 also

Hence 1,-1,4, and -3 are the roots of the equation.

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Answer:

-7 is a Negative Number, which is also an integer.

Step-by-step explanation:

Negative numbers are any number less than 0. The greater a negative number is, is the smaller its value.

Answer:

f(x) is quadratic. g(x) and h(x) are linear.

Step-by-step explanation:

So we have the three functions:

[tex]f(x)=4x^2\\g(x)=1-x\\h(x)=32x[/tex]

Linear functions are polynomials in which the highest degree is 1.

Quadratic functions are polynomials in which the highest degree is 2.

And exponential functions usually have a variable in the exponent (e.g. 2^x).

For f(x), the highest degree is 2. Thus, f(x) is a quadratic function.

For g(x), the highest degree is 1 and there are no variables in the exponent. Thus, g(x) is a linear function.

Similarly, for h(x), the highest degree is 1 and there are no variables in the exponents, so h(x) is also a linear function.

Answer:

[tex]5\frac{3}{5}[/tex]

Step-by-step explanation:

[tex]4*1\frac{2}{5} = 4 * \frac{7}{5} = \frac{28}{5} = 5\frac{3}{5}[/tex]

Answer:

[tex]\boxed{ 5\frac{3}{5}}[/tex]

Step-by-step explanation:

[tex]\displaystyle 4 \times 1\frac{2}{5}[/tex]

[tex]\sf Convert \ mixed \ fraction \ into \ improper \ fraction.[/tex]

[tex]\displaystyle 4 \times \frac{7}{5}[/tex]

[tex]\sf Multiply.[/tex]

[tex]\displaystyle \frac{28}{5}[/tex]

[tex]\sf Convert \ improper \ fraction \ into \ mixed \ fraction.[/tex]

[tex]\displaystyle 5\frac{3}{5}[/tex]

Answer:

1.4a > 5+a

Step-by-step explanation:

If the number is increased by 40% of that number, then it multiplies by 1.4. So, the left side of the equation is 1.4a.

On the right side of the equation, if the number is increased by 5, then the equation is a + 5.

Since the left side of the equation is more than the right side of the equation, we add a greater than sign. So the expression is 1.4a > 5+a

Answer:

[tex]$\[x^2 + 22x + 121\]$[/tex]

Step-by-step explanation:

Given

[tex]$\[x^2 + 22x + \underline{~~~~}.\]$[/tex]

Required

Fill in the gap

Represent the blank with k

[tex]$\[x^2 + 22x + k\]$[/tex]

Solving for k...

To do this, we start by getting the coefficient of x

Coefficient of x = 22

Divide the coefficient by 2

[tex]Result = 22/2[/tex]

[tex]Result = 11[/tex]

Take the square of this result, to give k

[tex]k= 11^2[/tex]

[tex]k= 121[/tex]

Substitute 121 for k

[tex]$\[x^2 + 22x + 121\]$[/tex]

The expression can be factorized as follows;

[tex]x^2 + 11x + 11x + 121[/tex]

[tex]x(x + 11)+11(x+11)[/tex]

[tex](x+11)(x+11)[/tex]

[tex](x+11)^2[/tex]

Hence, the quadratic expression is [tex]$\[x^2 + 22x + 121\]$[/tex]

Answer:

The y-intercept is 1/3.

Step-by-step explanation:

The equation given is in slope-intercept form. Recall that in slope-intercept form:

[tex]f(x)=mx+b[/tex]

m is the slope while b is the y-intercept.

Therefore, -2/9 would be the slope while 1/3 would be the y-intercept.

Answer:

the answer is d

Step-by-step explanation:

cause its d

The required ways of the combination to display the flowers on the dinner is  20.

There are 6 flowers in vases in your kitchen. You want to put 3 of them on the dining room table for dinner tonight. Order isn’t important. How many ways can you display the flowers for dinner to determiined.

In arithmetic, combination and permutation are two different ways of grouping elements of a set into subsets. In a combination, the components of the subset can be recorded in any order. In a permutation, the components of the subset are listed in a distinctive order.

Examples of permutation and combination, Managing people, numbers, numerals, alphabets, letters , and colors are examples of permutations. Choosing of menu, foodstuffs, dresses, matters, and the group are examples of combinations.

Since, the total number of flower in vases is 6
3 of them to be selected for the dinner table tonight.
The combination is given as.
= C( 6 , 3)
= 6!/3!(6 - 3)!
= 6!/3!3!
= 20

Thus, the required ways of combination to display the flowers on dinner is  20.

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Answer:You cant get someone to do all of this try doing a few or getting help from someone older that's what I did

I asked help for one problem and the explanation and now I understand how they did it so the other problems I can do now

It's better to make an effort and try doing some of them instead of asking someone to do all of it

Because when the test comes it won't be that easy so next time just try putting a few so that way you can try understanding it and you can apply it to similar problems

Answer:

Don't ask someone to do this if your question is a test

Step-by-step explanation:

Answer:

i think it is the third one but dont know just an educational geuss

Step-by-step explanation:

The given steps from the derivation of the quadratic formula are:

Step 3:  [tex]-c+\frac{b^2}{4a}=a(x^2+\frac{b}{a}x+\frac{b^2}{4a^2})[/tex]

Step 4a: [tex]-c+\frac{b^2}{4a}=a(x+\frac{b}{2a})^2[/tex]

Step 4b: [tex]\frac{-4ac}{4a}+\frac{b^2}{4a}=a(x+\frac{b}{2a})^2[/tex]

The property "converting to a common denominator" justifies step 4b. So, option C: "converting to a common denominator" is correct.

The quadratic formula is as follows:

x = [-b ± (√b²+4ac)]/2a

This formula is derived from the quadratic equation [tex]ax^2+bx+c=0[/tex].

The standard quadratic equation is [tex]ax^2+bx+c=0[/tex]

Step 1: [tex]ax^2+bx=-c[/tex]

Step 2: Taking 'a' as common

[tex]a(x^2+\frac{b}{a}x)=-c[/tex]

Step 3: Adding [tex]\frac{b^2}{4a}[/tex] on both sides

[tex]-c+\frac{b^2}{4a}=a(x^2+\frac{b}{a}x)+\frac{b^2}{4a}[/tex]

⇒ [tex]-c+\frac{b^2}{4a}=a(x^2+\frac{b}{a}x+\frac{b^2}{4a^2})[/tex]

Step 4a: Factoring the polynomial

[tex]-c+\frac{b^2}{4a}=a(x+\frac{b}{2a})^2[/tex]

Step 4b: Converting to a common denominator

[tex]\frac{-4ac}{4a}+\frac{b^2}{4a}=a(x+\frac{b}{2a})^2[/tex]

⇒ [tex]\frac{(-4ac+b^2)}{4a}=a(x+\frac{b}{2a})^2[/tex]

Step 5: Applying square root (on one side there is a square, so, on the other side it gets ±)

⇒ [tex]\frac{(-4ac+b^2)}{4a^2}=(x+\frac{b}{2a})^2[/tex]

⇒ ±[tex]\sqrt{\frac{(-4ac+b^2)}{4a^2}} =(x+\frac{b}{2a})[/tex]

⇒ [tex]x+\frac{b}{2a}[/tex] = ± [tex]\frac{\sqrt{b^2-4ac} }{2a}[/tex]

step 6: Subtacting [tex]\frac{b}{2a}[/tex] from both the sides

⇒ [tex]x=-\frac{b}{2a}[/tex] ± [tex]\frac{\sqrt{b^2-4ac} }{2a}[/tex]

⇒ x = [-b ± (√b²+4ac)]/2a

Thus, step 4b best explains or justifies the property "Converting to a common denominator".

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Answer:

hope this is ok...

1. a) f(h) = -4

  b) f(h) = 4

  c) f(h) = -6

  d) f(h) = -8

2. a) f(h) = 5

   b) f(h) = 11

   c) f(h) = 3

   d) f(h) = -1

3. a) f(x) = 11

   b) f(x) = -5

   c) f(x) = -245

   d) f(x) = -89

4. f(56) = -29.35 or -29.346046

5. f(200) = 10√2 - 56 or -41.857864 (if u want u can round off the decimal to -41.86)

Step-by-step explanation:

1. f(h) = | h - 10 |

a) f(h) = | 6 - 10 | = -4

b) f(h) = | 14 - 10 | = 4

c) f(h) = | 4 - 10 | = -6

d) f(h) = | 2 - 10 | = -8

2. f(h) = | h - 2 |

a) f(h) = | 7 - 2 | = 5

b) f(h) = | 13 - 2 | = 11

c) f(h) = | 5 - 2 | = 3

d) f(h) = | 1 - 2 | = -1

3. f(x) = x² + 11

a) f(x) = -0² + 11 = 11

b) f(x) = -4² + 11 = -5

c) f(x) = -16² + 11 = -245

d) f(x) = -10² + 11 = -89

4. f(x) = 8√x - 31

a) f(56) = 8√56 - 31 = -29.35

5. f(x) = 2√x - 56

a) f(200) = 2√200 -56 = -41.86

Please mark Brainliest....

Answer:

The other person answer is beyond correct PLEASE mark them brainliest they REALLY deserve that o-o

Answer:

-2+12=10

-10+20=10

1+9=10

9+1=10

8-(-2)=10

2-(-8)=10

-30+40=10

Step-by-step explanation:

Answer:

22.95×1.055≈$24.21

35m is the answer to the problom        

Answer:

the correct answer is 13

Step-by-step explanation:

i got it correct on the test, hope this helps:)) !

Answer: You started at (-3, 4)

Step-by-step explanation:

If you started at (-3, 4) and moved down 3 units, you would be at (-6, 4). If you moved back up 3 units, you would be at your original starting point (-3, 4).

Answer:

Step-by-step explanation:

All motion here is up and down, so the x-coordinate does not change.

Work backwards to answer this question:

(-3, 4), and down three units, and then up three, puts you where you started, at (-3, 4).

Answer:C

Step-by-step explanation:

Answer:

SA = 108 ft^2

Step-by-step explanation:

The front and back faces are triangles with 4 ft base and 3 ft height.

The three sides are rectangles with dimensions 4 ft by 8 ft, 8 ft by 5 ft, and 3 ft by 8 ft.

The surface area is the sum of the areas of the two triangles and the three rectangles.

SA = 2 * (1/2)(4 ft * 3 ft) + 4 ft * 8 ft + 8 ft * 5 ft + 3 ft * 8 ft

SA = 12 ft^2 + 32 ft^2 + 40 ft^2 + 24 ft^2

SA = 108 ft^2

Answer:

d

Step-by-step explanation:

Answer:

(A) The y-intercept of the line is 1.82.

(B) The number of games that could be won after 13 months of practice is 26.

Step-by-step explanation:

The data from the provided graph is:

X Y

0 1

1 3

2 5

3 9

4 10

5 12

6 13

7 14

8 17

9 18

10 20

Here,

X : Number of Months of Practice

Y : Number of Games Won

(A)

Compute the y-intercept of the line as follows:

[tex]a=\frac{\sum Y\cdot \sum X^{2}-\sum X\cdot \sum XY}{n\cdot \sum X^{2}-(\sum X)^{2}}[/tex]

   [tex]=\frac{122\cdot 385-55\cdot 814}{11\cdot 385-(55)^{2}}\\\\=1.818\\\\\approx 1.82[/tex]

The y-intercept of the line is 1.82.

The y-intercept is the average value of the dependent variable, here the number of games won, when the value of the independent variable, here number of months of practice, is 0.

So, a y-intercept of 1.82 indicates that on average 1.82 can be won if the number of months of practice is 0.

(B)

Compute the slope as follows:

[tex]b=\frac{n\cdot \sum XY-\sum X\cdot \sum Y}{n\cdot \sum X^{2}-(\sum X)^{2}}[/tex]

  [tex]=\frac{11\cdot 814-55\cdot 122}{11\cdot 385-(55)^{2}}\\\\=1.855\\\\\approx 1.86[/tex]

The equation for the line of best fit in slope-intercept form  is:

[tex]y=1.82+1.85x[/tex]

Predict the number of games that could be won after 13 months of practice as follows:

[tex]y=1.82+1.85x[/tex]

  [tex]=1.82+(1.85\timex 13)\\=25.87\\\approx 26[/tex]

Thus, the number of games that could be won after 13 months of practice is 26.