Solve for a. Worth 10 pts!
[tex] \frac{1}{5} a - 5 = 20[/tex]
​

Answer:

The two integers are greater than or equal to 17 and 19

Step-by-step explanation:

Consecutive odd integers means 1, 3, 5, 7, 9 and so on

That means there is a always a gap of 2 in between each of them. Knowing this, we can set up an equation. Let x represent the first of the consecutive integers.

x+(x+2)=36

x+2 represents the second consecutive interger

x+x=34

2x=34

x=17

The two integers are 17 and 19

The polynomial remainder theorem states that the remainder of the division of a polynomial [tex]P(x)[/tex] by [tex]x-a[/tex] is equal to [tex]P(a)[/tex].

Therefore

[tex]P(-2)=4\\2\cdot(-2)^3 - 4\cdot(-2)^2 + k\cdot(-2) + 10=4\\-16-16-2k=-6\\-2k=26\\k=-13[/tex]

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''

Answer:

4.44 pints

Step-by-step explanation:

7.4 times 3/5

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

Answer:

Step-by-step explanation:

For the m it would just be -3 because the equation for slope intercept form is y=mx+b

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

Answer: The Answer is (-5,-3)

hope so my answer is correct

Step-by-step explanation:

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

Answer:

C

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

The lower quartile range is shown by the bottom of the box which is at 10.

The median is shown in the middle line, which is closer to 18 than 18.5.

The upper quartile range in the end of the box, which is at 22!

(You can also look at the picture attached if that helps.)

Answer:

[tex]\frac{2(x-1)(2x+9)}{(x-3)(x-2)}[/tex]

Step-by-step explanation:

[tex]\frac{4x}{(x-3)}+\frac{6}{(x+2)}[/tex]

= [tex]\frac{4x(x+2)}{(x-3)(x+2)}+\frac{6(x-3)}{(x+2)(x-3)}[/tex]

Now we have done the denominators of each term of the expression equal.

Further we add the terms,

[tex]\frac{4x(x+2)}{(x-3)(x+2)}+\frac{6(x-3)}{(x+2)(x-3)}[/tex]

= [tex]\frac{4x(x+2)+6(x-3)}{(x-3)(x+2)}[/tex]

= [tex]\frac{4x^{2}+8x+6x-18}{(x-3)(x+2)}[/tex]

= [tex]\frac{4x^{2}+14x-18}{(x-3)(x-2)}[/tex]

Now factorize the numerator of the fraction.

4x² + 14x - 18 = 2(2x² + 7x - 9)

                     = 2(2x² + 9x - 2x - 9)

                     = 2[x(2x + 9) - 1(2x + 9)]

                     = 2(x - 1)(2x + 9)

Therefore, [tex]\frac{2(x-1)(2x+9)}{(x-3)(x-2)}[/tex] will be the answer.

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:

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.

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]

Learn more here:

https://brainly.com/question/16139579

Answer

pretty sure its a or c, sorry I cant be more specific

Step-by-step explanation:

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.

Answer:

[tex] d = 55h [/tex]

Step-by-step explanation:

We are given that Chantal drives at a constant speed of 55 miles per hour.

If, d represents the total distance in miles, and

h represents number of hours, the following equation can be used to express the given situation:

[tex] d = 55h [/tex]

For every hour, a distance of 55 miles is covered.

Thus, if h = 1, [tex] d = 55(1) = 55 miles [/tex]

If h = 2, [tex] d = 55(2) = 110 miles [/tex].

Therefore, [tex] d = 55h [/tex] , is an ideal equation that represents the situation given in the question above.

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.

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.

Learn more about  laws of sines;

https://brainly.com/question/17289163

#SPJ2

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

Answer:

20

Step-by-step explanation:

If point B is on line segment AC, then we know for sure AB + BC = AC.

To understand this better, draw a line segment, then put a point anywhere on the line segment. There are two line segment divided by that point. If you combine those two line segments then you have your original figure.

So 11 + 9 = 20.

Answer:

Step-by-step explanation:

1. Area=3b*b=300 inches^2

  3b^2=300

  :3         :3

  b^2=100

 b=V100inches ^2

b=10 inches

2. Area=4b*3b

  so 12b^2=4800

        :12        :12

      b^2=400

     b=V400

    b=20 inches

Answer:

Step-by-step explanation:

1)First convert mixed fraction to improper fraction and them prime factorize

[tex]6\frac{1}{4} = \frac{25}{4}\\[/tex]

[tex]\sqrt{\frac{25}{4}}= \sqrt{\frac{5*5}{2*2}}= \frac{5}{2} = 2 \frac{1}{2} \\\\[/tex]

2)

[tex](2 \frac{1}{2}- 1 \frac{1}{2})*1 \frac{1}{7}=( \frac{5}{2}- \frac{3}{2})* \frac{8}{7}\\\\\\= \frac{2}{2}* \frac{8}{7}\\\\=1* \frac{8}{7}= \frac{8}{7}\\\\\\=1 \frac{1}{7}[/tex]

3) 0.00706 = 7.06 * [tex]10^{-3}[/tex]

4) 144 = 12 * 12

12 = 6*2

6 = 2*3

Prime factorization of 144 = 2 * 3 * 2 * 2 * 3 *2

                                          = 2⁴ * 3²

5) To find LCM, prime factorize 96 & 144

96 = 2 * 2 * 2 * 2 * 2 * 3 = 2⁵ * 3

144 = 2⁴ * 3²

LCM = 2⁵ * 3² = 32 * 9 = 288

6) HCF

105 = 7 * 5 * 3

135 = 5 * 3* 3 * 3

180 = 5 * 3 * 3 * 2 * 2

HCF = 5 * 3 = 15

7) 24 = 3 * 2 * 2 * 2 = 3 * 2³

   36 = 3 * 3 * 2 * 2 = 3² * 2²

   40 = 5 * 2 * 2 * 2 = 5 * 2³

LCM = 5 * 2³ * 3² = 5 * 8 * 9  = 360

HCF = 2² = 4

Difference = 360 - 4 = 356

8) Multiply each digit of the binary number by the corresponding power of 2, solve the powers and add them all

1111 = 1 *2³ + 1*2² + 1*2¹ + 1*2° = 8 + 4 + 2 + 1 = 15

Ans: 15

9) 36₇ = 102₅

10) 6.9163 = 6.916

I knew only this much

hope it's helpful

:)

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

Hello, because of the geometric sequence we can say that:

[tex]\alpha = \dfrac{b}{a}=\dfrac{c}{b}\\\\\dfrac{c}{a}=\dfrac{c*b}{a*b}=\dfrac{c}{b}\dfrac{b}{a}=\alpha^2\\\\\text{So the equation becomes.}\\\\ax^2+bx+c=0<=>x^2+\dfrac{b}{a}x+\dfrac{c}{a}=0\\\\<=>x^2+\alpha x+ \alpha^2=0\\\\\Delta=b^2-4ac = \alpha^2-4\alpha^2=-3\alpha^2 < 0[/tex]

So there is no real root, so the function does not cut the x axis.

Thank you

For the given quadratic function, the x-axis is not cut by the function because there is no true root.

To determine values for various parameters, quadratic functions are employed in a variety of scientific and engineering disciplines. A parabola is used to graphically illustrate them. The orientation of the curve is defined by the highest degree factor.

As per provided data in question,

α = b/a = c/b

c/a = (c × b)/(a × b) = (c/b) (b/a) = α²

For the equation,

ax² + bx + c = 0

x² + b/a(x) + c/a = 0

⇒ x² + ax + α² =0

Δ = b² - 4 ac = α² - 4α²

Δ = -3α² < 0, which means that no real root is there.

To know more about quadratic functions:

https://brainly.com/question/27958964

#SPJ2

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.....

Answer:

Hey there!

The overlapping part is the product.

Thus, the product is 1/8.

Hope this helps :)

Answer:

The answer is

Step-by-step explanation:

From the question

[tex]\alpha[/tex] is inversely proportional to [tex]\beta[/tex] is written as

where k is the constant of proportionality

When

Substituting the values into the formula

we have

[tex]4 = \frac{k}{9} [/tex]

cross multiply

k = 4 × 9

k = 36

So the formula for the variation is

[tex] \alpha = \frac{36}{ \beta } [/tex]

when

[tex]\beta[/tex] = - 72

That's

[tex] \alpha = \frac{36}{ - 72} [/tex]

Simplify

We have the final answer as

Hope this helps you

Answer:

Approximately 439.6 square millimeters.

Step-by-step explanation:

The formula for the surface area of a cone is the following:

[tex]A=\pi r^2+\pi r l[/tex]

Where, r is the radius and l is the slant height.

The radius is 7 and the slant height is 13. We also use 3.14 for π Thus:

[tex]A=(3.14)(7)^2+(3.14)(7)(13)\\\text{Use a Calculator}\\A\approx 439.6[/tex]

Answer:

292.77

Step-by-step explanation:

πr(r+[tex]\sqrt{h2+r2}[/tex])

13 x 2 = 26

7 x 2 = 14

26 + 14 = 40

[tex]\sqrt{40}[/tex] = 6.32

7 + 6.32 = 13.32

3.14 x 7 = 21.98

21.98 x 13.32 =

292.77

Answer:

The probability that 100 or fewer will have 3 ​girls is 0.00734.

Step-by-step explanation:

The complete question is:

In a family with ​3 children, the probability that all the children are girls is approximately 0.125. In a random sample of 1000 families with ​3 children, what is the approximate probability that 100 or fewer will have 3 ​girls? Approximate a binomial distribution with a normal distribution.

Solution:

Let X represent the number of families who has 3 girls.

The random variable X follows a Binomial distribution with parameters n = 1000 and p = 0.125.

But the sample selected is too large.

So a Normal approximation to binomial can be applied to approximate the distribution of X if the following conditions are satisfied:

1. np ≥ 10

2. n(1 - p) ≥ 10

Check the conditions as follows:

 [tex]np=1000\times 0.125=125>10\\\\n(1-p)=1000\times (1-0.125)=875>10[/tex]

Thus, a Normal approximation to binomial can be applied.

So,  [tex]X\sim N(\mu=np,\sigma^{2}=np(1-p))[/tex]

The mean and standard deviation are:

[tex]\mu=np=1000\times 0.125=125\\\\\sigma=\sqrt{np(1-p)}=\sqrt{1000\times 0.125\times (1-0.125)}=10.46[/tex]

Compute the probability that 100 or fewer will have 3 ​girls as follows:

Apply Continuity correction:

[tex]P(X\leq 100)=P(X<100-0.50)[/tex]

                  [tex]=P(X<99.50)\\\\=P(\frac{X-\mu}{\sigma}<\frac{99.5-125}{10.46})\\\\=P(Z<-2.44)\\\\=0.00734[/tex]

*Use a z-table.

Thus, the probability that 100 or fewer will have 3 ​girls is 0.00734.

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.

Answer:

The Answer would be ∠W ≅ ∠C

Step-by-step explanation:

Only one that is congruent

The measure of the angle ∠TWM is congruent to the measure of the angle ∠ADC. Therefore, the correct option is B.

Two triangles are said to be congruent if their corresponding sides and angles are equal.

A triangle is a three-sided polygon with three edges and three vertices in geometry.

Given that the triangle ∆MTW is congruent to the triangle ∆CAD.

So, we have

∠MTW ≅ ∠CAD

∠WMT ≅ ∠DCA

∠TWM ≅ ∠ADC

If two triangles are equivalent, the ratio of matching sides will stay constant.

The proportion of the point ∠TWM is harmonious with the proportion of the point ∠ADC.

Therefore, at that point, the right choice is B.

Learn more about congruent triangles here:

brainly.com/question/4364353

#SPJ3

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'