(7x³ + x² + x) divided by (x² + 1)

The equations that have the same solution as 2x-5=15 include :

2x = 20

2x - 20 = 0

4x - 10 = 30

The options are B, D, E.

We have,

2x - 5 = 15

Here,

The solution is 10.

2x = 15 + 5

2x = 20

x = 20/2

x = 10

We have,

A. 2x = 10

x = 10/2

x = 5

B. 2x = 20

x = 20/2

x = 10

C. 2(x - 5) = 15

2(x - 5) = 15

x - 5 = 15/2

x = 15/2 + 5

x = 12.5

D. 2x - 20 = 0

2x = 20

x = 20/2

x = 10

E. 4x - 10 = 30

4x = 30 + 10

4x = 40

x = 40/4

x = 10

F. 15 = 5 - 2x

15 - 5 = -2x

10 = -2x

x = -10/2

x = -5

The correct options are B, D and E.

Learn more about equations on:

https://brainly.com/question/2972832

#SPJ1

Complete question

What equations have the same solution as 2x - 5 = 15?

A. 2x = 10

B. 2x = 20

C. 2(x - 5) = 15

D. 2x - 20 = 0

E. 4x - 10 = 30

F. 15 = 5 - 2x

The profit increased at an average pace of $600 between Hour 5 to Hour 10.

An indicator of the how one dimension changes in proportion to another is a rate of change.

The table for the price is given as;

Hour                Profit

0                        $0

2.5                     $500

5                        $900

7.5                     $1200

10                        $1500

After 5 hours, the profit is 900, and after another 5 hours, the profit is 1500.

In order to determine that average rate of change, we must take 900 away from 1500.

1500-900 = 600

Thus, an average rate of change for profit during Hour 5 to Hour is therefore $600.

To know more about the rate of change, here

https://brainly.com/question/25184007

#SPJ4

Answer:

Not sure, maybe it's 5?

Step-by-step explanation:

[tex]26-11=15[/tex]

[tex]15[/tex] ÷ [tex]3=5[/tex]

The logarithmic expression as a single logarithm is [tex]log_{2}[/tex](a[tex]b^{2}[/tex]/[tex]c^{3}[/tex])

A logarithm is defined as the power to which a number must be raised to get some other values. It is the most convenient way to express large numbers. A logarithm has various important properties that prove multiplication and division of logarithms can also be written in the form of logarithm of addition and subtraction.

[tex]log_{2}a + 2log_{2}b - 3log_{2}c[/tex]

[tex]2log_{2}b[/tex] may be simplified as [tex]log_{2}b^{2}[/tex]

[tex]3log_{2}c[/tex] may be simplified as [tex]log_{2}c^{3}[/tex]

Which reduces the expression as

[tex]log_{2}a[/tex] +  [tex]log_{2}b^{2}[/tex] -  [tex]log_{2}c^{3}[/tex]

factor out log2 since it is common

and replace addition sign with multiplication and subtraction sign with division

[tex]log_{2}(\frac{a * b^{2} }{c^{3} })[/tex] which finally becomes [tex]log_{2}(ab^{2} /c^{3})[/tex]

In conclusion, the simplified form of the logarithmic expression is  [tex]log_{2}(ab^{2} /c^{3})[/tex]

Learn more about logarithm: http://brainly.com/question/25710806

#SPJ1

If each side of a square is increasing at a rate of 7 cm/s, then the rate of increasing the area of the the square when the area of the square is 64 cm square is 112 centimeter square per second

The rate of change of length with respect to the time = 7 cm per second

That is

dl / dt = 7 cm per second

The area of the square = l^2

Where l is the length of the square

The rate of change area with respect to the time is

dA / dt = 2l dl/dt

The area is given that 64 centimeter square and the side will be 8 cm

Substitute the values in the equation

dA / dt = 2 × 8 × 7

= 112 centimeter square per second

Therefore, the rate of increasing the area is 112 centimeter square per second

Learn more about area here

brainly.com/question/874186

#SPJ4

Answer:

Step-by-step explanation:

Answer:

c = 20 degrees

Step-by-step explanation:

7c + c + c = 180

9c = 180

9/9 c = 180/9

c = 20

The value of n in 1:n is 4.5 in the given equivalent ratio.

What is equivalent ratio?

The concept of a ratio in mathematics is the divisional comparison of two quantities, the antecedent and consequent. As an illustration, each ingredient must be added according to a ratio during cooking. So, we may argue that a ratio is employed to represent one quantity as a portion of another. The ratio can be written as a fraction as well. If the ratio a:b is a fraction, its form is a/b. As a result, it is simple to compare two or more equivalent ratios expressed as equivalent fractions.

The given ratio is 8:36.

In fraction form = 8/36

= 1 / 4.5

=1:4.5

Hence, the value of n in 1:n is 4.5.

Learn more about equivalent ratio, by the following link.

https://brainly.com/question/2328454

#SPJ1

It will take 112.5 minutes to mow a lawn that measures 6000 sq ft .

In the question ,

it is given that ,

the time taken to mow 800 sq ft of the given lawn is = 15 minutes ,

So , the time taken to mow 1 sq ft of lawn is = 15/800 minutes .

to find the time taken to mow 6000 sq ft , we multiply by 6000 ,

We get ,

time taken to mow 6000 sq ft of the lawn is = 6000*(15/800)

on solving , we have

= 90000/8000

Simplifying further ,

we get ,

= 112.5 minutes

Therefore , 6000 sq ft lawn will be mowed in 112.5 minutes .

Learn more about Rate here

https://brainly.com/question/1325693

#SPJ4

The strength of the linear relationship between two numerical variables may be measured by the  coefficient of correlation

The correlation coefficient is a statistical indicator of how strongly two variables are linearly related. Its values may be between -1 and 1. A correlation coefficient of -1 indicates a complete negative, inverse, or inverse-correlation, where values in one series increase as those in the other fall and vice versa. A coefficient of 1 denotes a perfect positive correlation or a straight line. A correlation value of 0 indicates that there is no linear relationship.

In both science and finance, correlation coefficients are used to measure the degree of relationship between two variables, components, or data sets. For example, because high oil prices benefit crude producers, one might assume that the correlation between oil prices and forward returns on oil stocks is strongly positive.

To learn more about coefficient of correlation, visit:

brainly.com/question/28092200

#SPJ4

Answer:

36

I looked it up on

Making b the subject in the formula for area of a trapezium, A, given by A = (a+b)÷2 h is found to be b = 2A/h - a

The given expression for area of trapezium is A = (a+b)÷2*h

b is solved for as follows

A = (a+b)÷2*h

A = h * (a+b)/2

divide through by h

A/h = (a+b)/2

multiply through by 2

2A/h = (a + b)

2A/h = a + b

b = 2A/h - a

Learn more on area of trapezium at:

https://brainly.com/question/1463152

#SPJ1

Two linear equations in two variables can be solved using the substitution techniques, graphical method or by the elimination method.

Let us consider any two real world linear equations in two variables.

x - y = 0

x + y = 4

Now let us first solve them by substitution method:

equation 1 can be written as : x = y ,

Now we substitute this value of x in the second equation:

x + y = 4

or,  y + y = 4

or, 2y = 4

or, y = 2

At x = 2 , y = 2. Hence the solution is (2,2)

Now let us solve by elimination method:

adding equation 1 and 2 we get:

x - y = 0

x + y = 4

2x = 4

or, x =2

at x=2 , y = 4-2 =2 Hence the solution is (2,2)

Now we will solve the equations graphical method.

In the graph attached below we can clearly see that the straight line representation of the two equations intersect at the point (2,2)

Hence the solution is (2,2) .

Therefore any linear equation in 2 variables can be solved by substitution , elimination and graphically.

To learn more about linear equations visit:

https://brainly.com/question/21835898

#SPJ4

Kevion and Samantha like to collect stamps and if Kevion has 45 stamps then Samantha has 45*3-2= 129 stamps.

The fundamental methods for mixing numbers or algebraic expressions to carry out mathematical computations are known as mathematical operations. These operations include multiplication, division, exponentiation, multiplication, and subtraction. More complex operations, such square roots, logarithms, and trigonometric functions, are available in addition to these fundamental operations. Mathematical operations are employed in a wide collection of disciplines, from elementary arithmetic to intricate computations in engineering and physics. We can use these operations to resolve issues and generate predictions based on mathematical models. We may better comprehend the world around us and make more precise predictions about what will happen in the future by applying mathematical procedures.

To learn more about mathematical operations, visit:

https://brainly.com/question/20628271

#SPJ1

Answer:

The mass of the 30,000 molecules is 1.59\times 10^{-18}1.59×10

−18

Given that,

There are 30,000 molecules.

And, the mass of one molecule of oxygen i.e. 5.3\times 10^{-23}5.3×10

−23

gram.

Based on the above information, the calculation is as follows:

\begin{gathered}= 30,000 \times 5.3\times 10^{-23}\\\\= 3\times10^4 \times 5.3\times 10^{-23}\\\\= 15.9\times 10^{-23+4}\\\\= 15.9\times 10^{-19}\\\\= 1.59\times 10^{-19}\times 10\\\\= 1.59\times 10^{-18}\end{gathered}

=30,000×5.3×10

−23

=3×10

4

×5.3×10

−23

=15.9×10

−23+4

=15.9×10

−19

=1.59×10

−19

×10

=1.59×10

−18

Therefore we can conclude that the mass of the 30,000 molecules is 1.59\times 10^{-18}1.59×10

−18

Learn more: brainly.com/question/19694949

Distance from Detroit to columbus is 220 miles

It is given in the question,

The average speed Mrs. smith drove = 60 mph.

Returning, her average speed was 55 mph.

Time taken =  1/3 of an hour longer on the return trip

We have to Find total distance between Detroit and Columbus

So, Let the distance between Detroit and Columbus be "x" miles

Average speed = 60

So, time taken by her to cover distance of x miles with speed of 60 mph

Time = Distance / speed

=> t = x / 60

She Took x/60 hours to reach Columbus

While returning her speed was 55 mph.

So, time taken by her to cover the same distance but at a speed of 55 mph :

=> t = x / 55

Now we are given that she took 1/3 of hour more while returning .

So, [tex]\frac{x}{55} - \frac{x}{60} = \frac{1}{3}[/tex]

⇒ x/660 = 1/3

=> x = 660/3

=> x = 220 miles

Hence ,  Detroit is 220 miles far from Columbus

To know more about distance here

https://brainly.com/question/15172156

#SPJ4

1) The equation of a line passing through the point (5, 9) in point slope form is;  (y - 9) = 3(x - 5)

2) The equation that is parallel and passing through (0, 4) is; y = ¹/₂x + 4

3) The equation of the line parallel to y - 7 = 7(x - 3) and passing through the point (4, 2) is; (y - 2) = 7(x - 4)

4) Thus, the equation of the line parallel to y = -7x - 2and passing through (-9, -12) is; y = -7x - 75

The general equation of a line in slope intercept form is;

y = mx + c

where;

m is slope

c is y-intercept

1) We are given the equation of a line as;

y = 3x + 5

where;

slope = 3

y-intercept = 5

Thus, the equation of a line passing through the point (5, 9) in point slope form is;

(y - y₁) = m(x - x₁)

Thus; (y - 9) = 3(x - 5)

2) Equation of a line is given as;

y = (1/2)x

Thus, the equation that is parallel and passing through (0, 4) is;

y - 4 = (1/2)(x - 0)

y - 4 = ¹/₂x

y = ¹/₂x + 4

3) We are given the equation;

y - 7 = 7(x - 3)

y - 7 = 7x - 21

y = 7x - 14

Thus, equation of the line passing through the point (4, 2) is;

(y - 2) = 7(x - 4)

4) We are given the equation;

y = -7x - 2

Thus, the equation of the line parallel and passing through (-9, -12) is;

y + 12 = -7(x + 9)

y = -7x - 63 - 12

y = -7x - 75

Read more about slope intercept form at; https://brainly.com/question/1884491

#SPJ1

Answer: Note that log(a) + log(b) is the same thing as log(a × b) This gives us: log7(x(x +5)) = log7(14)

Answer:Y=6

Step-by-step explanation:

I will be using the substitution method:

x+y=9 y=x+3

X + (x + 3) = 9

2x + 3 = 9

*subtract 3 from both sides*

2x = 6

*divide by 2 on each side of the equal sign*

X = 3

find y:

y = 3 + 3

y = 6

check:

3 + 6 = 9

9 = 9 (correct)

The value of x is 3 and the value of y is 6

Answer:

Step-by-step explanation:

ben

Derivative of six inverse trigonometric functions are as follow:

d/dx(sin⁻¹x) = 1 / √1 - x²

d/dx(cos⁻¹x) = -1 / √1 - x²

d/dx(tan⁻¹x) = 1 / √1 + x²

d/dx(cosec⁻¹x) = -1 / |x|√ x² - 1

d/dx(sec⁻¹x) = 1 / |x|√ x² -1

d/dx(cot⁻¹x) = -1 / √1 + x²

As given in the question,

Explanation of the derivative of six inverse trigonometric functions are as follow:

1. y = sin⁻¹x

⇒ x = siny

⇒d/dx(x) = d/dx(siny)

⇒ 1 = cosy dy/dx

⇒dy/dx = 1/cosy

⇒dy/dx = 1/√1-sin²y

⇒dy/dx = 1/√1-x²

⇒d/dx( sin⁻¹x) = 1/√1-x²

2. y = cos⁻¹x

⇒ x = cosy

⇒d/dx(x) = d/dx(cosy)

⇒ 1 =-siny dy/dx

⇒dy/dx = -1/siny

⇒dy/dx = -1/√1-cos²y

⇒dy/dx = -1/√1-x²

⇒d/dx( cos⁻¹x) = -1/√1-x²

3. y = tan⁻¹x

⇒ x = tany

⇒d/dx(x) = d/dx(tany)

⇒ 1 =sec²y dy/dx

⇒dy/dx = 1/sec²y

⇒dy/dx = 1/√1+ tan²y

⇒dy/dx = 1/√1 + x²

⇒d/dx( tan⁻¹x) = 1/√1+x²

4. y = cosec⁻¹x

⇒ x = cosecy

⇒d/dx(x) = d/dx(cosecy)

⇒ 1 =-cosecy coty dy/dx

⇒dy/dx = -1/cosecy coty

⇒dy/dx = -1/cosecy√cosec²y-1

⇒dy/dx = -1/|x|√x²-1

⇒d/dx( cosec⁻¹x) = -1/|x|√x²-1

5.   y = sec⁻¹x

⇒ x = secy

⇒d/dx(x) = d/dx(secy)

⇒ 1 =secy tany dy/dx

⇒dy/dx = 1/secy tany

⇒dy/dx = 1/secy√sec²y-1

⇒dy/dx = 1/|x|√x²-1

⇒d/dx( sec⁻¹x) = 1/|x|√x²-1

6. y = cot⁻¹x

⇒ x =coty

⇒d/dx(x) = d/dx(coty)

⇒ 1 =-cosec²y dy/dx

⇒dy/dx = -1/cosec²y

⇒dy/dx = -1/√1+ cot²y

⇒dy/dx = -1/√1 + x²

⇒d/dx( cot⁻¹x) = -1/√1+x²

Therefore, the derivative of the six inverse trigonometric functions are given below:

d/dx(sin⁻¹x) = 1 / √1 - x²

d/dx(cos⁻¹x) = -1 / √1 - x²

d/dx(tan⁻¹x) = 1 / √1 + x²

d/dx(cosec⁻¹x) = -1 / |x|√ x² - 1

d/dx(sec⁻¹x) = 1 / |x|√ x² -1

d/dx(cot⁻¹x) = -1 / √1 + x²

Learn more about inverse trigonometric functions here

brainly.com/question/1143565

#SPJ4

0.1116 is the area under the standard normal curve using the given z-score.

The standard score in statistics is the number of standard deviations that a raw score deviates from or exceeds the mean of the phenomenon being observed or assessed.

Standard scores are positive for raw scores above the mean and negative for raw scores below the mean.

The 90th percentile's z-score is 1.2816, as calculated by the Percentile to Z-Score Calculator.

Therefore, a student's z-score would be deemed "excellent" if it was greater than or equal to 1.2816.

So, the area under the standard normal curve will be:

Find the z-scores by looking at the table's intersection of the 0.9 down and 0.07 across columns, which is 0.1660.

Similarly, find -0.5 down and 0.09 across to get 0.2776.

Add them together now: 0.2776 - 0.1660 = 0.1116

Therefore, 0.1116 is the area under the standard normal curve using the given z-score.

Know more about Z-score here:

https://brainly.com/question/25638875

#SPJ4

The possible values of (m,n) are (1,2) and (-17,14).

A system having more than two equations is known as a system of equations.

Given that, the solution of the simultaneous equations is x = 2 and y = 3.

The given equations are:

mx + ny = 8

m²x - n²y = -10

Substitute x = 2 and y = 3 into the above equations:

2m + 3n= 8       (1)

2m² - 3n² = -10     (2)

Rewrite equation (1):

2m + 3n= 8

2m = 8 - 3n

m = (8 - 3n)/2          (3)

Substitute it into equation (2):

[tex]2\frac{(8-3n)^2}{4}-3n^2 = -10\\\\2(64 +9n^2-48n)-12n^2+40 =0\\\\128 +18n^2-96n-12n^2+40=0\\\\6n^2-96n+168=0\\\\n^2-16n+28=0\\\\n^2-14n-2n+28=0\\\\n(n-14)-2(n-14)=0\\\\(n-2)(n-14)=0[/tex]

n = 2 or n =14

Now, substitute n = 2 into equation (3):

m = (8-3×2)/2

m = 1

Further, substitute n = 14 into equation (3):

m = (8-3×14)/2

m = -17

Hence, the possible values of (m,n) are (1,2) and (-17,14).

Learn more about the system of equations:

https://brainly.com/question/24065247

#SPJ1

95% confidence interval for true average degree of polymerization is  [430.87 ; 446.07] and this interval suggest that 441 is a plausible value for true average degree of polymerization and also this interval does not suggest that 451 is a plausible value.

Given :

The total number of values given is, n = 17

Mean, μ₀ = 438.47

Standard Deviation, σ = 14.79

The normal distribution is given by: N (438.47 ; 14.79)

If Cl  is 95% then  is 5% and  is 2.5%

α/2 = 0.025

Now, use t-statistics distribution with (n -1) degree of freedom

                         df = 16

So, the t score for 0.025 and 16 s from t-table 2.120.

CI = [ μ₀ ± [tex]t_{\alpha /2}[/tex] ; (n-1) × σ/ √n]

⇒ CI = [μ₀ ± 2.120 × 14.79/√17

⇒ CI = [ μ₀ ± 7.60]

⇒ CI = 430.87 ; 446.07]

Yes, the interval suggests that 441 is a plausible value for true average degree of polymerization.

No, the interval does not suggest that 451 is a plausible value.

Learn more about Confidence Interval:

https://brainly.com/question/24131141

#SPJ4

The type of study was cross-sectional study.

An example of an observational study design is the cross-sectional study design. In a cross-sectional study, the researcher simultaneously assesses the participants exposures and outcomes.

After choosing the study subjects, the researcher conducts the study in order to evaluate the exposure and results.

For population-based surveys and to determine the prevalence of illnesses in clinic-based samples, cross-sectional designs are employed.

These studies are typically affordable and reasonably quick to carry out.

An illustration of a cross-sectional study might be a medical investigation into the incidence of cancer in a particular community.

To know more about cross-sectional study, here

https://brainly.com/question/20758569

#SPJ4

Answer:

  NK = 26

Step-by-step explanation:

You have a triangle with the centroid identified and all medians drawn. You are given IK = 52 and want NK, where point N is the intersection of median JN with side IK.

The centroid of a triangle is the point where the medians intersect. It divides each median in the ratio 2:1.

A median of a triangle joins a vertex with the midpoint of the opposite side. Here, that means point N is the midpoint of side IK.

IK is given as length 52, so each half of that segment is 52/2 = 26.

  IN = NK = 26

Answer: 2.12 miles.

Step-by-step explanation: To find the width of Hardee County, we need to determine the length of one of its sides. We can use the fact that the area of a rectangle is equal to its length times its width to find the length of one of its sides.

The area of Hardee County is 637 square miles, and we know that its width is 30 miles. We can use this information to write the following equation: 637 square miles = 30 miles * length

We can solve this equation for the length by dividing both sides by 30: 637 square miles / 30 miles = length

This simplifies to: 21.2 square miles = length

Since the length of a rectangle is one of its sides, the width of Hardee County is 21.2 miles.