How many terms are in the following expression:

45x + 13x − 19 + 16/3(3)x − 21.5

Answer:

[tex]16m^{10} -25m^{12}[/tex]

Step-by-step explanation:

hope this helps :)

The expand and combination like terms (4m^5) – 5m^6) (4m^5 + 5m^6) is -9m^12 + (16)m^10.

An equation is an expression that shows the relationship between two or more numbers and variables.

A mathematical equation is a statement with two equal sides and an equal sign in between. An equation is, for instance, 4 + 6 = 10. Both 4 + 6 and 10 can be seen on the left and right sides of the equal sign, respectively.

We are given that;

The equation=(4m^5) – 5m^6) (4m^5 + 5m^6)

Now,

To expand the expression, we need to multiply each term inside the first parentheses by each term inside the second parentheses. This gives us:

(4m^5 - 5m^6) (4m^5 + 5m^6) = 4m^5 * 4m^5 + 4m^5 * 5m^6 - 5m^6 * 4m^5 - 5m^6 * 5m^6

To simplify the expression, we need to use the exponent rule that a^b * a^c = a^(b + c) and combine the terms that have the same base and exponent. This gives us:

4m^5 * 4m^5 + 4m^5 * 5m^6 - 5m^6 * 4m^5 - 5m^6 * 5m^6 = 16m^(5 + 5) + 20m^(5 + 6) - 20m^(6 + 5) - 25m^(6 + 6)

To further simplify the expression, we need to add the exponents and simplify the coefficients. This gives us:

16m^(5 + 5) + 20m^(5 + 6) - 20m^(6 + 5) - 25m^(6 + 6) = 16m^10 + 20m^11 - 20m^11 - 25m^12

To combine like terms, we need to add or subtract the coefficients of the terms that have the same base and exponent. This gives us:

16m^10 + 20m^11 - 20m^11 - 25m^12 = (16 - 25)m^12 + (20 - 20)m^11 + (16)m^10

= -9m^12 + (0)m^11 + (16)m^10

= -9m^12 + (16)m^10

Therefore, the equation will be equal to -9m^12 + (16)m^10.

Learn more about equations here;

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3.19,3.51,3.72,3.93

Step-by-step explanation:

3.19=3.2

3.51=3.5

3.72=3.7

3.93=3.9

you take over the number kn the tenth .... if its 1 234 you round down and if its 5 or more you round up... simple

Answer:

i'm not too sure myself how to answer the problem.. but that is a translation.. A translation is just moving the shape with really changing its form or anything, just its placement

Answer:

To construct a box plot, use a horizontal or vertical number line and a rectangular box. The smallest and largest data values label the endpoints of the axis. The first quartile marks one end of the box and the third quartile marks the other end of the box

Answer:

this may help

Step-by-step explanation:

A box plot is constructed from five values: the minimum value, the first quartile, the median, the third quartile, and the maximum value. We use these values to compare how close other data values are to them. To construct a box plot, use a horizontal or vertical number line and a rectangular box.

Answer:

Step-by-step explanation:

product of slopes of perpendicular lines=-1

(t-5)/(3+4)×(2-3)/(-4-1)=-1

(t-5)/7×(-1/-5)=-1

(t-5)/35=-1

t-5=-1×35=-35

t=-35+5

t=-30

2.

slopes of parallel lines are equal.

(-2+3)/(t-4)=(-1-4)/(4+2)

1/(t-4)=-5/6

t-4=-6/5

t=4-6/5=(20-6)/5=14/5

3.

x>0,y<0

so P lies in4th quadrant.

except cos and sec all are negative.

so only cos and sec are positive.

Answer:

41

Step-by-step explanation:

This is the formula

a^2 + b^2 = c^2

35^2 + 21^2 = 1666

√1666 = 40.81...

Maybe you can estimate it to 41.

answer:

a = 28 millimeters

step-by-step explanation:

a^2 + 21^2 = 35^2

a^2 + 441 = 1225

a^2 = 784

a = 28 millimeters

Answer:

76

Step-by-step explanation:

so the sequence(pattern) is it increases by 5

there are 2 ways to solve this promblem

one count on your toes and hands by 5 starting at one until u get to 10 fingers and 5 toes. soon the promblems will get harder and you cant do that

other way multiply 5 by 15 and add it to 1

t( 15 ) = t( 1 ) + [ 14 × ( Constant value ) ]

________________________________

t( 1 ) = 1

&

Constant value = t( 2 ) - t( 1 ) = t( 3 ) - t( 2 )

Constant value = 6 - 1

Constant value = 5

________________________________

Thus :

t ( 15 ) = 1 + [ 14 × 5 ]

t( 15 ) = 1 + 70

t( 15 ) = 71

Question:

5/6 x 3/4 as an array is?

Answer:

0.625 or 5/8

Step-by-step explanation:

Using Arrays to Explore Numbers

Arrays are useful models for multiplication which can be used in a variety of ways, ranging from highly structured lessons to games and open investigations.

An array is formed by arranging a set of objects into rows and columns. Each column must contain the same number of objects as the other columns, and each row must have the same number as the other rows.

The following array, consisting of four columns and three rows, could be used to represent the number sentence 3 x 4 = 12, 4 x 3 =12, 3 + 3 + 3 + 3 = 12 and 4 + 4 + 4 =12.

Building Multiplication Facts and Tables

Arrays can be used for building multiplication facts in a meaningful way. Before drilling and memorising tables, children must understand how these facts are derived. For example, by progressively adding another column of three objects, children can build the three-times tables for themselves. This representation not only assists in understanding the process, but provides a visual image for children to draw upon as they begin to use and memorise the basic number facts.

Using arrays to explore larger numbers

Arrays can be helpfully used to explore calculations such as 13 x 5 where the array can be split into useful chunks such as 10 and 3. This means that children can use their known number facts to work out calculations.

Here 13 x 5 = (10 x 5) + (3 x 5).

After a while drawing all the dots can get very tedious! The blank array then becomes a very useful tool for helping children model their thinking and work out how to do more complex multiplications in an informal way.

Here's a child using the blank array, as a thinking tool, to help them work out 15 x 14.

The blank array helps children to use other strategies, such as compensating, when carrying out multiplication. Here, to work out 34 x 9, the child has decided to do 34 x 10 and then take off the 34 x 1.

Beyond the blank array this 'dividing the multiplication into easy parts' strategy can be formalised into the grid method. The children can see how the 'abstract' grid method overlays the array and formalises the blank array into a standard form.

Division as the Inverse Operation of Multiplication

Of the four operations, division is the most troublesome for young students. Full understanding of division tends to lag well behind the other operations. For many children opportunities to explore the concept with concrete materials are curtailed well before they perceive the relationships between division and the other three operations. One such relationship, the inverse relationship between division and multiplication, can be effectively illustrated using arrays.

For example; 3×5=15  or 3 rows of 5 make 15, can be represented by the following array.

Looking at the array differently reveals the inverse, that is

15÷3=5  or 15 put into 3 rows makes 5 columns - or 5 in each row.

Language clearly plays an important role in being able to express the mathematical relationships and the physical array supports this aspect of understanding by giving the children a concrete image to talk about.

Placing the mathematics into a real-life context through word problems can facilitate both understanding of the relationship and its expression through words.

For example, "The gardener planted 3 rows of 5 seeds. How many seeds did she plant?" poses quite a different problem to "The gardener planted 15 seeds in 3 equal rows. How many seeds in each row?" yet both these word problems can be modelled using the same array.

Further exploration of the array reveals two more ways of expressing inverse relationships: 5×3=15 and 15÷3=5 .

The word problems can be adapted to describe these operations and highlight the similarities and differences between the four expressions modelled by the one array.

Using the blank array

Suppose you want to figure out 176 ÷ 8. We can set this up as an array with the value of one side missing.

Using known multiplication facts the value of the missing side can be built up.

So the child can see that 22 lots of 8 is the same as 176.

The array is a very powerful tool for supporting the development of children's thinking around both multiplication and division.

Answer:

Step-by-step explanation:

Answer:

-3 1/4 + 4 3/4= 1 1/2

Step-by-step explanation:

9514 1404 393

Answer:

  see attached

Step-by-step explanation:

The equation can be rewritten to vertex form, so you can tell the vertex is at (2, -5). The leading coefficient of 2 means the points will be twice as far apart vertically than they would be if the leading coefficient were 1. A couple of points are shown in the attached.

  y = 2(x^2 -4x) +3

  y = 2(x^2 -4x +4) +3 -8 . . . . . . complete the square

  y = 2(x -2)^2 -5 . . . . . . . . . . . . finish putting in vertex form

Answer:

[tex]\sqrt{85}[/tex] ft

Step-by-step explanation:

Use the Pythagorean theorem to find the unknown side in any right triangle,

Essentially, look at it as if it was flat.

a is half of the diameter, so 2 ft.

b is your height, 9ft

[tex]a^{2} +b^{2} =c^{2} \\2^{2} +9^{2} =c^{2} \\4+81= c^{2}\\\sqrt{85}=c[/tex]

Answer:

I think the answer may be 465

Step-by-step explanation:

105+115=220

150+95=245

245+220=465

Answer:

14 books my good sir

Step-by-step explanation:

Answer:

y=-2.6+2

Step-by-step explanation:

using the eqaution y=mx+c

Answer:

40/30

Step-by-step explanation:

[tex]tan = opposite/adjacent[/tex]

[tex]tan\ \angle Z = \frac{40}{30}[/tex]

1 goes in the green space

70 goes in the gray space

==============================================

Explanation:

There are 5 gold and 350 total. That forms the fraction 5/350 which fully reduces to 1/70 after you divide both parts by the GCF = 5

A = 5, B = 350

The fraction 1/70 can be thought of like saying "There's 1 gold coins in 70 coins total" or "there's 1 gold coin for every 70 coins".

Then we could scale up like so

We need to find the angle measure of the minor arc which is [tex]\sf\widehat{AC}[/tex] . We note that the measure of a complete angle is 360 degree. So that ,

Using this :-

[tex]\sf : \implies \angle ABC + m\angle ABC = 360^o \\\\\sf: \implies 106^o + m\angle ABC = 360^o \\\\\sf: \implies m\angle ABC = 360^o - 106^o \\\\\sf: \implies \red{ m \angle ABC = 254^o }[/tex]

Hence the required answer is 254° .

Answer:

I don't know lol

Step-by-step explanation:

I feel like I know but I can't put my finger on it \\

Answer:

B: This relationship is not a function because more than one amount of plant food remains each day

Step-by-step explanation:

It is given that Ryan did an experiment by observing the effects of plant food and the growth of the sprouting bean plant. He made a note of the height of the bean plant and the amount of food remaining in the container for the plant after feeding each day.

Thus he observed that the plant food in the container decreases by an equal amount everyday as the bean plant grew. Thus this states that it is not a  function between the two as there are more than one plant food remaining each day for the plant.

A relationship is a function when one element belongs to one thing.

Answer:

595.82 cubic feet

Step-by-step explanation:

The formula for a cylinder is pi times radius squared times height. First, you take the diameter and divide it by two to get 4.25. Now do 4.25 times 4.25 and get 18.0625.

Now multiply 18.0625 by 10.5 to get 189.65625.

Now multiply that by pi (3.14) to get 595.82 (Rounded to the nearest hundreth)

Answer:

option D : 130°

Step-by-step explanation:

m∠2 = m∠7 = 130° , (corresponding angles)

Answer:

The last one looks correct

Step-by-step explanation:

Because if they have stronger winds then that would improve their flight making them get use to it, and will for sure get stronger over time

Answer:

x=38 Larger number

y=20 Smaller number

Step-by-step explanation:

38+20=58

0.65 / 0.5 = 5.2 / ?

1.3 = 5.2 / ?

? = 5.2 / 1.3

? = 4 Liters

Answer:

Width of the box = 18.97 inches

Step-by-step explanation:

Length of the bat = 36 inches.

That means length of the diagonal of the bat (BC) = 36 inches

By applying Pythagoras theorem in right triangle BDC,

BC² = BD² + CD²

BC² = (30)² + w² -------(1)

BY applying Pythagoras theorem in right triangle ABC,

AC² = AB² + BC²

(36)² = 6² + BC²

By substituting the value of BC from equation (1),

(36)² = 6² + (30)² + w²

1296 = 36 + 900 + w²

w² = 1296 - 936

w = √360

w = 18.97 inches

Answe

I LIKE YR CUT G!

Step-by-step explanation:

Answer:

B.) 0, 0.5, 0.5, 0.5, 0.5, 0.5, 1, 1.5, 2.5

Step-by-step explanation:

From the box plot, we can obtain the 5 - Numbe summary and compare with the values in the options given :

Kindly note that each tick mark on the box plot is seperated by a unit of 0.25

Minimum = 0 (starting point of left whisker)

Lower quartile = 0.25 (start point of box)

Median = 0.5 (point in between the box)

Upper quartile = 1.25 (end point of the box)

Maximum = 2.5 (end point of right whisker)

In ascending order we have ;

0, 0.25, 0.5, 1.25, 2.5

The data which best matches the plot is 0, 0.5, 0.5, 0.5, 0.5, 0.5, 1, 1.5, 2.5