Please help so I don’t fail!!

Solve each equation by completing the square
1)b^2-4b-16=-7

2) 5v^2+20v-54=6

Answer:

Step-by-step explanation:

rotten oranges=10/100*20

200/100

2 dozen

good oranges=total dozen-rotten oranges

20-2

18 d0zen were good oranges.

Answer:

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

Step-by-step explanation:

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:

Mode: 94

Mean: 89

Difference between them: 5

Step-by-step explanation:

Answer:

I think it's 4

Step-by-step explanation:

Three resistors with values of 12 Ω, 24 Ω and 6 Ω are connected in series to one another and a 24 V power supply. Draw the circuit and fill in the data table.

Answer:

11 inches

Step-by-step explanation:

V(cylinder) = πr²·h

2797.74 = 81π·h

h = 2797.74 ÷ 81π

h ≈11

Answer:

With 3 dots, you can only draw 1 triangle.

Step-by-step explanation:

All Triangles must have 3 sides, and 3 angles.

Note:

Pls, brainliest.

Thank you!

Answer:

its attatched

Answer:

12/25

Step-by-step explanation:

Percent means out of 100

48% means 48/100

Divide top and bottom by 4

12/25

Answer:

yufglufgkhjtshjskjhlesglezgzeghllghjr4aeklbxjhihGHIUYGUYG

Step-by-step explanation:

Answer:

I think the answer may be 465

Step-by-step explanation:

105+115=220

150+95=245

245+220=465

Answer and Step-by-step explanation:

These two terms (pronounced as Sine and Cosine) are used to solve for the sides and angles of a triangle in Trigonometry.

They are functions revealing the shape of a right triangle.

Sine is a trigonometric function of an angle. The sine of an acute angle is defined in the context of a right triangle: for the specified angle, it is the ratio of the length of the side that is opposite that angle, to the length of the longest side of the triangle.

Cosine is also a trigonometric function of an angle. The cosine of an angle is the relation of the length of the side that is adjacent that angle, to the length of the longest side of the triangle.

#teamtrees #PAW (Plant And Water)

Answer:

x=38 Larger number

y=20 Smaller number

Step-by-step explanation:

38+20=58

Answer:

14 books my good sir

Step-by-step explanation:

Answer:

x = 45 and y = 90

Step-by-step explanation:

Let the third angle be z

z = 180 - 135 (Linear Pair)

z = 45

Since its an iscosceles triangle,

<z = <x (angles opposite to equal sides have equal angles)

<x = 45 degree

<z + <x + <y = 180

45 + 45+ <y = 180

90 + <y = 180

<y = 180 - 90

<y = 90

Therefore x = 45 and y = 90

Hope u understood please mark as brainliest

Thank You

Answer:

x= 45°

y= 90°

Step-by-step explanation:

x= angles on a straight line add up to 180°. 180°-135° = x.

y= x+y=135° & x =45°

135°- 45° = y

Answer:

see explanation

Step-by-step explanation:

Under a reflection in the y- axis

a point (x, y ) → (- x, y ) , then

X (5, - 1 ) → X' (- 5, - 1 )

Y (1, 4 ) → Y' (- 1, 4 )

Z (- 8, 0 ) → Z' (8, 0 )

Answer:

Step-by-step explanation:

Answer:

(0-2)

Step-by-step explanation:

Answer:

0

Step-by-step explanation:

A horizontal line has a slope of zero

Using the formula

m = (y2-y1)/(x2-x1)

    = (1-1)/(2 - -2)

    = 0/(2+2)

    = 0/4

Answer:

answer is in the picture

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]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;

https://brainly.com/question/25180086

#SPJ2

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)

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

Explanation:

When we divide two fractions like this, we flip the second fraction and multiply like so...

[tex]\frac{5}{7} \div \frac{8}{9}\\\\\frac{5}{7} \times \frac{9}{8}\\\\\frac{5 \times 9}{7 \times 8}\\\\\frac{45}{56}\\\\[/tex]

which points us to choice B as the answer.

The fraction 45/56 cannot be reduced further because 45 and 56 do not have any factors in common other than 1.

Answer:

45/56

Step-by-step explanation:

5/7 ÷ 8/9

Copy dot flip

5/7 * 9/8

5*9 =45

7*8 = 56

45/56

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:  35 cupcakes!

Step-by-step explanation:

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:

option D : 130°

Step-by-step explanation:

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

Answer:

The answer is 7.2.

Step-by-step explanation:

Have a great day.

Answer:

d = 7.2

Step-by-step explanation:

all you have to do is multiply 1.2 by 6 to get your answer

[tex]1.2 \times 6 = 7.2[/tex]

Answer:

where is the question

have a good day :)

Step-by-step explanation: