Answer:
6 chairs around each table
Step-by-step explanation:
just did it
Simplify
a(2a - 3) + 6(a - 0.5) - (2a^2 - 5)
Answer:
The answer to your question is 3a+2
Answer:
3a +2
Step-by-step explanation:
a(2a -3) +6(a -0.5) -(2a^2 -5)
rewrite to all show terms and operations:
a * (2a -3) + 6 * (a - 0.5) -1 * (2a^2 -5)
distribute:
2a^2 -3a +6a -3 -2a^2 +5
combine like terms:
-3a +6a -3 +5
3a+2
HELP PLEASE
If y varies directly with x and y = 26 when x = 8, write the equation that represents this direct variation relationship
Oy - 4x + 13
Oy=13x +4
Answer: y= 13 over 4x
Step-by-step explanation: trust me king
Find an equation for the line with the given properties. Express the equation in slope-intercept form.
Slope = 3; containing the point (5,-4)
What is the equation of the line?
y =
Answer:
y = 3x - 19
Step-by-step explanation:
Slope-Intercept Form: y = mx + b
Step 1: Define variables
Slope m = 3
Random point (5, -4)
Step 2: Plug in known variables
y = 3x + b
Step 3: Find b
-4 = 3(5) + b
-4 = 15 + b
b = -19
Step 4: Write linear equation
y = 3x - 19
6x + 8 = 62 slove for x
Answer:
4.428571429
Step-by-step explanation:
You have to do 8+6 then 62 divided by 14 and then thats what your x equals.
Answer:
x=9
Step-by-step explanation:
start with
6x+8=62
subtract 8 from each side
6x=54
divide each side by 6
x=9
7. Identify the explicit formula for the sequence given by the recursive formula
Answer: B) f(n) = 30 - 8(n - 1)
Step-by-step explanation:
Explicit formula is of the form: [tex]a_n=a_1+d(n-1)[/tex] where
[tex]a_1[/tex] is the first term d is the difference between consecutive termsGiven: f(1) = 30 --> this represents the first term [tex]a_1[/tex] = 30
f(n - 1) - 8 --> this means the previous term minus 8 thus d = -8
[tex]a_n[/tex] = 30 + (-8)(n - 1)
= 30 - 8(n - 1)
Answer:
B. f(n) = 30 – 8(n – 1)
Step-by-step explanation:
got it right on test
HELP ASAP PLEASEEEEE Use the given D to find the range of each function:
f
g(x)=−3x to the power of 2−4, D={−1, 2, 3}
Answer:
do your own homework
Step-by-step explanation:
1. listen to the teacher
2.ask alexa
dont ask me
1234567891011121314151617181920LOLOL
the daily cost of hiring a plumber to work x hours on a repair project can be modeled using linear function. the plumber charges a fixed cost of $80 plus and additional costs of $45 per hour. the plumber works a maximum of 8 hours per day.
for one day of work, what is the maximum daily cost that the plumber will charge?
Answer:
15 dollars
Step-by-step explanation:
ASAP!!! I WANT MORE THAN 1 PERSON TO ANSWER THIS!!!
Quadrilateral EFGH is a scaled copy of quadrilateral ABCD. Select ALL of the true statements.
Segment EF is twice as long as segment AB.
True/false
B. Segment CD is twice as long as segment FG.
True/false
C. The measure of angle HEF is twice the measure of angle DAB.
True/false
D. The length of segment EH is 16 units.
True/false
E. The measure of angle BCD is the same as the measure of angle GFE.
True/false
Answer: True, False, False, True, False
Step-by-step explanation:
Since the two quadrilaterals are similar, for question A your answer of True is correct since EF would scale to be twice as long as AB. For the second question the reverse logic applies. For Question C EH is 16 units since 8x2 is 16. For the last question, since BCD does not corresponds to GFE, it is false. Angle BCD has a vertex at point C and GFE has a vertex at point F. Since C does not correspond to F, the angles are not the same.
For an indirect proof, what must first be assumed to prove that LaTeX: \angle X∠ Xis a right angle?
Answer:
If the lines that forms < X are perpendicular, it can be assumed that it is a right angle.
Step-by-step explanation:
An indirect proof of an angle is an assumption about the value of the angle that can be made by mere inspection and some considerations.
< X = right angle = [tex]90^{o}[/tex]
A right angle is one that is equal to [tex]90^{o}[/tex]. As an indirect proof, if the lines that forms the angle are perpendicular; then it can be assumed to be a right angle. Because perpendicular lines are at right angle to one another.
Answer:
verified answer isn't right
Step-by-step explanation:
i dont know the answer but just thought i should let people know
Can anyone help me with this?
Answer:
a
Step-by-step explanation:
Which procedures are examples of Descartes’s rules for scientific reasoning?
Keeping a detailed record of the procedure and results of a scientific experiment
Conducting an experiment to confirm the effects of gravity on Earth
Solving an expression in steps using the order of operations
Answer:
keeping a detailed record of the procedure and results of a scientific experiment
conducting an experiment to confirm the effects of gravity on Earth
solving an expression in steps using the order of operations
Step-by-step explanation: Edu
I need help with this question
PLEASE ANSWER FAST
Find the square root of 16.
O a
-4
Ob
4
Ос
+4
Od
-8
Answer:
the square root of 16 is 4
3(2x² + 4x+6)
Helpppppp
Answer:
6x2+12x+18
Hope that helps :)
Step-by-step explanation:
Answer:
hey what are you doing i think is 6x2+12x+18
The pay on your paycheck and the hours you worked. what is the DEPENDENT quantity?
Answer:
The pay on your paycheck
Step-by-step explanation:
A dependent quantity is something that changes as the independent quantity ( in this situation, its the hours worked) changes.
The amount of pay is determined by the number of hours you worked meaning it is DEPENDENT on the hours worked
(Multiple choice)
The quotient of a number and 17 is 118.82.
A. it can be solved with division property of equality.
B. It can be solved with the multiplication property of equality
C. The equation should x/17=118.82
D.x=7
E. X=2020
Answer:
C. The equation should x/17=118.82
Step-by-step explanation:
We know that
Dividend ÷ Divisor = Quotient
Dividend/Divisor = Quotient
From the question, we are told that:
The quotient of a number and 17 is 118.82
Let us represent the unknown number as x = Dividend
17 = Divisor
Quotient = 118.82
Hence,
x / 17 = 118.82
Cross Multiply
x = 17 × 118.82
x = 2019.94
The correct answer = Option C. The equation should x/17=118.82
Which statement about the graph is true? 7 6 5 2 3 2 1 1 2 3 4 5 6 7 8 x O The graph shows a proportional relationship because it is a line, and the difference between each point is the same. The graph shows a proportional relationship because it is a line, and each x-value isha multiple of 2. O The graph does not show a proportional relationship because each point written as a ratio gives a different value.
Answer:
I think but it can also be the first one
The graph shows a proportional relationship because it is a line, and each x-value isha multiple of 2.
reasoning can you name a real number that is represented by √-36? Explain
Your question has been heard loud and clear
√-36 is by no means a real number. This is because square roots can only be positive in nature.
Eg: -2*-2 = 4 and 2*2 = 4 , so √4 = -2 or 2 but √-4 doesnt exist.
So , √-36 also does not exist while √36 exists.
√-36 , we can however represent it as an imaginary number as 36i
Thank you
A gardener fills a 2 1/2 cubic foot wheelbarrow 2/3 of the way without soil weight 75.25 pounds. What is the weight of the soil un wheelbarrow?
Volume of wheelbarrow , V = 2 1/2 ft³ = 5/2 ft³.
Volume of soil in wheelbarrow , [tex]v = \dfrac{5}{3}\ ft^3[/tex] .
Mass of soil in wheelbarrow , m = 75.25 pounds.
Now, volume left , [tex]v'=\dfrac{5}{6}\ ft^3[/tex] .
Let, mass of soil un wheelbarrow is x.
[tex]x=\dfrac{\dfrac{5}{6}\times 75.25}{\dfrac{5}{3}}\\\\x=37.625\ pounds[/tex]
Hence, this is the required solution.
Can someone give me the answer
Answer:
You earned 260$ before they taxed
3(x-5) – 1/2(10x + 10) I don’t understand and I need the answers
Answer:3x-15-5x-5
-2x-20
Step-by-step explanation:
Answer:
-2x-20
Step-by-step explanation:
Expand 3(x-5) : 3x-15
Do not forget there is a subtraction sign in the middle.
Expand 1/2(10x+10) : 5x+5 : 5(x+1)
= 3x - 15 - 5(x+1)
Expand -5(x+1) : -5x-5
= 3x-15 - 5x - 5
Simplify 3x-15-5x-5 by adding like terms: -2x-20
= -2x-20
A 34 inch baseball bat is resting 6 inches from the base of a play house as shown how far up on the Playhouse is a baseball bat resting round to the nearest 10th
A line passes through point (-6, -1) and is parallel to the equation y2x-5.
What's the equation of the line?
Answer:
Step-by-step explanation:
please help me with this question fast with the work shown
Answer:
See below.
Step-by-step explanation:
Gertrude is correct. Any angle can have one line of symmetry going directly down the center of the angle, intercepting at the angles point. Emmet is incorrect because not only polygons can have lines of symmetry. A circle, square, rhombus, etc. can have lines of symmetry.
how many fourths are in one third?
Answer:
there is one fourth in one third
Step-by-step explanation:
1/3 < 1/2
one third is less than two fourths (one half)
1/3 > 1/4
but it is more than one fourth, so one fourth fits in one third.
please help i have been doing homework for ages
Answer:
Give the full question
Determine whether the given segments have the same length. Drag and drop each number
into the correct box to complete the justification of your answer. BC and EF
Answer:
Step-by-step explanation:
Length of a segment between two points [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex] is given by the formula,
[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]
Coordinates of extreme ends of BC and EF are,
B(1, 4), C(3, -2), E(-3, -2) and F(-1, 1)
Length of BC = [tex]\sqrt{(1-3)^2+(4+2)^2}[/tex]
= [tex]\sqrt{4+36}[/tex]
= [tex]2\sqrt{10}[/tex] ≈ 6.32 units
Length of EF = [tex]\sqrt{(-3+1)^2+(-2-1)^2}[/tex]
= [tex]\sqrt{4+9}[/tex]
= [tex]\sqrt{13}[/tex] ≈ 3.61 units
The length of BC is 6.32. The length of EF is 3.61.So, BC and EF don't have the same length.
What does this equal?
Answer:
87/100
Step-by-step explanation:
Convert the decimal number to a fraction by placing the decimal number over a power of ten. Since there are
2
numbers to the right of the decimal point, place the decimal number over
10
2
(
100
)
. Next, add the whole number to the left of the decimal.
Calculate the average speed between 120 s and 160 s
Average Speed = Total Distance / Total Time
Given:Total Distance = 150 m
Total Time = 160 - 120 = 40 s
To Find:Average Speed
Solution:Average Speed = 150/40
Average Speed = 3.75 m/s
Answer:3.75 m/s
HLEP MEE!!!!
Solve for Y!
Answer:
y = 10
Step-by-step explanation:
120 + 6y = 180
6y = 60
y = 10
Answer:
y = 10
Step-by-step explanation:
6y + 120 = 180
6y = 60
y = 10