1. Observa la imagen. Luego, responde las preguntas
.
a. ¿Qué molécula representa?​

Answer:

The square root of 180 is:

13.416407865

So yes the square root of 180 IS between 13 and 14

Answer:

Assume you meant: [tex]g(x) = 3x^{2}+3[/tex]

Answer is 3

Step-by-step explanation:

Replace x with 0:

[tex]g(0) = 3(0)^{2} +3[/tex] zero squared is zero

[tex]g(0) = 3(0) + 3[/tex]

[tex]g(0) = 0 + 3[/tex]

[tex]g(0) = 3[/tex]

Step-by-step explanation:

[tex]\huge\underline\bold\blue{ƛƝƧƜЄƦ}[/tex]

we have

[tex]g(x) = {3x}^{2} + 3[/tex]

in this we have x = 0

[tex]g(0) = 3( {0})^{2} + 3[/tex]

[tex]g(0) = 0 + 3[/tex]

[tex]g(0) = 3[/tex]

so we have x =3

Hope it helps

Answer:

(6b + 5)(b + 1).

Step-by-step explanation:

6b² + 3b + 8b + 5​

= 6b^2 + 11b + 5

= 6b^2 + 6b + 5b + 5

= 6b(b + 1) + 5(b + 1)     b + 1 is common so:

= (6b + 5)(b + 1)

Answer:

( 6b + 5 ) ( b + 1 )

Step-by-step explanation:

6b² + 3b + 8b + 5​

6b²+ 11b + 5

6b²+ 5b + 6b + 5

( 6b + 5 ) ( b + 1 )

Answer: 1.5 cakes per hour

Answer:

Marcus is picking songs to play during a slideshow. The songs are each 3\dfrac123  

2

1

​  

3, start fraction, 1, divided by, 2, end fraction minutes long. The slideshow is 31\dfrac1231  

2

1

​  

31, start fraction, 1, divided by, 2, end fraction minutes long.

Step-by-step explanation:

Answer:

we know that,

y-y1=m(x-x1)

or, y-1=-3(x-5)

or, y-1=15-3x

or 3x+y-16=0 is the required equation

The graph of the line with slope -3 passing through the point (5,1) is attached.

The equation of the line in the slope-intercept form is y = -3x + 16.

The equation of the line in the standard form is 3x + y = 16.

The equation of a line is the representation of a line on a coordinate plane (x-y plane), which shows the relation between x and y, for every point on the particular line.

The standard form of a line is ax + by = c, where x and y are variables and a, b, and c are constants.

The slope-intercept form of a line is y = mx + b, where x and y are variables, m is the slope of the line, and b is the y-intercept of the line.

The equation of a line passing through the point (x₁, y₁), having a slope m, is represented by the one-point formula: y - y₁ = m(x - x₁).

We are asked to graph a line with a slope = -3, passing through the point (5, 1).

We use the one-point formula to determine the equation of this line, with slope m = -3, (x₁, y₁) = (5, 1).

Substituting these values in the equation y - y₁ = m(x - x₁), we get

y - 1 = -3(x - 5)

or, y = -3x + 15 + 1

or, y = -3x + 16.

or, 3x + y = 16

The equation of the line in the slope-intercept form is y = -3x + 16.

The equation of the line in the standard form is 3x + y = 16.

To graph this line we plot the points (5, 1) (as it is given that it passes through this point) and (0, 16) (as the y-intercept is at 16, so the line passes through the point (0, 16)). We join these points by a line and extend this line on both sides to get the required line.

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Answer:

Domain: (-5, 6]

Range: [-3, 6]

Step-by-step explanation:

Domain is all x-values that can be inputted into function f(x).

Range is all the y-values outputted by function f(x) when we plug in x.

We see that our x-values span from -5 to 6. Since -5 is a open dot, we cannot input -5. Therefore, we have:

Domain: (-5, 6]

Parenthesis on -5 shows that it is not included and bracket on 6 shows it is included.

We see that our y-values span from -3 to 6. Since both points are closed dots, we can include both. Therefore, we have:

Range: [-3, 6]

Brackets on both numbers signify that both values are included in the graph.

Answer:

Hector's kite is 61.84 feet from the ground.

Step-by-step explanation:

The angle of elevation of the kite is 42°15’30” when converted to decimals, it is [tex]42.258333^{0}[/tex] ≅ [tex]42.26^{0}[/tex]

Let the height of the kite to the horizontal of angle of elevation be represented as x. Applying the trigonometric function to the sketch of Hector's kite,

Sin θ = [tex]\frac{opposite}{hypotenus}[/tex]

Sin [tex]42.26^{0}[/tex] = [tex]\frac{x}{86}[/tex]

⇒ x = 86 x Sin [tex]42.26^{0}[/tex]

      = 86 x 0.6725

     = 57.835

x ≅ 57.84 feet

The height of Hector's kite from the ground = x + 4

                                    = 57.84 + 4

                                   = 61.84 feet

Answer:

For a given length l and width w, the new perimeter is....

2(l + w) + 8

Step-by-step explanation:

Currently, the rectangle's perimeter is 2(l + w). You knew that.

Now, the question asked you to change l into l + 7, and w into w - 3. Substitute them, so we get

Perimeter New = 2(l + 7 w - 3) = 2 (l + w + 4)

Then, I chose to "pull out" + 4, so I multiply it with the 2. Hence, we get

Perimeter New = 2 (l + w) + 8

Answer:

D. 16

Step-by-step explanation:

[tex] GH^2 = GF \times GE[/tex]

[tex] 12^2 = 9 \times (9+x - 2)[/tex]

[tex] 144= 9 \times (7+x)[/tex]

[tex] \frac{144}{9}= (7+x)[/tex]

[tex] 16= 7+x [/tex]

[tex] 16-7=x [/tex]

[tex] 9=x [/tex]

GE = 9 + x - 2 = 9 + 9 - 2 = 18 - 2

GE = 16

Answer:

D.16

Step-by-step explanation:

GE × GF = GH^2

9 × (9 + x - 2 ) = 12^2

63 + 9x = 144

9x = 81

x = 9

so, GE = 9 + x - 2

= 7 + 9

= 16

Answer:

Rational+irrational =irrational is your answer.

Step-by-step explanation:

Hope it will help you :)

Answer:

Null hypothesis : top speed = height

Alternative hypothesis : top speed ≠ height

Dependent variable : speed

Independent variable : Height

Step-by-step explanation: The experiment aims to determine the relationship between the height of ramp and the top speed reached by her skateboard.

The Null hypothesis: top speed = height

while the alternative hypothesis will negate the Null.

Alternative hypothesis : top speed ≠ height

The dependent variable in the experiment will be her top speed, because it is the variable we want to evaluate. We want to determine if thwre will be a change in the top speed of the skateboard if there is change in another variable 'height' of ramp. The variable which might cause a change in value of our dependent variable is called the independent or predictor variable, which in this case is the height variable.

Answer:

4 and 5, closer to 4

Step-by-step explanation:

From the diagram above,

length of the diagonal = √18

√18 = 4.2426406871192

√18 is between 4 and 5

√18 is more than 4 by .2426406871192 but not up to 5

Rounding up 4.2426406871192 to an 1 significant figure,

We have 4

This means, the length of the diagonal, √18 is between 4 and 5 but it is closer to 4

Answer:

4 and 5, closer to 4

Step-by-ste

[tex]\sqrt18=4.24\\[/tex]

4.24 is closer to 4 than to 5

Answer-

B) Plane and line

The pair which is undefined terms are used to define the term parallel lines is B. plane and line

Parallel lines are lines in a plane that are always the same distance apart. Parallel lines never intersect.

Properties of Parallel Lines

Corresponding angles are equal. Vertical angles/ Vertically opposite angles are equal. Alternate interior angles are equal. Alternate exterior angles are equal.

My dog not only likes to play fetch but also chase cars. Parallel: My dog not only likes to play fetch, but he also likes to chase cars. My dog likes not only to play fetch but also to chase cars. When you connect two clauses or phrases with a word of comparison, such as than or as, use parallel structure.

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Answer:

12 1/9 is your answer.

Step-by-step explanation:

Since 7+5 is 12 you got your first part. Now you have to find a thing that matches which is 1/9

Answer:

79

Step-by-step explanation:

To find the value of [tex] 10x^2 – 7x + 10 [/tex], when x = 3, simply plug in the value of x in the expression and solve as follows:

[tex] 10(3)^2 – 7(3) + 10 [/tex]

[tex] 10(9) – 21 + 10 [/tex]

[tex] 90 – 21 + 10 [/tex]

[tex] 79 [/tex]

The value of [tex] 10x^2 – 7x + 10 [/tex], when x = 3, is 79

Answer:it's 79 or 49

q

Step-by-step explanation:



Answer:

[tex]\frac{m^3}{h}, \frac{cm^3}{h}, \frac{km^3}{h}[/tex]

Step-by-step explanation:

If you look at the objects thrown as garbage, it's a two- or three-dimensional item that takes up space and also has mass and this is a solid waste.

And the landfill that dumps such garbage is also three-dimensional.

Hence, the volume module, if the object inside is a solid, either would be

[tex]m^3,cm^4,Km^3[/tex]

As household numbers rise, landfill space increases.

So,

[tex]household\ number = Proportionality\times landfill\ space[/tex]

If H represents the number of household keeps,  then it will be a sufficient unit for the purpose of Sophia that is

[tex]\frac{m^3}{h}, \frac{cm^3}{h}, \frac{km^3}{h}[/tex]

Answer:

2. Kayla's opportunity cost to go to the movie is $9.50

4. Tara's total cost of attending the movie is $50.5

Step-by-step explanation:

Complete question below:

Tara earns $8.50 an hour (after taxes) at the pizza place. She is scheduled to work four hours this afternoon. However, her friend Kayla called and asked her if she wants to go to the movie. A ticket to the movie costs $9.50. In addition, she always spends about $7 on snacks.

Which of the following statement are true? Select all that apply.

1. Tara's opportunity cost if she goes to work instead of the movie is $34.

2. Kayla's opportunity cost to go to the movie is $9.50.

3. There is no opportunity cost for Tara to go to the movie.

4. Tara's total cost of attending the movie is $50.5

5. Tara's opportunity cost if she goes to the movie instead of working is $34

Solution

Tara earns $8.50 per hour

She is scheduled to work for 4 hours

Total earnings=$8.50 × 4

=$34

Tara's opportunity cost of attending the movie instead of working is $34

Since, a ticket cost $9.50

And she always spend about $7 on snacks

Tara's total cost of going to the movies = opportunity cost of attending the movie + cost of tickets + cost of snacks

=$34 + $9.50 + $7

=$50.5

Opportunity cost refers to the cost of satisfying a want at the expense of another want. It can also be called REAL COST or TRUE COST.

Therefore,

2. Kayla's opportunity cost to go to the movie is $9.50

4. Tara's total cost of attending the movie is $50.5

2 and 4 are the answers

Answers:

For each row, you're adding the values of 'a' and 'b'. The first row has 1+2 = 3.

When adding two negatives, add the positive versions of each number, then make the result negative. So -1 + (-2) can be thought of as 1+2 = 3, then you make everything negative.

When adding a negative to a positive, you'll subtract the positive version of each number. The final result is positive if the larger absolute value is positive, or otherwise it's negative. We have -4+1 that can be thought of as 4-1 = 3, but since the '4' is larger and it is negative, this means -4+1 = -3.

Answer:

-(-45) and -|45|

Step-by-step explanation:

Opposite of a number can also me termed the conjugate of such number. For example, the conjugate (opposite) of a is -a.

Also any value in the modulus sign can either be a negative or positive value. For example |a| can be +a or -a.

According to the question, we are to find the numbers that are equivalent to opposite of -45 i.e which of them are conjugate of -45.

To do this, we are to select the values in the options that will return +45.

Let's look at each option.

For -(-45):

Since the product of two negative sign will give a positive(+), then -(-45) = +45 and hence the value is opposite of -45

For -45:

-45 is a negative value and can never be positive since 45 is not inside a modulus sign. Hence, -45 is not equal to opposite of -45.

For −|−45|, |-45| can only return a positive value since -45 is already in a modulus sign. What the modulus sign will do is convert it to positive value i.e |-45| = 45. Hence -|-45| ≈ -(45) which is not also equivalent to the opposite of-45.

For -|45|:

The value inside modules will return both +45 and -45, hence it can be written as -|45| = -(-45) = +45. This shows that -|45| is also equivalent to the opposite of -45.

Answer:

-(-45) and -|45|

Step-by-step explanation:

Answer:

21.5

Step-by-step explanation:

Counting the full squares: 16

Counting the squares that are more than 1/2:  6

The best estimate would be 21.5

Answer:

Yes! It can

[tex]Fraction=4\frac{7}{10}[/tex]

Decimals can convert into fractions!

4 is the whole number

.70 is

70 out hundredths

7/10 or 7/100

So the fraction would be

[tex]4\frac{7}{10}[/tex]

Hope this helps!

[tex]Fishylikeswater[/tex]

Answer: 4 and 7/10

Step-by-step explanation: Using the place value chart below,

we can see that 4.7 means four and seven tenths.

This can be written as the mixed number 4 and 7/10.

Answer:

Below.

Step-by-step explanation:

A measure of variation is an estimate of the spread of the numbers.

For example the set of numbers 1 2 3 19 78 has a greater measure of variation than the set 1 2 3 5 9.

The interquartile range and the mean absolute deviation are measures of variation.

3 6 8 15 21 22 23

The median of the data is the middle number 15..

The lower quartile is 6 and the higher quartile is  22

The interquartile range is 22 - 6 = 16.

The mean absolute deviation (M.A.D.) is calculated as follows:

Mean = (3+6+8+15+21+22+23) / 7 = 98/7

= 14.

List the absolute differences from the mean

14 - 3 = 11

14-6 = 8

15-14 = 1

21-14= 7

22-14 = 8

23-14 = 9   ( all these have to be positive)

The sum of the differences is 11+8+1+7+8+9 = 44

So the MAD = 44/7 = 6.3 to nearest tenth.

Step-by-step explanation:

Using distance formula:

√(5 - 9)² + (-3 - 2)²

√(-4)² + (-5)²

√16+25

√41

Answer:

not a function

Step-by-step explanation:

This is not a function

The input 2 goes to two different outputs

2 goes to the output of 4 and the output of 0

This makes it a relation and not a function

Answer:

[tex] {x}^{2} + 0x + 1[/tex]

Step-by-step explanation:

[tex]for \: g (fx) \:the \: function \: of \: f \: is \: inserted \: into \: the \: x \: for \: the \: g[/tex]

So the eqn becomes

[tex] ({x}^{2} - 1) + 2[/tex]

AND this equal to

[tex] {x}^{2} + 1[/tex]

Hence the variable x has 0 as its coefficient.

Answer:

-15 = v

Step-by-step explanation:

-8=v/3-3

Add 3 to each side

-8+3=v/3-3+3

-5 = v/3

Multiply each side by 3

-15 = v

Answer: v=-15

Step-by-step explanation:

Given

-8=v/3-3

Add 3 on both sides (addition property of equality)

-5=v/3

Multiply 3 on both sides (multiplication property of equality)

v=-15

Hope this helps!! :)

Please let me know if you have any question

Answer:

18 1/4

Step-by-step explanation:

To find how long it took Amy to run her fastest and slowest mile combined, we add the two values.

9\dfrac{2}{4}\text{ min} + 8\dfrac{3}{4}\text{ min}9

4

2

​

min+8

4

3

​

min9, start fraction, 2, divided by, 4, end fraction, start text, space, m, i, n, end text, plus, 8, start fraction, 3, divided by, 4, end fraction, start text, space, m, i, n, end text

Hint #44 / 5

\begin{aligned} 9\dfrac24+8\dfrac34&=(8+9)+\left(\dfrac{2}{4}+\dfrac{3}{4} \right)\\\\ &= 17+\dfrac{5}{4}\\\\ &=17+1\dfrac{1}{4}\\\\ &=18\dfrac{1}{4} \end{aligned}

9

4

2

​

+8

4

3

​

​

=(8+9)+(

4

2

​

+

4

3

​

)

=17+

4

5

​

=17+1

4

1

​

=18

4

1

​

​

Hint #55 / 5

It took Amy 18\dfrac1418

4

1

​

18, start fraction, 1, divided by, 4, end fraction minutes to run her fastest and slowest mile combined.

Disclaimer: The given question was incomplete, with the data missing. The complete question can be seen in the picture attached.

Analyzing and interpreting the given data, we can say that Amy took 18 1/4 minutes in total to run her slowest and fastest mile combined.

The process of attributing meaning to the acquired data and deciding the conclusions, relevance, and consequences of the results is known as data analysis and interpretation.

We are given a data set, representing the time taken by Amy to run each mile while running 8 miles, nearest to 1/4th of a minute.

We are asked to find how long did it take Amy to run her slowest and fastest mile combined.

Analyzing the data, we can say that her slowest mile will be the one for which she took the maximum time, that is, 9 2/4 minutes. Whereas her fastest mile will be the one with the minimum time, that is, 8 3/4 minutes.

We are asked to tell the combined time for her slowest and the fastest mile, so we add times for both, to get

Combined time = 9 2/4 + 8 3/4

or, Combined time = 38/4 + 35/4

or, Combined time = 73/4

or, Combined time = 18 1/4.

∴ Analyzing and interpreting the given data, we can say that Amy took 18 1/4 minutes in total to run her slowest and fastest mile combined.

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Answer:

Step-by-step explanation:

In this problem we are expected to sum up the number of lines recorded during all court sessions for the day.

Also we know that the court report, reported for two (2) court session for that day.

Hence all the number of line is going to be from the 2 court sessions she reported

in the first court session we wrote 47 lines

in the second court session we reported 33 line

the total lines in all is 47+33= 80 lines

The total line recorded for the day is 80 lines