(2.3 x 10^-4)(4.5 x 10^6)=
does anyone know the answer to this

Answer:  The common difference is  8

Step-by-step explanation:

First Use the formula for the second to generate the first two numbers.

[tex]u_{n}[/tex] = 2^3n-2  

Put in 1 for the first term and you will get 2 and the second term is 16 and to get from 2 to 16 you will multiply by 8.

Answer:

Step-by-step explanation:

Given the rate at which a dwarf sea horse swims expressed as 49.68 feet per hour, to convert the speed to inches per minutes, the following conversion factors must be used.

1 foot = 12inches and 1 hour = 60 minutes

49.68 feet per hour can also be written as [tex]\dfrac{49.68* 1 ft}{1 hour}[/tex]

On conversion:

[tex]= \dfrac{49.68* 1 ft}{1 hour} * \dfrac{1 hour * 12 in}{1 ft * 60min} \\\\= \dfrac{49.68* 12in}{60 min} \\\\= \dfrac{596.16in}{60 min}\\\\= 9.936 in/min[/tex]

Hence the speed expressed in inches per minute is 9.936in/min

Answer:

Step-by-step explanation:

Cross multiply

That's

4( 2x - 5) = 12( x + 2)

Expand the terms in the bracket

That's

8x - 20 = 12x + 24

Group like terms

8x - 12x = 24 + 20

- 4x = 44

Divide both sides by - 4

We have the final answer as

Hope this helps you

Answer: x = -11

Step-by-step explanation:

First Cross product  to reduce it

4(2x-5) = 12(x+2)   Now apply the distributive property on each sides and solve for x.

8x - 20 = 12x + 24   Add 20 to both sides

     +20           +20

8x = 12x +44        subtract 12x from both sides

-12x    -12x

-4x = 44                  Divide both sides by -4

x = -11  

Answer:

y≤1

y−x>0

Step-by-step explanation:

I just took the quiz

A graph can be used to represent a system of inequality.

The system of inequality, the graph represents is:

[tex]y \ge 1[/tex] and [tex]y - x > 0[/tex]

The attached graph has two lines.

The thick horizontal line

Below this line, is a shaded region; and it passed through [tex]y = 1.[/tex]

This means that the horizontal line represents all values of y starting from 1.

So, the inequality is:

[tex]y \ge 1[/tex]

A dotted slanted line

First, calculate the slope of the line

[tex]m =\frac{y_2 - y_1}{x_2 - x_1}[/tex]

The line passes through (0,0) and (1,1).

So, we have:

[tex]m =\frac{1-0}{1-0}[/tex]

[tex]m =1[/tex]

The equation is:

[tex]y = m(x - x_1) + y_1[/tex]

[tex]y = 1(x - 0) + 0[/tex]

[tex]y = x + 0[/tex]

[tex]y = x[/tex]

The left part of the dotted line is shaded. This represents >.

So, we have:

[tex]y> x[/tex]

Subtract x from both sides

[tex]y - x > 0[/tex]

Hence, the system of inequality, the graph represents is:

[tex]y \ge 1[/tex]

[tex]y - x > 0[/tex]

Read more about system of inequalities at:

https://brainly.com/question/19526736

Answer:

  D. a = cost of apples O = cost of oranges

Step-by-step explanation:

The only choice that actually shows a definition of the variables is choice D.

Answer:

The range of time it would take the plane to be in the instructed area is 2.5 minutes to 4 minutes.

Step-by-step explanation:

The given parameters are;

The current altitude of the plane = 33,000 feet

The required altitude of the plane = Below 31,000 or above 35,000 feet

The average climbing speed of the plane = 800 feet per minute

The average descending speed of the plane = 500 feet per minute

The difference in the current and required altitudes are;

For climbing we have  35,000 feet - 33,000 feet = 2,000 feet

For descending we have  33,000 feet - 31,000 feet = 2,000 feet

Speed = Distance/Time

∴ Time = Distance/Speed  

Based on the climbing and descending rate, we have;

The time it would take to climb 2,000 feet is t = 2000 feet/(800 feet/minute) = 2.5 minutes

The time it would take to descend 2,000 feet is t = 2000 feet/(500 feet/minute) = 4 minutes

The range of time it would take the plane to be in the instructed area is therefore;

Time for descending to time for ascending, which is 2.5 minutes to 4 minutes.

The range of time it would take the plane to be in the instructed area = 2.5 minutes to 4 minutes.

Answer:

= -7/2

Step-by-step explanation:

What the equation is saying is that 9 - 4x = 23.

x means some number we don't know, but the value of x should be able to satisfy 9 - 4x = 23

In order to find what x may be we must separate it so it is by itself.

First we subtract 9 from both sides,

9 - 9 - 4x = 23 - 9

-4x = 14

Now we divide both sides by -4 to get x,

-4x/-4 = 14/-4

x = -14/4 = -7/2

Answer:

x= -3.5 or x=-7/2

Step-by-step explanation:

We are given the equation:

23 = 9 - 4x

We want to solve for the variable, x. Therefore, we must isolate x on one side of the equation.

First, let's rearrange the equation.

23 = 9 -4x

23= -4x +9

9 is being added to -4x. The inverse of addition is subtraction. Subtract 9 from both sides of the equation.

23-9= -4x +9-9

23-9= -4x

14 = -4x

-4 and x are being multiplied. The inverse of multiplication is division. Divide both sides of the equation by -4.

14/-4= -4x/-4

14/-4= x

-7/2=x

-3.5=x

Let's check our solution. Plug -3.5 in for x and solve.

23=9-4x    (x=-3.5)

23= 9-4(-3.5)

23= 9- -14

23= 9+14

The statement above is true, so we know our solution is correct.

The solution to the equation is x= -3.5 or x= -7/2

Answer:

61

Step-by-step explanation:

7n+5

Let n=8

7*8 +5

56+5

61

Answer:

[tex]\Huge \boxed{61}[/tex]

Step-by-step explanation:

[tex]7n+5 \\ \\ \\ n=8[/tex]

Replace n with 8.

[tex]7(8)+5[/tex]

Evaluate the expression.

[tex]56+5[/tex]

[tex]=61[/tex]

Answer:

umm I'm not pretty sure but i say 7

Using proportions, it is found that 14 students are boys, option C.

-----------------------------

2 boys - 5 students

x boys - 35 students

Applying cross multiplication:

[tex]5x = 2 \times 35[/tex]

[tex]5x = 70[/tex]

[tex]x = \frac{70}{5}[/tex]

[tex]x = 14[/tex]

14 students are boys, option C.

A similar problem is given at https://brainly.com/question/24112433

Answer: 1/3

Multiply

1×2=2

5×3=15

= 2/15

2×1=2

5×2=10

= 2/10

Simplify

2/5 = 2/15

2/10 = 1/5

Add

2/15 + 1/5 = 1/3

Answer:

[tex] \boxed{ \huge{ \boxed{ \bold{ \sf{ \blue{ \frac{1}{3} }}}}}}[/tex]

Step-by-step explanation:

[tex] \sf{ \frac{1}{5} \times \frac{2}{3} + \frac{2}{5} \times \frac{1}{2} }[/tex]

Multiply the fractions

⇒[tex] \sf{ \frac{1 \times 2}{5 \times 3} + \frac{2 \times 1}{5 \times 2} }[/tex]

⇒[tex] \sf{ \frac{2}{15} + \frac{2}{10} }[/tex]

Take the L.C.M of 15 and 10

⇒[tex] \sf{ \frac{2 \times 2 + 2 \times 3}{30} }[/tex]

Multiply the numbers

⇒[tex] \sf{ \frac{4 + 6}{30} }[/tex]

Add the numbers

⇒[tex] \sf{ \frac{10}{30} }[/tex]

Reduce the numbers with 10

⇒[tex] \sf{ \frac{1}{3} }[/tex]

--------------------------------------------------------------

How can we find the L.C.M ( Least Common Multiple )?

https://brainly.com/question/17208712

--------------------------------------------------------------

Hope I helped!

Best regards!

Answer:

whats the question love?

Step-by-step explanation:

Answer:

1587.57 grams

Step-by-step explanation:

1 pound = 453.592 grams.

so multipy that by 3.5

Answer:

[tex] \frac{25}{39} [/tex]

Step-by-step explanation:

[tex]\frac 13,~\frac 27,~\frac 3{10},~\frac 4{13},~\frac 5{17}~?[/tex]

Convert them to fractions with their L.C.D (lowest common denominator)

[tex]\frac {15470}{46410},~\frac {13260}{46410},~\frac {13923}{46410},~\frac {14280}{46410},~\frac {13650}{46410}~?[/tex]

hence the two largest are

[tex] \frac{1}{3} \: and \: \frac{4}{13} [/tex]

[tex] \frac{1}{3} + \frac{4}{13} = \frac{25}{39} [/tex]

Answer:

11/12

Step-by-step explanation:

Nesta questão, estamos interessados ​​em saber em que fração do álbum de figurinhas ambos contribuíram.

Pela pergunta, ficamos sabendo que Karina contribuiu com 1/6 enquanto Cristina contribuiu com 3/4.

Portanto, para encontrar a fração com a qual ambos contribuem, simplesmente adicionamos as duas frações.

Matematicamente, isso seria 1/6 + 3/4 = (2 + 9) / 12 = 11/12

Answer:

The number is 3

Step-by-step explanation:

Let the number be x

Four times a number = 4 *x = 4x

Three more than four times a number = 4x + 3

4x +3 = 15

Subtract 3 from both sides

4x + 3 - 3 = 15 -3

            4x = 12

Divide both sides by 4

           4x/4x = 12/4

x = 3

Answer:

2a +ab-9

Step-by-step explanation:

First, write out what you have:

3a-2b-ab-(a-b+ab)+3ab+b-9

Then, distribute the "-" to the "a-b+ab" inside the parenthesis:

3a-2b-ab-a+b-ab+3ab+b-9

Finally, combine like terms and simplify:

3a-a-2b+b+b-ab+3ab-ab-9

2a-2b+2b+3ab-2ab-9

2a+0+ab-9

2a+ab-9 is you equation fully simplified

Multiply both sides of the second equation by 100 to get rid of the decimals:

0.05n + 0.10d = 1.50

==>  5n + 10d = 150

Multiply both sides of the first equation by -5:

n + d = 21

==>  -5n - 5d = -105

Add the two equations together:

(5n + 10d) + (-5n - 5d) = 150 + (-105)

Notice that the terms containing n get eliminated and we can solve for d :

(5n - 5n) + (10d - 5d) = 150 - 105

5d = 45

d = 45/5 = 9

Plug this into either original equation to solve for n. Doing this with the first equation is easiest:

n + 9 = 21

n = 21 - 9 = 12

So Donna used 12 nickels and 9 dimes.

Answer:

a and e jfdjjxjccjddjdjdjdjdjjdjdidie

Answer:

0.44 seconds

Step-by-step explanation:

Time period is the time duration for completing one oscillation:

Answer is 0.44 seconds

Step-by-step explanation:

The Time period of pendulum (T) is

T=46/20

T=2.3s

Answer:

So the sequence of the five numbers are;

10,26,74,218,650

Step-by-step explanation:

In this question, we are interested in building a sequence of 5 numbers given the initial term.

Okay, to build this sequence, we will need to look at the rule that guides the building of the new sequence:

The rule is that the next term is 4 less than 3 times the previous term.

Okay, let’s call the next term y, while the previous term is x.

Following what was specified in the question;

y = 3x -4

Recall; the next term(y) is 4 less (-4) than 3 times (3 multiplied by) the previous term (x)

So let’s start with the initial term of 10.

The next term will be;

y = 3(10) -4 = 30-4 = 26

The next term after 26 will be ;

y = 3(26) -4 = 78-4 = 74

The next term after 74 will be;

y = 3(74) -4 = 222-4 = 218

The next term after 218 will be;

y = 3(218) -4 = 650

Answer:

Step-by-step explanation:

Given the expression − 6 + 3 ( 2 + ( − 4 t ) ), to get the equivalent expression, the following steps must be followed;

Step 1: Multiply the signs inside the parenthesis

= − 6 + 3 ( 2 + ( − 4 t ) )

= -6+3(2-4t)

Step 2: Open up the parenthesis

= -6 + 3(2)+3(-4t)

= -6 + 6 - 12t

Step 3: Simplify the resulting expression by taking the diffrence between -6 and 6:

= 0 - 12t

= -12t

Hence the equivalent expression is -12t

Answer:

-12t

Step-by-step explanation:

Answer:

486 cubic feet

Step-by-step explanation:

This question is trying to trick you, by including 6 inches. Convert 6 inches into 0.5 feet to make the question easier. Now, all you have to do is multiple 81 x 12 x .5 to get the answer of 486 cubic feet of concrete.

Hey There!!

∠ABC ≅ ∠DEC

∠DEC = ∠GEF

thus:

∠ABC = ∠GEF

∠GFE ≅ ∠DCE

∠DCE = ∠ACB

thus:

∠ACB = ∠GFE

If two of their angles are equal, then the third angle must also be equal, because angles of a triangle always add to make 180°.

Thus: ΔABC ∼ ΔGEF by AA similar triangle postulate.

Hope It Helped!~ ♡

ItsNobody~ ☆

Answer:

41.

Step-by-step explanation:

The range = highest - lowest value

= 65 - 24

= 41.

Answer:

Step-by-step explanation: use the calculatrr

Answer:

team loss after three games is 5.

Step-by-step explanation:

we will use positive sign for gain and negative sign for loss.

Given

Jim's team gained 7 yards on the first play

gain of yards = +7

lost 2 yards on the second play

loss of yards = -2

lost 10 yards on the third play

loss of yards = -10

Total yards gain or lost by Jim's team = +7 + (- 2) + ( - 10)

Total yards gain or lost by Jim's team = +7 -2 -10 = -5

sine sign is negative, it means there is loss and the net loss is 7 yards.

Thus, team loss after three games is 5.

Answer:

59,000

Step-by-step explanation:

123,456-64,456=59,000

Answer:

A translation (9 units) to the left will result in a function that is neither even nor odd

Step-by-step explanation:

With horizontal translation to the left, we have;

h(x) = 12(x - 9)⁸ + 49

Which gives;

h(x) = 12(x - 9)⁸ + 49 = 12(x⁸ - 72x⁷ + 2268x⁶ - 40824x⁵ + 459270x⁴ -3306744x³ + 14880348x² - 38263752x + 43046721) + 49

For x = 1, we get;

h(x) = 201326641

When we replace x by -x, we get;

h(x) = 12(-x - 9)⁸ + 49 = 12(x⁸ + 72x⁷ + 2268x⁶ + 40824x⁵ + 459270x⁴ + 3306744x³ + 14880348x² + 38263752x + 43046721) + 49

For x = 1, we get;

h(x) = 1200000049

Therefore a translation 9 units to the left will result in a function that is neither even nor odd.

Answer:

Slope = 1/4

Step-by-step explanation:

Slope = rise/ run

=> slope= 1 = rise / 4 = run

=> Slope = 1/4

Answer:

576

Step-by-step explanation:

"(15+12)−3 to the 2 power" can be rewritten, symbolically, as:

[ (15+12) − 3 ]^2, or

[ 27 - 3 ]^2, or

24^2, or 576

Answer:

it is 18

Step-by-step explanation:

Answer:

x = 40

Step-by-step explanation:

x/8 - 5/2 =5/2

x/8 = 10/2

x/8 = 5

x  = 40

Answer:

[tex]\Huge \boxed{x = 40}[/tex]

Step-by-step explanation:

x/8 - 5/2 = 5/2

Add 5/2 to both sides of the equation.

x/8 - 5/2 + 5/2 = 5/2 + 5/2

Simplify the equation.

x/8 = 10/2

x/8 = 5

Multiply both sides of the equation by 8.

(8)x/8 = (8)5

x = 40