Answer:
Step-by-step explanation:
Hello,
I am pretty sure all this would be is :
Let c = Carlos's baseball cards
c = x + 8
Since Ben in this problem is irrelevant to Carlos, we just are using Adams cards and adding 8 onto them to find Carlos's cards since he has 8 more.
Since :
"Carlos has 8 more than Adam Write"
"Adam has x baseball cards"
So:
c = x + 8
I hope this helps!
If you have any questions or concerns feel free to message me or comment!
PLEASE HELP ME I NEED HELP I'LL GIVE YOU BRAINLEST PLEASE I BEG YOU NICELY.
Can some one help me with this. This isn't school work this is math that I am doing at home on prodigy the app. I will mark you brainlest if you get this correct. Also look at both of the pictures one of them has a hint for you.
The perimeter of a rectangle is the sum of its side lengths.
A rectangle is special in that sides opposite one another have equal length. So if [tex]x[/tex] is the length of the horizontal sides, the total perimeter of the rectangle is
[tex]4\,\mathrm{cm} + 4\,\mathrm{cm} + x\,\mathrm{cm} + x\,\mathrm{cm} = (8+2x)\,\mathrm{cm}[/tex]
We're given the perimeter is actually 18 cm, so
[tex]8+2x = 18[/tex]
Solve for [tex]x[/tex].
[tex](8 + 2x) - 8 = 18 - 8[/tex]
[tex]2x = 10[/tex]
[tex]\dfrac12 \cdot 2x = \dfrac12 \cdot 10[/tex]
[tex]\boxed{x = 5}[/tex]
4/5 = ? x 1/5 i need this for khanacademy pls
Answer:
? = 4
Step-by-step explanation:
4/5 = 4/1 x 1/5
4/5 = 4/5
Some bacteria double in every hour. if there were 2 bacteria in the beginning, how many bacteria will be there after 6 hours? how many bacteria will be there after 24 hours?\
Answer:
64
Step-by-step explanation:
if there 2 to begin with and the bacteria dobles every hour and there were 6 hours it would be 2⁶ and when you time 2 to the power of 6 you get 64
make k the subject!
Can someone help me on these problems and show work please !
Answer:
1. 3 terms; degree 5
2. 2 terms; degree 3
3. 9mn³ + 14mn²
4. 9a^4b^3
Step-by-step explanation:
Problems 1 - 2:
Each product of a number and variables is a term. The number may be 1, so it is not written. Also, a term may not have a variable.
The degree of a term is the sum of the exponents of all the variables of the term. A plain variable, such as x has an exponent of 1 which is not written but must be added to determine the degree.
The degree of the polynomial is the same as the degree of the term with the highest degree.
1.
3 terms
degree 5
2.
2 terms
degree 3
Problems 3 - 4:
Combine like terms. Like terms have the same variables and exponents.
3.
6mn³ - mn² + 3mn³ + 15mn² =
= 6mn³ + 3mn³ - mn² + 15mn²
= 9mn³ + 14mn²
4.
a^4b^3 + 8a^4b^3 =
= 1a^4b^3 + 8a^4b^3
= 9a^4b^3
The graph of y = f(x) is graphed below. Wat is the end behavior of f(x)?
PLEASE ASAP
Answer:
B.) as x --> -∞, f(x) --> ∞ and x --> ∞, f(x) --> ∞
Step-by-step explanation:
F(x) is another way of representing "y". That being said, the question is asking you the behavior of the graph in terms of the y-axis. On both sides of the function, there is an arrow pointing upwards, towards infinite, positive y-values. Therefore, as "x" approaches -∞ and ∞, f(x) is approaching ∞ (positive infinity).
Triangle A B C. Side A B is 4, B C is 5, A C is 3. Triangle A prime B prime C prime.
If the scale factor for the dilation shown is 3, which is the length of B'C'?
5/3
8
12
15
Answer:
The correct answer is 15.
Step-by-step explanation:
We are given that the original sides BC is 5. To find the length of B'C' we take the side of BC and multiply it by the scale factor.
5 (original BC) x 5 (the given scale factor) = 15
Answer:
15
Step-by-step explanation:
correct on edge 2023
Quick algebra 1 question only for 5 points :(
I would give more but people have been stealing my 100 point questions :(
Only answer if you know the answer, quick shout-out to Dinofish32, tysm for the help!
[tex]x = y + 5 \\ y = x - 5[/tex]
2)[tex]x = \frac{3}{8} y \\ y = \frac{8}{3}x [/tex]
3)[tex]x = - y - 2 \\ y = - 2 - x[/tex]
4)[tex]x = 6y + 1 \\ 6y = x - 1 \\ y = \frac{x - 1}{6} [/tex]
5)[tex]x = y - 11 \\ y = x + 11[/tex]
6)[tex]x = 8y \\ y = \frac{x}{8} [/tex]
7)[tex]x = \frac{ - 1}{3} y \\ y = - 3x[/tex]
[tex]basically \: flip \: x \: and \: y \: then \: solve \: for \: y[/tex]
triangle properties help
help me I need help now!!
what help? how can i help you?
To prove ABC is isosceles, which of the following
statements can be used in the proof?
Answer:
Angle CAB and angle CBA are congruent.
Step-by-step explanation:
Isosceles triangles have two sides of equal length as well as two congruent base angles.
Answer:
b
Step-by-step explanation:
What is the probability that a random sample of 12 students will have a mean reading rate of more than 95 wpm
The probability that a random sample of 12 students will have a mean reading rate of more than 95 wpm is 0.0418.
There are several sorts of mean in arithmetic, in particular in statistics. each implies serves to summarize a given institution of information, often to better recognize the general fee of a given record set.
They imply (aka the mathematics mean, extraordinary from the geometric imply) of a dataset is the sum of all values divided with the aid of the entire variety of values. it is the maximum commonly used a degree of crucial tendency and is regularly referred to as the “average.”
Common can truely be described as the sum of all of the numbers divided by means of the entire quantity of values. An average is described as the mathematical common of the set of or more statistics values. common is commonly described as implying or arithmetic mean. mean is really a method of describing the average of the sample.
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One day, eleven babies are born at a hospital. assuming each baby has an equal chance of being a boy or girl, what is the probability that at most nine of the eleven babies are girls?
The probability of having, at most, 9 girls, is 0.9515
How to get the probability?The probability that a random baby is a girl is:
p = 0.5
And the probability that a random baby is a boy is:
q = 0.5
Then the probability that, at most, 9 out of 11 babys are girls, is given by:
1 - p(10) - p(11)
Where P(10) is the probability that 10 of the babies are girls and p(11) is the probability that the 11 babies are girls.
p(10) = C(11, 10)*(0.5)^10*(0.5)^1 = C(11, 9)*(0.5)^11
Where C(11, 10) is the combinations of 10 elements that we can make with a set of 11 elements, such that:
C(11, 10)= 11!/(11 - 10)!*10! = 11
Replacing that, we get:
P = 11*(0.5)^11 = 0.0054
p(11) = C(11, 11)*0.5^11 = 1*0.5^11 = 0.0005
Then the probability is:
P = 1 - 0.0054 - 0.0005 = 0.9515
The probability of having, at most, 9 girls, is 0.9515
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A rectangle is 2 feet long and
x+10) feet wide. What is the area?
A. (2x + 10) ft²
C. (22x) ft²
B. (2x + 20) ft²
D. (20x) ft²
Answer:
(2x + 20) ft^2.
Step-by-step explanation:
Area = length * width
= 2 * (x + 10)
= (2x + 20) ft^2.
Do you do boblox if so send me a request my acc is ravenonperks.
Picture vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
Answer:
pretzel: 2
hotdog: 3
Step-by-step explanation:
Let h be the hotdog price and p the pretzel price.
We know that:
h + p = 5
and
2h + 3p = 12
We can solve this system of equations:
h = 5-p
2(5-p) + 3p = 12
So the second eq. becomes:
10 - 2p + 3p = 12
10 + p = 12
p = 2
Sub in the first:
h = 5 - p = 5-2 = 3
So p = 2, h = 3
Answer: $3 / hot dog
Step-by-step explanation:
Given information:
1 hot dog + 1 pretzel = $5
2 hot dogs + 3 pretzels = $12
Set variables:
Let x be the price per hot dog
Let y be the price per pretzel
Set system of equations:
x + y = 5
2x + 3y = 12
Multiply the first equation by 3:
3x + 3y = 15
2x + 3y = 12
Subtract the second equation from the first equation (Elimination):
(3x + 3y) - (2x + 3y) = 15 - 12
3x + 3y - 2x - 3y = 3
(3y - 3y) + 3x - 2x = 3
0 + x = 3
[tex]\boxed{x=3}[/tex]
Hope this helps!! :)
Please let me know if you have any questions
A plane flies 452 miles north and then 767 miles west. What is the magnitude and direction of the plane's resultant vector?
Answer:
The plane's resultant vector is 890.3 miles, at an angle of 59.5° west of north.
Step-by-step explanation:
• To find the magnitude of the resultant vector, we have to use Pythagoras's theorem:
[tex]\boxed{a^2 = b^2 + c^2}[/tex]
where:
a ⇒ hypotenuse (= resultant vector = ? mi)
b, c ⇒ the two other sides of the right-angled triangle (= 452 mil North, 767 mi West).
Using the formula:
resultant² = [tex]452^2 + 767^2[/tex]
⇒ resultant = [tex]\sqrt{452^2 + 767^2}[/tex]
⇒ resultant = 890.3 mi
• To find the direction, we can find the angle (labeled x in diagram) that the resultant makes with the north direction:
[tex]tan (x) =\frac{767}{452}[/tex]
⇒ [tex]x = tan^{-1} (\frac{767}{452} )[/tex]
⇒ [tex]x = \bf{59.5 \textdegree}[/tex]
∴ The plane's resultant vector is 890.3 miles, at an angle of 59.5° west of north .
Answer:
[tex]\displaystyle Approximately\:59°\:at\:a\:magnitude\:of\:approximately\:890\:miles[/tex]
Step-by-step explanation:
[tex]\displaystyle \frac{OPPOCITE}{HYPOTENUSE} = sin\:\theta \\ \frac{ADJACENT}{HYPOTENUSE} = cos\:\theta \\ \frac{OPPOCITE}{ADJACENT} = tan\:\theta \\ \frac{HYPOTENUSE}{ADJACENT} = sec\:\theta \\ \frac{HYPOTENUSE}{OPPOCITE} = csc\:\theta \\ \frac{ADJACENT}{OPPOCITE} = cot\:\theta[/tex]
We must use trigonometry to help us find the direction of the aeroplane's resultant vector. Do as I do:
[tex]\displaystyle \frac{452}{767} = cot\:x \hookrightarrow cot^{-1}\:\frac{452}{767} = x; 59,488772482...° = x \\ \\ \boxed{59° \approx x}[/tex]
Now, we will use the Pythagorean Theorem to find the magnitude of the aeroplane's resultant vector. Do as I do:
[tex]\displaystyle a^2 + b^2 = c^2 \\ \\ 767^2 + 452^2 = c^2 \\ \sqrt{792593} = \sqrt{c^2}; 890,27692321... = c \\ \\ \boxed{890 \approx c}[/tex]
Therefore, the direction and magnitude of the aeroplane's resultant vector are approximately eight hundred ninety miles at an angle of elevation of fifty-nine degrees.
I am joyous to assist you at any time.
Which monomials are perfect squares? Select three options.
6x2
9x8
17x9
25x12
36x16
Answer: B, D, E
Step-by-step explanation:
The graph of the function f(x) = -(x+6)(x + 2) is shown below. 46 £ Mark this and return 6+ 4 2 1-2- 4 2 ++ 4 6 X Which statement about the function is true? The function is increasing for all real values of x where O The function is increasing for all real values of x where -6 < x < -2. O The function is decreasing for all real values of x where x -2. O The function is decreasing for all real values of x where X
The correct statements regarding the behavior of a quadratic function are:
The function in increasing for all real values of x where -6 < x < -2.The function is decreasing for all real values of x where x < -6 or x > -2.When is a quadratic function increasing or decreasing?A quadratic function with roots [tex]x_1[/tex] and [tex]x_2[/tex] is defined by:
[tex]y = a(x - x_1)(x - x_2)[/tex]
In which a is the leading coefficient.
The coefficient influences the behavior, as follows:
If a < 0, the function is increasing between the roots, and decreasing otherwise.If a > 0, the function is decreasing between the roots, and increasing otherwise.In this problem, the function is:
f(x) = -(x + 6)(x + 2).
The roots are x = -6 and x = -2, and the leading coefficient is of a = -1 < 0, hence:
The function in increasing for all real values of x where -6 < x < -2.The function is decreasing for all real values of x where x < -6 or x > -2.More can be learned about quadratic functions at https://brainly.com/question/24737967
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Please help asap!!!!!!!!!!!!
Answer:
95
Step-by-step explanation:
We know the measure of angle 4 is 85, therefore the measure of angle 2 is also 85.
Measure 2 is equal to measure 6, therefore measure 6 also equals 85, measure 8 equals measure 6 giving it the measure of 85.
Now the sum of angles 5 and 7 must equal 190, given we have two 85 degree angles, and the other two are equal, they must sum to 190, since they are equal we will divide 190 into 2, making angles 5 and 7 have a measure of 95.
Answer: 95°
Step-by-step explanation: With 2 parallel lines cut by a transversal, the following conditions are true.
Alternate interior angles are congruent. <4 and <6 are alternate interior angles, and so are <3 and <5.
Corresponding angles are congruent. Corresponding angles are angles that are in the same position in one line as the other. <1 and <5 are corresponding angles, and <4 and <6 are congruent. <2 and <6 are congruent, and <3 and <7 are congruent.
Vertical angles are congruent. Angles that are directly diagonal on the same line are congruent. <5 and <7, and <6 and <8 are examples of this.
Supplementary angles are, well, supplementary. By definition, two angles that are supplementary add up to 180°. Supplementary angles are angles that are on the same line and transversal, but not vertical angles. Rather, the angles are right next to teach other.
Alternate exterior angles are congruent. Alternate exterior angles are angles that are like alternate interior angles, but both share a position on the outside (and are diagonal.) The alternate exterior angles are <2 and <8, and <1 and <7.
Now that we have all definitions and conditions at hand, this will be easy.
If m<4 is 85°, and we want m<5, then we can see that <4 and <3 are supplementary angles. So by definition, <4 + <3 = 180°. We can substitute in <4 since we know it. We get 85° + <3 = 180°. Subtracting 85° from both sides, we get <3 = 95°.
Now we see <3 and <5 are alternate interior angles. By definition they are congruent. Thus, m<5 is 95° too.
Hope this helped!
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Select the correct answer. which equation is correctly rewritten to solve for x?
The rewritten equation for the given equation is [tex]x=\frac{h+g}{-f}[/tex]. So, option C is correct.
How to rewrite an equation?A linear equation given in the form ax + b = c can be rewritten to solve for x as below:
ax + b = c
⇒ ax = c - b
∴ x = (c - b)/a
So, here the basic operations such as addition, subtraction, multiplication, and division are used on both sides to rewrite the given equation for solving x.
Calculation:Given equation is -fx - g = h
Step 1: Adding 'g' on both sides
-fx - g + g = h + g
⇒ -fx = h + g
Step 2: Dividing by '-f' on both sides
-fx = h + g
⇒ -fx/-f = (h + g)/-f
∴ x = (h + g)/-f
Therefore, the rewritten equation to solve for x is x = (h + g)/-f.
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Disclaimer: The given question was incomplete in the portal. Here is the complete question.
Question: Select the correct answer. which equation is correctly rewritten to solve for x?
Equation: -fx = h + g
A. x = (g - h)/f
B. x = (h - g)/-f
C. x = (h + g)/-f
D. x = (h + g)/f
In a bag of 10 marbles, there are 4 blue, 3 red, 2 green,
and 1 yellow. What is the probability that you draw one
marble that is blue, replace it, and draw another marble
that is red?
Enter your answer as a fraction in lowest terms. Do not add
spaces to your answer. (EX: 1/2)
Answer: 1/8
Step-by-step explanation:
How could the relationship of the data be classified? (1 point)
(see photo)
A fairly strong positive correlation
A fairly weak positive correlation
A fairly strong negative correlation
A fairly weak negative correlation
The relationship of the data can be classified as a fairly strong positive correlation.
What is positive correlation?
Correlation is a statistical measure used to measure the relationship that exists between two variables.
Positive correlation is when two variables move in the same direction. If one variable increases, the other variable also increases. When there is a positive correlation, the graph of the variables is upward sloping
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Solve for x when [tex]x^{yz} =y^{2}[/tex]
The value of x in x^yz = y^2 is [tex]x = \sqrt[yz]{y^2}[/tex]
How to solve for x?The equation is given as:
x^yz = y^2
Rewrite the equation properly as follows
[tex]x^{yz} = y^2[/tex]
Take the yz root of both sides
[tex]\sqrt[yz]{x^{yz}} = \sqrt[yz]{y^2}[/tex]
Apply the law of indices
[tex]x^{\frac{yz}{yz}} = \sqrt[yz]{y^2}[/tex]
Divide yz by yz
[tex]x = \sqrt[yz]{y^2}[/tex]
Hence, the value of x in x^yz = y^2 is [tex]x = \sqrt[yz]{y^2}[/tex]
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Answer:
e
Step-by-step explanation:
Using euler's identity we can see that e^ipi=-1 and considering that i=y and i^2=-1 we can conclude that x=e
A roll of aluminum for you measure 76.2 m long by 304 m wide what is the length in millimeters
Answer:
76,200 mm
Step-by-step explanation:
1 meter = 1000 mm, by definition. Make that a conversion factor:
(1 meter)/(1000 mm), or (1000 mm)/(1 meter). Both are equal to 1, since 1 meter = 1000 mm. We can multiply anything by 1, so take the original measurement of length of 76.2 meters, and multiply it by (1000 mm)/(1 meter).
(76.2 meters)*((1000 mm)/(1 meter)) = 76,200 mm. The meters cancels, leaving just mm, the desired unit.
If a = √3-√11 and b = 1 /a, then find a² - b²
If [tex]b=\frac1a[/tex], then by rationalizing the denominator we can rewrite
[tex]b = \dfrac1{\sqrt3-\sqrt{11}} \times \dfrac{\sqrt3+\sqrt{11}}{\sqrt3+\sqrt{11}} = \dfrac{\sqrt3+\sqrt{11}}{\left(\sqrt3\right)^2-\left(\sqrt{11}\right)^2} = -\dfrac{\sqrt3+\sqrt{11}}8[/tex]
Now,
[tex]a^2 - b^2 = (a-b) (a+b)[/tex]
and
[tex]a - b = \sqrt3 - \sqrt{11} + \dfrac{\sqrt3 + \sqrt{11}}8 = \dfrac{9\sqrt3 - 7\sqrt{11}}8[/tex]
[tex]a + b = \sqrt3 - \sqrt{11} - \dfrac{\sqrt3 + \sqrt{11}}8 = \dfrac{7\sqrt3 - 9\sqrt{11}}8[/tex]
[tex]\implies a^2 - b^2 = \dfrac{\left(9\sqrt3 - 7\sqrt{11}\right) \left(7\sqrt3 - 9\sqrt{11}\right)}{64} = \boxed{\dfrac{441 - 65\sqrt{33}}{32}}[/tex]
A surveyor measures the angle of elevation of the top of a mountain from a point at
sea level as 20◦. She then travels 1000 m along a road that slopes uniformly uphill
towards the mountain. From this point, which is 100 m above sea level, she measures
the angle of elevation as 23◦. Find the height of the mountain above sea level, correct to
the nearest metre.
(use sin rule/ cos rule)
The height of the mountain from a point a sea level is approximately 1496.650 meters.
What is the height of mountain from sea level?
First, we construct the geometric diagram of the situation and find all needed angles and sides to determine the height of the mountain. First, we determine the missing side x by the law of sines:
Law of sines
1000 m/sin 3° = x/sin 14.261°
x ≈ 4706.886 m
Now we determine the height of the mountain by trigonometric functions:
h = 100 m + (4706.886 m) · sin 17.261°
h ≈ 1496.650 m
The height of the mountain from a point a sea level is approximately 1496.650 meters.
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Complete this sequence.
30, 21, 12, 3, [?], [ ]
Answer:
-6, -15
Step-by-step explanation:
Each term is 9 less than the previous term.
Edwin graphs the relationship of the gallons of milk he buys in terms of dollars.
Sam buys milk from a different shop. He writes an equation for the amount he spends on milk, p = 3.4g, where p is the cost and g is the gallons of milk bought. Who buys milk at a lower rate, and what is the price?
Using a proportional relationship, it is found that Sam buys milk at a lower rate, of $3.4 per gallon.
What is a proportional relationship?A proportional relationship is a function in which the output variable is given by the input variable multiplied by a constant of proportionality, that is:
y = kx
In which k is the constant of proportionality.
Researching the problem on the internet, Edwin's graph goes through (2,7), hence the price is:
p = (7/2)g = 3.5g.
3.5 > 3.4, hence Sam buys milk at a lower rate, of $3.4 per gallon.
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Can someone help me with these two problems and show work please !!
I give u the answers of first and second one.
thank you
brainlist please
Answer:
First answer is 9 or 1 . Second answer is 7 or -7.
Step-by-step explanation:
[tex](x-5)^{2} =16[/tex]
[tex]x-5 = 4[/tex] or [tex]x - 5 =-4[/tex]
so [tex]x = 9[/tex] or [tex]x = 1[/tex]
[tex]2x^{2} = 98[/tex]
[tex]x^{2} =49[/tex]
[tex]x=7[/tex] or [tex]x = -7[/tex]