Answer:
[tex]\Large \boxed{x=\frac{-9}{13} \ \ \mathrm{or} \ \ x = -1}}[/tex]
Step-by-step explanation:
[tex]13x^2 + 13x + 9x + 9 = 0[/tex]
Factor the expression.
[tex]13x(x+1)+9(x+1)=0[/tex]
Take (x + 1) as a common factor.
[tex](13x+9)(x+1)=0[/tex]
Set factors equal to 0.
First possibility:
[tex]13x + 9 = 0[/tex]
[tex]13x=-9[/tex]
[tex]\displaystyle x=\frac{-9}{13}[/tex]
Second possibility:
[tex]x+1=0[/tex]
[tex]x=-1[/tex]
express each number in scientific notitatio 43,000= 0.0072= 0.0000901=
Answer:
43,000: 4.3×10^4
0.0072: 7.2×10^-3
0.0000901: 9.01×10^-5
Step-by-step explanation:
scientific notation: a×10^b, where should be 0<a<10
Step 1. Count the zeros
Step 2. Look at the number left, and determine whether or not it fits in the range of [a]. If not, we divide or multiply 10 to get it fit
------------------------
43,000: 4.3×10^4 (since 43 does not fit, we divide by 10 to get it fit)
0.0072: 7.2×10^-3 (since 0.72 does not fit, we multiply 10 to get it fit)
0.0000901: 9.01×10^-5 (since 0.901 does not fit, we multiply 10 to get it fit)
Hope this helps!! :)
Please let me know if you have any question
Help!!(thank you so much)
Move the decimal so there is one non-zero digit to the left of the decimal point. The number of decimal places you move will be the exponent on the 10. If the decimal is being moved to the right, the exponent will be negative. If the decimal is being moved to the left, the exponent will be positive.
Or just subtract
9.884 * 10^6 - 1.009 * 10^7=
− 2.05999999 × 10^5
Rounded up is:
− 2.06× 10^5
(❁´◡`❁)
what is used to draw and measure angle
Answer: measuring an angle can be done using a protractor and drawing an angle can be done with help of a scale and a compass or directly by a protractor
Step-by-step explanation:
Hope this helps you!!
Answer:
A protractor
Step-by-step explanation:
Just an easy answer!
a number raised to the fourth power
Answer:
a number raised to the power fourth is given in the above picture. where, X is any number..
Equivalent expressions for 24x - 12
Answer:
(3x−4)(8x−3)
Step-by-step explanation:
Combine like terms to create an equivalent expression. -(4)/(7)p+(-(2)/(7)p)+(1)/(7)
Answer:
-6/7p + 1/7
Step-by-step explanation:
Like Terms: terms that have the same variables and powers
In this equation the like terms are -4/7p and -2/7p
First solve that, which will be -6/7p + 1/7
You have to leave the 1/7 alone because there aren't any more numbers with no variables.
Answer:
Step-by-step explanation:
You can only combine terms that are the same, which means you can only combine the fractions with p attached. A + and - make a -. The second fraction changes to negative or subtraction which ever way you want to say it. -4 - 2 = -6 and the bottom number always stays the same and you keep the letter attached. You can not combine 1/7 because it does not have a p attached. You would leave it the same. [tex]\frac{-6}{7}p +\frac{1}{7}[/tex]
kindly help me with this
Answer:
Rani's
Step-by-step explanation:
● Rani's shape is a regular hexagon
● The sides of a regular hexagon are the same length
Anita's shape has the longest side.
a two digit number is chosen at random. funny the probability that the number is less than 20
Answer:
2/20
probability =1/10
Answer:
[tex]\Large \boxed{\frac{1}{10} }[/tex]
Step-by-step explanation:
The two-digit numbers are :
10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.39.40.41.42.43.44.45.46.47.48.49.50.51.52.53.54.55.56.57.58.59.60.61.62.63.64.65.66.67.68.69.70.71.72.73.74.75.76.77.78.79.80.81.82.83.84.85.86.87.88.89.90.91.92.93.94.95.96.97.98.99.
There are 90 two-digit numbers.
The two-digit numbers less than 20 are :
10.11.12.13.14.15.16.17.18.19
There are 9 two-digit numbers that are less than 20.
P(two-digit number less than 20) = [tex]\frac{9}{90} =\frac{1}{10}[/tex]
If m and n are off then is mn even?
Answer:
No, mn is not even if m and n are odd.
If m and n are odd, then mn is odd as well.
==================================================
Proof:
If m is odd, then it is in the form m = 2p+1, where p is some integer.
So if p = 0, then m = 1. If p = 1, then m = 3, and so on.
Similarly, if n is odd then n = 2q+1 for some integer q.
Multiply out m and n using the distribution rule
m*n = (2p+1)*(2q+1)
m*n = 2p(2q+1) + 1(2q+1)
m*n = 4pq+2p+2q+1
m*n = 2( 2pq+p+q) + 1
m*n = 2r + 1
note how I replaced the "2pq+p+q" portion with r. So I let r = 2pq+p+q, which is an integer.
The result 2r+1 is some other odd number as it fits the form 2*(integer)+1
Therefore, multiplying any two odd numbers will result in some other odd number.
------------------------
Examples:
3*5 = 157*9 = 6311*15 = 1659*3 = 27So there is no way to have m*n be even if both m and n are odd.
The general rules are as follows
odd * odd = oddeven * odd = eveneven * even = evenThe proof of the other two cases would follow a similar line of reasoning as shown above.
D
Find the perimeter Of a
regular pentagon with sides 6cm
20cm
26cm
30cm
36cm
42 cm
Answer: To find the perimeter of a shape, we need to add the value of all of the sides. Here, we are given the values:
6cm
20cm
26cm
30cm
36cm
42 cm
All of these added together are equal to 160, so the perimeter of the shape is 160cm.
Answer:
perimeter = 160 cm
Step-by-step explanation:
perimeter = add all sides
perimeter = 6 + 20 + 26 + 30 + 36 + 42
perimeter = 160 cm
Stephen and Aaron solved the same equation using two separate methods
BUT WHERE IS EQUATIONS. THEN HOW CAN I HELP YOU.???
PLEASE HELPPP WILL GIVE BRAINLIEST As the students were approaching the park, they noticed a huge tower that was just being completed. Lucas and Jacob were part of the group responsible for looking at advertising. They couldn't help but to think that one of the main attractions of the park would be the ride involving this tower. It was a bright, sunny day. As they got off the bus, they collected the mathematical materials provided by their teacher. These materials included: pencil, paper, eraser, calculator, measuring tape, a clinometer (a tool used to measure vertical angles). They walked through the park until they reached the shadow of the tower. They looked up and couldn't believe how high it was.
Explain how the height of the tower might be calculated from the materials they have, using similar triangles.
If they are going to advertise the height of the tower in a brochure that is being created, they want to be sure of their answer. Describe how they could use the materials they have and trigonometry to determine the height of the tower.
Answer:
a) By multiplying the length of the shadow of the tower to the ratio of the height of the exposed pencil placed in the ground to the length of the pencil's shadow the height of the tower can be found
b) Height of the tower = Level to which the clinometer was raided + length of the shadow of the tower × tan (Angle of elevation of the top of the tower)
Step-by-step explanation:
a) The steps to measure the length of height of the tower using similar triangles are as follows;
Whereby the ground over which the tower is located is flat, place the pencil in the ground and ensure that it is upright and standing on its own
1) Measure the length of the shadow of the pencil
2) Measure the height of the exposed (above the ground) pencil
3) Find the ratio of the height of the exposed pencil to the length of the pencil's shadow
4) Measure the length of the shadow of the tower
5) Multiply the length of the shadow of the tower to the ratio of the height of the exposed pencil to the length of the pencil's shadow to find the height of the tower
b) To measure the height of the tower by trigonometry and the materials they have, we have;
1) Measure the length of the shadow of the tower using the measuring tape. Record the length as l
2) From the end of the length of the shadow of the tower, measure the angle of elevation of the top of the tower using the clinometer. Record the angle of elvation as θ
3) Measure the distance from the ground the clinometer was raised to measure the height of the shadow and record it as H₁
The height of the tower can then be found by the following formula;
Height of the tower, h = H₁+ length of the shadow of the tower × tan(θ)
h = H₁ + l × tan(θ)
I NEED HELP FAST PLEASE
Please Give me Brainliest, Thank You
Benjamin decides to treat himself to breakfast at his favorite restaurant. He orders chocolate milk that costs \$3.25$3.25dollar sign, 3, point, 25. Then, he wants to buy as many pancakes as he can, but he wants his bill to be at most \$30$30dollar sign, 30 before tax. The restaurant only sells pancakes in stacks of 444 pancakes for \$5.50$5.50dollar sign, 5, point, 50. Let SSS represent the number of stacks of pancakes that Benjamin buys. 1) Which inequality describes this scenario?
Answer:
3.25+5.50S≤30
and he can aford 16 pancakes
Step-by-step explanation:
i got the question right
The inequality that describes the situation is of:
[tex]3.25 + 5.5S \leq 30[/tex]
------------------------
The first step in building the inequality is modelling Benjamin's spendings.He buys a chocolate milk that costs $3.25, plus S stacks of pancakes, each at $5.50. Thus, in total, his spendings are of:[tex]T = 3.25 + 5.5S[/tex]
He wants the bill to be of at most $30, that is, his spending has to be at most $30, thus:[tex]T \leq 30[/tex]
[tex]3.25 + 5.5S \leq 30[/tex]
Which is the inequality that models the situation.
A similar problem is given at https://brainly.com/question/17495861
find the measure of angle b
Answer:
119 degrees
Step-by-step explanation:
as the straight line has an angle of 180 degrees and we already know that a part of it is 61 degrees so we just subtract 61 from 180 and the answer we receive is 119
A pizza restaurant offers 6 toppings to choose from for their pizzas, and no toppings is considered a plain cheese pizza. How many different pizza topping combinations are possible if the maximum number of allowed toppings is 3 and toppings can't repeat
Answer: 120
Step-by-step explanation:
Given : Total toppings = 6
Number of toppings needs to be selected = 3
Also if repetition of toppings is not allowed , then the number of combinations are possible = 6 x 5 x 4 [First we choose 1 out of 6 , then 1 out of remaining 5 and then 1 out of 4,then multiplying the choices for 3 toppings]
= 120
Hence, the number of different pizza topping combinations are possible if the maximum number of allowed toppings is 3 is 120 .
reflection across y = 1
C(-1, 1), D(3, 4), E(4,0)
(Honors Geometry- 30 points!!!)
Answer:
C) (-1, 1)
D) (3, -2)
E) (4, 2)
Step-by-step explanation:
The graph below represents the amount of change Jaxon would receive, y, if he bought a item with a cost of x. Which equation represents the graph?
1. y = 10 – x
2. y = x – 10
3. y = –x – 10
4. y = 10 + x
PLS help!!!
Answer:
1. y = 10 - x
Step-by-step explanation:
Because he starts off with 10 dollars, and x is the amount he spends on an item, y is showing the change that he would get from paying with a 10 dollar bill, so it's what's left over from that 10 dollars.
Answer: the answer is A I just took the quiz
Step-by-step explanation:
11 + x4 + 13x3 + 3 – 13.75 – 10.x² + 4x2 - 4x - 8x4
Answer:
-7x^4+13x³-6x²-4x+0.25
Step-by-step explanation:
Do you just have to combine like terms?
-7x^4+13x³-6x²-4x+0.25 (assuming I’m reading your exponent notation correctly)
It costs Doug $30 to set up a cupcake stand. He charges $2 for every cupcake he sells. If Doug makes $48 of profit in one day, how many cupcakes does he sell? 14 cupcakes 24 cupcakes 12 cupcakes 39 cupcakes
Answer:
It is 39 cupcakes.
Since he charges $2 per cupcake (39), it is 78.
He makes profit so subtract 30 from 78 and you get $48.
Answer:
39
Step-by-step explanation:
please help I need it urgently
Answer:
240m²
Step-by-step explanation:
1/2bh
1/2(16)(30)
240m²
The shape of a dome can be modeled by the equation 2 h d =− + 2 100 where h is the height (in feet) of the dome from the floor d feet from its center. How far from the center of the dome is the height 50 feet?
Answer:
The distance from the centre of the dome is 2000 feet
Step-by-step explanation:
We have an equation representing the distance from the centre of the dome.
We can now make the subject of the formula.
d = 2100 -2(h)
We are asked to find the value of d when the value of h is = 50 feet.
To do this, we simply plug in the value for h into the equation and solve the equation.
d = 2100 - 2(50)
d = 2100 -100
d = 2000 feet.
Hence the distance from the centre of the dome is 2000 feet
Mr. Salazar assigns the same number of homework questions each school day. The ratio table below shows the total
number of homework questions assigned after a certain number of school days.
Homework
Number of days Total number of questions
5
40
8
64
11
88
14
?
After 14 days, how many total homework questions have been assigned?
102
112
152
192
yes
Answer:
112
Step-by-step explanation:
Everything is multiplied by 8
Answer:112
Step-by-step explanation:
Took quiz
how to find the 30th term in a sequence
Answer:
just use the formula
an=a+(n-1)dUmmm are irrational numbers real numbers?
Answer:
Yes.
Explanation:
Irrational numbers are real numbers, they just aren't rational.
For example:
3.55555... and 4.31524363....
Answer:
A real number that can NOT be made by dividing two integers (an integer has no fractional part). "Irrational" means "no ratio", so it isn't a rational number. ... Example: π (the famous number "pi") is an irrational number, as it can not be made by dividing two integers.
Step-by-step explanation:
hope this helps
Three consecutive numbers are such that when they are taken in increasing order and multiplied by 2,3and 4 respectively, they add up to 74. Find these numbers.
Answer:
7 , 8 , 9
Step-by-step explanation:
Assume three consecutive number are,
x , (x+1) , (x+2)
Multiplied by 2 ,3 and 4 respectively
2x , 3(x + 1) , 4(x + 2)
Sum of all = 74
So,
2x + 3(x + 1) + 4(x + 2) = 74
2x + 3x + 3 + 4x + 8 = 74
9x + 11 = 74
9x = 63
x = 7
So,
x , (x+1) , (x+2)
7 , (7+1) , (7+2)
7 , 8 , 9
put it in standard form. 4x² + 3x³ - 6x
Answer:
3x^3+4x^2-6x
Step-by-step explanation:
Four students each wrote an equation. Which two students wrote equations that have no solution?
Answer:
Beto and Mark
Step-by-step explanation:
To know which of the equations written by the four students has no solution, let's try to solve each.
Beto's equation:
[tex] 3m = 3m + 5 [/tex]
[tex] 3m - 3m = 3m + 5 - 3m[/tex]
[tex] 0 = 5 [/tex] (This is incorrect. 0 ≠ 5. This is not a solution)
Lila's Equation:
[tex] 9r + 4 = 4 + 9r [/tex]
[tex] 9r + 4 - 9r = 4 + 9r - 9r [/tex]
[tex] 4 = 4 [/tex] (this is correct)
Mark's equation:
[tex] 6 - n = -n + 2 [/tex]
[tex] 6 - n + n = -n + 2 + n [/tex]
[tex] 6 = 2 [/tex] (incorrect. 6 ≠ 2)
Wanda's Equation:
[tex] 8u - 2 = 2u + 8 [/tex]
[tex] 8u - 2 + 2 = 2u + 8 + 2 [/tex]
[tex] 8u = 2u + 10 [/tex]
[tex] 8u - 2u = 2u + 10 - 2u [/tex]
[tex] 6u = 10 [/tex]
[tex] \frac{6u}{6} = \frac{10}{6} [/tex]
[tex] u = \frac{5}{3} [/tex]
If you plug in the value of u into the original equation, the equation would be balanced. Therefore, this is a solution.
Beto and Mark we equations that have no solution.
Anna can do a job in 4 days. After she has worked for 1 day, she is joined by Sylvia, and it takes them 2 days working together to finish the job. How long would it have taken Sylvia to do the whole job by herself?
Answer: 8 days.
Step-by-step explanation:
Given that Anna can do a job in 4 days. After she has worked for 1 day, she is joined by Sylvia, and it takes them 2 days working together to finish the job.
Since Anna has already worked for 1 day, she would have worked the remaining days for 3 days. But she is joined by Sylvia, and it takes them 2 days working together to finish the job.
That is,
1/3 + 1/S = 1/2
Where S is the number of days Sylvia to do the job being completed in 2 days.
1/S = 1/2 - 1/3
1/S = (3 - 2)/6
1/S = 1/6
S = 6
The job Anna would have done for 3 days, will take 6 days for Sylvia.
The 1 days used by Anna will be 2 days for Sylvia.
Therefore, the total days that will take Sylvia to do the whole job by herself will be 2 + 6 = 8 days
Which inequality is equivalent to the statement below?
The opposite of n is between -3 and 0.
А
-3
00
3<-n<0
с
-3
D
3
Answer:
A
Step-by-step explanation:
The opposite of a number is simply the number multiplied by -1 so the opposite of n is -n. "Between -3 and 0" tells us that the inequality is -3 < -n < 0.