Answer: -(-3)2-(9(-3)-3(-4))
6+27-12
Step-by-step explanation:
Two negatives make a positive and a negative times a positive is negative
Find the distance between the points E(3,7) and F(6,5)
Answer:
[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{ \sqrt{13} \: \: units}}}}}[/tex]Step-by-step explanation:
Solution,
E ( 3 , 7 ) ⇒ ( x₁ , y₁ )
F ( 6 , 5 ) ⇒( x₂ , y₂ )
Finding the distance between these points:
[tex] \boxed{ \sf{distance = \sqrt{ {(x2 - x1)}^{2} + {(y2 - y1)}^{2} } }}[/tex]
plug the values
⇒[tex] \sf{ \sqrt{ {(6 - 3)}^{2} + {(5 - 7)}^{2} } }[/tex]
Calculate the sum or difference
⇒[tex] \sf{ \sqrt{ {3}^{2} + {( - 2)}^{2} } }[/tex]
Evaluate the power
⇒[tex] \sf{ \sqrt{9 + 4} }[/tex]
Add the numbers
⇒[tex] \sf{ \sqrt{13} }[/tex] units
Hope I helped !
Best regards!!!
If you save 10% off headphone that normally
cost $8.90, how much do you have to pay?
Answer:
1.1
Step-by-step explanation:
looked it up
The mean score for a math test taken by Class A is 84, with the scores ranging from 78 to 94. The mean score for the same math test taken by Class B is 76, with the scores ranging from 68 to 88. Which BEST compares the scores of the two classes?
A) The highest score for the test was in Class B.
B) On average, the scores of Class A are lower than Class B.
C) On average, the scores of Class B are lower than Class A.
D) The scores of Class A vary more than the scores of Class B.
D) 22
Answer:
C
Step-by-step explanation:
mean score class A= 84
mean score class B= 76
the average/mean scores of class B< average/mean scores of class A
76<84
by process of elimination,
B is false- the mean scores class A are not lower than class B
A is false- the highest score is in class A with a score of 94 (highest score in class B=88)
D- not enough information is provided to determine coefficient of variation
Evaluate 48 + 24 ÷ 8 − 2^2. (1 point)
Answer:
47Step-by-step explanation:
[tex]48+24\div \:8-2^2\\Follow\:the\:PEMDAS\:order\:of\:operations\\=48+24\div \:8-4\\=48+3-4\\=47[/tex]
PLEASE HELP! ill give brainliest
In the figure below, ∠DEC ≅ ∠DCE, ∠B ≅ ∠F, and DF ≅ BD. Point C is the point of intersection between AG and BD while point E is the point of intersection between AG and DF. Prove ΔABC ≅ ΔGFE.
Answer:
look at the sbse below
Step-by-step explanation:
∠DEC ≅ ∠DCE, ∠ACB ≅ ∠GEF,
∠B ≅ ∠F, DF ≅ BD
∠ACB ≅ ∠GEF, ∠B ≅ ∠F, DF ≅ BD, ΔABC ≅ ΔGFE.
i hope this helps you :) it took me a long time
g(x)=X3 - 3x² - 4 + 12
End behavior
Answer:
Step-by-step explanation:
This is a cubic equation with a positive leading coefficient
The graph will descend to the left and ascend to the right.
Answer:
the function is an odd degree with a positive leading coefficient, so the end behavior will be
x → ∞, f(x) → ∞
x → -∞, f(x) → -∞
Write an equation of the line containing the point (6,-4) and perpendicular to.the line y=-2x-3
Answer:
[tex]\displaystyle y = \frac{1}{2} x - 7[/tex]
Step-by-step explanation:
We want to determine the equation of the line that passes through the point (6, -4) and is perpendicular to the line:
[tex]\displaystyle y = -2x - 3[/tex]
Recall that the slopes of perpendicular lines are negative reciprocals of each other.
The slope of the given line is -2.
Hence, the slope of the perpendicular line is 1/2.
Therefore, the slope of our new line is 1/2. We also know that it passes through the point (6, -4). Since we are given the slope and a point, we can consider using point-slope form:
[tex]\displaystyle y - y_1 = m(x - x_1)[/tex]
Where m is the slope and (x₁, y₁) is a point.
Let (6, -4) be (x₁, y₁). Substitute:
[tex]\displaystyle y - (-4) = \frac{1}{2}(x - (6))[/tex]
Simplify. Distribute:
[tex]\displaystyle y + 4 = \frac{1}{2} x - 3[/tex]
And subtract 4 from both sides:
[tex]\displaystyle y = \frac{1}{2} x - 7[/tex]
In conclusion, the equation of our line is:
[tex]\displaystyle y = \frac{1}{2} x - 7[/tex]
Three dozen cookies require 4 cups of flour. How many dozens of cookies can be made with 16 cups of flour?
Answer:
[tex]x = 12[/tex]
Step-by-step explanation:
Criss-cross method:
4 cups of flour -> 3dozen cookies
16 cups of flour -> x
[tex] x = \frac{16 \times 3}{4} = \frac{48}{4} = 12[/tex]
Hope this helps..
A monument is made in the form of a pyramid with a regular pentagon as a base. Each side of the base is 3 m long and has a slant height of 24 m. If the monument is to be covered by a metal, how many square meters of metal is needed to cover the faces of the pyramid?
Answer:
180m²
Step-by-step explanation:
In order to solve this question, we have to find the area of the pyramid with a pentagonal base.
This pyramid has slant height = 24m
Since the base is a pentagon, it means it is 5 sided.
Each side of the base = 3m
The area of the pyramid = 1/2 × 5(side length) × slant height
= 1/2 × 5(3) × 24
= 180m²
Therefore, the square meters of metal needed to cover the faces of the pyramid = 180m²
4(8x + 4) – 20 = -20
Answer:
x = -1/2
Step-by-step explanation:
4 (8x + 4) -20 = -20
=> 32x + 16 -20 = -20
=> 32x - 4 = -20
=> 32x = -20 + 4
=> 32x = -16
=> 32x/32 = -16/32
=> x = -1/2
So, x is -1/2 or -0.5
To simplify 4(8x+4), multiply 4 by 8x and 4.
(4×8x) + (4×4) = 32x and 16
32x + 16 - 20 = -20
Subtract 16 from both sides.
You should end up with 32x - 20 = -36
Add 20 to both sides.
You should end up with 32x = -16
-16 ÷32 = -1/2
x = -1/2
♡ Hope this helps! ♡
❀ 0ranges ❀
What is the absolute value of –6? Use the number line to help answer the question. A number line going from negative 7 to positive 7. Points are at negative 6 and 0. –7 –6 6 7
Answer:
6
Step-by-step explanation:
The absolute value is the positive integer of the number.
-6 -> 6.
If you were to use a number line, then -6 is 6 units away from 0. The positive number that is 6 units away from 0 is 6.
Answer:
the answer is c
Step-by-step explanation:
i did the quiz
64 = x3
what value of x makes this equation true ?
Answer:
x = 4.
Step-by-step explanation:
64 = x^3
x^3 = 64
[tex]\sqrt[3]{x^3} = \sqrt[3]{64}[/tex]
[tex]\sqrt[3]{x^3} = \sqrt[3]{4 * 4 * 4}[/tex]
[tex]\sqrt[3]{x^3} = \sqrt[3]{4^3}[/tex]
x = 4.
Hope this helps!
Answer:
x = 3
The cube root of 64 is 4 because 4 x 4 x 4 = 64.
Cube roots have 3 identical factors, while square roots have 2 identical factors.
Hope this helps you!
What’s the answer/ how should I work it?
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Hi my lil bunny!
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
[tex]-\frac{6}{11} + (-\frac{5}{11}) =[/tex]
[tex]=\frac{-6}{11} + \frac{5}{11}[/tex]
[tex]= \frac{-6}{11} + \frac{-5}{11}[/tex]
[tex]= -1[/tex]
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Have a great day/night!
❀*May*❀
3. Which of the following has a value that is
less than zero?
a. (-6)2
b. (32
c. 0.52
d. -72
Answer:
d) -72
Step-by-step explanation:
The value of negative integers is always less than zero.
So, (-72) is the answer
(-6)² = (-6) * (-6) = 36. Which is greater than 0
HELP!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Let's say she does the absolute minimum and buys 4 bags
Each bag has 7 servings, so there are 7*4 = 28 servings total.
I'm assuming each of the 30 guests gets one serving only. If so, then there wouldn't be enough food to go around (30-28 = 2 people are left out).
This means she cannot round x = 4.3 to x = 4. Instead, she must round up to get x = 5 as the lowest x value possible.
7x = 7*5 = 35 servings clears the hurdle.
So in short, x = 4 does not work in [tex]7x \ge 30[/tex] but x = 5 does work in
-----------
Alternatively, you could plug in x = 4 into [tex]x \ge 4.3[/tex] to get [tex]4 \ge 4.3[/tex] which is not a true statement. So x = 4 is not a solution to
However, x = 5 is a solution since [tex]5 \ge 4.3[/tex] is a true statement.
Serena worked 18 hours last week for a landscaper. She worked 1/3 of those hours planting flowers and 1/2 of those hours mowing lawns. How many hours did Serena work planting flowers?
Answer: 6 hours
Step-by-step explanation:
18 ÷ 3 = 6 hours :)
Answer: 6 hours
Step-by-step explanation:
the total is 30 coins and 3 dollars. there are twice as many nickles as dimes. how many nickles and dimes and there
Answer:
20 nickels and 10 dimes.
Answer:
6=d
Step-by-step explanation:
help me bc a b is stupid...
Answer:
8cm³
Step-by-step explanation:
This is a problem finding volume through water displacement.
When you drop an object in water, its volume is the change in the height of the water.
In picture two the height of the water is at 25, and in picture one the height is at 17.
25-17=8
what are micro organisms?
Answer: a microorganism or microbe is an organism that is microscopic.
Step-by-step explanation: Microorganisms can be bacteria, fungi, archaea or protists. Which are living they dont include non living organisms
Select the property that is illustrated by the given equation.
Answer:
Commutative property of addition
Step-by-step explanation:
The equation shows a change in the order of the two numbers in an addition. A change of order is the commutative property.
Answer: Commutative property of addition
PLEASE HELP I'LL DO ANYTHING!!! A new 70 inch TV has a purchase price of $1200.00. With the extended warranty, the total cost is $1500.00. What percent of the purchase price is the price of the warranty?
Answer:
i think it is 30% of the total price
i hope it helps
Ezra counts the number of passengers who are already on the bus when he gets on each morning. His data for the last 15 days are shown below. What is the interquartile range of the data?
Answer:
6
Step-by-step explanation:
The data is
8,9,9,10,12,12,13,14,15,15,15,16,18,19,20
There are 15 data points
The median is the 15/2 = 7.5 rounding to 8
The 8th data point
8,9,9,10,12,12,13, 14, 15,15,15,16,18,19,20
Take the 7 points on the left and divide in half
Take the 7 points on the right and divide in half
8,9,9, 10 ,12,12,13, 14, 15,15,15, 16, 18,19,20
The interquartile range is the middle of the upper half of the data minus the middle of the lower half of the data
16 - 10 = 6
Answer:
6
Step-by-step explanation:
Question 9(Multiple Choice Worth 1 points)
(03.01 MC)
377
Simplify
57
o
715
5
73
d
2
715
Answer:
Answer is A. 7 1/5
Step-by-step explanation:
Which graph represents the solution set to the system of inequalities?
y ≤ 2x + 2
1/2x + y < 7
y − 3 ≥ 0
Answer:
D.Step-by-step explanation:
y ≤ 2x + 2 ⇒ 2x → line increasing, ≤ → solid line, y≤ → shade below line
¹/₂x + y < 7
y < -¹/₂x + 7 ⇒ -¹/₂x → line decreasing, < → dashed line, y< → shade below line
y − 3 ≥ 0
y ≥ 3 ⇒ 0x → line parallel to X-axis, ≥ → solid line, y≥ → shade above line
Nia and Trey both had a sore throat so their mom told them to gargle with warm salt water.
Nia mixed 1 teaspoon salt with 3 cups of water.
Trey mixed 12 teaspoon salt with 112 cups of water.
Nia tasted Trey’s salt water. She said,
“I added more salt so I expected that mine would be more salty, but they
taste the same.”
Explain why the salt water mixtures taste the same.
Answer:
both mixes used the same ratio of salt to water.
Step-by-step explanation:
Nia used double Trey's recipe, doubling both the salt and the water. So, the ratio of salt to water was the same in each mix.
__
Trey's recipe: (1/2 tsp salt : 1.5 cups water)
Nia's recipe: 2(1/2 tsp salt : 1.5 cups water) = 1 tsp salt : 3 cups water
How many whole numbers from 0 to 55?
Answer:
56
Step-by-step explanation:
Find the area of trapezoid $DUCK$ shown below. [asy] unitsize(2mm); defaultpen(linewidth(.7pt)+fontsize(10pt)); pair D=(0,0), U=(5,12), C=(20,12), K=(36,0), F=(5,0); draw(D--U--C--K--cycle); draw(U--F,linetype("8 4")); draw(rightanglemark(U,F,K,25)); label("$D$",D,SW); label("$U$",U,N); label("$C$",C,NE); label("$K$",K,SE); label("5",midpoint(D--F),S); label("13",midpoint(D--U),NW); label("15",midpoint(U--C),N); label("20",midpoint(C--K),NE); [/asy]
Answer:
306 sq. units
Step-by-step explanation:
Coordinates of the trapezoid:
D(0, 0), U(5, 12), C(20, 12), K(36, 0)Area of trapezoid = 1/2(Base1 + Base2)*Height
Bases have length of:
36 - 0= 36 units and20 - 5 = 15 unitsHeight is:
12 - 0 = 12 unitsArea:
1/2(36+15)*12 = 306 sq. unitsWhy does the inequality sign have to be flipped when multiplying and dividing by a negative number like in −2x > 10?
Answer:
When you multiply both sides by a negative value you make the side that is greater have a "bigger" negative number, which actually means it is now less than the other side! This is why you must flip the sign whenever you multiply by a negative number.
Answer:
When you multiply both sides by a negative value you make the side that is greater have a "bigger" negative number, which actually means it is now less than the other side! This is why you must flip the sign whenever you multiply by a negative number.
Step-by-step explanation:
1. Mr. Miller is building a dollhouse
for his daughter Juanita. He is
designing the dollhouse after a
colonial home with a height of
10 yards. If he wants the
dollhouse to be 4 feet tall, what
scale should he use?
A. 1 foot:2-yards
25
B. 2 feet:15 yards
1
C. 2 feet:7- yards
2
et 7
D. 1 foot:5 yards
Answer:
1 ft : 2.5 yd or 1 ft : 2 1/2 yd
Step-by-step explanation:
He wants a real dimension of 10 yards to be represented by a scale dimension of 4 ft.
4 ft : 10 yd
Divide both sides by 4.
1 ft : 2.5 yd or 1 ft : 2 1/2 yd
Write the domain of the following relation in list form.
{(5, 0), (6, 1), (7, 2)}
Answer:
{5, 6, 7}
Step-by-step explanation:
The domain is the input values
The input values are the x values
{5, 6, 7}