Solve the following equations


2. 9 ^ (x + 10) + 3 = 92

The inequality 12x > 36 is used to describe the problem of how much dough Valentina used to make 12 cinnamon rolls of equal weight.

The algebraic idea of inequality is used in this query. A mathematical declaration that two expressions are not equal is known as an inequality.

In this question, the inequality 12x > 36 is used to describe the problem of how much dough Valentina used to make 12 cinnamon rolls of equal weight.

The steps for this process are as follows

The problem is asking how much dough Valentina used to make 12 cinnamon rolls of equal weight. We can set up an equation to solve this problem using the information we are given.

Let x represent the number of ounces of dough used for each cinnamon roll.

We are aware that the recipe typically yields 36 ounces of dough; therefore, 12x must be more than 36 as Valentina produced more dough.

Therefore, the inequality that describes the problem is 12x > 36.

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The area of the composite figure is equal to 58 square inches. (Correct choice: C)

In this problem we find the case of composite figure formed by an irregular pentagon and an triangle, the resulting can be found as a combination of triangles and rectangles, whose area formulas are:

Triangle

A = 0.5 · w · l

Rectangle

A = w · l

Where:

Now we proceed to determine the area of the composite figure:

A = 0.5 · (8 in) · (6 in) + (8 in) · (6 in) - 2 · 0.5 · (1 in) · (5 in) - 2 · 0.5 · (3 in) · (3 in)

A = 24 in² + 48 in² - 5 in² - 9 in²

A = 72 in² - 14 in²

A = 58 in²

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Based on the given diagram which represents angle at a point, the measure of angle x is 33°.

The total angle at a point is 360°

So,

87° + x° + 87° + x °+ 87° + x° = 360°

261° + 3x° = 360°

3x° = 360° - 261°

3x° = 99°

divide both sides by 3

x = 99/3

x = 33°

Therefore, the measure to angle x is 33° respectively.

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The strategy Malcolm and his father could use to find out how much framing material they will need is B. Measure all 4 sides with a ruler to find the perimeter. This will give them the total length of framing material they will need to surround the poster.

Measuring the area in inches with a ruler (option A) or measuring the poster in square inches (option C) will not give them the length of framing material required to surround the poster. Covering the poster with square inches great paper (option D) is also not an effective strategy to find out how much framing material they need. By measuring the perimeter, they can calculate the amount of framing material required and buy the correct length of framing material for their project.

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The correct situation with relation is,

Situation                                                   Relation

1                                             Distance is not proportional to time.

2                                               Distance is proportional to time.        

3                                               Distance is proportional to time.

4                                                    Not much information.

Any relationship that is always in the same ratio and quantity which vary directly with each other is called the proportional.

Here, We are required to match the options to whether distance is proportional to time in the following situations.

1. A horse running around a race track.

Since, the horse is running around the race track. So, the speed of the horse can vary at different time

So, distance is not proportional to time.

2. A truck passing through 4 cities at a constant speed.

As, Distance = Speed × Time and we are given that the speed is constant.

So, distance is directly proportional to the time.

3. A dog jogging at a constant speed for 20 minutes.

As, Distance = Speed × Time and we are given that the speed is constant.

So, distance is directly proportional to the time.

4. A person running down a field to score a touchdown.

Since, there is no information about the speed of the person.

But, as the person is running to score a touchdown, he may run at a constant speed.

So, there is not much information.

Hence, we get,

Situation                                           Relation

1                                             Distance is not proportional to time.

2                                               Distance is proportional to time.        

3                                               Distance is proportional to time.

4                                                    Not much information.

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The complete question is this,

Drag each object to show whether distance is proportional to time in the situation represented. A horse running around a race track Distance Is Proportional to Time A truck passing through 4 cities at a constant speed A dog jogging at a constant speed for 20 minutes Distance Is NOT Proportional to Time A person running down a field to score a touchdown Draggable item Not Enough Information Draggable item.

In this case, e area of the shaded region, r = 4 + 3 sin theta r = 4 and θ = 0, 2π, 4π, ...

The line created by the ends of phasors whose lengths represent the magnitude, or amplitude gain, of the system and which are drawn at angles according to their phase is known as the polar plot of the frequency response of a system.

In a polar plot, the area between the curve and the origin is shown as a shaded region. You can use the definite integral to calculate the area of this area. The following is the general formula for calculating the distance between a polar curve and the origin:

A = 1/2 * ∫r^2 dθ from θ1 to θ2

where r = 4 + 3 sin(θ) and θ1 and θ2 represent the bounds of the shaded region in terms of theta.

To find the exact bounds, you need to determine the values of θ for which the curve intersects the r-axis (i.e., when sin(θ) = 0). In this case, r = 4 and θ = 0, 2π, 4π, ...

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A. Equation: x + 48 +  52 = 180

B. x = 80°.

According to the Angle Addition Postulate, an angle's measure is equal to the sum of the measures of any two adjacent angles. The Angle Addition Postulate can be used to determine the measurement of a missing angle or to determine the angle produced by two or more other angles.

Given:

Two parallel line a and b are cut by a traversal line.

By the alternate exterior angles and angle addition postulates,

x + 48 +  52 = 180

This is the equation for Part A.

And x = 80°.

Therefore, the value of x is 80°.

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The four random errors of his measurement are 0.0, 0.1, 0.1, and 0.0.

Random errors are errors in experimental measurements that are caused by unpredictable and unknown changes in the experiment and do not occur in any describable pattern. One example of random errors is Measuring blood pressure.

Bias or systematic errors are due to chance and their source of error is detectable. This type of error can be calculated for an experiment and then it can be added to the measurements that we take.

We know that the Measured value = the Real value of the experiment + Random errors + Systematic errors (Bias). So, to calculate the random error we have to deduct the real value and the systematic error or bias from the measured value of the experiment.

That is,

Random error in 1st observation = 3.0 - 2.9 - 0.1 = 0.0

Random error in 2nd observation = 2.9 - 2.9 - 0.1 = - 0.1

Random error in 3rd observation = 3.1 - 2.9 - 0.1 = 0.1

Random error in 4th observation = 3.0 - 2.9 - 0.1 = 0.0

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Set a is a subset of ω containing the elements 1,2,3. Set b is a subset of ω containing the elements 2,3,4,5,6,7. Finally, set c is a subset of ω containing the elements 7,8,9,10.

The universal set ω is defined as a set containing all elements that are being considered in a particular problem. In this case, ω is composed of the 10 elements 1,2,3,...,10. Set a is then defined as a subset of the universal set ω, meaning that it contains elements from ω. In this example, set a contains the elements 1,2,3. Set b is also defined as a subset of the universal set ω, meaning that it contains elements from ω. In this example, set b contains the elements 2,3,4,5,6,7, as it is composed of all elements of ω that are greater than or equal to 2 and less than or equal to 7. Finally, set c is defined as a subset of the universal set ω, meaning that it contains elements from ω. In this example, set c contains the elements 7,8,9,10, as it is composed of all elements of ω that are greater than or equal to 7.

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There was spent 22.77 dollars on a pass and lunch for each student

They are the set of numbers and symbols that are related by the different mathematical operation signs such as addition, subtraction, multiplication, division among others.

According to the data problem,

Total money spend on passes = 664. 58 dollars

Total number of people = 44 + 3 = 47

Money spend on pass for each person = 664.58/47 = 14.14 dollars

Total money spend on lunch =  379.72 dollar

Total number of students = 44

Money spend on lunch for each student = 379.72/44 = 8.63 dollars

Total money spend= 14.14 + 8.63 = 22.77dollars

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Correctly written question:

A school is arranging a field trip to the zoo. The school spend 664. 58 dollar on passes for 44 student and 3 teacher. The school also spend 379. 72 dollar on lunch for jut the student. How much money was spent on a pass and lunch for each student?

The combination of advanced military technology, numerical advantage, and the use of disease as a weapon were critical factors in enabling the Spanish conquistadors to seize control of Tenochtitlán and establish their colonial rule over the Aztec empire.

The Spanish conquest of the Aztec empire in 1521 was a turning point in world history, marking the beginning of Spanish colonial rule in the Americas.

One major factor was the advanced military technology and weaponry of the Spanish. The conquistadors were equipped with steel swords, guns, and armor, while the Aztecs relied on obsidian-tipped weapons and wooden shields.

Another factor was the advantage of numbers. The Spanish arrived in Mexico with a relatively small force of around 500 soldiers, but they were able to recruit indigenous allies and build up their army to around 8,000 soldiers.

A third factor was the use of disease as a weapon. The Spanish brought diseases such as smallpox, which devastated the indigenous populations and weakened the Aztecs, making them more vulnerable to attack.

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The conversion factor to use depends on the type of angle tat is to be converted

From the question, we have the following parameters that can be used in our computation:

Conversion factors = xrad/180 or 180/x rad

The conversion factor to use depends on the type of angle tat is to be converted

Take for instance, we use 180/x rad  from radians to degree and the other from degree to radians

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Speed of a car traveling 5 miles in 20 minutes is 0.25 miles/ min.

To calculate the speed of a car, we can divide the total distance it has traveled by the time it took to travel that distance. In this case, the car traveled 5 miles in 20 minutes.

Speed = Distance ÷ Time

Speed = 5 miles ÷ 20 minutes = 0.25 miles/minute

So, the car was traveling at a speed of 0.25 miles per minute, or 15 miles per hour.

It's important to note that this speed only tells us how fast the car was moving at a specific moment in time, and it might have changed throughout its journey. Additionally, this calculation assumes that the car was traveling at a constant speed, which might not always be the case. To get a more accurate representation of the car's speed, we would need to take into account its speed at various points along its route and average those speeds over the entire journey.

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A right triangle consists of a right angle, another angle that is three less than negative one-fourth of a number, and an angle that is six less than negative two times a number. x = -44 and the angles are 90°, -2x - 6, and -1/x - 3. In the provided triangle, the necessary angles' measurements are 90°, 82°, and 8°.

The hypotenuse's square is equal to the sum of the squares of the other two sides of a right triangle, according to the Pythagorean rule.

A triangle is said to be right-angled if any one of its internal angles measures 90 degrees.

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Analia can define the quantity by either the % of students in sports clubs divided by SAT average or the Number of sports medals won. Hence, options A and C are the correct options.

Analia wants to know which school has the higher SAT average relative to the resources invested per student. In order to do so, she has to think of ways using which she would easily be able to do so.

From the given options we can deduce that she can either use the % of students in sports clubs divided by SAT average or the Number of sports medals won.  Since Percentage of students in sports clubs divided by SAT average and the Number of sports medals won defines the quantitative characteristic of SAT. These are the two ways in which Analia defined the given quantity

The complete question that you might be looking for is given below.

Analia thought of two different ways to define this quantity. Identify these two definitions among the following options.

A) % of students in sports clubs divided by SAT average

B) Graduation rate divided by SAT average

C) Number of sports medals won

D) Number of sports medals divided by SAT average

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The volume of a solid generated by rotating a region about the x-axis is an important mathematical concept that can be applied in many real-world situations.

The volume of a solid is a measure of the amount of space that the solid takes up in three-dimensional space.

To find the volume of the solid generated when a region is bounded by an equation and revolved around the x-axis, we use a mathematical formula known as the "method of cylindrical shells."

This method involves slicing the solid into thin cylindrical shells, and then finding the volume of each individual shell. The sum of the volumes of the shells will equal the total volume of the solid.

The formula for the volume of a cylindrical shell is given by

=> V = 2πrh,

where r is the radius of the shell, h is the height of the shell, and π is the mathematical constant pi.

To use the method of cylindrical shells, we need to first determine the top and bottom boundaries of the region, and then graph the region.

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Answer:

Y=2x

Step-by-step explanation:

We're dealing with linear functions. f(x) = mx + b, We have here the first function. g(x) = 3x That is a linear function with a slope and no linear coefficient because, However, because all of the functions below have the same slope value, they all describe parallel lines.  

Their non-zero linear coefficients are -6,-18,6,18, despite the fact that they all have the same slope value. The first one, though, was

[tex]$\begin{aligned} & h(x)=3(9 x-2) \rightarrow h(x)=27 x-6 \\ & i(x)=9(3 x-2) \rightarrow i(x)=27 x-18 \\ & j(x)=3(9 x+2) \rightarrow j(x)=27 x+6 \\ & k(x)=9(3 x+2) \rightarrow k(x)=27 x+18\end{aligned}$[/tex]

A possible solution would be adjusting any of these, whose operation would result in g(x)=3x, but

Like

[tex]$y=9\left(\frac{3 x}{9}-2\right)+18=3 x$[/tex]

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You're looking for the slope of the line that forms the triangle's hypotenuse (the diagonal). The slope formula's "rise" and "run" parameters are the two "legs" of the triangle. Slope is a climb or a run.

You may determine a line's slope using a slope triangle, which is a visual aid. Slope refers to how steep something is.

Consider ascending 1,000 feet in the air while piloting a plane. You have advanced (horizontally) 3,000 feet when you are 1,000 feet above the ground. You can calculate how steep your rise was using these two measurements.

The inclination is determined by the height at which the plane rises while moving a predetermined distance forward.

To put it another way, it aids in determining the slope of the line linking the plane's starting point and current location.

Triangle with an airplane slope

You may have seen the following slope formula:

Slope: climb / run

The rise is the triangle's vertical distance. Horizontal distance is measured as the run. For our aircraft, we receive:

Slope is equal to 1,000/3,000 feet, or one-third.

In other words, the plane rises one foot vertically for every three feet it moves across the ground.

The ascension of a plane is steeper if it is 2,000 feet above the earth after moving ahead 3,000 feet. It has advanced further vertically for the same horizontal distance. The triangle's slope is less flat in this instance.

Longer is the triangle's horizontal leg.

Slope is defined as: rise/run = 2,000 ft/3,000 ft = 2/3

1/3 is a smaller climb slope for the first airplane than 2/3 is for the second. More steeply ascending is the second aircraft.

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The function that represents the arithmetic sequence is an = 18 + (n - 1)(-3).  b. The seventh term is 0. c. No, the eight term won't apply as the water trains in 7 hours.

The series where the common difference between any two next words stays constant is known as an arithmetic sequence. Let's review what a sequence is. A collection of numbers that follow a pattern is called a sequence.

The given sequence is 18, 15, 12, 9 ...

The common difference between the consecutive terms is:

d = 15 - 18 = -3

d = -3

The sequence is given by the equation:

an = a + (n-1)d

Substituting the value of d= -3 and a = 18 in the equation we have:

an = 18 + (n - 1)(-3)

The function that represents the arithmetic sequence is an = 18 + (n - 1)(-3).

b. The seventh term can be calculated by substituting the value of n = 7.

a(7) = 18 + (7 - 1)(-3).

a(7) = 18 - 18

a(7) = 0

c. No, the eight term won't apply as the water trains in 7 hours.

Hence, The function that represents the arithmetic sequence is an = 18 + (n - 1)(-3).  b. The seventh term can be calculated by substituting the value of n = 7is 0. c. No, the eight term won't apply as the water trains in 7 hours.

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Answer:

The Lcm of Given Numbers.

1. 6,7 = 42 2. 4,5 = 20 3. 10, 11 = 110

4. 2,5 = 10 5. 6, 11 = 66 6. 8, 10 = 80

7. 3, 10 = 30 8. 5, 10 = 50 9. 7, 8 = 56

Step-by-step explanation:

Ok

best trick for Lcm you can multiply the given number and its answer is your Lcm of given numbers.

Thank you..

Answer:

see below

Step-by-step explanation:

dimes = 0.1         x dimes

quarters =0.25         y quarters

x*0.1 + y*0.25 =7.35

x+y =39 so x = 39-y

(39-y)*0.1 +0.25y =7.35

3.9-0.1y+0.25y=7.35

0.15y = 3.45

y=23

x=16

The function f(x) is defined as f(x) = 4x/8x-6.

This can be simplified to f(x) = 1/2x-3. The horizontal asymptote for this function is y = 0, as its denominator approaches 0 as x approaches infinity or negative infinity.The function f(x) is defined as f(x) = 4x/8x-6.  To find the vertical asymptote, we need to set the denominator to 0. We can solve this equation to find that the vertical asymptote of f(x) is x = 6. This means that as x approaches the value of 6, the function approaches infinity. Therefore, the horizontal asymptote of this function is y = 0 and the vertical asymptote is x = 6.

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The evaluated expression is 9x^13y√x

From the question, we have the following parametes that can be used in our computation:

[tex]x\2sqrt{x}9xx^{7}yx^{5}[/tex]

Express properly

So, we have

x√x * 9x^7 * yx^5

Evaluate the products by applying the law of indices

So, we have the following representation

√x * 9* yx^13

This can be rewritten as

9x^13y√x

Hence, the solution is 9x^13y√x

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Let A be a vector and n be a unit vector in a fixed direction. The scalar projection of A onto n can be represented as:

An = A . n = ||A||cos(θ),

where θ is the angle between vectors A and n.

The projection of A onto a plane perpendicular to n can be represented as:

A - (An) = A - (||A||cos(θ))n = ||A||sin(θ)nₜ,

where nₜ is a unit vector perpendicular to n.

Combining these two results, we have:

A = (An) + (A - (An)) = (||A||cos(θ))n + ||A||sin(θ)nₜ

By doing so, it is demonstrated that a vector A may be written as the product of its scalar projection along a unit vector n and its projection onto a plane perpendicular to n. This breakdown of a vector is helpful for looking at its parts from various angles.

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The number of functions from a set X with m elements to a set Y with n elements is given by  [tex]n^{m}[/tex]

This is because for each element in X, there are n possible elements in Y to which it can be mapped. So, for each of the m elements in X, there are n choices, giving a total of n * n * ... * n (m times) possible functions.

The number of injections (or one-to-one functions) from a set X with m elements to a set Y with n elements is given by the number of ways to choose m elements from a set of n elements, which is given by the binomial coefficient C(n, m).

This is because an injection must map each element in X to a distinct element in Y, so the number of injections is equal to the number of ways to choose m elements from n elements without repetition.

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Answer:

y = -5/2x - 2

Answer:

12 onces

Step-by-step explanation: