what is the area of this circle?

Step-by-step explanation:

I think we can do it in this way

x3 - 3x2 - 10x + 24

x2(x - 3) - 2(5x + 12)

Answer:

amount of the drug becomes approximately equal to 0.2 milligrams after 13.04 hours

Step-by-step explanation:

Given: The function [tex]f(t)=10e^{-0.3 t}[/tex] represents number of milligrams of a drug in a person’s body after t hours

To find: time after which amount of the drug becomes approximately 0.2 milligrams

Solution:

[tex]f(t)=10e^{-0.3 t}\\0.2=10e^{-0.3 t}\\\frac{0.2}{10}=e^{-0.3 t}\\\frac{2}{100}=e^{-0.3 t}\\\frac{1}{50}=e^{-0.3 t}\\[/tex]

As [tex]e^x=y\Rightarrow x=\ln y[/tex] ,

[tex]50=e^{0.3 t}\\0.3t=\ln 50\\t=\frac{\ln 50}{0.3}=13.04\,\,hours[/tex]

So, amount of the drug becomes approximately equal to 0.2 milligrams after 13.04 hours

Answer:

13 hours

Step-by-step explanation:

right on edmentum

Answer:

If it's a simple equation such as 2 (x + y), the next step after applying the distributive property is to do the multiplication and simplify the terms.

But in solving an equation such as

2(x + 3) = 3(x + 1)

After applying the distributive property, the next step is to separate the variables to one side, like collecting like terms and then solving the now simplified equation.

Step-by-step explanation:

For a normal equation, the distributive property, also called the distributive law of division and multiplication helps to use the variable outside the bracket to multiply the sum of terms in the bracket. For example.

2 (x + y)

The distributive property enables us to say

2×x + 2×y = 2x + 2y

So, the next step after applying the distributive property is to simplify the equation.

But in solving an equation such as

2(x + 3) = 3(x + 1)

Applying the distributive property

2x + 6 = 3x + 3

We then operate variables, collect like terms on one side

6 - 3 = 3x - 2x

3 = x

x = 3

Hope this Helps!!!

Answer:

-102 + (-25.5)

Step-by-step explanation:

To find the total multiply the sale price by 1  + tax rate.

Total = 20 x 1.05

Total = $21.00

Answer:

40 feet

Step-by-step explanation:

Have a nice day

Answer:

Time Spent = 91.46 minutes

Step-by-step explanation:

Given

To Her Father's house

Distance = 164 miles

Time Taken = 2 hours

To Her Cousin's house

Distance = 125 miles

Required

Time Taken to get to her cousins house.

First, her average speed to her father's house needs to be calculated.

Speed is calculated as thus;

[tex]Speed = \frac{Distance}{Time}[/tex]

In this case, Distance = 164 miles and Time = 2 hours

Substitute these values;

[tex]Speed = \frac{164 miles}{2 hours}[/tex]

[tex]Speed = 82miles/hour[/tex]

It's stated in the question that; she maintains the same speed when going to her cousin's residence to spend the night;

Using the same formula for speed;

[tex]Speed = \frac{Distance}{Time}[/tex]

But in this case, Speed = 82 miles/hour and Distance = 125 miles

Substitute these values

[tex]82 = \frac{125}{Time}[/tex]

Multiply both sides by Time

[tex]82 * Time = \frac{125}{Time} * Time[/tex]

[tex]82 * Time = 125[/tex]

Divide both sides by 82

[tex]\frac{82 * Time}{82} = \frac{125}{82}[/tex]

[tex]Time = \frac{125}{82} hours[/tex]

To convert this time to minutes

If 1 hour = 60 minutes

Then,

[tex]\frac{125}{82} hours[/tex] is equivalent to [tex]\frac{125}{82} * 60 minutes[/tex]

Hence,

[tex]Time = \frac{125}{82} * 60 minutes[/tex]

[tex]Time = 91.463415 minutes[/tex]

[tex]Time = 91.46 minutes[/tex] (Approximated)

Hence, she spends 91.46 minutes to get to her cousin's place from her father's house

Answer:

x^2 +8x+12

Step-by-step explanation:

The area of the blue is

x*x = x^2

The area of the pink is

x*6 = 6x

The area of the green is

x*2 = 2x

The area of the orange is 2*6 =12

Add them together

x^2 + 6x+2x +12

Combine like terms

x^2 +8x+12

Answer:

the amount added to the cost price of goods to cover overhead and profit.

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

Meaning in my own words: The amount applied to the depreciation and production factor price of the product.

Example: Sells for $126 costs $100. Price is increase.

Synonyms for markup: increase, Profit

Hope this helps.

Answer: 14.2638366937

Step-by-step explanation:

A geometric sequence is a sequence in which each term is multiplied by a number, called the common ratio, to get the next term.

So, if the first term of the geometric sequence is 10 and the common ratio is 0.3, the sequence would be 10, 0.3(10), 0.3 x 0.3 x 10... and so forth. This becomes:

10, 3, 0.9, 0.27, 0.081, 0.00243, 0.00729, 0.002187, 0.0006561, 0.00019683, 0.000059049, 0.0000177147...

You add these first 12 terms to get 14.2638366937.

Answer:

its a captial of humans

Step-by-step explanation:

Answer: knowledge

Step-by-step explanation:

Human capital is a loose term that refers to knowledge, experience and skills of an employee. ... It states that companies have an incentive to seek productive human capital and to add to the human capital of their existing employees.

Answer:

191cm^2

Step-by-step explanation:

Answer:

(20,4)

Step-by-step explanation:

Answer:

{4,20}

Step-by-step explanation:

b on edg got 100%

Answer: 1.Use of traditional tests may not evaluate how hard a student is willing to work to get a good evaluation

Step-by-step explanation:

Proponents of Traditional Tests argue that they are fairer because hard working students who may fail standadized tests may be able to pass them.

However, the text shows that that arguement has loopholes because a student could pass those Traditional testing methods by employing methods that are void of hard-work such as receiving help from other people or buying a customized essay over the internet.

Should this be the case then, Traditional tests may not be able to properly evaluate a student's hard work because one can not know if the submitted content was solely due to hard-work or if there was assistance from somewhere.

Answer:

3.Use of non-traditional tests to evaluate students is not necessarily fairer than using standardized tests to evaluate students.

Step-by-step explanation:

The Use of non-traditional tests to evaluate students is not necessarily fairer than using standardized tests to evaluate students because it is difficult to determine if a student received any help from others in putting together his or her portfolio, essay or project except if he is closely monitored by the teacher. Also a student may pay someone online to write a customized essay for him/her via the internet therefore it cannot be concluded whether it is due to the student's hard work or due to assistance the student received from others.

Answer:

50

Step-by-step explanation:

[tex]p - 20 = 30 \\ adding \: 20 \: both \: sides \\ p - 20 + 20 = 30 + 20 \\ p = 50[/tex]

Answer:

50

Step-by-step explanation:

50-20=30

Answer:

3/3/8

Step-by-step explanation:

Answer:

6/5

Step-by-step explanation:

slope: (y1-y2)/(x1-x2)

(11-(-1))/(5-(-5))= 12/10 = 6/5

Answer:

47.02

Step-by-step explanation:

Since the exponent of the scientific notation is positive, move the decimal point 1 places to the right.

47.02

Answer:

0.0004702

Step-by-step explanation:

Answer:

9(5x - 3) option (c)

Step-by-step explanation:

The question isn't clear as well as incomplete without the options. Since there are no options let's determine the answer of the following mathematical expression:

45x - 27

a) 9(3x - 5)

b) 3(12x + 7)

c) 9(5x - 3)

d) 5(7x + 30)

To determine which option is equivalent to 45x - 27, we would check each option by expanding the bracket. Apply BODMAS (stands for Bracket, Of, Division, Multiplication, Addition and Subtraction) after the expansion. That is multiply before you add or subtract.

a) 9(3x - 5) = 9×3x - 5×9

= 27x - 45

b) 3(12x + 7) = 3×12x + 3×7

= 36x + 21

c) 9(5x - 3) = 9×5x - 9×3

= 45x - 27

d) 5(7x + 30) = 5×7x + 30×5

= 35x + 150

From the expansion, only option C is equal to the given expression: 45x - 27

Answer:

  c > -7/8

Step-by-step explanation:

Add 2 for an inequality that compares to zero:

  2x^2 -3x +(c+2) > 0

This will be true when the discriminant is negative. For the quadratic ...

  ax^2 +bx +c

the discriminant is ...

  b^ -4ac

We want this to be negative:

  (-3)^2 -4(2)(c+2) < 0

  9 -8(c +2) < 0

  9 -8c -16 < 0

  -7 < 8c

  -7/8 < c

The given inequality will be true for all values of c greater than -7/8.

Answer:

[tex]z = - 2[/tex]

Step-by-step explanation:

[tex]5 = 4z + 13 \\ 5 - 13 = 4z \\ - 8 = 4z \\ \frac{ - 8}{4} = \frac{4z}{4} \\ z = - 2[/tex]

Answer:

To find the scale factor, locate two corresponding sides, one on each figure. Write the ratio of one length to the other to find the scale factor from one figure to the other.

Step-by-step explanation:

XYUV=123=4

The scale Factor is 4!

Answer:

work is shown and pictured

Answer:

Yellow corns = 84

White corns = 840

Step-by-step explanation:

We are given the following details:

Number of plants in each row = 42

Number of rows of yellow corn = 2

Number of rows of white corn = 20

To count the number of yellow corns planted, we can add the number 42, 2 number of times i.e.

42 + 42 = 84 .

OR

We can multiply 42 by 2 i.e. 42[tex]\times[/tex] 2 = 84

To count the number of white corns planted, we can add the number 42, 20 number of times i.e.

42 + 42+ 42+ 42+ 42 ..... + 42 (20 times ) .

OR

We can multiply 42 by 20 i.e. 42[tex]\times[/tex] 20 = 84

In other words, the formula can be seen as:

Number of corns of one type = Number of plants in a row [tex]\times[/tex] Number of rows of one type

So, number of white corns = 42 [tex]\times[/tex] 20 = 840

Hence, the answer is:

Yellow corns = 84

White corns = 840

Answer:

its just 5/10, or 1/2 is it not

Step-by-step explanation:

The square root of 10 is a number with the following property: when you square it, you get 10.

So, if we have [tex]a<\sqrt{10}<b[/tex], where [tex]a[/tex] and [tex]b[/tex] are positive integers, if we square the whole inequality we have

[tex]a^2<10<b^2[/tex]

Let's analyse option A for example. Given everything we said so far, we would have

[tex]1<\sqrt{10}<2 \iff 1^2<10<2^2 \iff 1<10<4[/tex]

which is false.

Option B is again false, because we would have

[tex]2<\sqrt{10}<3 \iff 2^2<10<3^2 \iff 4<10<9[/tex]

which is again false. Keep trying with options C and D following those same steps, and see which one is correct

Answer:

C

Step-by-step explanation:

√10=3.16

3.16 is between 3 and 4 hence C is the answer

Answer:

0.5401

Step-by-step explanation:

In Standard form

due to the negativity of the power, you move the decimal point to the left...and u move it once

Answer:

its A  bc   9 x 2 = 18 -2  =16

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Answer:

1. does (yes he can)

2. 216

3. more

4. 194.25

Step-by-step explanation:

Total wood

18 x 12 = 216

Maurice suggestion

10.5 x 10.5 = 110.25

Sides

10.5 x 2 inches x 4 sides = 84

84 + 110.25 = 194.25

216 - 194.25 = 21.75 extra

Answer:

[tex]\cos{\theta} = \frac{\sqrt{15}}{4}[/tex]

Step-by-step explanation:

For any angle [tex]\theta[/tex], we have that:

[tex](\sin{\theta})^{2} + (\cos{\theta})^{2} = 1[/tex]

Quadrant:

[tex]0 \leq \theta \leq \frac{\pi}{2}[/tex] means that [tex]\theta[/tex] is in the first quadrant. This means that both the sine and the cosine have positive values.

Find the cosine:

[tex](\sin{\theta})^{2} + (\cos{\theta})^{2} = 1[/tex]

[tex](\frac{1}{4})^{2} + (\cos{\theta})^{2} = 1[/tex]

[tex]\frac{1}{16} + (\cos{\theta})^{2} = 1[/tex]

[tex](\cos{\theta})^{2} = 1 - \frac{1}{16}[/tex]

[tex](\cos{\theta})^{2} = \frac{16-1}{16}[/tex]

[tex](\cos{\theta})^{2} = \frac{15}{16}[/tex]

[tex]\cos{\theta} = \pm \sqrt{\frac{15}{16}}[/tex]

Since the angle is in the first quadrant, the cosine is positive.

[tex]\cos{\theta} = \frac{\sqrt{15}}{4}[/tex]

Answer:

b.[tex]\frac{\sqrt{15} }{4}[/tex]

Step-by-step explanation: