Answer:
[tex]\Large \boxed{\mathrm{The \ sum \ of \ a \ number \ and \ three \ quarters \ is \ five.}}[/tex]
Step-by-step explanation:
x + 3/4 = 5
x is the unknown number.
3/4 is added to the number.
The result is 5.
The verbal sentence to represent the equation would be:
The sum of a number and three quarters is five.
Solve the equation
(If possible please show work)
Find the perimeter of the rectangle with the following vertices.
(-6, -2), (0, - 10), (5,2), (-1, 10)
A. 52
B. 46
C. 23
D. 40
The answer to the question is 46
What is the sum of the first five prime numbers?
18
26
OOOO
28
39
Answer:
28
Step-by-step explanation:
The first five prime numbers are = 2,3,5,7,11
Addition of the prime nos. = 2+3+5+7+11=28
The first prime numbers are: 2, 3, 5, 7, 11.
The sum is 2 + 3 + 5 + 7 + 11 = 28, so option 4
HELP!!!!!!!!!!!!!!!!!!!!
20=2(y-6)+10
Answer:
2+2y
Step-by-step explanation:
20=2(y-6)+10
20= (2×y-2×6)+10
20= (2y-12)+10
Open the bracket
20=2y-12+10
Collect liked terms
20=12+10+2y
20=22+2y
=22-20+2y
2+2y
Hope this helps
Comment for more explanation
(3 + 2i) + (-5 + 7i) Add or subtract the complex numbers as needed and write your answer in the simplest a+bi form.
Answer:
-2 + 9i
Step-by-step explanation:
( 3 + 2i ) + ( -5 + 7i )
→ Remove brackets
3 + 2i +- 5 + 7i
→ Remember that the negative cancels out the plus
3 + 2i - 5 + 7i
→ Add the whole numbers together
-2 + 2i + 7i
→ Add the i values together
-2 + 9i
Answer:
[tex]\huge\boxed{-2 + 9i}[/tex]
Step-by-step explanation:
[tex]\sf (3+2i)+(-5+7i)\\Expanding \ Parenthsis\\3+2i -5 +7i\\Combining \ like \ terms\\3-5 + 2i+7i\\-2 + 9i[/tex]
This is the required answer in the form a + b i
In order to mix mortar, water, sand, and cement mix must be mixed in the ratio of a: b: c respectively.
If Herschel uses 3b pounds of sand to make the mortar for a brick wall that he is building, how many
pounds of mortar will he end up with in all?
Answer:
Step-by-step explanation:
That will be 3a + 3b + 3c pounds of mortar.
as there will be 3a pounds of water and 3c pounds of cement.
Problem 1: Joseph is going to buy a cell phone plan on his own. The most important thing for him is being able to text. So, he has narrowed down her choices to only 2 companies, Cell Text and Data City. Cell Text is charging $40 to start the service and $0.01 for each text message. Data City, on the other hand, is charging $25 for service and $0.05 for each text message. Question: How many text messages does Joseph need to send in order for Cell Text to be the cheaper service?
Step-by-step explanation: lol like a dozen
pls help asp [(4+3)⋅5−6]⋅2
23
24
29
58
Determine whether the following sequence is arithmetic, geometric, or neither.
-7, -14, -28, -56,
===============================================
Explanation:
To go from term to term, we are multiplying by 2
-7 * 2 = -14
-14 * 2 = -28
-28 * 2 = -56
This means the common ratio is 2 and this sequence is geometric.
---------
Alternatively, you can divide each term by its prior term
-56/(-28) = 2
-28/(-14) = 2
-14/(-7) = 2
Each time we get the same result showing the common ratio is 2.
Answer:
Geometric
Step-by-step explanation:
It multiplies by two each time
Please help me lorddddd
Answer:
Option two and three for the domain and range question
La siguiente figura representa una torre de transmisión de energía eléctrica: ¿Mediante cual razón trigonométrica se puede determinar la altura de la torre? Dejar procedimiento o justificación. A. Sen α = BC/c B. Sen α = BC/b C. Sen α = c/b D. Sen α = b/c
Answer:
B. Sen α = BC/b
Step-by-step explanation:
Para un ángulo recto, el lado opuesto es el lado opuesto al ángulo, el lado adyacente es el lado entre el ángulo y el ángulo recto y la hipotenusa es el lado más largo (el lado opuesto al ángulo recto).
De identidades trigonométricas:
[tex]sen\ \alpha=\frac{opuesto}{hipotenusa}[/tex]
De la figura, el lado opuesto = altura = BC y la hipotenusa = b. Por lo tanto:
[tex]sen\ \alpha=\frac{opuesto}{hipotenusa}\\\\sen\ \alpha=\frac{BC}{b}[/tex]
Fatimah is 5 years older than Dollah. If the product of their ages is 234, how old is Dollah?
Data:
age of Dollah = x (unknown element)
age of Fatimeh = x + 5 (age of Dollah + 5)
the product is 234
Equation:
x * (x + 5) = 234
x² + 5x = 234
x² + 5x - 234 = 0
Δ = b² - 4 a c = 5² - 4 (1 * -234) = 25 - 4 (-234) = 25 - (-936)
= 25 + 936 = 961
x₁,₂=[tex]\frac{b^{2} ± \sqrt{delta} }{2a}[/tex] = [tex]\frac{5^2 +/- \sqrt{961} }{2}[/tex] = [tex]\frac{25 +/- 31}{2}[/tex]
x1 = (25+31)/2 = 56 / 2 = 28
x2 = (25 -31)/2 = -6 / 2 = -3 [age can't be negative, so the first one is accettable]
So:
Dollah's age (x) = 28 years old
Fatima's age (x + 5) = 28 + 5 = 32 years old
cuanto es 8x3 cuarto
Answer:
24
Step-by-step explanation:
How many solutions does the system have?
8x+ 2y = 14
8x+ 2y =4
Choose 1 answer:
A. Exactly one solution
B. No solutions
C. Infinitely many solutions
Answer:
B. No solutions
Step-by-step explanation:
8x+2y=14
8x+2y=4
These linear equations are in standard form, and the Ax values are the same (8x) and the By values are the same (2y). The only value that is the different is the C values (14 and 4), which will be the cause of a no solution for this system of equations.
Answer:
b
..........
Step-by-step explanation:
0≠14-4
...
g(x)
2x + 3, find g(-3)
Simplify the expression 8x² + x - 5 + (2x² - 9x + 13)
A. 10x² - 8x + 8
B. 10x²
C. 10x² + 8x - 8
D. 10x² - 8x - 8
Answer:
[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{10 {x}^{2} - 8x + 8}}}}}[/tex]
Option A is the correct option
Step-by-step explanation:
[tex] \sf{8 {x}^{2} + x - 5 + (2 {x}^{2} - 9x + 13)}[/tex]
When there is a ( + ) in front of an expression in parentheses , there is no need to change the sign of each term.
That means, the expression remains the same.
Also, Remove the unnecessary bracket
⇒[tex] \sf{8 {x}^{2} + x - 5 + 2 {x}^{2} - 9x + 13}[/tex]
Collect like terms
⇒[tex] \sf{8 {x}^{2} + 2 {x}^{2} + x - 9x - 5 + 13}[/tex]
⇒[tex] \sf{10 {x}^{2} - 8x - 5 + 13}[/tex]
Calculate
⇒[tex] \sf{10 {x}^{2} - 8x + 8}[/tex]
Hope I helped!
Best regards!!
need help with this linear equation
Answer:ok
Step-by-step explanation:wow
Answer:
y = ½x + ¾
slope (m) = ½
y-intercept(b) = ¾
Step-by-step explanation:
4y - 2x = 3
4y = 2x + 3
y = (2x + 3) ÷ 4
y = 2/4x + 3/4
y = ½x + ¾
slope (m) = ½
y-intercept(b) = ¾
negative number definition
it is a number less then zero
Answer:
a negative number is when a number exceeds below zero
for example 7 --8 would be -1
On Monday, Brian counted 28 ducks and Cathy counted 15 ducks. On Tuesday,
they counted 37 ducks altogether. How many more ducks did they count on
Monday than Tuesday?
Answer:
6 ducks
Step-by-step explanation:
Monday, Brian counted 28 ducks and Cathy counted 15 ducks
= 28+15 =43
Tuesday, they counted 37
Monday count - Tuesday count
43 - 37 =6
which of the following are solutions to the quadratic equation 2x^2+5x-10=x^2+4
Answer:
E. - 7
Step-by-step explanation:
2x2-X2+5X-10-4=0
X2+5X-14=0
X2-2X+7X-14.=0
X(X-2). 7(X-2)=0
(X+7). (X-2)
X=-7, X=2
Answer:
the answer is -7 and 2
Step-by-step explanation:
measures of two supplementary are consecutive odd integers find the angles
Answer:
89 , 91
Step-by-step explanation:
let one be x and the other be x+2
Supplementary angles are those angles that sum up to [tex]180^{o}[/tex]
equating both sides
x+x+2 = 180
2x+2 = 180
2x = 180-2
2x = 178
x = 89
x+2 = 89+2 = 91
Answer:
its a.
Step-by-step explanation:
For equation r4=16, select the appropriate property of equality to move the coefficient to the right side of the equation. . A. Subtraction Property of Equality . B. Addition Property of Equality . C. Division Property of Equality . D. Multiplication Property of Equality
Answer:
DIVISION PROPERTY OF EQUALITY
Step-by-step explanation:
Given the equation r4 = 16,wm we can rewrite the equation as 4r = 16
The coefficient at the left hand side of the equation that we are to move to rge right is 4 (the number attached to the r variable). To do this we are going to apply the Division property of equality. This property is a property where both sides of an equation is divided through by the same constant without affecting the equality sign or by still keeping the equation.
To move the coefficient of r to the other side, we will divide both sides of the equation by 4 as shown;
4r/4 = 16/4
r = 4×4/4
r = 4
Hence the property that is used to move the coefficient (4) to the other side of the equation is the DIVISION PROPERTY OF EQUALITY.
what is x? please answer asap thanks!
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Work Shown:
Straight lines DF and EC intersect at point A. Because of this, angle DAF is a 180 degree angle.
Angles DAB, BAC, and CAF all combine to form a straight 180 degree angle.
Add up the angles mentioned, set the sum equal to 180, and solve for x
-----------
(angle DAB) + (angle BAC) + (angle CAF) = 180
x + 80 + 60 = 180
x + 140 = 180
x + 140-140 = 180-140 ... subtract 140 from both sides
x = 40
Answer:
[tex]\Huge \boxed{x=40\°}[/tex]
Step-by-step explanation:
Angles on a straight line add up to 180 degrees.
We can create an equation and solve for x.
x + 80 + 60 = 180
Add the numbers on the left side.
x + 140 = 180
Subtract 140 from both sides.
x + 140 - 140 = 180 - 140
x = 40
|-12-(-8)|= simplify the expression
Answer:
4
Step-by-step explanation:
- and - become +
so, -12 + 8 = -4
but we remove the minus and make it a positive 4
Solve: -5 - (-1) I know it sounds really easy but i can figure this out
Answer:
Step-by-step explanation:
-5+1
-4
Solve for x 2/3x-5=21
Answer:
2x/3 - 5 = 21
2x/3 = 26
2x = 78
x = 39
Step-by-step explanation:
Answer:
x = 39
Step-by-step explanation:
The ratio of the number of boys to the number of girls at Liam's school is 4:5. There are 270 students at his school. Statement 1: The number of boys at school is 4/5 the number of girls.
Answer:
"statement 1: The number of boys at the school is [tex]\frac{4}5[/tex] of the number of girls." is true.
Step-by-step explanation:
Given:
Ratio of Number of boys to the number of girls = 4 : 5
Total number of students = 270
To find:
Number of boys in terms of number of girls = ?
Solution:
As per given statement,
Let, Number of boys = [tex]4x[/tex]
Let, Number of girls = [tex]5x[/tex]
Total number of students = Number of boys + Number of girls = 270
[tex]\Rightarrow 4x+5x =270\\\Rightarrow 9x=270\\\Rightarrow \bold{x = 30}[/tex]
Therefore, number of boys = 4 [tex]\times[/tex] 30 = 120
And, number of girls = 5 [tex]\times[/tex] 30 = 150
As per Statement 1:
Finding [tex]\frac{4}5[/tex] of the number of girls:
[tex]\dfrac{4}{5}\times 150 = 4 \times 30 = 120[/tex] = Number of boys.
Finding [tex]\frac{4}9[/tex] of the total number of students:
[tex]\frac{4}{9}\times 270= 4 \times 30 = 120[/tex] = Number of boys.
Number of boys is equal to [tex]\frac{4}9[/tex] of total number of students.
So, "statement 1: The number of boys at the school is [tex]\frac{4}5[/tex] of the number of girls." is true.
Find the indicated side of the triangle
Answer:
7√2
Step-by-step explanation:
Knowing that the angle is 45° (or π/4 radians) and the opposite leg has a length of 7, you can find the length of b with:
7 / b = sin(π / 4)
7 / (sin(π / 4)) = b
b = 7 / (1 / √2)
b =7√2
A simpler way to get the answer is to note that a right triangle with one 45° angle must be an isoceles right triangle, so both legs are the same length. Using the Pythagorean Theorem:
a² + 7² = b²
Since we know a = 7,
7² + 7² = b²
b = √(2 * 49)
b = 7√2
-2/3 divided by 2 1/4 simplified
Answer:
(-8)/27
Step-by-step explanation:
Simplify the following:
(-2)/(3 (2 + 1/4))
Put 2 + 1/4 over the common denominator 4. 2 + 1/4 = (4×2)/4 + 1/4:
(-2)/(3 (4×2)/4 + 1/4)
4×2 = 8:
(-2)/(3 (8/4 + 1/4))
8/4 + 1/4 = (8 + 1)/4:
(-2)/(3 (8 + 1)/4)
8 + 1 = 9:
((-2)/3)/(9/4)
Multiply the numerator by the reciprocal of the denominator, ((-2)/3)/(9/4) = (-2)/3×4/9:
(-2×4)/(3×9)
3×9 = 27:
(-2×4)/27
-2×4 = -8:
Answer: (-8)/27
Answer:
-8/27
Step-by-step explanation:
-2/3 ÷ 2 1/4
Change to an improper fraction
-2/3 ÷ ( 4*2+1)/4
-2/3 ÷9/4
Copy dot flip
-2/3 * 4/9
-8/27
If the “a” term of a quadratic is positive (+), the U-shape will
f(x) = 1x² + 2x + 1
The U shape is called a parabola
If the "a" is positive, then the parabola opens upward as shown in the graph on the left.
If "a" is negative, then the parabola opens downward. This is the parabola on the right.
The way I remember is that "a" being positive means it puts a smile on, which is what the parabola on the left resembles. The parabola on the right is a frowny face so "a" is negative.
A parabola is vertically cut in half by the axis of symmetry. One half mirrors over this vertical line to get the other half. The axis of symmetry passes through the vertex. The vertex is either the highest point or the lowest point depending on whether 'a' is negative or positive.