Answer:
[tex]x^2-10x+2[/tex]
Step-by-step explanation:
Given the following question:
[tex](3x^2-11x-4)-(x-2)(2x+3)[/tex]
To find the answer we need to simplify by using inverse operations and of course grouping like terms.
[tex](3x^2-11x-4)-(x-2)(2x+3)[/tex]
[tex]3x^2-11x-4-\left(x-2\right)\left(2x+3\right)[/tex]
[tex]\left(x-2\right)\left(2x+3\right)=-2x^2+x+6[/tex]
[tex]3x^2-11x-4-2x^2+x+6[/tex]
[tex]3x^2-2x^2-11x+x-4+6[/tex]
[tex]-4+6=2[/tex]
[tex]3x^2-2x^2-11x+x+2[/tex]
[tex]3x^2-2x^2=x^2[/tex]
[tex]x^2-11x+x+2[/tex]
[tex]11x-x=10x[/tex]
[tex]x^2-10x+2[/tex]
Your answer is "x^2 - 10x + 2."
Hope this helps.
12 1/3 square feet in 1/5 of an hour. How many square feet can she paint in one hour
Answer:
30 5/6 square feet
Step-by-step explanation:
Answer:
30 5/6 square feet
Step-by-step explanation:
First you need to know how much she can paint in 1/5 hour. So you're going to be dividing mixed numbers. To do that you need to make 12 1/3 a fraction:
12*3=36
36+1=37
12 1/3= 37/3
Divide by 2. With fractions you flip the second and multiply
37/3 ÷ 2/1 = 37/3 *1/2
Multiply top by top bottom by bottom
37*1=37
3*2=6
37/6 is what she can paint in 1/5 hour
Now you need to multiply that by 5 (5/5= 1 which means a full hour)
So we use 5/1 to multiply by 5 in fraction form.
37/6 * 5/1
37*5=185
6*1=6
Now simplify (turn it back into a mixed number)
185/6= 185÷6
30 with a remainder of 5
YOOO I NEED BIG HELP CAUSE IM DUMB AND QUICK PLEASEEEEEEEEE
Answer:
I and iii
Step-by-step explanation:
because I know yup yuppy yup
Answer:
i, ii and iii
Step-by-step explanation:
A barbell in the weight room weights 45 pounds. If 1 pound is equal to .45 kg, how many kg is in the barbell?
Answer:
20.25 kg
Step-by-step explanation:
Set up a proportion, where x is the number of kg in the barbell
[tex]\frac{1}{0.45}[/tex] = [tex]\frac{45}{x}[/tex]
Cross multiply:
x = 45(0.45)
x = 20.25
So, there are 20.25 kg in the barbell
Answer:
the barbell weighs 20.25 kg
Step-by-step explanation:
It's quite easy to find the answer! All you have to do is multiply .45 kg by 45!
so the equation would be:
0.45 x 45 = 20.25
hope this helps you!! <3
PLEASE HELP ASAP!!!!!
Answer:
9<✓88<10
Step-by-step explanation:
✓88 = 9.38083
14.
Which of the following patterns shows infinite sequence?
A) 6, 12, 18, 24, 30
C) First 20 whole numbers
B) English Alphabets
D) 100, 50, 25, 12.5....
Answer: D
The fourth option (D) has an elipsis (...).
This means there is more to the sequence.
So, the answer to the question is option D.
Hope this helps!
local income tax defention
Answer:
Local governments in several states impose a local income tax. Local taxes are in addition to federal and state income taxes. Local income taxes generally apply to people who live or work in the locality. As an employer, you need to pay attention to local taxes where your employees work.
If the local income tax is a withholding tax, then you are required to withhold it from employee wages. Or if the local income tax is an employer tax, you must pay it.
Local income taxes are typically used to fund local programs, such as education, parks, and community improvement.
Please find the rise over run and draw the line i’m so confused right now.
Answer:
4/3
Step-by-step explanation:
rise is how many point up it is to the next coordinates, and run is how many points over (think of rising up and running over). rise/run makes the slope.
hopefully this helps! plz consider brainliest! :)
p.s. i put dashes to help count how many points it is from point A to point B
James has a jar full of just pennies and nickels. The ratio of pennies to nickels is 8 to 3. Which of the following is the ratio of nickels to the number of all the coins?
(1) 3 to 11 (3) 3 to 8
(2) 5 to 8 (4) 8 to 11
Answer:
(1) 3 to 11
Step-by-step explanation:
Ratio of pennies to nickels is 8 to 3.
Pennies : nickels = 8 : 3
Pennies = 8
Nickels = 3
Total coins = pennies + nickels
= 8 + 3
= 11
Which of the following is the ratio of nickels to the number of all the coins?
Nickels : Total coins = 3 : 11
Or
= 3 / 11
Or
3 to 11
The correct answer is (1) 3 to 11
having trould with this one could someone help me please?
Answer:
11√2−5√7 (the first answer)
Answer:
9√2−3√7+√8−√28 = 11√2−5√7
If A CB, then
A.A U B = B
B.A 0 B = 0
C.A0 B = B
Answer:
AUB = B
Step-by-step explanation:
If A ⊂ B then every element of A is also in B.
One factory needs 6 buttons to make 1 witch costume. Fill in the rate table to determine how many witch costumes the factory can make with 18, 42, 66, or 84 buttons
Answer:
The factory can make 3 witch costume from 18 buttons
The factory can make 7 witch costume from 42 buttons
The factory can make 11 witch costume from 66 buttons
The factory can make 14 witch costume from 84 buttons
Step-by-step explanation:
Let us use the ratio method to complete the table
∵ A factory needs 6 buttons to make 1 witch costume
∵ There are 18 buttons
→ Find how many witch costume can make from them
→ Buttons → costume
→ 6 → 1
→ 18 → x
→ By using cross multiplication
∵ x × 6 = 18 × 1
∴ 6x = 18
→ Divide both sides by 6
∴ x = 3
∴ The factory can make 3 witch costume from 18 buttons
Use the same way to find the rest
∵ There are 42 buttons
→ Buttons → costume
→ 6 → 1
→ 42 → x
→ By using cross multiplication
∵ x × 6 = 42 × 1
∴ 6x = 42
→ Divide both sides by 6
∴ x = 7
∴ The factory can make 7 witch costume from 42 buttons
∵ There are 66 buttons
→ Buttons → costume
→ 6 → 1
→ 66 → x
→ By using cross multiplication
∵ x × 6 = 66 × 1
∴ 6x = 66
→ Divide both sides by 6
∴ x = 11
∴ The factory can make 11 witch costume from 66 buttons
∵ There are 84 buttons
→ Buttons → costume
→ 6 → 1
→ 84 → x
→ By using cross multiplication
∵ x × 6 = 84 × 1
∴ 6x = 84
→ Divide both sides by 6
∴ x = 14
∴ The factory can make 14 witch costume from 84 buttons
will give brainliest
Answer:
first quadrant
Step-by-step explanation:
You have $25 to buy 6 candy bars. Write an inequality that represents the prices you can pay per candy bar.
Answer:
25 divided by 6
Step-by-step explanation:
Does anyone know the answer to all of these?
Answer:
On the screenshot
Step-by-step explanation:
Hope this helps! Please let me know if you need more help or think my answer is incorrect. Brainliest would be MUCH appreciated. Have a wonderful day!
True or False. If false, explain why it's false.
“Equivalent fractions are ones that use the same numbers, like 1/2 and 1/2.”
Answer:
False
Step-by-step explanation:
Equivalent fractions to 1/2 would be 2/4 5/10 and 50/100.
Luis purchased a laptop computer that was marked down by
[tex] \frac{2}{5} [/tex]
of the original price. What fractional part of the original price did Luis pay?
Answer:
Luis paid 3/5 of the original price
Step-by-step explanation:
Luis purchased a laptop with a fractional discount of 2/5 of the original price.
When dealing with fractional parts of a whole, the sum of all parts must equal 1. With this in mind, we can say:
Paid price + Discount price = Original price
Or, equivalently:
paid fraction + discount fraction = 1
From the above relation, it follows that:
paid fraction = 1 - discount fraction
[tex]\displaystyle \text{paid fraction }=1-\frac{2}{5}[/tex]
[tex]\displaystyle \text{paid fraction }=\frac{5-2}{5}[/tex]
[tex]\displaystyle \text{paid fraction }=\frac{3}{5}[/tex]
Luis paid 3/5 of the original price
A motorcycle traveled 250 kilometers in five hours. What was its average speed in km/hr?
Answer:
50mph
Step-by-step explanation:
250km = 5hrs
250km/5hrs = 50km
50km = 1hr
Traduce a lenguaje algebraico los siguientes enunciados. 1. La diferencia del triple de un número y otro 2. La suma de un número con el triple de la diferencia de otro y cinco 3. La quinta parte de la adición del doble de un número con diez 4. El producto de un número por siete, disminuido en dos: 5. El cociente de un número y 3 es igual a 18 6. La edad de Esteban es el doble de la de su hermano Martin aumentada en 3 la suma de las edades de Esteban y Martin es 30 años
Answer:
(1) La traducción algebraica de la oración es [tex]z = 3\cdot x - y[/tex].
(2) La traducción algebraica de la oración es [tex]z=x+3\cdot (y-5)[/tex].
(3) La traducción algebraica de la oración es [tex]z = \frac{2\cdot +10}{5}[/tex].
(4) La traducción algebraca de la oración es [tex]z = 7\cdot x -2[/tex].
(5) La traducción algebraica de la oración es [tex]\frac{x}{3} = 18[/tex].
(6) La traducción algebraica de la oración es [tex]x =2\cdot (y+3)[/tex], [tex]x+y = 30[/tex].
Step-by-step explanation:
Explicamos el procedimiento de este ejercicio a continuación:
1) Leer cuidadosamente la oración.
2) Ir traduciendo a términos algebraico a medida que se avanza en la lectura.
(1) Presentamos el desarrollo y la conclusión de este caso:
(i) La diferencia:
[tex]z = (\,\,\,\,)-(\,\,\,\,)[/tex]
(ii) La diferencia del triple de un número y:
[tex]z = 3\cdot x - (\,\,\,\,)[/tex]
(iii) La diferencia del triple de un número y otro:
[tex]z = 3\cdot x - y[/tex]
La traducción algebraica de la oración es [tex]z = 3\cdot x - y[/tex].
(2) Presentamos el desarrollo y la conclusión de este caso:
(i) La suma:
[tex]z = (\,\,\,\,)+(\,\,\,\,)[/tex]
(ii) La suma de un número y:
[tex]z = x +(\,\,\,\,)[/tex]
(iii) La suma de un número y con el triple de:
[tex]z = x + 3\cdot (\,\,\,\,)[/tex]
(iv) La suma de un número y con el triple de la diferencia de otro y cinco:
[tex]z=x+3\cdot (y-5)[/tex]
La traducción algebraica de la oración es [tex]z=x+3\cdot (y-5)[/tex].
(3) Presentamos el desarrollo y la conclusión de este caso:
(i) La quinta parte de:
[tex]z = \frac{(\,\,\,\,)}{5}[/tex]
(ii) La quinta parte de la adición del doble de un número con diez:
[tex]z = \frac{2\cdot +10}{5}[/tex]
La traducción algebraica de la oración es [tex]z = \frac{2\cdot +10}{5}[/tex].
(4) Presentamos el desarrollo y la conclusión de este caso:
(i) El producto de:
[tex]z = (\,\,\,\,)\cdot(\,\,\,\,)[/tex]
(ii) El producto de un número por siete,:
[tex]z = 7\cdot x[/tex]
(iii) El producto de un número por siete, disminuido en dos:
[tex]z = 7\cdot x -2[/tex]
La traducción algebraca de la oración es [tex]z = 7\cdot x -2[/tex].
(5) Presentamos el desarrollo y la conclusión de este caso:
(i) El cociente de:
[tex]z = \frac{(\,\,\,\,)}{(\,\,\,\,)}[/tex]
(ii) El cociente de un número y 3:
[tex]z = \frac{x}{3}[/tex]
(iii) El cociente de un número y 3 es igual a 18:
[tex]z = 18[/tex]
[tex]\frac{x}{3} = 18[/tex]
La traducción algebraica de la oración es [tex]\frac{x}{3} = 18[/tex].
(6) Presentamos el desarrollo y la conclusión de este caso:
(i) La edad de Esteban:
[tex]x[/tex]
(ii) La edad de Esteban es el doble de:
[tex]x = 2\cdot (\,\,\,\,)[/tex]
(iii) La edad de Esteban es el doble de la de su hermano Martín aumentada en 3:
[tex]x =2\cdot (y+3)[/tex]
(iv) La edad de Esteban es el doble de la de su hermano Martín aumentada en 3. La suma de las edades de Esteban y Martin es 30 años:
[tex]x =2\cdot (y+3)[/tex]
[tex]x+y = 30[/tex]
La traducción algebraica de la oración es [tex]x =2\cdot (y+3)[/tex], [tex]x+y = 30[/tex].
Jaunice is redecorating her room. She wants to paint a design on a rectangular section of her wall That is at least 76.5 ft.². The height of the design will be 8.5 feet. What is the minimum length of the design Juanice will paint on the wall
Answer: 9 feet
Step-by-step explanation:
The minimum length of the design Jaunice will paint on the wall is 9 feet.
It is required to find the the minimum length.
What is rectangle?A rectangle is a type of quadrilateral, whose opposite sides are equal and parallel. It is a four-sided polygon that has four angles, equal to 90 degrees. A rectangle is a two-dimensional shape
Given:
Area of rectangular section of her wall =76.5 ft.²
Height of the design = 8.5 feet.
We know that
Area of rectangle=length*breadth
Area = l*h
76.5 =8.5*l
l=76.5/8.5
l= 9 feet.
Therefore, the minimum length of the design Jaunice will paint on the wall is 9 feet.
Learn more about rectangle here:
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Use the following compound interest formula to complete the problem. a = p (1 startfraction r over n endfraction) superscript n superscript t rodney owes $1,541.05 on his credit card. his card has an apr of 16.29%, compounded monthly. assuming that he makes no payments and no purchases, how much will he owe after one year? a. $1,561.97 b. $1,811.70 c. $1,792.09 d. $1,541.05
The amount that he owes after one year is 1792.09 dollars. Then the correct option is C.
What is the percentage?The amount of something is expressed as if it is a part of the total which is a hundred. The ratio can be expressed as a fraction of 100. The word percent means per 100. It is represented by the symbol ‘%’.
Rodney owes $1,541.05 on his credit card.
His card has an APR of 16.29%, compounded monthly.
Assuming that he makes no payments and no purchases.
He owes after one year will be
Amount = 1541.05 × 1.1629
Amount = 1792.087 ≅ 1792.09
More about the percentage link is given below.
brainly.com/question/8011401
Answer:
B.
Step-by-step explanation:
$1811.70
Write an inequality to show the range of possible lengths for the third side of a triangle with sides 12 and 8
Answer:
4 < s < 20
Step-by-step explanation:
The triangle inequality requires that any side of a triangle must have a length that is between the difference and the sum of the lengths of the other two sides.
For unknown side s, the length must be ...
(12 -8) < s < (12 +8)
4 < x < 20
__
Additional comment
The triangle inequality is usually written ...
a + b > c . . . . . for any assignment a, b, c to side lengths
If s is not the longest side, then we require ...
s +8 > 12 ⇒ s > 4
If s is the longest side, then we require ...
8 +12 > s ⇒ s < 20
__
Some authors write the inequality as ...
a +b ≥ c
This allows a "triangle" that looks like a line segment. It will have an area of 0. If your curriculum uses this version of the triangle inequality, then the answer to this question will be 4 ≤ s ≤ 20.
What is 0.00000095 as a fraction ?
Answer: 19/20000000
Step-by-step explanation:
Consider the linear function that is represented by the equation y = 2 x + 2 and the linear function that is represented by the graph below.
On a coordinate plane, a line goes through points (negative 1, negative 1) and (0, 1).
Which statement is correct regarding their slopes and y-intercepts?
The function that is represented by the equation has a steeper slope and a greater y-intercept.
The function that is represented by the equation has a steeper slope, and the function that is represented by the graph has a greater y-intercept.
The function that is represented by the graph has a steeper slope, and the function that is represented by the equation has a greater y-intercept.
The function that is represented by the graph has a steeper slope and a greater y-intercept.
Answer:I believe the answer is C: The function that is represented by the graph has a steeper slope, and the function that is represented by the equation has a greater y-intercept.
Step-by-step explanation: The Y intercept of the equation is 2 and when I put the 2 graphs side by side the graphs slope looks steeper
the graph has a steeper slope
describe the error in finding the product (big ideas math)
Answer:
d
Step-by-step explanation:
you have to foil in situations like these, getting you
ksquared +4k+4k+16
2(k)(4) is the same thing as 4k+4k, which is what is missing from the answer
PLEASE HELP ITS DUE TODAY!
question: Zayn has 5 more than three times the number of stickers that cleo has. Cleo has 25 fewer stickers than zayn. WRITE THE SYSTEMS OF EQUATION TO REPRESENT THIS SITUATION. explain what the solution means
Answer:
Solutions:
Z = 35
C = 10
Systems of Equations:
Z = 3C + 5
C = Z - 25
Step-by-step explanation:
Z will be for Zayn and C will be for Cleo.
Z = 3C + 5
C = Z - 25
These are the systems of equations. To solve, plug one of the equations into their respected variable.
Z = 3(Z - 25) + 5
Z = 3Z - 20
20 = 2Z
Z = 10
C = 3C + 5 - 25
-2C = -20
C = 10
This proves that these equations are correct. To find the final solution, plug 10 into Z to find Zayn's amount , then plug the amount that was for Zayn into C to find Cleo's amount.
Z = 3(10) + 5
Z = 35
C = 35 - 25
C = 10
You add two fractions with denominators of 4 and 5. What might
the denominator of the sum be? Show more than one possibility.
Use specific fraction examples.
Answer:
the denominator can be 20 or 40.
Step-by-step explanation:
If the fractions are 3/4 and 6/5
The sum will be (15 +24)/20=39/20.
plz help me i need this in simplest form or in a decimal
Answer:
1/1024 or .0009765625
Step-by-step explanation:
1/4 to the third power is 1/64
1/4 to the second power is 1/16
Then multiply 1/64 and 1/16 and get 1/1024 or .0009765625
Hope this helps dude
Answer:
9.765625x^-4
Step-by-step explanation:
1. Convert 1/4 into a decimal Ans:0.25
2. Times 0.25 by the third power (0.25^3) Ans: 1/64 or 0.015625
3. Convert 1/4 into a decimal Ans: 0.25
4. Times 0.25 by the second power (0.25^2) Ans: 1/16 or 0.0625
5. Finally multiply the two decimals (0.015625x0.0625) Ans: 1/1024 or 9.765625x10^-4
Construa a matriz B=(bij)2×4 definida por
Bij= 1, se i=j
i+j, se i≠j
Answer:
[tex]\left[\begin{array}{cccc}1&3&4&5\&3&1&5&6\end{array}\right][/tex]
The only ones are on the "diagonal", where i = j. Else the position is simply the sum.
Victor borrowed $21 .50 from his mother to go to a theater. A week later, he paid her $21 .50 back. How much does he still owe her?
$ 0.00
Step-by-step explanation:
$ 21.50 - $21.50 = 0.00
Answer:
Nothing
Step-by-step explanation:
21.50 - 21.50 = 0
Are you sure you put this question right? If so, good luck! <3
Rowan found that 4 out of 28 students in her class bike to school. What is the ratio of students that bike to school to the number of students that do not bike to school?
Answer:
4:24
Step-by-step explanation:
The ratio of the number of students who bike to school to the number of students that do not bike to school is 1:6.
What are the ratio and proportion?
The ratio is the division of the two numbers.
For example, 20/5 is the ratio while x ∝ 10 is the proportion.
Proportion is the relation of a variable with another. It could be direct or inverse.
Given,
Total number of students = 28
Number of students that bike to school = 4
So,
A number of students that do not bike to school = Total number of students - Number of students that bike to school.
Number of students that not bike to school = 28 - 4 = 24
So, the ratio of the number of students that bike to school to the number of students that do not bike to school = 4/24 = 1/6.
Hence, The ratio of the number of students that bike to school to the number of students that do not bike to school is 1: 6.
For more information about ratio and proportion
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