Answer:
18
Step-by-step explanation:
Substitute x = - 3 into the expression
2x²
= 2(- 3)²
= 2 × 9
= 18
what is 3/7-7/14 as a fraction
Answer:
-1/14or-0.07
Step-by-step explanation:
3/7-1/2=(2x3)/(2x7)-(7x1)/(7x2)=6/14-7/14=(6-7)/14=-1/14or0.07
I need help completing this question.
Answer:
9.73556* 10^34
Step-by-step explanation:
A day and a half is 36 hours ( 1 day is 24 hours)
1.5 days is 24 * 1.5 = 36 hours
P(t) = 300 ( 2) ^ 3t
t = 36
p(36) = 300 * 2^ (3*36)
= 300 * 2^108
=9.73556* 10^34
The volume of a cylinder is 600 pi cm cubed. The diameter of a base of the cylinder is 10 cm. What is the height of the cylinder?
Answer:
V = B * H area of base * height
B = pi * (D / 2)^2 = pi * 5^2 = 78.5 cm^2
H = V / B = 600 cm^3 / 78.5 cm^2 = 7.64 cm
k + a/6 = 3k help b4 i cry my eyes out :’/
Answer:
Hope I explain it well!
Step-by-step explanation:
k + a/6 = 3k
well, I am not sure if we need to find the a, or the k, so lets find both!
--
First the a:
k + a/6 = 3k (subtract k)
a/6 = 2k (Multiply by 6)
a = 12k
--
Last, the k:
k + a/6 = 3k (Subtract k)
a/6 = 2k (Divide by 2)
a/12 = k
--
There you go, I hope you figure it out <3
Malcolm took 18 minutes to do 15 math problems. Diedra took 17 minutes to do 16 math problems. Which student did more problems per minute?
The student that did more maths problems per minute is Diedra.
In order to determine which student did more maths problems per minute, the rate of each student has to be determined. Rate is the total questions solved divided by the time.
Rate = total questions / total time
Malcolm = 15 / 18 = 0.833 problems per minute
Diedra = 16/ 17 = 0.941 problems per minute
To learn more about rate, please check: brainly.com/question/9834403
ben's grandma gave him $75 in a new piggy bank. Ben will add $15 to his piggy bank each month. find x, the number of months Ben must add $15 until he has more than $225 in his piggy bank.
PLLSSS HELP MEEEE!!
Is it possible for Bruce and Felicia to have used the same number of tiles? Use complete sentences to explain your reasoning.
Number of tiles Bruce used: 5x + 2
Number of tiles Felicia used: 5x + 5
Answer:
No it is not possible for Bruce and Felicia to have used the same number of tiles.
Step-by-step explanation:
Bruce would have used 10x of tiles and Felicia used 7x of tiles.
No, it is not possible that Bruce and Felicia to have used the same number of tiles
The expression which shows the difference is (n² - 2)/2n, the correct option is B.
What is an Expression?An expression is a mathematical statement which consists of variables, constants and mathematical operators.
Number of tiles Bruce used: 5x + 2
Number of tiles Felicia used: 5x + 5
On equating the two expressions
5x+2 = 5x+5
There is no solution
At any value of x, Bruce would have always used 3 tiles less than Felicia.
To know more about Expression
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12. Fancy goldfish x cost $3 each and
common goldfish y cost $1 each. Graph
the function y
20
3x to determine
how many
of each type of goldfish Tasha
can buy for $20.
Answer:
x (Fancy Gold fish) = 3
y (Common goldfish) = 29
Step-by-step explanation:
Fancy goldfish x cost $3 each
common goldfish y cost $1 each
Graph: y = 20 + 3x (I'm hoping this is the correct line equation, please do leave a comment below if it's not)
Thus, we graph it by subtitude either the x or y values. (Or you can use just X = 1,2,3).
Now, to find how many of each type of goldfish Tasha can buy. We subtitude the line equation by either using x = 3 or y = 1
Using either values to solve the equation, we get:
x = 3
y = 29
Hope this helps!
Math problem (easy)
……………………………………..
2. Graph each inequality on a number line:
5x + 15 < 0
Answer:
x < -3
Step-by-step explanation:
1. To put this inequality on a number line, we first must solve it.
Step 1: Subtract 15 from both sides.
[tex]5x + 15 - 15 < 0 - 15[/tex] [tex]5x < -15[/tex]Step 2: Divide both sides by 5.
[tex]\frac{5x}{5} <\frac{-15}{5}[/tex] [tex]x < -3[/tex]2. Now that we know x < -3, let's graph it!
Since it's less than, we make the number line point to the left, and we make the circle open.The volume of the triangular prism is 54 cubic units.
What is the value of x?
03
O 5
O 7
9
3x
what is the answer
Answer:
3 units
Step-by-step explanation:
I hope it helps you!
What is the domain and range of the function f(x)=17?
I really really really need help with this
Answer:
404Step-by-step explanation:
PEMDAS48 ÷ 6 + (5×6) × 13 + 6 = → Parenthesis48 ÷ 6 + 30 × 13 + 6 = → Multiplication, division8 + 390 + 6 = → Addition404[tex]\huge \bf༆ Answer ༄[/tex]
Use PEDMAS/BODMAS rule for simplification !
Let's solve ~
[tex] \sf{48} \div 6 + (5 \times 6) \times 13 + 6[/tex][tex] \sf48 \div 6 + 30 \times 13 + 6[/tex][tex] \sf8 + 30 \times 13 + 6[/tex][tex] \sf8 + 390 + 6[/tex][tex] \sf404[/tex]Solve the system of equations.
fequations with
on: potato chips
15x + 3y = -3
equations with
n: -3x-4y=-2 &
2 = -y +3
2=
stems of
with
Y =
Answer:
y = - 3, x = 6
Step-by-step explanation:
15x + 31y = - 3
x = - y + 3
15(- y + 3) + 31y = - 3
-15y + 45 + 31y = - 3
16y + 45 = - 3
16y = - 48
y = - 3
x = - (- 3) + 3
x = 3 + 3
x = 6
Answer:
x = 6, y = -3.
Step-by-step explanation:
15x + 31y = -3
x = -y + 3
Substitute x = -y + 3 in the first equation:
15(-y + 3) + 31y = -3
-15y + 45 + 31y = -3
16y = -3 - 45 =-48
y = -3.
So x = -(-3) + 3 = 6.
1. 6(12+4)
2. 10+4(2+20)
3. 7(4+19)
Answer:
1. 6 x 16 = 96
2. 10 + 4 x 22 = 10 + 88 = 98
3. 7 x 23 = 161
Step-by-step explanation:
Help stuck on this question
Write an exponential function to model each situation. Find each amount after the
specified time.
A population of 1,236,000 grows 1.3% per year for 10 years
cos^2(90)+cos^2(120)+cos^2(135)+cos^2(150)+cos^2(180)
Answer:
97
Step-by-step explanation:
Which point would be a solution to the system of linear inequalities shown below?
Y>2/3x-4
Y<−4x−6
The equation 5y = 6 represents purchasing tubs of yogurt for $6. Which of these equations are equivalent to the equation 5y=6?
a 5y + 4 = 10
b 5y - 1 = 3
c 15y = 18
d 5y = 12
Answer:
blah blah
Step-by-step explanation:
Answer:
D
Step-by-step explanation:
is y=3/4x proportional or non proportional
Guided Practice
Give a reason to justify the equation.
3y+ (-5y) = [3+ (-5)]y
A. Commutative Property of Addition
B. Associative Property of Addition
C. Distributive Property
Use the diagonals to determine whether a parallelogram with vertices A(2, 7), B(7, 9), C(5, 4), and D(0, 2) is a rectangle, rhombus, or square. Give all the names that apply.
Step-by-step explanation:
A and B have among each other the same distance relation as D and C : +5 in x, and +2 in y direction
and D and A have among each other the same distance relation as C and B : +2 in x, and +5 in y direction.
that means the slope of the first pair of sides is 2/5, and the slope of the second pair of sides is 5/2.
and that means that these 2 pairs of lines are not perpendicular (for this not only would we need to have the ratio upside down but also the sign would need to be flipped). there are no 90° angles.
so, there is no rectangle or square.
but because the sums of x and y coordinate differences are the same, we have the same distances between neighboring points.
and that makes it a rhombus.
compare:
1. 4 3/8 (__) 4 7/10
2. 3/10 (__) 25/100
3. 5/8 (__) 3/5
4. 8/12 (__) 6/9
Help me please, and thx for the help
1) 4 3/8 < 4 7/10
2) 3/10 > 25/100
3) 5/8 > 3/5
4) 8/12 = 6/9
hope this is helpful!
factor the expression 14x - 21 using the GCF
1
A line has a slope of -2 and a y-intercept of -2.
What is the x-intercept of the line?
A -4
B -1
C 1
D 4
Answer:
B
Step-by-step explanation:
The equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
Here m = - 2 and c = - 2 , then
y = - 2x - 2 ← is the equation of the line
To find the x- intercept let y = 0 in the equation and solve for x , that is
- 2x - 2 = 0 ( add 2 to both sides )
- 2x = 2 ( divide both sides by - 2 )
x = - 1
The x- intercept is - 1 → B
Which is the graph of the ordered pairs from the table below?
X Y
3 5
5 7
7 9
9 11
Answer:
It is the second
Step-by-step explanation:
Answer: number 2 ᕙ(＠°▽°＠)ᕗ
Step-by-step explanation:
What is the value of the expression below when z=
5?
5z - 4
Answer:
Well we’ll just substitute
So 5z-4
And z is 5
5*5-4
25-4=21
The value is 21
Using a compass and a straightedge, a student constructed a triangle in which XY is one of the sides.
The length of the compass so that ΔXYZ is isosceles and not equilateral could be;
Option C; between ¹/₂XY and XY
Option E; greater than XY
We are told that;
Student has drawn a line XY
Now the student opened the compass with a set length to draw two intersecting arcs with X and Y as centers.
Now, for these two arcs to meet, the compass has to be opened to a length that is more than half of segment XY.
Secondly, since the triangle is not equilateral, it means the compass cannot be opened to length AB.
The next step would be t open the compass to a length slightly bigger or slightly smaller than AB.
Finally, the options that apply are Options C and E.
Read more about construction of Isosceles triangles at; https://brainly.com/question/2520169
PLEASE HELPPPP
4(x−2 1/4)=−3.7