Help please due now!

Answer:

All real numbers

Step-by-step explanation:

Distribute the -2 to the parentheses:

-12d - 6 = -2(d + 3) - 10d

-12d - 6 = -2d - 6 - 10d

Add like terms:

-12d - 6 = -12d - 6

Since each side is equivalent to -12d - 6, the answer is all real numbers

Answer:

This is true for any value of d. (d ∈ Set of All Real Numbers (I couldn't find the symbol))

Step-by-step explanation:

1. Simplify both sides. You cannot simplify -12d - 6, but you can simplify -2(d + 3) - 10d. Use the distributive property to simplify this. It would be -2d + -2 * 3 -10d, which is equal to -12d - 6. If you simplify both sides, you would get that d=d, which would be true for all values of d, which means that d is equal to all real numbers, meaning that for any value for d, this would be true (d ∈ Set of All Real Numbers (I couldn't find the symbol)).

Answer:

the mystery angle is 137

Step-by-step explanation:

45+60=105

180-105=75

37

137

180-137

43

180-43=137

the mystery angle is 137

Answer: C) x = 2

2^{2x + 2} = 2^{3x}

Since both terms (above) have the same base, set the exponents to be equal:

2x + 2 = 3x (Rearrange to solve for x)

x = 2

∴ x = 2

Answer:

Step-by-step explanation:

the volume of the cone=1/3 * 3.14*h*r^2= aprox 226 cubic inches

choice 3

Answer:

C

Step-by-step explanation:

I hope this helps you :)

Answer:

Yes Noah's method will always work

Step-by-step explanation:

Noah's method states that:

To find 20% of a number he divides the number by 5. For example, 20% of 60 is 12.

Noah's method will always work because:

20% = 20/100

Simplifying 20/100 to the least fraction = 20/100 = 1/5

20% of x = 1/5 × x

= x/5 = x ÷ 5

Applying this to the examples

20% of 60 = 1/5 × 60

= 60/5 = 12.

Therefore, Noah's method will always work.

Answer:

3

Step-by-step explanation:

Answer:

14?

Step-by-step explanation:

Answer:

The answer is 60 degrees

Step-by-step explanation:

x+20 = 80 (alternate angle)

x=60

Answer: It number 4

Step-by-step explanation:

Answer:

4.04 oz per cup

Step-by-step explanation:

sry fam im not gonna give a step by step explanation cuz im in a rush, hope this is enough gl.

Answer:

5,184•b•t^6/5

Step-by-step explanation:

Here, we want to multiply the expressions

According to indices law, if we have same bases, we add up the exponents

Thus, we have that;

8 *8b^(2/3+5/3) * 9 * 9 * t^(3/5+3/5)

= 64 * b * 81 * t^6/5

= 5,184bt^6/5

Answer:

Mathematical domain is all numbers, as all numbers can be multiplied by 4. However, this is not reasonable as negative lengths don't exist, so the reasonable domain would be all positive numbers.

1. 1/35 it goes up 35 and goes right 1

Answer:

B, C, E, F

1, -4, 2+5i, 2-5i

Step-by-step explanation:

The roots of the function g(x) are -4 and 1.

A function has an input and an output.

A function can be one-to-one or onto one.

It simply indicated the relationships between the input and the output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

To find the roots of the given function, we need to find the values of x that make the function equal to zero.

This can be done by factoring the function and setting each factor equal to zero.

g(x) = (x² + 3x - 4) (x² - 4x + 29)

Setting each factor equal to zero.

x² + 3x - 4 = 0

(x + 4)(x - 1) = 0

x² - 4x + 29 = 0

This quadratic has no real roots since its discriminant is negative.

The roots of g(x) are the values of x that satisfy either of these equations, which are:

x = -4 or x = 1

Thus,

The roots of the function g(x) are -4 and 1.

Learn more about functions here:

https://brainly.com/question/28533782

#SPJ5

Answer:

6(x−2)

Step-by-step explanation:

Factor 6x−12

6x−12

=6(x−2)

3 * 10 = 30

30 * 40,000,000 = 1,200,000,000

ONE BILLION TWO HUNDRED MILLION

Multiply 3 times 10 first, then 30 times 40,000,000 and you get 1,200,000,000

Hope this helps ^-^

Answer:

60 i think

Step-by-step explanation:

Answer:

Step-by-step explanation:

(4 × 2) + (4 × 0.3) = 9.2 grams

Answer:

Step-by-step explanation:

1. Fig.2 is harder to drive on. Because the gravity is pulling you to opposite direction. Thats why there's no such roads on hills, they always go round and round to make the roads easier to drive on.

2. Fig.2 will build up more speed, because gravity will pull unidirectional from you.

3. (Realitiscally) no, DONT TEXT AND DRIVE. Even if you are driving on a flat ground.

4. No, of course not. In situation no.1 and 2, you can drive like that because there is gravitational pull coming from x and y axis. But from situation no.4, the gravitational pull is from y axis only, so it will only pull you down.

Answer:

Step-by-step explanation:

Yes!

Answer:

2,000,000

Plzzzzz give me Brainliest!!!!!  

Answer:

(4,7)

Step-by-step explanation:

Answer: I want to say 30 degrees you have to put the degree simble

Step-by-step explanation:

Answer:

the rate of change is -5.

Step-by-step explanation:

y = -5x - 3

-5 = rate of change

-3 = x intercept

Answer:

the area of this rectangle is 78cm

Step-by-step explanation:

formula;

area=length ×width

a=13×6

a=78cm

Answer:

-1

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

Im guessing abs value so 1?

Answer:

Step-by-step explanation:

This warm-up prompts students to carefully analyze and compare quadratic expressions. In making comparisons, students need to look for common structure and have a reason to use language precisely (MP7, MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of the different forms of expressions.

As students discuss in groups, listen for rationales that are based on the structure of the expressions. Select those students or groups to share their thinking during class discussion.

Launch

Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning about why a particular item does not belong, and together find at least one reason each item doesn't belong.

Student Facing

Which one doesn’t belong?

A.

B.

C.

Answer:

2 + 1 = 3

Step-by-step explanation: