Answer:
81 x y^5
Step-by-step explanation:
Simplify the following:
9×3×3 x y^4 y
3×3 = 9:
9×9 x y^4 y
9 x y^4×9 y = 9×9 x y^(4 + 1):
9×9 x y^(4 + 1)
4 + 1 = 5:
9×9 x y^5
9×9 = 81:
Answer: 81 x y^5
Is the following relation a function?
Х
y
-2
1
0
3
5
.5
7
8
No
Yes
Answer:
Yes, its a function
Step-by-step explanation:
The graph of the equation y=4x+2 passes through the point (1,y).
Enter the y-value of the coordinate (1,y).
What is the slope of the line that passes through the points (-2, 4) and (1, 4)?
Answer:
there is no slope. y = 4, the line is horizontal
Based on the Egyptian Social Pyramid, which statement below is true?
Scribes protected the kingdom from invasion.
Merchants made up a large portion of the pharaoh's police force.
If a boy didn't want the same job as his father, he could go to scribe school.
Farmers, servants, and slaves made up 20% of the population.
Answer:
Third Option
Step-by-step explanation:
Lets use process of elimination to find the answer to this question. It's not the first option because a scribes job was mainly in the government district as writers/record keepers meaning they don't really protect the kingdom from invasion. It's not the second options because Merchants were traders, meaning they don't make up the Pharaohs police force because all they do is sell goods to Egyptians. Then it's not fourth option because farmers, servants, and slaves make up way more then 20% of ancient Egypt. Leaving the third option meaning it's your answer.
Hope this helps.
PLEASE HELP ME, YOU WILL SAVE ME
Which would produce a sample that would be representative of a school's seventh-grade population?
a. survey every fifth seventh grader entering the cafeteria who brought their lunch to school
b. survey every fifth seventh grader in the library
c. survey every fifth seventh grader entering the school at the beginning of the school day
d. survey every fifth seventh grader in a pre-algebra class
Answer:
C
Step-by-step explanation:
Not all seventh graders will bring a lunch too school, be in the library, or be in a pre-algebra class, but its reasonable to assume that most will enter the school at the beginning of the day.
Answer:
C.surveying every fifth seventh grader entering the school at the beginning of the school day
Step-by-step explanation:
Help me solve this problem please
Answer:
b
Step-by-step explanation:
y+2 = -3(x – 4)
Complete the missing value in the solution to the equation.
(?, -2)
Answer:
The missing value in the solution to
the equation will be:
[tex]x=4[/tex]Step-by-step explanation:
Given the equation
[tex]y+2\:=-3\left(x\:-\:4\right)[/tex]
As the value of y = -2 is given.
so substituting the value y = -2 in the equation to find the missing value
[tex]\left(-2\right)+2\:=-3\left(x\:-\:4\right)[/tex]
switch the sides
[tex]-3\left(x-4\right)=\left(-2\right)+2[/tex]
[tex]\mathrm{Remove\:parentheses}:\quad \left(-a\right)=-a[/tex]
[tex]-3\left(x-4\right)=-2+2[/tex]
[tex]-3\left(x-4\right)=0[/tex]
[tex]\mathrm{Divide\:both\:sides\:by\:}-3[/tex]
[tex]\frac{-3\left(x-4\right)}{-3}=\frac{0}{-3}[/tex]
[tex]x-4=0[/tex]
[tex]x=4[/tex]
Therefore, the missing value in the solution to
the equation will be:
[tex]x=4[/tex]Ms. J has been practicing her factoring skills. She factored the following problem by grouping,
but made a mistake.
Example 1: 4x2 + 20x - 3xy - 15y
Ms. J's work:
Step 1: 4x2 + 20x - 3xy - 15y
Step 2: 4x(x + 5) - 3y(x - 5)
Step 3: (x+5)(4x - 3y)
a. What was the mistake?
b. How can she fix the mistake?
Answer:
a) She did mistake in Step 2
b) when she take -3y common then the term should be: -3y(x+5) instead she wrote -3y(x-5)
Step-by-step explanation:
We need to find problem in Ms J solution.
Ms J solution:
[tex]Step \ 1: 4x^2 + 20x - 3xy - 15y\\Step \ 2: 4x(x + 5) - 3y(x - 5)\\Step \ 3: (x+5)(4x - 3y)[/tex]
She did mistake in Step 2 when she take -3y common then the term should be: -3y(x+5) instead she wrote -3y(x-5)
Correcting the mistake:
[tex]Step \ 1: 4x^2 + 20x - 3xy - 15y\\Step \ 2: 4x(x + 5)\mathbf{- 3y(x +5)}\\Step \ 3: (x+5)(4x - 3y)[/tex]
Let z = 0.3(cos(31°) + i sin(31°)) and w = 20(cos(18°) + i sin(18°)).
Which statement describes the geometric construction of the product zw on the complex plane?
Stretch z by a factor of 6, then rotate 18° counterclockwise.
Stretch z by a factor of 6, then rotate 49° counterclockwise.
Stretch z by a factor of 20, then rotate 18° counterclockwise.
Stretch z by a factor of 20, then rotate 49° counterclockwise.
i think the answer is B but idk
Answer:
Option (C) is correct.
Step-by-step explanation:
Given that z = 0.3(cos(31°) + i sin(31°)) and 20(cos(18°) + i sin(18°)).
The product of both the complex number is
zw = [0.3(cos(31°) + i sin(31°))] x [20(cos(18°) + i sin(18°))]
=(0.3x20)[cos(31°) x cos(18°) + cos(31°) x i sin(18°) + i sin(31°) x cos(31°)+ i sin(31°) x i sin(18°)]
Here, (0.3x20)=6, is the magnitude of zw, which is stretching of 0.3 by 20.
zw=6[cos(31°) x cos(18°) + i{cos(31°) x sin(18°) + sin(31°) x cos(31°)}+ i² sin(31°)x sin(18°)]
As i²= -1, So
zw=6[cos(31°) x cos(18°) + i{cos(31°) x sin(18°) + sin(31°) x cos(31°)} - sin(31°)x sin(18°)]
=6[{cos(31°) x cos(18°)- sin(31°)x sin(18°)} + i{cos(31°) x sin(18°) + sin(31°) x cos(31°)}]
As cosAcosB - sin A sin B = cos (A+B) and cosAsinB + sin A sos B = sin (A+B), so
zw=6[cos(31°+18°) + i{sin(31°+18°)]
Note that, initially the argument of z is 31° and after rotation of 18° in counterclockwise direction, the argument od zw is 31°+18°= 49°. i.e
zw=6(cos(49°) + isin(49°)).
So, zw can be determined by stretching z by a factor of 20, then rotating by 18° counterclockwise.
Hence, option (C) is correct.
Answer:
C: Stretch z by a factor of 20, then rotate 18° counterclockwise.
Step-by-step explanation:
Took the quiz.
Write and solve an inequality to fit each phrase; the product of -7 and a number is no more than 77
Answer:
- 7n ≤ 77
Step-by-step explanation:
- 7n ≤ 77
n ≥ - 11
Find the coordinates of point P along the directed line segment AB so that AP to PB is the given ratio. A(10, 8), B(18, 12); 1 to 3
Answer:
The coordinates of P are (12,9)
Step-by-step explanation:
Equations
We are given the endpoints of the segment AB: A(10,8) B(18,12).
It's required to find the coordinates of point P(x,y) along the segment AB such that:
[tex]\displaystyle \frac{AP}{PB}=\frac{1}{3}[/tex]
The ratio of the distances is the same as the ratio of their respective coordinates:
[tex]\displaystyle \frac{x_{AP}}{x_{PB}}=\frac{1}{3}[/tex]
[tex]\displaystyle \frac{y_{AP}}{y_{PB}}=\frac{1}{3}[/tex]
Since
[tex]x_{AP}=x_P-x_A=x-10[/tex]
[tex]x_{PB}=x_B-x_P=18-x[/tex]
Then:
[tex]\displaystyle \frac{x-10}{18-x}=\frac{1}{3}[/tex]
Multiplying by 3 (18-x):
3( x - 10 )= 18 - x
3x - 30 = 18 - x
Adding x and 30:
4x = 48
x = 12
Similarly:
[tex]\displaystyle \frac{y-8}{12-y}=\frac{1}{3}[/tex]
Multiplying by 3 (12-y):
3( y - 8 ) = 12 - y
3y - 24 = 12 - y
Adding y and 24:
4y = 36
y = 9
The coordinates of P are (12,9)
GEOMETRY HELP PLEASE URGENT
Answer:
x=74 degrees
Step-by-step explanation:
the sum of angles of triangle=180 degrees
121+y=180 ( the sum of the linear angles is 180 degrees)
y=180-121
y=59 degrees
x+59+47=180
x+106=180
x=180-106
x=74 degrees
I need to fill in the blanks for this equation and I cant figure it out
Answer:
1. +12x and 15
2. 14x
3. 2
Step-by-step explanation:
Step 1: Distribute -3
To distribute -3, you would multiply both -4x and -5 by -3, changing them to 12x and 15
Step 2: Combine 12x and 2x
Then you would combine like terms, meaning that you would add 12x and 2x, creating 14x.
Step 3: Combine 15 and -13
You would finish combining like terms by adding 15 to -13, creating 2
PLEASE HELP ASAP!!!! i’ll mark brainlest
Answer:
C
Step-by-step explanation:
rounding
From a hot air balloon 2,500ft above the ground you see a clearing whose angle of depression is at 25 degrees. What is the horizontal distance form the clearing to the nearest feet
9514 1404 393
Answer:
5361 feet
Step-by-step explanation:
The tangent of the angle is the ratio of vertical distance to horizontal.
tan(25°) = (vertical distance)/(horizontal distance)
horizontal distance = (2500 ft)/tan(25°) ≈ 5361 feet
A table showing Pounds, Price per Pound, and Total Price. The first row shows Granola, with the entries, 3, 3, and 3 times 3. The second row shows Raisins, with the entries 0.75, 2, and 0.75 times 2. The third row shows Mixture, with the entries 3 plus 0.75, x, and left-parenthesis 3 plus 0.75 right-parenthesis x. Marion is making trail mix for a group camping trip. She buys 3 pounds of granola for $3 per pound and 0.75 pounds of raisins for $2 per pound. What equation can you use to find the price per pound of the trail mix? 3(3)(0.75)(2) = (3 + 0.75)x 3(3) + 0.75(2) = (3 + 0.75)x 3(3)(0.75)(2) = (3 + 0.75) + x 3(3) + 0.75(2) = (3 + 0.75) + x
Answer:
B
Step-by-step explanation:
Hope this help
Answer: B
B.) 3(3) + 0.75(2) = (3 + 0.75)x
Step-by-step explanation: i hope this helps :)
Is a circle a function?
Yes, the graph is symmetrical
No, there is infinite data
No, each output has more than one input
No, each input has one output
Answer:
No, Each input has one output
Step-by-step explanation:
A circle can't be a function because of its radius and diameter, its not linear so it might have the same input or output. Therefore, you need a line to have a linear function .!
Pls mark brainiest!
I hope you get this right!
Solve for x in the equation x2 - 8x+41 - 0
X=-41 371
x= -4 + 5i 0 X-4+ 371
x = 4 + 5/
Answer:
x= 4+5i
Step-by-step explanation:
The values of x in the given quadratic equation, x²-8x+41 = 0 are x = 4+5i or x = 4-5i
What is quadratic equation?A quadratic equation is any equation that can be rearranged in standard form as where x represents an unknown value, and a, b, and c represent known numbers, where a ≠ 0.
Given is a quadratic equation, x²-8x+41 = 0, we need to find the values of x,
Since, 41 is a prime number, which can not be factorized so, we will use quadratic formula,
x = [-b ± √(b²-4ac)] / 2a
Here, a = 1, b = -8, c = 41
Therefore,
x = [8 ± √(8²-4(41))] / 2
= [8 ± √(64-164)] / 2
= [8 ± √(-100)] / 2
= [8 ± 10i] / 2
= [4 ± 5i]
Therefore, x = 4+5i or x = 4-5i
Hence, the values of x in the given quadratic equation, x²-8x+41 = 0 are x = 4+5i or x = 4-5i
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Find the slope of the line through each pair olz
Answer: 5/4
Step-by-step explanation:
The slope formula is [tex]\frac{y_{2}-y_1 }{x_2-x_1}[/tex]. This is basically the change in y over change in x.
Apply the formula to get: [tex]\frac{5--2}{6-2}[/tex].
Simplify it to get: [tex]\frac{5}{4}[/tex]
solve x then find each angle measure
Step-by-step explanation:
The sum of two interior angles in a triangle is equal to an exterior angle that's supplementary to the third interior angle
13x - 11 + 4x + 1 = 18x - 15 add like terms
17x - 10 = 18x - 15
- 10 + 15 = 18x - 17x
5 = x
measure of angle A 13x - 11 ➡ 13 × 5 - 11 = 54°
measure of angle B 4x + 1 ➡ 4 × 5 + 1 = 21°
measure of angle C 18x - 15 ➡ 18 × 5 - 15 = 75°
what is 4(2×-7)+3(3×-1)=3(2-×)
Answer:
x=37/20
Step-by-step explanation:
4(2x-7)+3(3x-1)=3(2-x)
8x-28+9x-3=6-3x
17x+3x=6+31
20x=37
Answer:
x = [tex]\frac{71}{3}[/tex]
Step-by-step explanation:
1. Simplify/distribute each side.
[tex]4(2)(-7)+3(3)(-1)=3(2-x)[/tex]
[tex]4(2)(-7)+3(3)(-1)=(3)(2)+(3)(-x)[/tex]
[tex]-56+-9=6+-3x[/tex]
2. Flip the equation around.
[tex]-3x+6=-65[/tex]
3. Subtract 6 to balance the equation.
[tex]-3x+6-6=-65-6[/tex]
[tex]-3x=-71[/tex]
4. Divide each side by 3. We know they are in the same fact family.
[tex]\frac{-3x}{-3} = \frac{-71}{3}[/tex]
What is the value of y in the equation 2(3y + 4 + 2) = 196 − 16?
Answer:
y=28
Step-by-step explanation:
Write a series of rigid motions that transform pentagon ABCDE to pentagon A′B′C′D′E′
Answer:
We need the following three rigid motions:
i) Reflection around y-axis, ii) Translation three units in the -y direction, iii) Translation four units in the -x direction.
Step-by-step explanation:
We need to perform three operations on pentagon ABCDE to create pentagon A'B'C'D'E':
i) Reflection around y-axis:
[tex](x',y') = (-x,y)[/tex] (Eq. 1)
ii) Translation three units in the -y direction:
[tex](x'',y'') = (x', y'-3)[/tex] (Eq. 2)
iii) Translation four units in the -x direction:
[tex](x''',y''') = (x''-4, y'')[/tex] (Eq. 3)
We proceed to proof the effectiveness of operations defined above by testing point D:
1) [tex]D(x,y) = (-1, 4)[/tex] Given.
2) [tex](x',y') = (1,4)[/tex] By (Eq. 1)
3) [tex](x'',y'') = (1, 1)[/tex] By (Eq. 2)
4) [tex]D'(x,y) = (-3,1)[/tex] By (Eq. 3)/Result
You and your two friends go out for dinner and you each order the same meal and drink. Each of you leaves a $10 tip to your total. Let m represent the cost of each meal with drink, tax included
Answer:
2m + 20
Step-by-step explanation:
Given that:
Cost per meal = m
Tip left = $10
Total cost for each person :
m + 10
Total amount spent by the two :
2(m + 10)
2m + 20
The slope of a line is ½ and the y-intercept is 4. What is the x-intercept of this line?
Answer
the x intercept is (-8,0)
Step-by-step explanation:
While painting the interior of a large house, Gene is going to transfer some paint in a large 5 gallon container to a smaller bucket. Unfortunately he slips and spills 2 gallons of paint all over the floor. If each wall in the house takes 9/24 of a gallon to paint, how many walls can he paint with what he has left?
Answer:
8 walls
Step-by-step explanation:
While painting the interior of a large house, Gene is going to transfer some paint in a large 5 gallon container to a smaller bucket. Unfortunately he slips and spills 2 gallons of paint all over the floor.
The remaining amount of paint is
= 5 gallons - 2 gallons
= 3 gallons
If each wall in the house takes 9/24 of a gallon to paint, how many walls can he paint with what he has left?
Hence:
9/24 gallon = 1 Wall
3 gallons = x wall
Cross Multiply
9/24 × x = 3 × 1
x= 3 ÷ 9/24
x = 3 × 24/9
x = 8 walls
He can paint 8 walls with what is left.
The graph shows the height of a plant over a 2-month growth period. Calculate the rate of change per day.
Answer:
14/61 cm per day
Step-by-step explanation:
Use the slope formula [tex]\frac{y_{2} - y_{1}}{x_{2} - x_{1}}[/tex]
Plug it in [tex]\frac{16-2}{61-0}[/tex]
Simplify [tex]\frac{14}{61}[/tex]
If the graph shows the height of a plant over a 2-month growth period. The rate of change per day will be 14/61.
What is the rate of change?It is defined as the change in values of a dependent variable with respect to the independent variables. Analyze the points first, then calculate the y-values for each interval. After that, subtract the input and output values. Divide and then simplify the differences to determine the rate of change.
It is given that, the graph shows the height of a plant over a 2-month growth period
The kind of graph must be considered when calculating the rate of change. Finding the ratio between the change in output values and the change in their corresponding input values is how linear graphs with constant rates of change are determined. Look at the following linear graph.
The slope of a linear function represents the pace of change. We have two points to determine the slope,
The rate of change per day is found as,
=y₂-y₁/x₂-x₁
=16-2/61-0
=14/61
Thus, if the graph shows the height of a plant over a 2-month growth period. The rate of change per day will be 14/61.
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what times (-26)=26 PLEASE HELP ME
Answer:
-26 × -1 = 26
This is your answer , pls mark me the brainliest!!
Answer:
-1
Step-by-step explanation:
1 x 26 is like that , -1 x -26 = 26. Hope this helps!
I inherited $4500 from a family friend. My Financial Advisor told me i could put it in a fund that would earn 7% interest compounded annually. Write an Exponential Function to represent how much money you would have over x number of years.
a f(x) = 4500(1 - 0.07)x
b f(x) = 4500(1+0.07)(x)
c f(x) = 4500(1.07x)
d f(x)=4500(1 + 0.07)x
Answer:315
Step-by-step explanation:
What is m∠PQR
need ASAP
Answer:
134
Step-by-step explanation:
Its 134, i did the math and my old answer had the explanation, but someone deleted it.