(2x+5y-z)+(-6x-4y+7z)

Step-by-step explanation:

[tex]12gt^2=19\qquad\text{divide both sides by}\ 12g\\\\t^2=\dfrac{19}{12g}\to t=\sqrt{\dfrac{19}{12g}}[/tex]

Answer: >____(38g/g

Step-by-step explanation:

The value of [tex]\(x\)[/tex] is [tex]\(14\)[/tex]. The correct option is [tex]\(14\)[/tex].

In a right triangle with a 45-degree angle, the sides are related by the special angles of 45-45-90 triangles. In such triangles, the sides are in the ratio [tex]\(1:1:\sqrt{2}\)[/tex].

Given that the height is [tex]\(7\sqrt{2}\)[/tex] and the hypotenuse is [tex]\(x\),[/tex] we can identify the relationship as follows:

[tex]\[ \text{Height} : \text{Base} : \text{Hypotenuse} = 1 : 1 : \sqrt{2} \][/tex]

So, the height is [tex]\(7\sqrt{2}\)[/tex], and the base would be [tex]\(7\sqrt{2}\)[/tex]as well, and the hypotenuse [tex](\(x\))[/tex] would be [tex]\(7\sqrt{2} \times \sqrt{2} = 7 \times 2 = 14\)[/tex].

Therefore, the value of [tex]\(x\)[/tex] is [tex]\(14\)[/tex], and the correct option is:

• [tex]\(14\)[/tex]

The correct answer is [tex]\boxed{14}[/tex]. The value of x is  [tex]\boxed{14}[/tex].

To determine the value of [tex]\( x \)[/tex], we need to consider the given options and the context of the question, which involves the square root of 2. The options provided are [tex]\( 7 \), \( 7\sqrt{2} \), \( 14 \), and \( 14\sqrt{2} \).[/tex]

Let's analyze the options:

1. [tex]\( 7 \)[/tex] is a straightforward integer.

2. [tex]\( 7\sqrt{2} \) is \( 7 \)[/tex] times the square root of 2, which is an irrational number approximately equal to [tex]\( 1.414 \)[/tex].

3.[tex]\( 14 \) is \( 7 \)[/tex] times [tex]\( 2 \)[/tex], which is a simple integer multiplication.

4. [tex]\( 14\sqrt{2} \) is \( 14 \)[/tex] times the square root of 2.

Given that the question is asking for the value of [tex]\( x \)[/tex] and the options involve multiples of [tex]\( 7 \)[/tex] and [tex]\( 14 \)[/tex], it is reasonable to suspect that the answer might involve the square root of 2, since it is the only mathematical operation present in all the options.

However, without additional context or a mathematical equation to solve for [tex]\( x \)[/tex], we cannot definitively determine which of these options is correct based solely on the information given. In mathematics, problems involving square roots typically require an equation or a geometric representation to provide a clear path to the solution.

Since the question does not provide an equation or additional context, we must rely on the principle that the most straightforward answer is often correct when dealing with multiple-choice questions. In this case, the simplest option that does not involve an irrational number is [tex]\( 14 \)[/tex].

Therefore, without further information, the most logical and simple choice is [tex]\( 14 \)[/tex], as it is a whole number and does not introduce the complexity of an irrational number like [tex]\( \sqrt{2} \)[/tex].

Thus, the final answer is [tex]\boxed{14}[/tex].

Answer:

x = 71°

Step-by-step explanation:

The triangle is clearly an isosceles triangle.

We know that all interior measures of a triangle must add up to 180°.

So: 180° - 38° =  142°

Because it is an isosceles triangle, the other two missing angles must be equal.

142° ÷ 2 = 71°

Answer:

x=71

Step-by-step explanation:

Because of the side being marked 27, you know that the triangle is an isosceles triangle. That means that the other 2 angles would be congruent. To find the sum of the remaining angles, you need to subtract 38 by 180 degrees. (All of the angles in a triangle add up to 180) 180-38=142. Since we already know that the two remaining angles will be congruent, you take 142 and divide by 2 to get the final answer 71.  

The answer is:

The third option,

[tex]x^{2}+mx+m=(x+2)^{2}[/tex]

We are looking for an equation that establishes a relationship between the perfect-square trinomial and the givens notable products.

So, we are looking for a notable product that gives us a value of "m" that is the coefficient of the linear term (x) and it's also the constant term.

- Trying with the two first options, we have:

[tex](x+1)^{2}=x^{2}+2x+ 1\\\\(x-1)^{2}=x^{2}-2x+ 1[/tex]

We can see that for these first two options, the value of m has not the same value for the coefficient of the linear term and the constant term since m is equal 2 and the constant number is not 2.

- Trying with the third option, we have:

[tex](x+2)^{2}=x^{2}+2*(2*x)+2^{2}=x^{2} +4x+4[/tex]

Now, we can see that the value of m is the same for the coefficient of the linear term and the constant term, we can see that m is equal to 4.

So, the correct option is the third option, because

[tex]m=4[/tex]

[tex]x^{2} +mx+m=(x+2)^{2}=x^{2} +4x+4=x^{2} +mx+m[/tex]

Have a nice day!

The student's question pertains to a survey on students' opinions about a new school mascot. The survey results showed varying levels of support and opposition, which are crucial for decision-making in educational policy. This demonstrates the real-world application of mathematics in understanding public opinion through statistics.

The student's question deals with a survey conducted by student government members to understand the school community's stance on the new school mascot. This survey follows a systematic sampling method by asking every 15th student entering the school. The outcome showed that 57% oppose, 37% are in favor, and 6% have no opinion regarding the new mascot. Such a poll is useful for making decisions related to public policy and ensuring that actions consider community preferences.

Another key component is understanding the methodology behind this survey. If we consider a similar scenario where 600 students are surveyed with 480 opposing new legislation (as mentioned in one of the examples), we could calculate the percentage opposing the legislation and use this to propose actions or influence decision-making processes regarding school policies.

In the context of educational institutions, conducting polls or surveys is a practical way to involve student bodies in decision-making processes, reflecting a democratic practice in school governance. This kind of statistical analysis forms a crucial part of mathematics in the real world, particularly within the fields of statistics and probability.

To find how many small cubes can fit inside a larger cube, you need to find the volume of both.

Once you have the volumes, divide the volume of the larger cube, by the volume of the smaller cube.

Volume = L x W x H

Small cube: Volume = 3/4 x 3/4 x 3/4 = 0.421875 cm^3

Large cube: Volume = 3 x 3 x 2 = 18 cm^3

Number of small cubes that can fit: 18 / 0.421875 = 42.67 Cubes.

Since you can't have a partial cube ( 0.67) round down to a whole number:

That means you can fit 42 cubes.

Not sure what to do about Oregon and Idaho but the 2/100 gives you a 50 unit rate 50x11= 550

Answer:

using the information we have we can see that each mile centimeter is 50 miles. 11 x 50 is 550 so that is your answer

550 miles

Answer:

1.25

Step-by-step explanation:

Hopefully that's right. It's a bit hard to see separation

The interquartile range of Harry's collected data set is 1.25 hours.

To calculate the interquartile range (IQR) for the given data set, we must first arrange the data in ascending order, which is already done in this case. The data set is .5, .5, .75, .75, .75, 1, 1, 1, 1, 1.5, 1.5, 2, 2, 3, 4. The next step is to find the medians of the lower and upper halves of the data set to locate the first quartile (Q1) and the third quartile (Q3).

Since the data set has 15 numbers, the median (which is also Q2) would be the 8th value, which is 1.

For Q1, we take the lower half, which consists of the first 7 numbers. The median of this subset is the fourth value: 0.75.

For Q3, we consider the upper half, which consists of the last 7 numbers. The median of this subset is the fourth value: 2.

Now, calculate the IQR by subtracting Q1 from Q3: IQR = Q3 - Q1 = 2 - 0.75 = 1.25.

Therefore, the interquartile range of the data set that Harry collected is 1.25 hours.

Answer:

x=3

Step-by-step explanation:

[tex]45-\frac{90}{x} = 15[/tex]

Minus 45 from both sides

[tex]-\frac{90}{x}=-30[/tex]

Multiply both sides x

[tex]-90=-30x[/tex]

Divide both sides by -30

[tex]3=x[/tex]

Answer:

3

Step-by-step explanation:

To eliminate the x on the denominator, multiply all terms by x

45x - 90 = 15x ( subtract 45x from both sides )

- 90 = - 30x ( divide both sides by - 30 )

3 = x ⇒ x = 3

Answer:

a = 5 and b = 2

Step-by-step explanation:

y = ab^x

If x is the number of double periods, then b is the rate of growth (2), and a is the initial height (5).

a = 5 and b = 2

Answer:

x = 2 ± (i)√5  (Answer b)

Step-by-step explanation:

x²-4x+9=0 can be solved in a variety of ways; the first two that come to mind that are also appropriate are (1) completing the square and (2) using the quadratic formula.

Completing the square is fast here:

Rewrite x²-4x+9=0 as   x²-4x                    +9=0

Identify the coefficient of the x term:  it is -4

Take half of that, obtaining -2

Square this result, obtaining 4

Add 4 to   x²-4x                    +9=0, in the blank space in the middle, and then subtract 4:      x²-4x +4          -4         +9=0

Rewrite           x²-4x +4 as the square of a binomial:

                          (x - 2)² - 4 + 9  = 0  →    (x - 2)²  = -5

Take the square root of both sides:       x - 2  = ±√(-5)  =  ± (i)√5

Then x = 2 ± (i)√5

Answer:

16

Step-by-step explanation:

Divide 7 by 4, which gives you 1.75 . Multiply 1.75 & 28 and you get 16.

Answer:

16 bottles

Step-by-step explanation:

We can write a ratio, dollars over bottles of water

7             28

-------- = ----------

4              x

Using cross products

7x = 4*28

Divide each side by 7

7x/7 = 4*28/7

x = 4 * 4

x = 16

The volume of the cylinder is defined (as usual) as the base area times the height. The base is a circle, so the base area is [tex]\pi r^2[/tex]

So, the volume is

[tex]h\pi r^2 = 15\cdot \pi \cdot 36 = 540\pi[/tex]

Answer:

[tex]

1696.46 {cm}^{3}

[/tex]

Step-by-step explanation:

[tex]V

=

π

{r}^{2}

h

\\ =

π

·

{6}^{2}

·

15

\\

≈

1696.46003

[/tex]

Final answer:

To find the length of the wall on the new blueprint with a scale of 1 cm = 3 ft, a proportion can be used. The length of the wall on the new blueprint would be 0.75 ft.

Explanation:

To find the length of the wall on the new blueprint with a scale of 1 cm = 3 ft, we can use a proportion.

In the original blueprint with a scale of 1 cm = 4 ft, the length of the wall is 9 cm. Let's let x represent the length of the wall on the new blueprint.

Set up the proportion: 1 cm/4 ft = x cm/3 ft

Cross multiply: 1 * 3 = 4 * x

Solve for x: x = 3/4

Therefore, the length of the wall on the new blueprint would be 3/4 ft or 0.75 ft.

The answer is:

- First inequality:  The fourth number line.

- Second inequality: The second number line.

- Third inequality: The first number line.

- Fourth inequality: The third number line.

To be able to match each inequality to the number line that represents its solution, we need to solve each inequality.

So, solving we have:

- First inequality:

[tex]\frac{7x}{9}>-\frac{14}{3}\\\\x>-\frac{14}{3}*\frac{9}{7}>-\frac{126}{21}>-6 \\\\x>-6[/tex]

Therefore, the solution for the first inequality is the x greaters than 6, and the solution matchs with the fourth number line.

- Second inequality:

[tex]-\frac{75x}{4}>\frac{225}{2}\\\\\frac{75x}{4}<-\frac{225}{2}\\\\x<-\frac{225}{2}*\frac{4}{75}<-6[/tex]

Therefore, the solution for the first inequality is the x less than 6, and the solution matchs with the second number line.

- Third inequality:

[tex]\frac{x}{4}\leq -\frac{3}{2}\\\\x\leq -\frac{3}{2}*4\leq -\frac{12}{2}=-6[/tex]

Therefore, the solution for the first inequality is the x less or equals than 6, and the solution matchs with the first  number line.

- Fourth inequality:

[tex]\frac{2x}{3}>-\frac{16}{3}\\\\x>-\frac{16}{3}*\frac{3}{2}>-\frac{48}{6}>-8\\\\x>-8[/tex]

Therefore, the solution for the first inequality is the x greater than 6, and the solution matchs with the third number line.

Have a nice day!

Answer:

I think the answer is C.

Answer:B. 120

Step-by-step explanation:

Answer:

The common difference is +3

Step-by-step explanation:

When you add 3 to -11 it becomes -8, add 3 again and you  get -5, keep doing this and you'll notice that +3 is the common difference.

Answer:

The common difference is +3

Step-by-step explanation:

If you add "3" since -11 you obtain this arithmetic sequence.

(-11+3) = -8

(-8+3) = -5

(-5+3) = -2

(-2+3) = 1

-11, -8, -5, -2, 1

i believe the answer is c. 1/12

hope this helped! have a good day!

The required probability is 1/12 that the first spinner will land on 7 and the second spinner will land on C.

Probability is defined as the possibility of an event being equal to the ratio of the number of favorable outcomes and the total number of outcomes.

The probability that the first spinner will land on 7

P(7) = favorable outcomes / total outcomes

P(7) = 1/4

The probability that the second spinner will land on C

P(C) = 1/3

As per the given question, the required probability will be as:

⇒ P(7) × P(C)

⇒ 1/4 × 1/3

⇒ 1/12

Hence, the correct answer would be an option (C).

Learn more about probability here:

brainly.com/question/11234923

#SPJ2

It is positive . Every time it’s to the right it’s positive when it’s to the left it’s negative and when the points are all over the place it’s no Trend

Answer: Positive trend

Step-by-step explanation: In this scatter plot, notice that we can draw a line of best fit to represent the data. This means that we have a trend. Notice the x-values increase while the y-values increase which means we have a positive correlation between x and y.

Therefore, this scatter plot represents a positive trend.

Image provided.

Answer:

Step-by-step explanation:

2, 3, 5

Answer:

Answers:2, 3, 5

Step-by-step explanation:

B) it is 450 dollars

Answer:   C: 480

Step-by-step explanation:

trust me its this answer not the other guys

Answer:

the son is 30 and the daughter is 15

Step-by-step explanation:

the mom is 55 in 15 years

100-55=45

45-30=15

15x2=30

Answer:

15 and 5

Step-by-step explanation:

Mother's current age:  40

daughter's age:  d

son's age:  s

son is 2x as old as daughter:  s = 2d

Then, 15 years from now, the sum of their ages will be:

(40 + 15) + (2d + 15) + (d + 15) = 100

or

55 + 15 + 15 + 3d = 100

85 + 3d = 100, or 3d = 15, or d = 5.

Then the son's age is 3(5) = 15 and the daughter's is 5.

Answer:

A

Explanation:

Lillian is trying to find out how people feel about the new act Congress is trying to put through. I would go with A because the question is literally what she is trying to determine through the survey.

B, C, D are asking about certain things(issues) about the act or comparing it with other issues, and with A you get a broader answer. (or the question is straight to the point)

Answer:

x = 95

Step-by-step explanation:

Using the rule of logarithms

• [tex]log_{b}[/tex] x = n ⇔ x = [tex]b^{n}[/tex]

Given

[tex]log_{5}[/tex](x + 30) = 3, then

x + 30 = 5³ = 125 ( subtract 30 from both sides )

x = 95

Answer:

prefixes

Step-by-step explanation:

The exact response will depend a lot on what you learned in your manual and the terms used in it, but the metric system is all based on the base of 10, like the numbers system you use every day.

Unlike the US/Imperial system where there's no clear relation between an inch, a yard and a mile for example, in the metric system everything is related by the factor 10 somehow.

The unit multiplier is also used as a prefix to identify measurements.  Like for meter...

10 meters = 1 decameter

100 meters = 1 hectometer

1000 meters = 1 kilometer

and so on.

Answer:

what he said

Step-by-step explanation:

Answer:

U think the answer is C.

Answer:

Number of ways of selecting two students is 15

Step-by-step explanation:

number of ways of selecting n out of r  is given by

[tex]n_{C_{r} } =\frac{n!}{r!(n-r)!}[/tex]

It is given that there are 6 seniors on student council.

2 students are selected for district meeting

So we have  [tex]n= 6[/tex] and [tex]r=2[/tex]

number of ways of selecting two students =[tex]6_{C_{2} } [/tex]

                                                                       =[tex]\frac{6!}{2!(6-2)!}[/tex]

                                                                       =[tex]\frac{6!}{2!4!}=15[/tex]

So we have number of ways of selecting two students is 15

Answer:

* Hopefully this helps:) Mark me the brainliest:)!!!

4:8

2:4

1:2

16:32

Good luck!!!

From the function sin(x+y) - sin(x-y) = 2f(x)sin(y), we can deduce that f(x) = cosx

But sin(x + y) = sinxcosy + cosxsiny.

Also, sin(x - y) = sinxcosy - cosxsiny..

Hence:

sin(x+y) - sin(x-y)

= sinxcosy + cosxsiny - (sinxcosy - cosxsiny)

=  sinxcosy -  sinxcosy + cosxsiny + cosxsiny

= 2cosxsiny

2cosxsiny = 2f(x)sin(y)

Hence, f(x) = cosx

Find out more at: https://brainly.com/question/14418346

Answer: Figure 2

Step-by-step explanation: A translation of the blue shaded shape would be figure 2

ANSWER

x=-3, y=6

EXPLANATION

The given equation is

[tex] - 3 + yi = x + 6i[/tex]

We can rewrite this equation as:

[tex]x - yi = - 3 - 6i[/tex]

The two complex number equations are equal therefore their corresponding parts are also equal.

Comparing the real number parts,

[tex]x = - 3[/tex]

Comparing the complex number part,

[tex] - y = - 6[/tex]

y=6.