[tex]\bf \begin{array}{ccll} miles&feet\\ \cline{1-2} 1&5280\\ x&8900 \end{array}\implies \cfrac{1}{x}=\cfrac{5280}{8900}\implies 8900=5280x \\\\\\ \cfrac{8900}{5280}=x\implies 1.6856\approx x\implies \stackrel{\textit{rounded up}}{1.7=x}[/tex]
Answer:
I would try 1.7
(X+2)(x+6) simplified
Answer:
x^2 +8x+12
Step-by-step explanation:
(X+2)(x+6)
Foil
first: x*x = x^2
outer: x*6 = 6x
inner : 2*x = 2x
last: 2*6 = 12
Add them together: x^2 +6x+2x+12 = x^2 +8x+12
PLEASE HELP ASAP I am kinda stuck on this because my teacher didn’t teach me this
Answer:
the first option
a = -2
b = 3
Step-by-step explanation:
See photo attached. (:
how many hours or minutes is the decimal 4.82
Answer:
Assuming your asking what is 4.82 hours to minutes, the answer to this is 289.2 minutes
Find the digit in the tenths place of 25.391
Answer:
3
Step-by-step explanation:
The digit in the tenths place of 25.391 is 3.
Answer: [tex]3[/tex]
Step-by-step explanation:
It is important to know that, in order to find the digit in the tenth place of a decimal number, you need to indentify the first digit located to the right of the decimal point.
Therefore, knowing this and having the decimal number provided in the exercise:
[tex]25.391[/tex]
You can observe that the first digit to the right of the decimal point is 3.
Therefore, the digit in the tenths place of ths decimal number is: [tex]3[/tex]
what is the equation for the line that passes through the points (4,2) and (0,6)?
Answer:
The equation is y=-x+6.
Step-by-step explanation:
To find the slope of this equation, we use the equation m=y2-y1/x2-x1, where m is the slope. Take one y coordinate and subtract it from the other and do the same with the x coordinates. Then, divide the difference of the y coordinates by the difference of the x coordinates. For example, 6-2/0-4. This gets us 4/-4. You can also do 2-6/4-0 which gets us -4/4. No matter what, we get -1 for each (we don't include the 1 in front of the x). To find the y-intercept, plug in the coordinates. For example, do 6=0(-1)+b or 2=4(-1)+b. No matter which you use, you get an answer of b=6. This gives you an equation of y=-x+6. Hope this helps :)
The equation of the line that passes through the points (4,2) and (0,6) is y = 6 - x
To determine the equation for the line that passes through the points (4,2) and (0,6),
We will use the formula for the determining the equation of a line with two given points
The formula for the determining the equation of a line with two given points is
[tex]\frac{y-y_{1} }{x-x_{1} }=\frac{y_{2}-y_{1} }{x_{2} -x_{1} }[/tex]
The given points are (4,2) and (0,6)
Therefore,
x₁ = 4
y₁ = 2
x₂ = 0
y₂ = 6
Now, putting these into the formula,
We get
[tex]\frac{y-2}{x-4}=\frac{6-2}{0-4}[/tex]
This becomes
[tex]\frac{y-2}{x-4}=\frac{4}{-4}[/tex]
[tex]\frac{y-2}{x-4}=-1[/tex]
Then, the equation becomes
[tex]y-2 = -1(x-4)[/tex]
[tex]y-2 = -x +4[/tex]
[tex]y = 4+2-x[/tex]
[tex]y = 6-x[/tex]
Hence, the equation of the line that passes through the points (4,2) and (0,6) is y = 6 - x
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Which of the following describes how to translate the graph y = |x| to obtain the graph of y = |x+1|+1?
shift 1 unit left and 1 unit down
shift 1 unit left and 1 unit up
shift 1 unit night and 1 unit down
shift 1 unit nght and 1 unit up
What is the measure of
Which of the following is a like radical to.. (look at picture)
Answer:
Option 1
Step-by-step explanation:
Before answering the question, we should define what the like radicals are.
The radicals which have the same expression under the root and same root number. There can be numerical multiples outside the radical but we have to compare the root number and same expression under the root.
In the given question, only option one has the same root number to the radical given in the question and the same expression under the root ..
what is the y-intercept of the function, represented by the table of values below x= -2,1,2,4,7 y=15,6,3,-3,-12
Answer: The y-intercept would be 10
Step-by-step explanation:
(-2, 15), (1, 6), (2, 3), (4, -3), (7, -12) are the coordinate points, you can graph it to find the intercept. I used the graphing calculator desmos.
Answer:its 9
Step-by-step explanation:
WILL GIVE BRAINLIEST
For this case we have by definition, that the equation of a line in the slope-intersection form is given by:
[tex]y = mx + b[/tex]
Where:
m: It's the slope
b: It is the cutoff point with the y axis
We need two points through which the line passes to find the slope:
[tex](0, -2)\\(-3,0)[/tex]
We found the slope:
[tex]m = \frac {y2-y1} {x2-x1}\\m = \frac {0 - (- 2)} {- 3-0} = \frac {2} {- 3} = - \frac {2} {3}[/tex]
So, the equation is of the form:
[tex]y = - \frac {2} {3} x + b[/tex]
We substitute a point to find "b":
[tex]-2 = - \frac {2} {3} (0) + b\\-2 = b[/tex]
Finally, the equation is:
[tex]y = - \frac {2} {3} x-2[/tex]
Answer:
Option C
Which equation could be used to find the distance, x, from the foot of the ladder to the base of the house?
Answer:
4,444097208657794
Step-by-step explanation:
c = 20ft
b = 19.5ft
just use the pythagorean theeorem
What's the elapsed time between 2:16 am and 8:10 PM
For this case we have that from 2:16 am until 2:16 pm exactly 12 hours have passed. On the other hand, from 2:16 p.m. until 8:16 p.m., exactly 6 hours have elapsed.
If we add, we have that from 2:16 am to 8:16 pm have elapsed: 12 + 6 = 18 hours.
As we ask for the time elapsed between 2:16 am until 8:10 pm we must subtract 6 minutes. So, we have:
18 hours with 54 minutes
Answer:
18 hours with 54 minutes
In a school 315 girls play at least one sport. 100 play a fall sport, 150 play a winter sport, and 200 play a spring sport. If 75 girls play exactly 2 sports, how many play three?
Answer:
40 students play all three games .
Step-by-step explanation:
You have universal and it says everyone likes all three games so your union is same as universal and there is no complement or any one who didn't like any games so use formule of universal = n A + n B + n C - n only interaction or who likes any two .Solve it and you will get your answer
Evaluate: (36/49)^1/2
Answer:
6/7
Step-by-step explanation:
One way of doing this problem is to find the square root of numerator separately (it is 6) and the square root of the denominator likewise (it is 7). Then the value of the given expression is 6/7.
The value of the given expression is [tex]\frac{6}{7}[/tex].
What is a mathematical expression?
"A mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context."
The given mathematical expression is
[tex](\frac{36}{49})^{\frac{1}{2}} \\= (\frac{6^{2} }{7^{2} })^{\frac{1}{2}}\\= [(\frac{6}{7})^{2}]^{\frac{1}{2}}\\= \frac{6}{7}[/tex]
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What’s the area of a rectangle measuring 13in tim12 in ?
Answer:
156 sq in
Step-by-step explanation:
If you have a rectangle measuring 13 inches by 12 inches, you will consider the side with 13 inches as the length of the rectangle and the one with 12 inches as the width of the rectangle.
The area of a rectangle is obtained by multiplying the length by the width... so, you'll get:
A = 13 in x 12 in = 156 square inches
What is the simplified form of square root of 400 to the 100th power ?
Answer:
1.267650600228229401496703205376e+130
Step-by-step explanation:
√400 =20
20¹⁰⁰ = 1.267650600228229401496703205376e+130
Hope this helps!
A total of 505 tickets were sold for a school play they were either adult tickets or student tickets they were 55 more student tickets so than adult tickets how many adult tickets were sold ?
Hello There!
The number of adult tickets sold in the school play = 225
Total Number Of Tickets = 505
Number Of Student Tickets = x + 55
Number of adult tickets sold can be represented by X
Number of student tickets = X + 55
X+X+55=505
2x+55=505
2x=505-55
2x=450
X=225
Answer:
225
Step-by-step explanation:
x+x+55 = 505
2x + 55 = 505
2x = 505-55
2x = 450
x = 225
GOOD LUCK ! ;)
when a graphed line is vertical, it indicates that the relation is ?
when a graphed line is vertical, it indicates that the relation is not a function
What is graph?Graph is a mathematical representation of a network and it describes the relationship between lines and points. A graph consists of some points and lines between them. The length of the lines and position of the points do not matter.
We can visually identify functions by their graphs using the vertical line test. If any vertical line intersects the graph more than once, then the graph does not represent a function.
The vertical line represents a value in the domain, and the number of intersections with the graph represent the number of values to which it corresponds.
As we can see, any vertical line will intersect the graph of y=|x|−2 only once.
Therefore, it is a function.
A vertical line can cross the graph of x=|y|+1 more than once.
therefore, it is not a function.
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What is the slope of the line that contains the points (-1,2) and (4,3)
Answer:
slope = [tex]\frac{1}{5}[/tex]
Step-by-step explanation:
Calculate the slope m using the slope formula
m = (y₂ - y₁ ) / (x₂ - x₁ )
with (x₁, y₁ ) = (- 1, 2) and (x₂, y₂ ) = (4, 3)
m = [tex]\frac{3-2}{4+1}[/tex] = [tex]\frac{1}{5}[/tex]
Answer:
1/5
Step-by-step explanation:
The first week Samantha learned to read Braille, she could read 10 words per minute. In the second week she increased her speed by 20%. In the third week she increased her speed again by another 25%. How many words could she read per minute by the third week? PLEASE HURRY AND TELL ME!
Answer:
Third week, 15 words per minute
Step-by-step explanation:
First week: 10 words per minute
Second week
10 * 20% = 10*.2 = 2
It is an increase, so we add the 2 to the original amount
10+2 = 12 word per minute
Third week
12 * 25% = 12 *.25 = 3
It was an increase, so we add the 3 to the amount in week 2
12+3 = 15 words per minute
What equation results from completing the square and then factoring? X^2+22x=31
A) (x+11)^2 = 152
B) (x+22)^2 = 152
C) (x+11)^2 = 53
D) (x+22)^2 = 53
Answer:
Step-by-step explanation:
Rewrite X^2+22x=31, leaving space after the "22x:"
X^2+22x = 31
The coefficient of x is 22. Take half of that, obtaining 11.
Square this result: 11^2 = 121.
Write in "+121 -121" after the x term:
X^2+22x + 121 - 121 = 31
Rewrite X^2+22x + 121 as
(x + 11)^2 -121 = 31
Add 121 to both sides:
(x + 11)^2 = 152
Take the square root of both sides:
x + 11 = ±√152 = ±2√38
Finally, x = -11 ±2√38.
This is "solution by completing the square"
Answer: OPTION A
Step-by-step explanation:
We have this quadratic equation: [tex]x^2+22x=31[/tex]
In order to complete the square the first step is to pick the coefficient of the x term, divide it by 2 and square it. Then:
[tex](\frac{22}{2})^2=11^2[/tex]
Now we must add 11² to both sides of the equation:
[tex]x^2+22x+11^2=31+11^2[/tex]
Therefore, after complete the square and factor, we get:
[tex](x+11)^2=152[/tex]
This matches with the option A.
Multiply or divide as indicated. X^-3•x^7
Answer: X^4 you just subtract or add with exponents
Step-by-step explanation:
In mathematics, when you multiply variables that have the same base, you add their exponents. The solution to the problem X^-3•x^7 is x^4.
Explanation:To multiply the variables with the same base, you need to add their exponents. In this case, x-3 multiplied by x7 would be equal to x-3+7 or x4. Therefore, the answer is x4.
The problem given is X^-3•x^7. This problem involves the multiplication of two variables with exponents. In mathematics, when you multiply variables with the same base, you keep the base and add the exponents. This is called the 'Laws of Exponents'. Therefore, for X^-3•x^7, our base is X, so we add the exponents -3 and 7 to get 4. Hence, the result is x^4.
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If f(x) =x^2 -2x and g(x) = 6x+4 for which value of c does (f+g)(x)=0
Answer:
c = -2
Step-by-step explanation:
The two functions are given as:
f(x) = x^2 - 2x
g(x) = 6x + 4
To find:
(f+g)(x) = 0
We can evaluate (f+g)(x) using the given functions.
We know that:
(f+g)(x) = f(x) + g(x)
= x²- 2x + 6x + 4
= x² + 4x + 4
Now, we have for x = c:
c² + 4c + 4 = 0
x² + 2c + 2c + 4 = 0
c(c+2) + 2(c+2) = 0
(c+2)² = 0
c+2 = 0
c = -2
The zeros of the function p(x) = x2 – 2x – 24 are
Answer: x = 6, x = -4
Step-by-step explanation:
Find two numbers whose product is the c-value (-24) and sum is the b-value (-2):
0 = x² - 2x - 24
∧
1 -24
2 -12
3 -8
4 -6 = -2 This works!
0 = (x + 4)(x - 6)
Apply the Zero-Product Property (set each factor equal to zero and solve)
0 = x + 4 0 = x - 6
-4 = x 6 = x
The solutions are x = 6 and x = -4. Therefore, the zeros of the function are 6 and -4.
Finding the Zeros of the Function p(x) = x^2 – 2x – 24
To find the zeros of the function p(x) = x^2 – 2x – 24, we need to determine the values of x that make the function equal to zero. This means we solve the equation:
x^2 – 2x – 24 = 0
This is a quadratic equation and can be solved using factoring. We look for two numbers that multiply to -24 and add to -2. These numbers are 4 and -6:
(x - 6)(x + 4) = 0
Setting each factor equal to zero gives us the solutions:
x - 6 = 0 → x = 6x + 4 = 0 → x = -4So, the zeros of the function p(x) = x^2 – 2x – 24 are 6 and -4.
(5/x)+(3x-2)=4 what is the first step
Answer:
Step-by-step explanation:
get rid of the denominator by multiplying by x
I need help!! It is possible to trisect a line segment using only a straightedge and a compass. True or fasle
Answer with explanation:
→Draw a Line segment of any length on a piece of paper.Measure the length of segment with the help of Straightedge.
→Now if it is a number divisible by 3,with the help of compass divide the length of segment by 3 and by placing the compass on the straightedge open the compass starting from 0 up to that length.
→If the number is not divisible by 3, round the number to nearest rational number.
→And then Mark arc with the help of Compass from starting of line segment the length being equal to the number obtained after dividing by 3,and after obtaining the first point taking the same width mark second arc from the point obtained.
This is required trisected line segment.
⇒The Statement is True which is we can trisect a line segment using only a straightedge and a compass.
Answer:
True
Step-by-step explanation:
Just did the test :)
What is the y-intercept of the line described by the equation below?
y = 6x + 8
A. (0,8)
B. (0.-6)
C. (0,-8)
D. (0.6)
Answer:
A. (0, 8)Step-by-step explanation:
The slope-intercept form of an equation of a line:
y = mx + b
m - slope
b - y-intercept → (0, b)
We have the equation y = 6x + 8. Therefore
m = 6
b = 8
Answer: A: (0,8)
Step-by-step explanation:
What percentage of people surveyed can swim?
Answer:
82%
Step-by-step explanation:
Using the X Method to Factor
ax2 + bx + c
If x - 10 is a factor of x2 - 8x - 20, what is the other
factor?
X+
Answer:
If one factor is (x-10) then the other factor is (x+2).
Step-by-step explanation:
We need to factorize the term x^2-8x-20
For factorization we need to break the middle term.
Middle term : -8x
Product of first and last term: -20x^2
Factors: -10x, +2x
Solving:
x^2-8x-20
x^2-10x+2x-20
x(x-10)+2(x-10)
(x-10)(x+2)
So, if one factor is (x-10) then other factor is (x+2)
the number of wheel on a group of buses
The number of wheels on a group of buses involves mathematical calculations and can be analyzed using multiplication, probability, and physics, particularly when combined with other factors such as passenger capacities or mechanical variables like angular velocity of a flywheel within the bus.
Explanation:The question about the number of wheels on a group of buses relates to mathematical calculations, specifically pertaining to multiplication and potentially to probability and combinatorics if one were analyzing how to most efficiently deploy a fleet of buses for transportation or which bus to take based on passenger load and capability.
A practical example of a bus-related math problem would be: if a bus has 6 wheels, then a fleet of 10 buses would have a total of 60 wheels. This is a straightforward multiplication problem (10 buses x 6 wheels per bus = 60 wheels).
In the context of probabilistic analysis, considering a situation where buses have different passenger capacities, we might use the expected value formula E(X) = Σx₁p(x₁) to calculate the best option for transportation based on various factors, including the number of passengers each bus can transport.
Moreover, buses also have a place in physics problems. For instance, calculating the angular velocity a bus's flywheel must have to achieve a certain speed involves understanding the concepts of rotational kinetic energy and its transformation into translational energy. This more complex application lies within the realm of physics but has roots in mathematical computation.