8 + 3 4 ÷ -2 3 = what?

Answer:

36

Step-by-step explanation:

12x3=36

Lxwxh

Axh

Answer:

18,6,108

Step-by-step explanation:

edge2020

In the expression f(x)=23, x is not a variable. f(x) means “a function of x” or “f of x” and is in practice another way of substituting for the variable y, that is, we are saying:

y=23.

That means x is unspecified and could be anything. So on the xy plane, this is a straight horizontal line, 23 units above the x axis. That would be the best way to interpret this, although it is a little ambiguous.

Usually functions of x are expressed in terms of x, such as:

f(x) = x^2

Answer:

x= -2

Step-by-step explanation:

Let's solve your equation step-by-step.

15−10x=5(x+9)

Step 1: Simplify both sides of the equation.

15−10x=5(x+9)

15+−10x=(5)(x)+(5)(9)(Distribute)

15+−10x=5x+45

−10x+15=5x+45

Step 2: Subtract 5x from both sides.

−10x+15−5x=5x+45−5x

−15x+15=45

Step 3: Subtract 15 from both sides.

−15x+15−15=45−15

−15x=30

Step 4: Divide both sides by -15.

−15x/-15 = 30/ -15  

x= −2

Answer:

C. Yes, there is an outlier at 110. This means that one person's age was 110, which is 25 years older than the next closest age.

Step-by-step explanation:

An outlier is a data point that sticks out like a sore thumb. It's so different from the rest of the data that it makes you wonder if it's a mistake or a miracle. One way to spot an outlier is to use the 1.5IQR rule, where IQR stands for interquartile range. The interquartile range is the gap between the third quartile (Q3) and the first quartile (Q1) of the data. The 1.5IQR rule says that any data point that is more than 1.5*IQR above Q3 or below Q1 is an outlier.

In this case, the first quartile (Q1) is 75, the third quartile (Q3) is 85, and the interquartile range (IQR) is 10. So, any data point that is more than 1.5*10 = 15 above 85 or below 75 is an outlier. The only data point that does this is 110, which is 25 above 85. That means 110 is an outlier.

What does this outlier mean in this situation? It means that one person who came to the senior center that afternoon was way older than the rest of the folks. The average age of the visitors was not changed by this outlier, since it was just one out of 12 data points. But, the outlier does mess up the range and the standard deviation of the data, making them bigger than they would be without the outlier.

Answer:The answer is C

Step-by-step explanation:I did the test.

Answer:

Step-by-step explanation:

She starts with $750.

Convert the percent to a decimal.

0.0015

Multiply.

0.0015 * 365

$1160.63

Answer:

21 ft

Step-by-step explanation:

Formula of Circle=

πd

Substitute in 7 for d.

π(7)

We'll approximate π to 3.

3(7)

Multiply.

21

Answer:

1. 30(8.75) + 11t = 400

2. 12.5 hours

Step-by-step explanation:

1. What is given is you work for 30 hours per week at a gas station for $8.75 an hour. You also work as a landscaper for $11 an hour. You want to a make a total of $400 per week.

30 hours and $8.75 an hour would be equivalent to 30(8.75)

We don’t know how many hours you work as a landscaper but you earn $11 an hour, which is equivalent to 11t

Finally, you want to earn a total of $400 a week, which means the sum equals 400

30(8.75) + 11t = 400

2. 30(8.75) = 262.5

400 - 262.5 = 137.5

137.5 / 11 = 12.5

The area of the region is  rectangles

The given curves are y = x2 and y = 2 − x2. They intersect at x = 1, y = 1. See the graph below. The shaded region enclosed by the curves is the region whose area we wish to find.To find the area of the shaded region,

The left part of the region is the part bounded by the x-axis, the curve y = x2, and the line x = 1. This region is shown below. To find the area of this region, we integrate with respect to y from y = 0 to y = 1. Along the curve y = x2, the values of x are ± y1/2. So we have to integrate from x = −y1/2 to x = 1.

Thus the area of the right part of the region isThus the total area of the shaded region is Approximating rectangle The area of each approximating rectangle is given by height times width. Since we are dividing the region into two parts we

A typical rectangle is shown below. The value of x corresponding to the lower end of the rectangle is x = −y1/2 and the value of x corresponding to the upper end of the rectangle is x = 1. So the height of the rectangle is x2 and the width is Δy = 1/n. Therefore, the area of the rectangle isSince the rectangle is located below the curve, this approximation underestimates the true area of the region.

 Therefore, the area of the rectangle is Since the rectangle is located above the curve, this approximation overestimates the true area of the region. By computing the sum of the areas of all the approximating rectangles and taking the limit as n approaches infinity, we can find the exact area of the region.

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The value of the missing length is c = √181

From the question, we have the following parameters that can be used in our computation:

Legs = 9 and 10

Hypotenuse = c

The missing length of the triangle can be calculated using the Pythagorean Theorem represented as a​² + b² = c²​

So, we have the following equation

c² = 9² + 10²

Evaluate the sum of squares

c² = 181

Take the square root of both sides

c = √181

Hence, the missing length is c = √181

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Answer:

5.2

Step-by-step explanation:

Answer:

250 dollars per month.

Step-by-step explanation:

We first need to subtract the amount of money her parents are giving her.

12000-3000=9000.

Since she is saving money every month for 3 years we have to multiply 3×12=36 months.

We than need to divide how much money she needs by the amount of months she has to get it.

9000÷36=250

The domain is represented by the set of values of the time, that is, the horizontal axis, and the domain of the given function is represented by t ∈ [0, 4.5].

All functions are relations in which there is no value of the domain related to more than one value of the range, functions in explicit form related the variable of the range in terms of the variable of the domain.

Based on the information shown in the graph, the domain is represented by the set of values of the time, that is, the horizontal axis, and the range is represented by the set of values of the height, that is, the vertical axis.

Hence, the domain is represented by the set of values of the time, that is, the horizontal axis, and the domain of the given function is represented by t ∈ [0, 4.5].

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Answer:

x = 5

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Step-by-step explanation:

Step 1: Define Equation

3x - 6 = 9

Step 2: Solve for x

Step 3: Check

Plug in x into the original equation to verify it's a solution.

Here we see that 9 does indeed equal 9.

∴ x = 5 is the solution to the equation.

To convert kilometers to miles, you will need to multiply the number of kilometers by a conversion factor.

Converting kilometers to miles is a common unit conversion that can be done easily with a simple formula. Kilometers (km) and miles (mi) are both units of length or distance, but they are used in different countries and contexts.

Identify the number of kilometers you want to convert. For example, let's say you have 10 kilometers. Use the conversion factor of 0.621371 to convert kilometers to miles. This factor represents the number of miles in one kilometer. Multiply the number of kilometers by the conversion factor. In this example, 10 km * 0.621371 = 6.21371 miles.

Round the result to the desired number of decimal places, if necessary. So, to summarize, the formula for converting kilometers to miles is: miles = kilometers * 0.621371. With this formula, you can easily convert any number of kilometers to miles, whether you're working with large distances or small ones.

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The equation of line t in slope intercept form is 5y - 3x = -1

The equation of line s is y=3/5x + 2/5

This is in the slope intercept form

y = mx + c

where m represents the slope of the line

The slope of the line  y=3/5x + 2/5 is 3/5

The slope of two parallel line is same

The slope of line t is 3/5, it passes through the points (2, 1)

The equation of the line is

y - y₁ = m(x - x₁)

y - 1 = 3/5 (x - 2)

5y - 5 = 3x - 6

5y - 3x = -6 + 5

5y = 3x  -1

y = 3/5 x - 1/5

Therefore, the equation of line t in slope intercept form is 5y - 3x = -1

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Comparing the surface areas of the three containers, we find that the cylinder requires the least amount of material to make, with a surface area of approximately 39.99 cm².

To determine which container requires the least amount of material to make, we need to compare the surface areas of the three containers: the cylinder, the regular pentagon-based prism, and the square-based prism.

1. Cylinder:

The formula for the lateral surface area of a cylinder is given by:

A_cylinder = 2πrh,

where r is the radius of the base and h is the height of the cylinder.

Given that the volume of the cylinder is 20 cm³ and the height is 5 cm, we can calculate the radius:

V_cylinder = πr²h,

20 = πr²(5),

r² = 4/π,

r ≈ 1.27 cm.

Substituting the values into the lateral surface area formula, we get:

A_cylinder = 2π(1.27)(5) ≈ 39.99 cm².

2. Regular Pentagon-Based Prism:

To find the surface area of a regular pentagon-based prism, we need to know the apothem (a line segment from the center of the polygon to the midpoint of one of its sides) and the height of the prism.

Since the container holds 20 cm³ of water and has a height of 5 cm, each layer of water has a volume of 20/5 = 4 cm³. As the prism is regular, we can find the side length of the pentagon by calculating the square root of the prism's volume:

side length = √(4/tan(π/5)) ≈ 2.12 cm.

The apothem of a regular pentagon can be calculated using the formula:

apothem = side length / (2tan(π/5)) ≈ 1.85 cm.

The lateral surface area of the pentagon-based prism is given by:

A_pentagon = 5 × (1/2 × perimeter × apothem) = 5 × (5 × 2.12 × 1.85) ≈ 49.17 cm².

3. Square-Based Prism:

Since the container holds 20 cm³ of water and has a height of 5 cm, each layer of water has a volume of 20/5 = 4 cm³. Thus, the base area of the square is 4 cm².

The lateral surface area of a square-based prism is given by:

A_square = 4 × side × height,

where side is the length of one side of the base and height is the height of the prism.

Given that the base area is 4 cm² and the height is 5 cm, we can calculate the side length of the square base:

4 = side²,

side ≈ 2 cm.

Substituting the values into the lateral surface area formula, we get:

A_square = 4 × 2 × 5 = 40 cm².

Comparing the surface areas of the three containers, we find that the cylinder requires the least amount of material to make, with a surface area of approximately 39.99 cm².

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\(f(x)=-\cfrac{1}{2}x^2 + 5x\hspace{13em}g(x)=x^2+2 \\\\[-0.35em] ~\dotfill\\\\ g(-2)=(-2)^2+2\implies g(-2)=4+2\implies g(-2)=6 \\\\[-0.35em] ~\dotfill\\\\ f(~~g(-2)~~)\implies f(6)\implies f(6)=-\cfrac{1}{2}(6)^2+5(6) \\\\\\ f(6)=-\cfrac{36}{2}+30\implies f(6)=-18+30\implies \stackrel{f(~~g(-2)~~)}{f(6)}=12\)

Answer:

2/8

Step-by-step explanation:

they can both be divides by two making 1/4 or multiply 1/4 by 2 and youll get 2/8

Answer:

The equation in standard form is \(y = -x^{2}+8\cdot x -18\). The "a" value is -1.

Step-by-step explanation:

A quadratic function is the standard form of the parabola. We can take advantage of the symmetry property of the parabola by using the following formula from the Analytical Geometry:

\(y - k = C\cdot (x-h)^{2}\) (1)

Where:

\(C\) - Parabola constant, dimensionless.

\(x\) - Independent variable, dimensionless.

\(y\) - Depedent variable, dimensionless.

\(h\), \(k\) - Coordinates of the vertex of the parabola, dimensionless.

If we know that \((x_{1},y_{1})=(2,-6)\), \((x_{2},y_{2})=(7,-11)\) and \(h = 4\), then we have the following system of linear equations:

\((x_{1},y_{1})=(2,-6)\)

\(-6-k = C\cdot (2-4)^{2}\)

\(4\cdot C +k = -6\) (2)

\((x_{2},y_{2})=(7,-11)\)

\(-11-k =C\cdot (7-4)^{2}\)

\(9\cdot C + k = -11\) (3)

By clearing \(k\) in (2) and (3) and equalizing each other, we get that:

\(-6-4\cdot C = -11-9\cdot C\)

\(5\cdot C = -5\)

\(C = -1\)

And the remaining variable is calculated by substituting directly on (3):

\(k = -11-9\cdot C\)

\(k = -11-9\cdot (-1)\)

\(k = -2\)

Then, the equation of the parabola is:

\(y+2 = -(x-4)^{2}\)

And the standard form of the equation is obtained by algebraic handling:

\(y+2 = -(x^{2}-8\cdot x + 16)\)

\(y + 2 = -x^{2}+8\cdot x -16\)

\(y = -x^{2}+8\cdot x -18\) (4)

The equation in standard form is \(y = -x^{2}+8\cdot x -18\). The "a" value is -1.

Answer:

The relationships that describe angles 1 and 2 are:

Vertical angles: Vertical angles are a pair of opposite angles formed by the intersection of two lines. Angles 1 and 2 are vertical angles since they are opposite angles formed by the intersection of line AB and line CD.

Supplementary angles: Supplementary angles are two angles that add up to 180 degrees. Angles 1 and 2 are supplementary angles since they form a straight line.

Therefore, the correct answers are:

Vertical angles

Supplementary angles

The expressions are equivalent and help us find the product of two numbers, which are 30 and 2. This principle can be applied to solve complex equations. Here option A is the correct answer.

The two expressions, \(\left(30-2\right)\left(30+2\right) & 30^{2}-2^{2}\), are equivalent due to the distributive property of multiplication over addition. By simplifying both expressions, we can see that they both evaluate to the same value of 868.

To find the product of two numbers, we can use the fact that \(30^{2}-2^{2}\) is equal to (30+2)(30-2). This can be derived from the identity \((a+b)(a-b) = a^{2}-b^{2}\), where a and b are any real numbers.

Therefore, we can conclude that the two numbers whose product is being calculated are 30 and 2. We can check this by multiplying 30 and 2, which gives us 60, and verifying that (30+2)(30-2) = 32*28 = 896, which is equal to the product of 30 and 2 added to the square of 2, i.e., \(30 \times 2+2^{2} = 60+4 = 64\).

In conclusion, the expressions \(\left(30-2\right)\left(30+2\right)\) and \(30^{2}-2^{2}\) are equivalent and help us find the product of two numbers, which are 30 and 2. This mathematical principle can be applied to many other problems in algebra and can be a useful tool for solving complex equations and problems.

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Complete question:

The expressions \(\left(30-2\right)\left(30 2\right)\) and \(30^{2}-2^{2}\) are equivalent and can help us find the product of two numbers. which two numbers are they?

A - 30, 2

B - 30, 4

C - 4, 39

D - 5, 32

Answer:

bshem

the

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where

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START Startkaro

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Answer:

2y +xy

Step-by-step explanation:

i think this is what you are looking for

Answer:

Part A: If (26)x = 1, the value of x is approximately 0.03846.

Part B: If (50)x = 1, the possible value of x is approximately 0.02.

Step-by-step explanation:

Part A: To find the value of x in the equation (26)x = 1, we need to find the value that, when raised to the power of 26, will equal 1. This value can be found by taking the reciprocal (or multiplicative inverse) of 26 and taking the natural logarithm of both sides.

Using the formula x = 1/26, we get:

x = 1/26 = 0.03846

So, the value of x in the equation (26)x = 1 is approximately 0.03846.

Part B: To find the possible values of x in the equation (50)x = 1, we need to find the values that, when raised to the power of 50, will equal 1. This value can be found by taking the reciprocal (or multiplicative inverse) of 50 and taking the natural logarithm of both sides.

Using the formula x = 1/50, we get:

x = 1/50 = 0.02

So, the possible value of x in the equation (50)x = 1 is approximately 0.02.

Answer:

7. 8 I think (typing more for the limit)

Answer:

7.8

Step-by-step explanation:

Answer:

$442.40

Step-by-step explanation:

14x2=28

21x2=42

42+28=70

70x6.32=442.4

The number of teams formed by the total number of students will be 4.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that centre, Middle School is having a pie eating contest and needs a team consisting of 5 people from Mrs Brown's classroom. There are 20 students in Mrs Brown's classroom.

The number of teams will be calculated as,

N = 20 / 5

Therefore, the number of teams formed by the total number of students will be 4.

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Since triangles RST and XYZ are congruent, the statement that must be true is:

B. ∠R ≅ ∠X

When two triangles are congruent, then every corresponding sides and corresponding angles of both triangles would also be congruent.

Since ΔRST and ΔXYZ are said to be congruent, then all its corresponding parts would also be congruent to each other. Angles R and X are corresponding angles. Therefore, the statement that must be true is:

B. ∠R ≅ ∠X

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