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Answer:

A- x - y = z

Step-by-step explanation:

A = x + y + z

- x

A - x = y + z

- y

A- x - y = z

Answer:

2^(3/7)

Step-by-step explanation:

For these types of questions, what is inside the root is the numerator, and what is on top is the denominator.

3 is in the root, so it is the numerator

7 is outside the root, so it is the denominator

Therefore, The answer is 2^(3/7)

First begin with the interest formula.

Interest = Principal x Rate x Time

The $250 is the principal is the amount of money invested.

The rate is 4% which translates to the decimal .04.

The time is 5 years.

So we have I = (250)(.04)(2).

Multiplying, (25)(.04) is 10 and we have 10(2) which is 20.

This means that the interest earned in 2 years is $20.

The answer to this question is B

Answer:

x=33°

Step-by-step explanation:

x+57°=90°

x=90°-57°=33°

Answer:-

\(\frac{1}{3}\)

Step-by-step explanation:

Delta y / Delta x (delta = difference of)

\(\frac{1}{3}\).

Answer: 0.2

Step-by-step explanation:

The first hundred natural numbers are 1 to 100.

Now, the numbers that are multiples of 5 are the numbers that end in 5 or 0, so we have:

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100

So in the range, we have 20 multiples of 5.

Now, when we select at random, each number has the same probability of being selected, then the probability of randomly selecting a multiple of 5 is equal to the number of multiples of 5 divided the total number of options in the set.

we have 20 multiples of 5, and in the set we have a total of 100 numbers, then the probability is:

P = 20/100 = 0.2

From power rules, the equation \((x^2)^{-2}+x^4*x^5\) is represented by \(\frac{1}{x^4} +x^9\) and the  \(\frac{x^2}{x^4} -(x^2)^2\) is represented by \(\frac{1}{x^2} -x^4\).

Knowing some of the main power rules.

For solving this question, you should identify which power rules you will apply and after that solve the expression.

The question gives two algebraic expressions.

(1)  \((x^2)^{-2}+x^4*x^5\)

(2)  \(\frac{x^2}{x^4} - (x^2)^2\)

The rules that you will be applied are: multiplication, power and exponent negative.

\((x^{-4})+x^9\)=  \(\frac{1}{x^4} +x^9\)

The rules that you will be applied are: division, power and  exponent negative.

\(\frac{x^2}{x^4} -(x^2)^2=x^{-2}-x^4=\frac{1}{x^2} -x^4\)

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Answer:

5x+2

Step-by-step explanation:

...................

Answer:

C. 3^9

Step-by-step explanation:

You would simply just add the exponents.

Answer:

3^9

Step-by-step explanation:

5+4=9

The standard form of a linear equation is expressed as

Ax + By = C

The given points that the line passed through are (6, 4) and (- 4, 9)

The first step is to find the slope of the equation. The formula for finding slope is expressed as

slope, m = (y2 - y1)/(x2 - x1)

From the points given,

x1 = 6, y1 = 4

x2 = - 4, y2 = 9

m = (9 - 4)/(- 4 - 6) = 5/- 10

m = - 1/2

The eqyation of a line in the slope intercept form is expressed as

y = mx + c

m = slope

c = y intercept

To find c, we would substitute m = - 1/2, x = 1 and y = 4 into the slope intercept equation. It becomes

4 = - 1/2 * 1 + c

4 = - 1/2 + c

c = 4 + 1/2 = 9/2

Thus, we have

y = - x/2 + 9/2

Converting it to standard form, the standard form is

x/2 + y = 9/2

- x + 2y = 9

where

A = - 1, B = 2 and C = 9

Answer:

1/4

Step-by-step explanation:

1/2 + 1/4= 3/4

Answer:

1/2 + 1/4 = 3/4

Step-by-step explanation:

can I please have brainliest? :)

Step-by-step explanation:

This is the answer for 1., but the steps are the same for the rest of the questions, so I am sure you will be able to get the rest!

Slope is the value in front of the X and basically tells us how far up or down the line moves in 1 square across the line. It goes up if it is positive, and down if it is negative.

Y-intercepts can be found by plugging in 0 for x.

For question 1:

y=\(\frac{3}{5}\)(0)+3=3 so the y-intercept is 3 up from 0.

Then, we can use our slope which is a fraction, the top can be thought of as rise and the bottom is run. This means each point will be 3 up and 5 to the right.

Answer:

2/ Points at (0,-5), ( 1,-4), (2,-3)

Step-by-step explanation:

The slope is rise/run

The slope is x, which mean = 1

If you can please give me a Brainliest, thank you!

Answer:

g

Step-by-step explanation:

Answer:

Step-by-step explanation:

The spheres reach the bottom of the incline at the same time. This is because, in the absence of any other external forces, the time it takes for an object to roll down an incline depends only on the height and not on the mass or radius of the object.

However, the sphere with the larger radius has a greater speed at the bottom of the incline. This is because the larger sphere covers a greater distance during its roll down the incline, resulting in a higher final velocity.

Regarding the total kinetic energy at the bottom, the sphere with the larger radius and mass has a greater total kinetic energy. The kinetic energy of an object is directly proportional to its mass and the square of its velocity. Since the larger sphere has a greater mass and higher velocity at the bottom, it will possess more kinetic energy compared to the smaller sphere.

In summary:

Both spheres reach the bottom of the incline at the same time.

The sphere with the larger radius has a greater speed at the bottom.

The sphere with the larger radius and mass has a greater total kinetic energy at the bottom.

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Answer:

0

Step-by-step explanation:

Slope = Change in Y/Change in X

Slope = -6 - (-6)/3 - (-7)

Slope = 0/10

Slope = 0

This is a horizontal line

-Chetan K

Answer:

Let (-7, -6) be (x1, y1)

and (3, -6) be (x2, y2)

The slope can be found with \(\frac{y2-y1}{x2-x1}\)

Substitute in values:

\(\frac{-6-(-6)}{3-(-7)} =0\)

The slope is 0. (It is a horizontal line.)

a.

The equation to graph the left side of the letter "V" is y = -3x - 6.

b.  The points for the right side are then (-4, -6) and (0, 6).

c. The equation to graph the right side of the letter "V" is y = 3x + 6.

a.

The slope-intercept form of a linear equation is  y = mx + b.

The  points (-4, 6) and (0, -6):

m = (change in y) / (change in x)

= (-6 - 6) / (0 - (-4))

= -12 / 4

= -3

the y-intercept (b):

6 = -3(-4) + b

6 = 12 + b

b = 6 - 12

b = -6

b.

We will use the points (-4, 6) and (0, -6) and reverse the sign of the y-values. The points for the right side will be  (-4, -6) and (0, 6).

c.

We find slope (m) using the points (-4, -6) and (0, 6):

m = (change in y) / (change in x)

= (6 - (-6)) / (0 - (-4))

= 12 / 4

= 3

The y-intercept (b):

-6 = 3(-4) + b

-6 = -12 + b

b = -6 + 12

b = 6

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Answer:

Angle AOB and angle COD = Vertical.

Angle DOE and angle COD = Complementary, adjacent.

Angle AOB and angle AOD = Supplementary, adjacent.

Step-by-step explanation:

Angle AOB and angle COD are vertically opposite angles because the angle of AOB is the same with the angle of COD.

Angle DOE and COD are complementary because two of them added together will give 90° and they are adjacent because they have a common line (line DO) and a common point (point O).

Angle AOB and AOD are supplementary because when they are added together, it will give 180° and they are adjacent because they have a common line (line AO) and a common point (point O).

I hope you understand my explanation.

Answer:

\((2x + 7) ( x + 7)\)

Step-by-step explanation:

The principle that does NOT reflect the RTI (Response to Intervention) model for math is.

d. providing intervention for all students, whether they need it or not.

The RTI model for math is designed to support students' learning by providing targeted interventions based on their specific needs.

The model emphasizes regularly monitoring students' progress to identify those who may require additional support. It also promotes screening all students for math ability to ensure early identification of struggling learners.

Additionally, evidence-based math instruction is a key principle of the RTI model, meaning that instructional strategies are based on research and proven to be effective. However, the principle that does not align with the RTI model is providing intervention for all students, whether they need it or not.

RTI focuses on providing interventions to students who demonstrate a need for additional support based on data and assessments, rather than providing intervention universally without regard to individual student needs.

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Step-by-step explanation:

 21 = 30  (1/2)^n  

 21/30 = (1/2) ^n                 where n = number of half lives (47 years each)

                                     LOG both sides

LOG ( 21/30) = n LOG (1/2)

n = LOG (21/30) / (LOG (1/2)) = .5145 half lives  

    .5145 * 47 yr = 24.2 years

Answer: Simple. All the things that I could possibly do.

There are many wishes that I hold and with the opportunity given to do anything for one day, who knows what I could do? But one of the most important thing that I would really like to do is to meet someone that I really have wanted to meet for so long. That's one of the things that I'd truly like to do. Another thing is to have as much fun as I can. Be able to go somewhere or to visit something, that would be really nice. of course there are more things that I'd like to do but it would just be too much to list. :)

Answer:

if i had one day to do anything...

Step-by-step explanation:

i'd travel the world go to as many places as possible i'd meet as many pple as possible i'd try as many new things as possible... i'd go sky diving, i'd get a tattoo *alotta tattoos lol* i'd learn to surf, i'd go in a hot air balloon, i'd swim with dolphins, i'd try on wedding dresses, i'd buy Chanel just to show it off, then i'd give it away to some nice less fortunate kid. i'd just do everything on my bucket list yk? thanks for the pt's mate, much appreciated, blessings, xx, nm <3 :)

Answer: The linear model does not describe the data well because most of the points are located above the line.

Step-By-Step Explanation: The scatterplot shows the data points, and it also shows the linear model that Henry drew.

The application of the identity tan(a+b) = (tan(a)+tan(b))/(1-tan(a)tan(b)).the result tan(2x) = 2*tan(x)/(1 - tan²(x)).

Statement | Reason

Tangent (2x) | Given= tangent (x + x) | 1= startfraction tangent (x) + tangent (x) over 1 minus tangent (x) tangent (x) endfraction | 2= startfraction 2 tangent (x) over 1 minus tangent squared (x) endfraction | 3.Reason 1 is the application of the identity tan(a+b) = (tan(a)+tan(b))/(1-tan(a)tan(b)). Reason 2 is the application of the identity tan(2x) = 2*tan(x)/(1 - tan²(x)). Reason 3 is the result of the two previous steps, which is the solution to tan(2x). By applying the identities, we have derived the result tan(2x) = 2*tan(x)/(1 - tan²(x)).

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Answer:

Reason 1 is - Addition

Reason 2 is - Tangent Sum Identity

Reason 3 is - Simplify

Step-by-step explanation:

edge

Answer:

118degrees

Step-by-step explanation:

Assuming we are given the following and m<k and ,<N lies on the same straight line, hence;

m<K = 62 degrees

n<N = ?

Since are on the same straight line, hence;

m<N + m<K = 180

m<N + 62 = 180

m<N = 180 - 62

m<N  = 118

Hence the measure of m<N is 118degrees

'

,

Answer:

2

Step-by-step explanation:

quarter = 25

2 quarter = 50

The formula for the pressure of a gas is given by the Ideal Gas Law, which states that P = nRT/V, where P is the pressure, n is the amount of gas in moles, R is the ideal gas constant, T is the temperature in kelvin, and V is the volume in cubic centimeters (cc).

Given the initial conditions, we can find the value of the ideal gas constant R:
1170 kpa = (6 moles)(R)(260 K) / (720 cc)
R = (1170 kpa)(720 cc) / (6 moles)(260 K)
R = 8.27 kpa·cc/mol·K
Now, we can use this value of R to find the pressure under the new conditions:
P = (3 moles)(8.27 kpa·cc/mol·K)(280 K) / (180 cc)
P = 3898.6 kpa·cc / 180 cc
P = 2166 kpa

Therefore, the pressure of the gas when the number of moles is 3, the temperature is 280 K, and the volume is 180 cc is 2166 kpa.

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Answer:

V = π*r^2*h/3

the formula not sure which answer represent that

117.29 ft^3

Step-by-step explanation: