1.7 + 1.4?
I'll fail maith, then be a dropout of highschool, i need someone!!!

Answer:

0.08

Step-by-step explanation:

5 ^-2 * cube root of 8

first of all, let us solve 5^-2

using the law of indices;

a^-2 = 1 / a ^2

following this law, we have;

5^-2 = 1 / 5^2

we know that 5^2 = 25

therefore,

5^-2 = 1 / 25

now, let is continue by solving the cube root of 8

now, there are three ways of solving this;

we could just simply think of any number that when multiplies itself three times times, it gives 8, or we could just simply use a calculator

regardless of what we use, we have to end up with the number 2 as the answer

leading is to our conclusion.

from all our solution, we have reduced our question to;

1 / 25 ( which is 5^-2) * 2 ( which is the cube root of 8 )

= 1 / 25 * 2 / 1

note that 2 is the same as 2 / 1. We put it like this when we want to carry out an operation on an integer ( e.g. 2) and and a fraction ( e.g. 1 / 25 )

so,

1 / 25 * 2 / 1 =

2 / 25 ( the two multiplies the 1 in 1 / 25 and the 25 multiplies the 1 in 2 / 1)

leaving our answer in decimal, we have;

0.08

hope this helps,

thanks!!!

The sum of the roots of 2x² − 6x + 1 = 0 is 3 and the product is 0.5076.

The values of variables that satisfy the given quadratic equation are known as its roots. In other words, x = α is a root of the quadratic equation f(x) if f(α ) = 0. The real roots of an equation f(x) = 0 are the x-coordinates of the points where the curve y = f(x) intersects the x-axis.

To find  sum and the product we first need to find roots/zeroes of the quadratic equation 2x² − 6x + 1 = 0, i.e.

⇒ 2x² − 6x + 1

⇒ 2x²−6x + 1

Putting them in quadratic equation

\($ \Rightarrow x={\frac {-b\pm {\sqrt {b^{2}-4ac}}}{2a}}\)

\($ \Rightarrow x={\frac {-(-6)\pm {\sqrt {(-6)^{2}-4(2)(1)}}}{2(2)}}\)

\($ \Rightarrow x = \frac{3 -\sqrt{7} }{2}\), \($ \Rightarrow x_2 = \frac{3 +\sqrt{7} }{2}\)

⇒ x = 0.177124,  x₂ = 2.822876

⇒ x = 0.18,  x₂ = 2.82

The sum of the equation roots of 2x² − 6x + 1 = 0 is

0.18 + 2.82 = 3

The Product of the equation roots of 2x² − 6x + 1 = 0 is

0.18 × 2.82 = 0.5076

Thus, The sum of the roots of 2x² − 6x + 1 = 0 is 3 and the product is 0.5076.

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Answer:

\(D.\:\left(5x+3\right)\left(3x-4\right)\)

Step-by-step explanation:

\(15x^2 - 11x-12\)

\(\left(15x^2+9x\right)+\left(-20x-12\right)\)

\(15x^2+9x:3x\left(5x+3\right)\)

\(-20x-12:-4\left(5x+3\right)\)

\(3x\left(5x+3\right)-4\left(5x+3\right)\)

\(\left(5x+3\right)\left(3x-4\right)\)

~

Answer:

ITS B

Step-by-step explanation:

well f and t are congruent and st and fl are congruent too and o has vertical angles. so I hope the answer is B

:))))

The expanded form of V(x) = x(9-2x) (11-2x) is V(x)  = 4x^3 - 20x^2 + 99x

The missing information in the question is to express V(x) in standard form

We have:

V(x) = x(9-2x) (11-2x)

Open the brackets

V (x) = x(99 - 2x - 18x + 4x^2)

Evaluate the like terms

V (x) = x(99 - 20x + 4x^2)

Expand

V (x) = 99x - 20x^2 + 4x^3

Rewrite as:

V(x)  = 4x^3 - 20x^2 + 99x

Hence, the expanded form of V(x) = x(9-2x) (11-2x) is V(x)  = 4x^3 - 20x^2 + 99x

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The cost of a compact disc before the sale tax is $13.45. The correct option is B.

The percentage is defined as representing any number with respect to 100. It is denoted by the sign %. The percentage stands for "out of 100." Imagine any measurement or object being divided into 100 equal bits.

Given that the total cost of a compact disc, including a 6% sales tax, is $14.31.

The cost before the sale tax will be calculated as,

Cost = 14.31 x ( 1 - 0.06 )

Cost = 14.31 x 0.94

Cost = $13.45

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Answer:

  a) see attached

  b) 15015 meters

Step-by-step explanation:

You want the voltage, current, resistance, and power for each component of the circuit shown in the diagram.

The relevant circuit relations are ...

Given current and resistance for element 1, we immediately know its voltage is ...

  V = IR = (4)(10) = 40 . . . . volts

Given the voltage on element 3, we know that parallel element 2 has the same voltage: 30 volts.

Given the voltage at T is 90 volts, the sum of voltages on elements 1, 2, and 4 must be 90 volts. That means the voltage on element 4 is ...

  90 -(40 +30) = 20

The current in elements 1, 4, and T are all the same, because these elements are in series. They are all 4 amperes.

That 4 ampere current is split between elements 2 and 3. The table tells us that element 2 has a current of 1 ampere, so element 3 must have a current of ...

  4 - 1 = 3 . . . . amperes

The resistance of each element is the ratio of voltage to current:

  R = V/I

Dividing the V column by the I column gives the values in the R column.

Note that power source T does not have a resistance of 22.5 ohms. Rather, it is supplying power to a circuit with an equivalent resistance of 22.5 ohms.

Power is the product of voltage and current. Multiplying the V and I columns gives the value in the P column.

Note that the power supplied by the source T is the sum of the powers in the load elements.

We found that the transmitter is receiving a power of 90 watts, so its operating frequency is ...

  (90 W)×(222 Hz/W) = 19980 Hz

Then the wavelength is ...

  λ = c/f

  λ = (3×10⁸ m/s)/(19980 cycles/s) ≈ 15015 m/cycle

The wavelength of the broadcast is about 15015 meters.

__

Additional comment

The voltage and current relations are "real" and used by circuit analysts everywhere. The relationship of frequency and power is "made up" specifically for this problem. You will likely never see such a relationship again, and certainly not in "real life."

Kirchoff's voltage law (KVL) means the sum of voltage rises (as at T) will be the sum of voltage drops (across elements 1, 2, 4).

Kirchoff's current law (KCL) means the sum of currents into a node is equal to the sum of currents out of the node. At the node between elements 1 and 2, this means the 4 amps from element 1 into the node is equal to the sum of the currents out of the node: 1 amp into element 2 and the 3 amps into element 3.

As with much of math and physics, there are a number of relations that can come into play in any given problem. You are expected to remember them all (or have a ready reference).

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espero yer ajudado

sorry

Answer:

3y^2 3√3y(end route) if you are simplifying, and (81y^7)^1/3 if you are rewriting it.

Step-by-step:

I know this!

Answer:

3

Step-by-step explanation:

Divide 1kg or 1000g by 350 and round up to the next integer. That's it.

Answer:

3 packages

Step-by-step explanation:

350+350=700

700+350=1100

1000 grams=1 kilograms

The theoretical probability of the spinner not landing on blue is 0.625.

Probability is a way to gauge how likely something is to happen. According to the probability formula, the likelihood that an event will occur is equal to the proportion of positive outcomes to all outcomes. The probability that an event will occur P(E) is equal to the ratio of favorable outcomes to total outcomes.

Given A spinner with repeated colors numbered from 1 to 8 is shown,

total outcome = 8

a favorable outcome for blue = 3

a favorable outcome for red = 1

a favorable outcome for purple = 2

a favorable outcome for yellow =  2

probability =  favorable outcome/total outcome

P(blue) = 3/8

P(blue) = 0.375

P(not blue) = 1 - P(blue)

P(not blue) = 1 - 0.375

P(not blue) = 0.625

Hence option B is correct.

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Answer:

Step-by-step explanation: The final answer is K= 6, -2/5 or in decimal form: K=6, -0.4

Answer:

k=6,-2/5

Step-by-step explanation:

I hope this helps

(PS, it was too complicated to explain)

-Scorpio

Answer:

so

box1 = x

box2= 9

Step-by-step explanation:

5(x+9)  

distribute

5(x) + 5(9)

5x + 45

Answer:

10:33

Also YB better

Step-by-step explanation:

Answer: there will be 33 kids what is 33 divided by 10

                                                 3           r  3

Step-by-step explanation:  33÷ 10 = 30

Answer:

2, 4, 6, and 8, respectively

Step-by-step explanation:

The rule says that 2 times the x value, which we are given, equals to y, which we must find. So all we hve to do is multiply each of the given x values by two to get the y value.

Answer:

y=2x

Step-by-step explanation:'

Multiply the x times 2

\(\frac{1}{2}\)                      \(\frac{2}{4}\)                     \(\frac{3}{6}\)                   \(\frac{4}{8}\)        

2          4          6           8

The width οf the garden is w = 5 ft.

Let's use the Pythagοrean theοrem tο sοlve this prοblem. We knοw that the length οf the garden is 12 ft, and the length οf the diagοnal is 13 ft. Let's use "w" tο represent the width οf the garden. We can set up the fοllοwing equatiοn:

\(13^2 = 12^2 + w^2\)

Simplifying the equatiοn, we get:

\(169 = 144 + w^2\)

Subtracting 144 frοm bοth sides, we get:

\(25 = w^2\)

Taking the square rοοt οf bοth sides, we get:

w = 5 οr w = -5

Since the width οf the garden cannοt be negative, we can discard the sοlutiοn w = -5. Therefοre, the width οf the garden is w = 5 ft.

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The probability that two red balls are chosen from the vase would be = 1/9

Probability is defined as the concept that proves that an event may occur or not.

The number of red balls = 7

The number of black balls = 2

The number of green balls = 9

The total number of balls in the vase = 18

The probability of getting 2 red balls = 2/18 = 1/9

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Answer: (0, -2)

Step-by-step explanation:

The medication would you choose to take will be mean value of relieving headaches of 65% and the standard error of the mean was 2%.

The huge standard error of the mean means that A will undoubtedly be much riskier. A could very likely relieve your headache, but it could also very unlike to do so because of this large standard error of the mean. Therefore, in an extremely urgent situation, option B would likely be the safer choice because you're more likely to be very close to that 65 percent rate, which is fairly reliable.

There are various mean types in mathematics, particularly in statistics. Each mean helps to summarize a certain set of data, frequently to help determine the overall significance of a specific data set.

The population mean's likelihood to differ from a sample mean is indicated by the standard error of the mean, or simply standard error. It reveals how much the sample mean would change if a study were to be repeated with fresh samples drawn from a single population.

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The point-slope form is y - y₁ = m(x - x₁), where (x₁, y₁) represents the given point and m is the slope. The equation of the line that is perpendicular to y = -2x + 4 and passes through the point (4, 2) is given by option D: y = -2x.

To determine which equation represents a line perpendicular to y = -2x + 4 and passes through the point (4, 2), we need to consider the slope of the given line. The equation y = -2x + 4 is in slope-intercept form (y = mx + b), where the coefficient of x (-2 in this case) represents the slope of the line.

Since we are looking for a line that is perpendicular to this given line, we need to find the negative reciprocal of the slope. The negative reciprocal of -2 is 1/2. Therefore, the slope of the perpendicular line is 1/2.

Now, we can use the point-slope form of a line to find the equation. The point-slope form is y - y₁ = m(x - x₁), where (x₁, y₁) represents the given point and m is the slope.

Substituting the values (4, 2) for (x₁, y₁) and 1/2 for m, we get:

y - 2 = (1/2)(x - 4).

Simplifying this equation, we find:

y - 2 = (1/2)x - 2.

Rearranging the terms, we obtain:

y = (1/2)x.

Therefore, option D, y = -2x, represents the equation of the line that is perpendicular to y = -2x + 4 and passes through the point (4, 2).

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Answer:

Step-by-step explanation:

Please I don't understand your question

Answer:

7, 14, 21

Step-by-step explanation:

for n as term number

n = 1

7n = 7

n = 2

7n = 14

n = 3

7n = 21

hence the first 3 terms are 7, 14, 21

Answer:

The graph above indicates that 1. Starts by drifting far away from the starting point (0,0), Then 2. Stays the same pace but still away from the starting point, finally 3. Starts coming toward the starting point and getting closer again.

Step-by-step explanation:

Answer:

The answer is 60 degrees

Step-by-step explanation:

x+20 = 80 (alternate angle)

x=60

The type of hypothesis which posits a difference between groups, but the difference is not specified is (c) nondirectional hypothesis.

The Non-Directional hypothesis explains that there is a difference between two groups without specifying the direction of the difference.

The non-directional hypothesis is also known as a two-tailed hypothesis.

For example, a nondirectional hypothesis might be "there is a difference in intelligence between males and females" without specifying whether males or females have higher intelligence.

A nondirectional hypothesis is appropriate when there is no prior knowledge or expectation about the direction of the difference between two groups.

Therefore, the correct option is (c).

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The given question is incomplete, the complete question is

What type of hypothesis posits a difference between groups, but the difference is not specified?

(a) directional hypothesis

(b) research hypothesis

(c) nondirectional hypothesis

(d) null hypothesis.

Answer:

he has 15 books

Step-by-step explanation:

18 + 7 = 25

25 - 10 = 15