18 div 3 - 7 + 2 x 5


Me doing the answer:

Answer:

x = 3

Step-by-step explanation:

The measure of the inscribed angle is half of measure of the intercepted arc .

Find the half of 192.

192/2 = 96

The inscribed angle is 96°.

Create an equation and solve for x.

31x + 3 = 96

31x + 3 - 3 = 96 - 3

31X = 93

31x/31 = 93/31

x = 3

The distance between two points is given as;

The number beneath the radical symbol is 58.

Answer:One of the answers is A:)

Step-by-step explanation:

Answer:it’s a,b,c

Step-by-step explanation:

The probability of at least one of your 10 lottery tickets being a winner is approximately 0.638 or 63.8%.

The probability of winning on a single lottery ticket is 1/8, which means that the probability of not winning is 7/8. If you buy 10 of these lottery tickets, the probability of not winning on any of them is:

(7/8)^10 = 0.362

This means that there is a 36.2% chance that none of your tickets will be a winner. To find the probability that at least one of your tickets will be a winner, we can use the complementary probability:

P(at least one winner) = 1 - P(no winners)

P(at least one winner) = 1 - 0.362

P(at least one winner) = 0.638

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Answer:

5, 25

Step-by-step explanation:

When you multiply any two whole numbers with each other and get 125 as the answer, you can say that both the numbers will be the factors of 125. 1× 125 = 125 and 5 × 25 = 125; thus, the factors of 125 are 1, 5, 25, and 125.

Answer:

What is meant by "Explain your answer?"

   On tests & problem sets students are often asked to explain the reasoning behind their answers. They are often frustrated and/or confused by “explain.” What & why are they supposed to explain? Here is one answer:

   It isn't enough to get the right answer -- you have to be able to explain how you got it. To be sure you get enough practice at explaining yourself, it pays to discuss the questions with your fellow students and/or to write out explanations of your reasoning. You need to both

           (1) Include the right facts, principles, etc., AND

           (2) Explain the logic that you used to solve the problem. How did you get from the facts to the answer?

   It is not sufficient to pile up unselected facts (even if they are correct), OR just to state the facts (even if they are the right ones), without explaining how they relate to the problem at hand, OR to just explain the logical train of thought (even if it is correct), without any specifics.

   That's what you shouldn't do. What should you aim for??

   Try to explain as if you were talking to a fellow student in the class who is generally intelligent, prepared, etc., but can't figure out this particular question.  In other words, explain your reasoning step by step.  Don't just repeat all the related facts in the book or notes--try to pick out the important, relevant points, put them in logical order, and explain (or diagram) how one leads to the next. (In other words, pretend you are writing a simple* answer key.)

*Note: The keys provided after each exam or problem set are usually quite complex and go beyond what we expect from an individual student. The posted keys tend to be so long and involved because they include not only correct answers (& explanations) but also explanations of common student misconceptions.

How to Get the Most out of Explaining

   When you explain things to yourself, or to others, try not to use pronouns. Use nouns instead. This may sound silly, but it really helps you to be sure that you understand what you are saying. If you use pronouns or vague terms you can fool yourself into thinking you understand when you really don't. An example: Suppose you say "The gene is transcribed and it goes to the cytoplasm and is translated, which uses tRNA and mRNA." What do you mean by it and/or which?  Is it the gene or the mRNA? Does which refer to translation or transcription? Sometimes you know, and you are just using shorthand. But sometimes you don't know, and you don't even realize it until you are forced to pick the right terms to replace "it" and "which."  So try to be as specific as possible instead of as vague and as general as possible. Being specific has multiple advantages. It helps you to learn, it helps listeners understand what you are saying, and it helps graders on exams know that you really understand what you are talking about.

Answer:

the third one

Step-by-step explanation:

Answer:

The answer is 3 5/6

Hope this helps

Answer: 3 5/6

Step-by-step explanation: 2 1/6 = 13/6 since 2 is just 6/6 2 times so 6x2=12 + 1 since its 1/6 so than 13/6+ 1 2/3 or 5/3 = 23/6 numerator becomes 6 since its bigger than 5 now convert it back down to a whole numer/simplifed = 3 5/6

The value of x as an int variable is 0

An int(integer) variable is a variable containing only whole numbers.

Given the expression;

x = - 3 + 4 % 6/ 5

Let's make into proper fraction, we have

x = - 3 + {}4/ 100 × 6/ 5

Multiply through

x = -3 + 6/ 5/ 4/ 100

x = -3 + {6/ 5 ÷ 0. 4}

x = -3 + {3}

expand the bracket

x = -3 + 3

Add like terms

x = 0

Thus, the value of x as an int variable is 0

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Complete question;

Assume that x is an int variable. what value is assigned to x after the following assignment statement is executed? x = -3 + 4 % 6/ 5;

The factored form of a - b is \(\left(5-3 p^{4}\right)\left(25+15 p^{4}+9 p^{8}\right)\).

A monomial is an expression that is the product of constant and non-negative integer powers of x, like \(3x^{2}\)..

A monomial is expressed as a product of two or more other monomials when it is factored.

Here,

a = 125

\($b=27 p^{12}$\)

To find: a - b

a - b = 125 - \(27 p^{12}$\)

a - b =  \(5^{3}-\left(3 p^{4}\right)^{3}$\)

We know that,

\($x^{3}-y^{3}=(x-y)\left(x^{2}+x y+y^{2}\right)$\)

Finding the factored form of a - b using this method:

\($a - b=\left(5-3 p^{4}\right)\left(5^{2}+5\left(3 p^{4}\right)+\left(3 p^{4}\right)^{2}\right)$\)

\($a-b=\left(5-3 p^{4}\right)\left(25+15 p^{4}+9 p^{8}\right)$\)

So, factored form of a - b is \($\left(5-3 p^{4}\right)\left(25+15 p^{4}+9 p^{8}\right)$\).

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Answer:

C

Step-by-step explanation:

Because if she wants to fill 90 balloons 100 is 30 so multiply by 30×3 and u get 90

Answer: 300

Step-by-step explanation:

i took the test and got it right

Answer:

b n=5

c. n=4

Step-by-step explanation:

Therefore, the area of the regular dodecagon with a side length of 8 units is approximately 1,843.21 square units.

In mathematics, area refers to the measure of the amount of space inside a two-dimensional shape or region. It is a measure of the size of a flat surface, and is typically expressed in square units, such as square meters (m²), square centimeters (cm²), or square feet (ft²). The area of a shape can be calculated using various formulas, depending on the type of shape. The concept of area is used in many areas of science and engineering, including physics, geometry, and architecture. It is particularly important in fields such as construction and landscaping, where the amount of material needed to cover a given area is often a key factor in planning and budgeting.

Here,

To find the area of a regular dodecagon, you can use the formula:

Area = (3 * √3 / 2) * s² * n

where s is the length of each side and n is the number of sides.

Substituting s = 8 and n = 12, we get:

Area = (3 * √3 / 2) * 8² * 12

Area = 3 * √3 * 64 * 12

Area = 1,843.21 square units (rounded to two decimal places)

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If water is being poured into the trough at a rate of 5 ft^3/min, the rate at which the water level is rising when the depth is 8 inches is 15√3/32 ft/min.

Length (L) = 8 feet

Side = 2 feet

If water is being poured into the trough at a rate of 5 ft^3/min. So

dV/dt = 5 ft^3/min

The depth is 8 inches.

h = 8 inches = 2/3 feet

The formula of volume (V) = √3/4 b^2 · L

Now putting the value

V = √3/4 b^2 · 8

Simplify

V = 2√3b^2

Using the Pythagorean Theorem

b/h = 2/√3

So b = 2/√3 h

Now putting the value of h in the volume V

V = 2√3(2/√3 h)^2

V = 2√3 × 4/3 × h^2

V = 8/√3 × h^2

Differentiating the equation with respect to t

dV/dt = 8/√3 d/dt(h^2)

dV/dt = 8/√3 × 2h dh/dt

dV/dt = 16h/√3 × dh/dt

As dV/dt = 5. So

5 = 16h/√3 × dh/dt

Multiply by √3 on both side, we get

16h dh/dt = 5√3

Divide by 16h on both side, we get

dh/dt = 5√3/16h

As h = 2/3. So

dh/dt = 5√3/(16×2/3)

After solving

dh/dt = 15√3/32 ft/min

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Answer:

The midpoint theorem states that “The line segment in a triangle joining the midpoint of two sides of the triangle is said to be parallel to its third side and is also half of the length of the third side."

Step-by-step explanation:

Step-by-step explanation:

you mean it is 6° less, right ?

supplement means together they have 180°.

complement means together they have 90°.

x is our angle.

180 - x is the supplement angle.

90 - x is the complement angle.

180 - x = 90 - x - 6

90 = -6

you see, that is not possible.

the difference between the supplementary angle and the complementary angle is always 90°.

e.g.

x = 30°

supplement = 180-30 = 150°

complement = 90-30 = 60°

the difference is : 150 - 60 = 90°

x = 80°

supplement = 180 - 80 = 100°

complement = 90-80 = 10°

the difference is : 100 - 10 = 90°

and so on.

so, again, there is no angle that satisfies that criteria.

either you made a mistake in the problem description, or your teacher tried to be tricky.

remember, as x has also a complementary angle, it must be smaller than 90°.

so, the supplementary angle of x must be larger than 90°, and therefore larger than the complementary angle.

there is no angle, for which the supplementary angle is smaller than the complementary angle.

Answer:

1.5

Step-by-step explanation:

3×1/2

3×1/2=

3/1×1/2

3/2= 1.5

The equation D = 1.5x/y represents the total distance traveled in km in terms of x.

Distance is a numerical representation of the distance between two items or locations. Distance refers to a physical length or an approximation based on other physics or common usage considerations.

We have:

On the first journey, a cyclist traveled 1 1/2 km in x minutes.

As we know,

Speed = distance/time

Distance = 1 1/2 = 3/2 km = 1.5 km

time = x

Speed = 1.5/x

On the second journey, the same cyclist traveled for y hours at the same average speed as on his first journey.

Distance = speed×time

Distannce(D) = (1.5/x)(y)

D = 1.5x/y

Thus, the equation D = 1.5x/y represents the total distance traveled in km in terms of x.

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The derivative dy/dx is equal to -2 / (5x) in terms of x and y.

We are asked to find the derivative dy/dx of the implicitly defined function x² × \(y^5\) × \(e^y\) = 0. To find this, we'll use implicit differentiation.
Implicit differentiation means we differentiate both sides of the equation with respect to x, treating y as a function of x, and then solve for dy/dx. So, let's differentiate both sides:
d/dx (x² × \(y^5\) × \(e^y\)) = d/dx (0)
First, we'll differentiate the left side using the product rule and chain rule:
(2x × y^5 × e^y) + (x² × 5y^4 × e^y × dy/dx) = 0
Now, we'll isolate dy/dx by subtracting the first term from both sides and then dividing by the second term:
dy/dx = - (2x × \(y^5\) × \(e^y\)) / (x² × \(5y^4\) ×\(e^y\))
We can simplify this expression by canceling out some common factors:
dy/dx = - (2x) / (5x²)
Further simplification gives:
dy/dx = -2 / (5x)
Thus, the derivative dy/dx is equal to -2 / (5x) in terms of x and y.

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The piecewise function of the travel of the car is now described in detail:

\(x (t) = 30\cdot t,\,0 \le t < 0.5\)  

\(x(t) = 15 + 60\cdot (t-0.5)\),  \(0.5\le t < 3.5\)  

\(x(t) = 195 + 45\cdot (t-3.5)\),  \(3.5\le t \le 4\)  

A piecewise function is a group of functions working on certain intervals, which corresponds to three expressions in this case. Likewise, the car moves at constant speed and the resulting distance is equal to the sum of initial position (\(x_{o}\)), in miles, and the product of speed (v), in miles per hour, and time (t), in hours.

Then, the piecewise function of the travel of the car is now described in detail:

\(x (t) = 30\cdot t,\,0 \le t < 0.5\)   (1)

\(x(t) = 15 + 60\cdot (t-0.5)\),  \(0.5\le t < 3.5\)   (2)

\(x(t) = 195 + 45\cdot (t-3.5)\),  \(3.5\le t \le 4\)    (3)

The map with key information of velocities is missing. We proceed to show the required information:

City - 30 miles per hour

Highway - 60 miles per hour

Mountain - 45 miles per hour

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The approximate values of the non-integral roots of the polynomial equation are -5.57, -1.95, 0.21, 1.27, and 4.73. These values represent the values at which the polynomial equation evaluates to zero, indicating the roots of the equation.

To find the roots of a polynomial equation, we set the equation equal to zero and solve for the unknown variable. In this case, we have a polynomial equation with non-integral roots.

To obtain the approximate values of these roots, numerical methods such as iterative methods or numerical approximation techniques can be used. These methods involve making educated guesses and refining the guesses until the equation evaluates to zero.

The resulting approximate values for the non-integral roots of the polynomial equation are -5.57, -1.95, 0.21, 1.27, and 4.73. These values are not exact, but they are close approximations to the actual roots of the equation.

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Answer: Store B and C sell at a lower unit price.

Step-by-step explanation:

Store B: $3.48/3 = $1.16 per pound.

Store C: $3.80/4 = $0.95 per pound.

Answer:

Step-by-step explanation:

5+ 1 7/8 = 6 7/8

3 - 1 3/4 = 1 1/4

7 3/4 + 4 = 11 3/4

4- 2 3/7 = 1 4/7

The area of a square is given by A = x², and its area is given by dA/dt = 2x(dx/dt). The square's sides increase at 4 m/s, so dx/dt = 4. Substituting dx/dt = 4 and A = 16m², we get dA/dt = 8x, which equals 32 m²/s.

Let x be the length of the square, then its area, A can be given by:A = x²Differentiating the above expression with respect to t, we have:

dA/dt = 2x(dx/dt)Given that the sides of the square is increasing at a rate of 4 m/s.

Therefore, we can say that dx/dt = 4.Substituting dx/dt = 4 and A = 16m² into the expression

dA/dt = 2x(dx/dt), we have:

dA/dt = 2x(dx/dt)

= 2x(4)

= 8x

= √A (since A = x²)

Therefore, x = √16 = 4m

Substituting this value of x into the expression dA/dt = 2x(dx/dt),

we have: dA/dt

= 8x

= 8(4)

= 32 m²/s

Therefore, the rate of change of the area of the square is 32 m²/s when the area of the square is 16m².

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A=22cm

B=21cm

C=23cm

Good luck

The maximum point of a function found by solving f'(x) = 0

1.Y(x) = 900, if x ≤ 30

2.900 - 40(x - 30), if x > 30

3.T(x) = x × Y(x)

4.dT/dx = 900, if x < 30

5.2100x - 40x² if x > 30

6.The derivative dT/dx equals zero at x = 52.5, but it is not valid in the given context.

7.The maximum yield occurs at x = 30 trees per acre, with a maximum yield of 27,000 peaches per acre.

8.T(x) is differentiable at x = 30.

To find the function that describes the per-tree yield, Y, in terms of x, use the given information:

If there are 30 or fewer trees planted per acre (x ≤ 30), the per-tree yield is 900 peaches per tree.

If there are more than 30 trees planted per acre (x > 30), the per-tree yield decreases by 40 peaches for every extra tree planted beyond 30.

The function Y(x) as follows:

Y(x) = 900, if x ≤ 30

Y(x) = 900 - 40(x - 30), if x > 30

find the total yield per acre, T, that results from planting x trees per acre. The total yield is simply the per-tree yield (Y) multiplied by the number of trees per acre (x):

T(x) = x × Y(x)

differentiate T with respect to x (dT/dx) to find where the maximum yield occurs.

dT/dx = d/dx (x × Y(x))

dT/dx = d/dx (x × (900 - 40(x - 30)))

To find if this derivative ever equals zero, it to zero and solve for x:

0 = 900 - 40(x - 30)

40(x - 30) = 900

x - 30 = 22.5

x = 52.5

So, the derivative dT/dx equals zero at x = 52.5. However, we need to check whether this value is valid for our function. Recall that if x > 30, the per-tree yield decreases by 40 peaches for every extra tree planted beyond 30. Therefore, planting 52.5 trees per acre would result in a negative per-tree yield, which is not physically meaningful in this context. Thus, the maximum yield occurs at the critical point within the valid domain, which is x = 30.

Now, let's find the maximum value of the yield at x = 30:

T(30) = 30 ×Y(30) = 30 × 900 = 27,000 peaches per acre

The optimal value of x that maximizes the yield is 30 trees per acre, and the maximum yield is 27,000 peaches per acre.

Finally, let's determine if T(x) is differentiable when x equals 30. Since T(x) is a piecewise function, we need to check if the left and right-hand derivatives at x = 30 are the same.

Left-hand derivative (x < 30):

dT/dx = d/dx (x × 900) = 900

Right-hand derivative (x > 30):

dT/dx = d/dx (x × (900 - 40(x - 30))) = d/dx (x × (900 - 40x + 1200)) = d/dx (2100x - 40x²)

Now, evaluate the right-hand derivative at x = 30:

dT/dx = 2100(30) - 40(30)² = 63,000 - 36,000 = 27,000

Since the left-hand derivative and the right-hand derivative at x = 30 are equal (both are 27,000), T(x) is differentiable at x = 30.

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The length BC of the right triangle is 18 units.

A right angle triangle is a triangle that has one of its angles as 90 degrees. The length BC of the right triangle can be found as follows:

Therefore, using proportion because triangle ABC is similar to triangle BDC.

x / 36 = 9 / x

cross multiply

x × x = 36 × 9

x² = 324

square root both sides of the equation

x = √324

x = 18 units

Therefore,

BC = 18 units

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Answer:

answer 2

Step-by-step explanation:

none

Answer:

2

Step-by-step explanation:

none

The image after the dilation is A' (-2,2) and (4,4)

Here, we have a pre-image with the endpoints A(-4,4) and B(8,8) and we want to find the image after dilation using the scale factor

To find its image after a dilation, we simply multiply the scale factor with each number on the coordinate

Thus, we have

A' as (-2,2) and B' as (4,4)

To plot the image, we can locate these coordinates and join them together and label them as A' and B'

7) alternate interior angle, Angle measure = 71°

8) alternate interior angle, Angle measure = 90°

Using an illustration:

7) The angle type is alternate interior angle

Alternate interior angle angles are equal.

Hence, the angle measure which is represented with question mark = 71°

8) The angle type is alternate interior angle

Alternate interior angle angles are equal.

The square in red represents 90°

Hence, the angle measure which is represented with question mark is 90°