2(n + 8)+5*n simplified

Answer:

She can buy two pounds

Step-by-step explanation:

it is 10$ for one pound

you have 20$ so you just se how many times 10$ can

go into 20$ and that 2 so that's your answer. i hope it helped you? ;)

Answer:

m= 2

inequality: 9.99m ≤ 20

Step-by-step explanation:

9.99m ≤ 20

÷9.99 ÷9.99

m ≤ 2.002002

about 2 mushrooms

Answer:

\(1(x {}^{8} + x {}^{4} + 1)\)

Step-by-step explanation:

\(x {}^{8} + {x}^{4} + 1 =1( x {}^{8} + x {}^{2} + 1)\)

Hope this helps ;) ❤❤❤

Let me know if there is an error in my answer.

Answer:

A. \(n=100\)
B. \(k=0\)

Step-by-step explanation:

A. The equation "110% n = 11" can be solved as follows:

110% n = 11

To solve for n, we need to get rid of the percentage sign (%). We can do this by dividing both sides of the equation by 110%, or 0.110 (since 110% is equivalent to 1.1 in decimal form).

(110% n) / 110% = 11 / 110%

n = 11 / 0.110

n = 100

So, the solution for n in the equation "110% n = 11" is n = 100.

B. The given equation is:

(328 x 128) x k = 328 x (82 x 128) x k

To solve for k, we can simplify the equation using the properties of multiplication.

Step 1: Perform the multiplications inside the parentheses:

41984 x k = 328 x 10576 x k

Step 2: Rearrange the equation by applying the associative property of multiplication:

41984 x k = 328 x (10576 x k)

Step 3: Divide both sides of the equation by 328:

(41984 x k) / 328 = 10576 x k

Step 4: Cancel out the common factor of k on the left-hand side:

(41984 / 328) x k = 10576 x k

Step 5: Simplify the left-hand side:

128 x k = 10576 x k

Step 6: Subtract 10576 x k from both sides of the equation to isolate k:

128 x k - 10576 x k = 0

Step 7: Factor out k on the left-hand side:

k x (128 - 10576) = 0

Step 8: Simplify further:

k x (-10448) = 0

Step 9: Divide both sides of the equation by (-10448):

k = 0

So, the solution for k in the equation "(328 x 128) x k = 328 x (82 x 128) x k" is k = 0.

Answer:

the correct answer is A. 25 sandwiches.

Step-by-step explanation:

Assuming you have plenty of bread and jelly, you can make 25 sandwiches from the jar of peanut butter.

Each sandwich typically requires 2 tablespoons of peanut butter, one slice of bread with peanut butter and one slice of bread with jelly.

So, if you have 50 tablespoons of peanut butter, you can make 25 sandwiches with it, because 50 / 2 = 25.

Therefore, the correct answer is A. 25 sandwiches.

Answer: 25

Step-by-step explanation:

We have 50 tablespoons of peanut butter and we know that it requires 2 tablespoons to make a single sandwich. In order to find how many sandwiches we can make with our 50 tablespoons, we would have to do 50 divided by 2.

2+2...=50

The rational function graphed in this problem is given as follows:

D. F(x) = x/[(x + 4)(x - 1)]

The vertical asymptotes are the values of x which are outside the domain, which in a fraction are the zeroes of the denominator, hence they are given as follows:

x= -4 and x = 1.

Hence the denominator of the function is given as follows:

(x + 4)(x - 1).

The intercept is given as follows:

x = 0.

Hence the numerator is:

x.

Thus the function is given as follows:

D. F(x) = x/[(x + 4)(x - 1)]

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Answer: 14 cans

Step-by-step explanation:

Given, Total area to paint = 400 square meters

approximately 3.28 feet in a meter.

So, 400 square meters = 400 x (3.28)² square feet

i.e. Total area to paint  = 4303.36 square feet

One gallon of paint requires for every 300 square feet.

One liter contains approximately 0.264 gallons

Then, One gallon = \(\dfrac{1}{0.264}\approx3.78\text{ liters}\)

So, 3.78 liters paint requires for every 300 square feet.

Paint requires for each square feet = (3.78)÷(300) liters

Total paint required  = (Total area to paint ) x (Paint requires for each square feet)

= (4303.36)x (3.78)÷(300)

≈54.22 liters

Each can contains 4 liters of paint.

Smallest number of cans required = (Total paint required )÷ 4

=(54.22 ) ÷ 4

= 13.55≈ 14

Hence, 14 cans are required .

Answer:you need to show the diagram in order for me to

Step-by-step explanation:

Answer:

the combined height of 3 nickels, 2 nickels, and 1 nickel is 11.70 mm.

Step-by-step explanation:

The height of one nickel is approximately 1.95 mm. Therefore, the combined height of:

Three nickels = 3 x 1.95 mm = 5.85 mm

Two nickels = 2 x 1.95 mm = 3.90 mm

One nickel = 1 x 1.95 mm = 1.95 mm

To find the combined height of all three groups, we can add the individual heights:

5.85 mm + 3.90 mm + 1.95 mm = 11.70 mm

Therefore, the combined height of 3 nickels, 2 nickels, and 1 nickel is 11.70 mm.

Answer:

\(3\sqrt{22}\)

Step-by-step explanation:

The product of roots with the same index is equal to the root of the product \(3\sqrt{11*2}\)

Multiply

Answer:

dang I'm sorry I thought I was right but the question you're asking is a different one but I will try to help you one the one you're on

Answer:

C

Step-by-step explanation:

Answer:

\(17.20 \div 21.5 = \)

The required unit of the price of the wire is given as $ 0.8 per centimeter.

Given that,
Leila purchased 21.5 centimeters of wire for $17.20. To find the unit price in dollars per centimeter.

Rate of change is defined as the change in value with respect to another entity is called rate of change.

Here,
The total length of the wire = 21.5 centimeters.
The total cost of the wire = $17.20
Unit price = 17.20 / 21.5 = $0.80 per centimeter.

Thus, the required unit of the price of the wire is given as $ 0.8 per centimeter.

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Answer:34,000

Step-by-step explanation:

Answer:

its 34,000 because it below 5

Step-by-step explanation:

brainliest please

Answer:

Step-by-step explanation:

The segment sum theorem tells you the whole is the sum of the parts. That can be used to write an equation for y.

  RS +ST = RT

  (5y +5) +(4y +8) = 67

Simplifying, we get ...

  9y +13 = 67

  9y = 54 . . . . . . . . subtract 13

  y = 6 . . . . . . . . . divide by 9

RS = 5y +5 = 5·6 +5 = 35

ST = 4y +8 = 4·6 +8 = 32

The values of interest are ...

The image that shows a pair of similar polygons  is a  graphic image showing a pair of similar polygons with an X-axis showing the value range from 0 to 16 and a Y-axis values from 0 to 16.

Therefore   option C is  correct

Two-dimensional forms called polygons have linked straight sides. Since all of their sides are joined, they are closed forms.

Polygons can have any number of sides, from three to infinity. Triangles, quadrilaterals, pentagons, hexagons, and octagons are the most prevalent shapes of polygons.

The two polygons in this accurate representation are comparable in shape or size. This indicates that each angle and the length of each side of the two polygons are identical. They can be different sizes, but they have the exact same shape.

The X-axis and Y-axis values shown in the image are the coordinates of the points that make up the polygons.

The X-axis values indicate the horizontal distance from the origin, while the Y-axis values indicate the vertical distance from the origin.

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Complete question:

Which image shows a pair of similar polygons? A. An image showing pair of Similar Polygons with an X-axis showing the Value range from 0 to 16 and Y-axis values from 0 to 16. B. Graph showing a pair of similar polygons. The X-axis shows the Value range from 0 to 16 and the Y-axis values from 0 to 16. C. Graphic Image showing a pair of similar polygons. The X-axis shows the Value range from 0 to 16 and the Y-axis values from 0 to 16. D. Graph showing a pair of similar polygons. The X-axis shows the Value range from 0 to 16 and the Y-axis values from 0 to 16.

Answer:

id ont givea

efijhaoieuvbhzoiubhoewivbawzoufhbealivjhbr

Step-by-step explanation:

idsifui piuh vSeth is using the figure shown below to prove Pythagorean Theorem using triangle similarity:

In the given triangle ABC, angle A is 90° and segment AD is perpendicular to segment BC.

The figure shows triangle ABC with right angle at A and segment AD. Point D is on side BC.

Which of these could be a step to prove that BC2 = AB2 + AC2?Seth is using the figure shown below to prove Pythagorean Theorem using triangle similarity:

In the given triangle ABC, angle A is 90° and segment AD is perpendicular to segment BC.

The figure shows triangle ABC with right angle at A and segment AD. Point D is on side BC.

Which of these could be a step to prove that BC2 = AB2 + AC2?Seth is using the figure shown below to prove Pythagorean Theorem using triangle similarity:

In the given triangle ABC, angle A is 90° and segment AD is perpendicular to segment BC.

The figure shows triangle ABC with right angle at A and segment AD. Point D is on side BC.

Which of these could be a step to prove that BC2 = AB2 + AC2?Seth is using the figure shown below to prove Pythagorean Theorem using triangle similarity:

In the given triangle ABC, angle A is 90° and segment AD is perpendicular to segment BC.

The figure shows triangle ABC with right angle at A and segment AD. Point D is on side BC.

Which of these could be a step to prove that BC2 = AB2 + AC2?

Answer:

9. The part of the equation that represents a quoient is (10÷2)  because inside the parentheses you solve the division equation and a quoitent is the answer to a division equation

10. The part of the expression that represents the product of two factors would be 6.7s because 6.7 is being multiplied by s, and a product is an answer to a multiplication problem

Step-by-step explanation:

9. The part of the equation that represents a quotient is (10÷2). 10.  The part of the equation that represents the product of two elements is 6.7s.

Algebraic expressions are mathematical statements with a minimum of two terms containing variables or numbers.

The expression is given in the question, as follows:

6.7s - (10÷2) +15

9. The part of the equation that represents a quotient is (10÷2) since the division equation is solved inside the parenthesis and a quotient is the answer to a division problem.

10. Here 6.7 is multiplied by s, the component of the equation that represents the product of two elements is 6.7s, and a product is an answer to a multiplication expression.

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Check the picture below.

The width of the image which was photocopied by Jackie and has an initial length of 6 inches and width of 4 inches is 6 inches.

An area is a unit of measurement used to describe the size of a region on a planar or curved surface. While a plane region or area refers to the area of a shape or planar lamina, a surface region or plane area refers to the area of an open surface or the boundary of a three-dimensional object.

Given:

The initial length of the image, l = 6 inches,

The initial width of the image, w = 4 inches,

The reduced length of the image, L = 4 inches,

The area of the initial image = The area of the reduced image,

l × w = L × W

Here W is the reduced width.

Substitute the values,

6 × 4 = 4 × W

W = 6 inches,

Therefore, the width of the image which was photocopied by Jackie and has an initial length of 6 inches and width of 4 inches is 6 inches.

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Answer:-4-5

Step-by-step explanation:

Answer:

f(–3) = –5

Step-by-step explanation:

The number of possible outcomes for the algorithm is given as follows:

80 outcomes.

The Fundamental Counting Theorem states that if there are n independent trials, each with \(n_1, n_2, \cdots, n_n\) possible results, the total number of outcomes is calculated by the multiplication of the number of outcomes for each trial as presented as follows:

\(N = n_1 \times n_2 \times \cdots \times n_n\)

The number of outcomes for each algorithm in this problem is given as follows:

Hence the number of outcomes for the entire algorithm is given as follows:

4 x 20 = 80 outcomes.

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Answer:

\(-\frac{11}{9}\) , OR \(-1\frac{2}{9}\), OR -1.2

Step-by-step explanation:

\(-\frac{8}{9}+\frac{1}{5}+(-\frac{8}{15})\)      When there is a (+) in front of an expression in parentheses, the expression remains the same

\(-\frac{8}{9}+\frac{1}{5}-\frac{8}{15}\)  Calculate the sum or difference

\(-\frac{11}{9}\)

Answer:

(no solutions exist)

Step-by-step explanation:

f(x)=-8+4 has no roots

Answer:

20

None of the answers shown are correct

Step-by-step explanation:

12 : 30 = x : 50

Handle as a proportion

12/30 = x/50

multiply both sides by 50

12/30 * 50 = x

20 = x

Answer:

|-a|=|a|

Step-by-step explanation:

The lines beside the a's mean that you are trying to find the absolute value of what's inside. The absolute value of something is the distance it is from 0. You can't have a negative distance so anything inside of absolute value line are positive.

Therefor this is how we can solve this.

|-a| __ |a|

  a __ a

a=a

Answer:

1/5

U can do it by the cutting methord.

The final result of the integral is:

∫ (log(1 + x²) / (x + 1)²) dx = log(x + 1) - 2 (log(x + 1) / x) - 2Li(x) + C,

where Li(x) is the logarithmic integral function and C is the constant of integration.

We have,

To solve the integral ∫ (log(1 + x²) / (x + 1)²) dx, we can use the method of substitution.

Let's substitute u = x + 1, which implies du = dx. Making this substitution, the integral becomes:

∫ (log(1 + (u-1)²) / u²) du.

Expanding the numerator, we have:

∫ (log(1 + u² - 2u + 1) / u²) du

= ∫ (log(u² - 2u + 2) / u²) du.

Now, let's split the logarithm using the properties of logarithms:

∫ (log(u² - 2u + 2) - log(u²)) / u² du

= ∫ (log(u² - 2u + 2) / u²) du - ∫ (log(u²) / u²) du.

We can simplify the second integral:

∫ (log(u²) / u²) du = ∫ (2 log(u) / u²) du.

Using the power rule for integration, we can integrate both terms:

∫ (log(u² - 2u + 2) / u²) du = log(u² - 2u + 2) / u - 2 ∫ (log(u) / u³) du.

Now, let's focus on the second integral:

∫ (log(u) / u³) du.

This integral does not have a simple closed-form solution in terms of elementary functions.

It can be expressed in terms of a special function called the logarithmic integral, denoted as Li(x).

Therefore,

The final result of the integral is:

∫ (log(1 + x²) / (x + 1)²) dx = log(x + 1) - 2 (log(x + 1) / x) - 2Li(x) + C,

where Li(x) is the logarithmic integral function and C is the constant of integration.

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Complete question is;

In a class of 40 students, 17 have ridden an airplane, 28 have ridden boat, 10 have ridden a train, 12 have ridden an airplane and a boat, 3 have ridden a train only, and 4 have ridden airplane only. Some students in the class have not ridden any of the three modes of transportation and an equal number have taken all three. How many students have used all three modes of transportation?

Answer:

4 students

Step-by-step explanation:

Let the number of students who used airplane be A

Let the number of students who used boat be B

Let the number of students who used train be C

Now, we are told that 17 rode plane.

Thus; A = 17

28 rode boat; B = 28

10 rode train; C = 10

12 rode airplane and boat; A ∩ B = 12

4 rode plane only; A' = 4

3 rode boat only; C' = 3

Total number of students; T = 40

Now, total number of students is represented by;

T = A - B - C - (A ∩ B) - (B ∩ C) - (C ∩ A) + (A ∩ B ∩ C)

We don't have (B ∩ C) and (C ∩ A).

Now, the can be derived from the expression of C' which is;

C' = C - (B ∩ C) - (C ∩ A)

C' = C - [(B ∩ C) + (C ∩ A)]

We are given C' = 3 and C = 10

Thus;

3 = 10 - [(B ∩ C) + (C ∩ A)]

10 - 3 = [(B ∩ C) + (C ∩ A)]

7 = [(B ∩ C) + (C ∩ A)]

Rearranging the total number of students equation, we now have;

T = A - B - C - (A ∩ B) - [(B ∩ C) + (C ∩ A)] + (A ∩ B ∩ C)

Where;

(A ∩ B ∩ C) is the number of students that used all three modes of transportation.

Thus, plugging in the relevant values;

40 = 17 + 28 + 10 - 12 - 7 + (A ∩ B ∩ C)

40 = 36 + (A ∩ B ∩ C)

(A ∩ B ∩ C) = 40 - 36

(A ∩ B ∩ C) = 4