4(x + 1) = 28
Multi step

The equivalent expression to 1/3(18a+6b)−2(2a+4b) is given as follows:

2a - 6b.

Equivalent expressions are expressions that are simplified to the same expression.

The expression for this problem is defined as follows:

1/3(18a+6b)−2(2a+4b)

Applying the distributive property, the expression is simplified as follows:

1/3(18a+6b)−2(2a+4b) = 6a + 2b - 4a - 8b.

Combining the like terms, the simplified expression is given as follows:

6a - 4a + 2b - 8b = 2a - 6b.

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The total sales for December is 4/15 (or 4 out of 15) of the sales total for the year.

Let's denote the sales total for December as D, and the average monthly sales total for January through November as M.

According to the given information, D is 4 times M.

To determine the fraction of the sales total for the year, we need to compare the sales total for December to the total sales for the entire year.

The total sales for the year would be the sum of the sales totals for January through November, plus the sales total for December.

Since the average monthly sales total is M, the sum of the sales totals for January through November would be 11M (as there are 11 months).

Therefore, the total sales for the year would be 11M + D.

To find the fraction of the sales total for the year represented by the sales total for December, we divide D by the total sales for the year:

Fraction = D / (11M + D)

Substituting D = 4M (as given in the question), we have:

Fraction = 4M / (11M + 4M)

Simplifying further:

Fraction = 4M / 15M

Fraction = 4/15

So, the sales total for December is 4/15 (or 4 out of 15) of the sales total for the year.

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Answer:

1. 920.0 after that 1830/2 after that 9.1* 10 raised to 2 after that 918%

Step-by-step explanation:

The complexity, reliability, and context of the evidence collected are some of the reasons why it is not possible to define a simple analytical scheme that can be applied to all types of evidence.

There are several reasons why it is not possible to define a simple analytical scheme that can be applied to all types of evidence.

Firstly, different types of evidence require different analytical techniques, as they have varying degrees of complexity. For example, analyzing DNA evidence requires a different set of analytical tools compared to analyzing physical evidence like fingerprints or footprints.

Secondly, the reliability of the evidence also plays a significant role in the analytical scheme. Some types of evidence may be more subjective than others, and the interpretation of the results may be open to bias or misinterpretation. In such cases, a simple analytical scheme may not provide accurate or reliable results.

Finally, the context in which the evidence is collected also plays a crucial role in determining the analytical scheme. The location, timing, and circumstances of the evidence collection may affect the reliability and accuracy of the results. Therefore, a simple analytical scheme may not be able to accommodate all the variables and nuances of the evidence collected in different contexts.

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In a National Drug Code, the third set of digits, which consists of two numbers, represents the product strength and dosage form of the drug.

The National Drug Code (NDC) is a unique identifier assigned to drugs in the United States. It is a three-segment code that includes the labeler code, the product code, and the package code. Each segment provides specific information about the drug.

The third set of digits in the NDC represents the product strength and dosage form of the drug. These two numbers indicate the concentration or potency of the active ingredient in the drug and the specific form in which it is formulated, such as tablets, capsules, liquid, or injections.

For example, if the third set of digits is "10-20", it might indicate that the drug has a strength of 10 milligrams per dosage unit and is in the form of tablets. The specific interpretation of the digits may vary depending on the drug and the standards set by regulatory authorities.

Therefore, option (a) is the correct answer: The third set of digits in a National Drug Code represents the product strength and dosage form of the drug.

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Answer:

4 times

Step-by-step explanation:

Area of circle A

\(\pi \times {r}^{2} = area \: of \: a \: circle \\ \pi = 3.14 \\ 3.14 \times {8}^{2} \\ 3.14 \times 64 = 200.96 \: {cm}^{2} \)

Area of circle B

\(\pi\times 4 (because \: radius \: is \: the \: half \: of \: diameter) \\ 3.14 \times 4 square = 50.24\: {cm}^{2} \)

How many times larger is the area of circle A than circle B

\(200.96 \div 50.24 = 4\)

therefore circle A is 4 times larger than circle B in accordance with its area

Answer:

x - 2 + 2/(x + 1)

Step-by-step explanation:

These are really hard to type out and get the spacing right, so see the attached printout from a website that does carefully show steps in a polynomial division problem.

The website is:

https://www.emathhelp.net/calculators/algebra-1/polynomial-long-division-calculator/?numer=x%5E2-x&denom=x%2B1

Hello,

\(0\leq a\leq 1 \Longrightarrow 0*a\leq a*a\leq 1*a \Longrightarrow 0 \leq a^2 \leq a\\\\0\leq a^2\leq a \Longrightarrow \sqrt{0} \leq \sqrt{a^2} \leq \sqrt{a} \\\\The\ function\ y=x^2\ is\ increasing\\\\Answer A\\\\ex: a=0.5 \\\\a^2=0.25\\\\\sqrt{a}=\dfrac{\sqrt{2}}{2}\approx{0.7071...}\\\\and\ 0.25\leq 0.5 \leq 0.7071...\)

The method that cannot be used to show congruency of two triangles is the method of "angle-angle-angle" (AAA).

The AAA method states that if the corresponding angles of two triangles are congruent, then the triangles themselves are congruent. However, this method is not valid for proving congruency because it does not take into account the lengths of the sides of the triangles.

To prove congruency, we typically use one of the following valid methods:

Side-Side-Side (SSS): If the three sides of one triangle are congruent to the corresponding three sides of another triangle, then the triangles are congruent.

Side-Angle-Side (SAS): If two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the triangles are congruent.

Angle-Side-Angle (ASA): If two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the triangles are congruent.

Side-Angle-Angle (SAA): If two angles and a non-included side of one triangle are congruent to two angles and a non-included side of another triangle, then the triangles are not necessarily congruent. This method alone is not sufficient to prove congruency.

Therefore, the method that cannot be used to show congruency of two triangles is the Angle-Angle-Angle (AAA) method.

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Answer:

C

Step-by-step explanation:

Answer:

Step-by-step explanation:To find the scale factor of an original and a scale drawing, set up a ratio of the original length and the length of the drawing. Then simplify the ratio. A scale factor may be expressed by the ratio or by a positive number.A scale factor expresses the relationship between two lengths. It can be expressed as a ratio or a positive number. Let's look at some examples. If the original image is 4 inches, and the scale drawing is 8 inches, we can say that the scale factor is 4:8, but we must simplify that ratio, making it 1:2. We can also write the scale factor as a number by dividing 8 by 4 for a scale factor of 2.

That example is pretty straightforward, but let's look at something a bit more complicated. Let's say we have an original image that is 4 inches and a scale drawing that is 9.5 inches, and we want to find the scale factor. We cannot write the ratio 4:9.5, because ratios do not allow decimals or fractions. We must simplify the ratio. This involves getting rid of the decimal. To do this, we multiply 9.5 by 2 and get 19. What we do to one element of the ratio, we must do to the other, so we multiply 4 by 2 for 8. Our ratio looks like this: 8:19. Because 19 is a prime number, we cannot simplify further. This scale factor of 8:19, then, tells us that for every 8 inches in the original, the scale drawing will have 19 inches. We can also express the scale factor as 2.375 (19 divided by 8).

We'll try one more example. We have an original image that is 1.25 inches and a scale drawing that is 4 inches. Again, we cannot write a ratio with decimals, so we can't leave our scale factor as 1.25:4. We must simplify. This time, we must get rid of the decimal by multiplying each side by 4, so we have 5:16. We cannot simplify this ratio any further, but we can express it by the number 3.2 (16 divided by 5).

The value of x is 17

The congruent arcs are (b) PQ and SR

The radius is 12 units

The value of PQ is 4

The length YZ is 19 units

In this question, we make use of the property of congruent sides

So, we have

3x - 24 = x + 10

When evaluated, we have

2x = 34

Divide by 2

x = 17

By the definition of congruent arcs, congruent arcs are arcs that have equal measures

In this figure, the congruent arcs are PQ and SR i.e. (b) PQ and SR

The radius of the circle is calculated as

r² = (25 + r)² - 35²

When expanded, we have

r² = 625 + 50r + r² - 1225

So, we have

50r = 600

Divide both sides by 50

r = 12

In this question, we make use of the property of congruent sides

So, we have

PQ = SR

Where

SR = 4

When evaluated, we have

PQ = 4

The length of YZ in the circle is calculated as

YZ² = (9 + 8)² + 8²

So, we have

YZ² = 17² + 8²

When expanded, we have

YZ² = 289 + 64

So, we have

YZ² = 353

Take the square root of both sides

YZ = 19

Hence, the length YZ is 19 units

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Answer:

C

sorry if I'm wrong.

Answer:

Step-by-step explanation:

The answer is A

they are corresponding angles

Answer:

I believe it is Oy=4x-1  

I'm sorry if i'm wrong

Approximately 1700 Americans died of AIDS in 1983. In 2006, 14,260,633,600 individuals would have perished from AIDS if the trend had remained unchecked.

When a population's per capita growth rate remains constant, regardless of population size, exponential growth occurs, causing the population to grow exponentially as the population increases.

When people in a population reproduce at a certain pace, exponential growth results. After a time of exponential expansion, a population's growth slows or pauses, which is known as logistic growth.

Exponential growth model Growth factor = 2

model y = a(2)^t

a = initial

y = final

Let 1983 as t=0

y = 1700 × (2)^t

In 2006

t = 2006 - 1983

= 23

y = 1700 × (2)^23

= 1700 × (8388608)

= 14,260,633,600 people would have died

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a) she was travelling at 73.3335ft/s

b) Her speed in ft/s, if she were going the speed limit, is 51.33345ft/s

In order to determine the speed of Jaqueline, we will need to convert her speed in mph to ft/s

a) Using the conversion rate:

1mi/hr = 1.46667ft/s

Convert 50 mph to ft/s (50 mph is his average speed limit)

50 mph = x

Divide both expressions:

\(\frac{1}{50} =\frac{1.46667}{x}\\1 \times x = 50 \times 1.4667\\x= 73.3335ft/s\)

Hence she was travelling at 73.3335ft/s

b) The given speed limit is 35mi/hr. Convert to ft/s

\(\frac{1}{35} =\frac{1.46667}{x}\\1 \times x = 35 \times 1.4667\\x= 51.33345ft/s\)

Hence her speed in ft/s, if she were going the speed limit, is 51.33345ft/s

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Answer:

0 to 2 minutes - Accelerating

3 to 4 minutes - Constant

6 to 8 minutes - Decelerating

9 to 11 minutes Accelerating

hope i have helped u

Step-by-step explanation:

The true statement is (b): there exists a positive real number x such that for all positive real numbers y, xy < y^2.

To see why (a) is false, consider the case where x=0. Then for any y>0, xy = 0 and y^2 > 0, so xy < y^2 is not satisfied.

To prove (b), we can choose x=1. Then for any positive real number y, we have 1y = y, and y^2 > y, so xy < y^2 is satisfied. Therefore, there exists a positive real number x (namely, x=1) such that for all positive real numbers y, xy < y^2.

what is numbers?

Numbers are mathematical objects used to represent quantities or values. There are several types of numbers, including natural numbers (1, 2, 3...), integers (..., -2, -1, 0, 1, 2, ...), rational numbers (fractions), real numbers (numbers that can be expressed as a decimal, including both rational and irrational numbers), and complex numbers (numbers of the form a + bi, where a and b are real numbers and i is the imaginary unit, which is defined as the square root of -1). Numbers are used in a wide variety of fields, including mathematics, science, engineering, economics, and finance, to name a few.

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Answer:

The length is 15.71 feet.

Step-by-step explanation:

The proof for the difference between the squares of any two consecutive integers is equal to the sum of these two integers is done.

Let x stand in for any integer.

The next integer (the one that comes after) should then be x+1.

The assertion calls for proof;

(x+1)² - x² = x+(x+1)

Address the left side;

= x² + x + x + 1² - x²

= 2x+1 (Left Hand Side Solution)

Now, work on the right side.

= x + (x + 1)

= 2x + 1

Since, the LHS=RHS (left hand side=right hand side) is obvious, subtracting the difference between two successive squared numbers equals adding the two integers.

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\(y=19.08(1.129)^{-1}\) is the exponential model that describes the value of the land.

Exponential growth is a process by which quantity increases over time. When the instantaneous rate of change (that is, the derivative) of a quantity with respect to time is proportional to the quantity itself, it is said to be proportional to the quantity itself. A quantity experiencing exponential growth is an exponential function of time, which means that the variable representing time is the exponent (in contrast to other types of growth, such as quadratic growth).

\($$Use the exponential model:$$y=a \cdot b^x$$Let $y$ be the value of the area of land in thousand dollars and $x$ be the number of years since 1950.Given two consecutive $x$-values $x=4$ (year 1954) and $x=5$ (year 1955), the growth factor $b$ is the ratio of their $y$ -values:$$b=\frac{35}{31} \approx 1.129$$Use the value of $b$ and one of the data points to find the initial value, $a$. Here, I used $(4,31)$ :\)

\($$\begin{gathered}31=a(1.129)^4 \\\frac{31}{(1.129)^4}=a \\19.08 \approx a\end{gathered}\\\\\\So, the function describing the value of the land is:$$y=19.08(1.129)^{-1}$$\)

Thus, \(y=19.08(1.129)^{-1}\) is the exponential model that describes the value of the land.

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Answer:

57\(degrees\)

Step-by-step explanation:

For the first triangle the third angle is not given

So we take that angle as x

First = x+35+45=180

x+80=180

x=180-80

x=100

As we got 100*

For the second triangle

We take the variable as y

Second triangle=y+23+100=180

y+123=180

y=180 -123=57

Hence the answer is 57degrees

Answer:

the answer is c I THINK??

Step-by-step explanation:

i know

Answer: (-13, -3), (-1, 0), and (7, 2).

Step-by-step explanation:

First, we have a function f(x) and we know that 3 points (x, y) of this function are:

(-3, -13), (0, -1), and (2, 7).

Now, if we have a function g(x) and we know that g(x) is the inverse of f(x), we have that:

g(f(x)) = x.

this means that if f(x) = y then g(y) = x.

then if (-3, -13) is a point in the f(x) graph, (-13, -3) must be a point in the g(x) graph.

Then 3 points in on the inverse of the function f(x) are:

(-13, -3), (-1, 0), and (7, 2).

Answer:

Rate and speed are similar since they both represent some distance per unit time like miles per hour or kilometers per hour.... To solve for time use the formula for time, t = d/s which means time equals distance divided by speed.

Answer:

In my opinion solving for speed is similar to solving for time because when trying to do both of those you want to have a certain amount of time left for instance solving for speed I could Say "oh I want to solve this math question fast!"

Solving it fast will mean I have time left to do something else same with solving for time

"I want to solve this math question for time!" Meaning I want to solve it fast enough to have time left Hopefully this is what you want in an answer! I'm sorry if this isn't what you want

Answer: 5

Step-by-step explanation: the axis of the perimeter is the square root of the denominator and also if you use photosynthesis you should get 69 and then if you multiply that by 420 youll get 7. ez w gg

Answer:

-2

Step-by-step explanation:

A classroom board is 54 inches wide and 36 inches tall and Eva is putting ribbon along the outside edge of the board then, Eva will need 180 inches of ribbon to cover the entire outside edge of the classroom board.

How to find?

To find out how many inches of ribbon Eva will need to put along the outside edge of the classroom board, we need to calculate the perimeter of the board.

Given that the width of the board is 54 inches and the height is 36 inches, we can use the formula for the perimeter of a rectangle: P = 2(width + height).

Plugging in the values, we have:

P = 2(54 + 36)

= 2(90)

= 180 inches.

Therefore, Eva will need 180 inches of ribbon to cover the entire outside edge of the classroom board.

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Eva will need 180 inches of ribbon to put along the outside edge of the board.

To find out how many inches of ribbon Eva will need to put along the outside edge of the board, we need to calculate the perimeter of the board. The perimeter is the distance around the board.
Given that the width of the board is 54 inches and the height is 36 inches, we can use the formula for the perimeter of a rectangle:

Perimeter = 2 * (Width + Height)
Plugging in the values:
Perimeter = 2 * (54 + 36)
Perimeter = 2 * 90
Perimeter = 180 inches

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