arrange in ascending order 7.38, 24.1, 9.96, 1.893, 100.001, 1.9​

Yes, you would distribute the exponent to both the denominator and numerator. For example, if you had an expression like (2/3)^4, you would distribute the exponent to end up with (2^4)/(3^4).

For example, if you have an expression like (2/3)^4, the exponent of 4 should be distributed to both the numerator and denominator, resulting in (2^4)/(3^4). This is equivalent to multiplying the numerator and denominator by the same amount, 4 times. This is the same as writing (2*2*2*2)/(3*3*3*3), or simply

16/81.

1. Start with the expression

(2/3)^4

2. Distribute the exponent of 4 to the numerator and denominator, resulting in

(2^4)/(3^4)

3. This is equivalent to multiplying the numerator and denominator by 4, so (2^4)/(3^4)

= (2*2*2*2)/(3*3*3*3)

4. Simplify the expression to 16/81

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The value of the length of line segment AB, in feet, that corresponds to the width of the television is,

⇒ 12 feet

We have to given that;

A new curved projection system for a small media room states the optimal viewing angle is 74° (m/ACB = 74°) when you sit 10 feet from the center of the TV (length of CD = 10 ft). The depth of the curved screen is 2 feet (length of DE = 2 ft).

Now, We can formulate;

CE = 10 - 2 = 8 feet

∠ACD = 74/2 = 37°

Hence, We can formulate;

tan 37° = AE / CE

0.75 = AE / 8

AE = 0.75 × 8

AE = 6

Hence, The value of the length of line segment AB, in feet, that corresponds to the width of the television is,

⇒ AB = 6 x 2

⇒ AB = 12 feet

Thus, The value of the length of line segment AB, in feet, that corresponds to the width of the television is,

⇒ 12 feet

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9514 1404 393

Answer:

  WX = 33

  (x, y) = (2, 10)

Step-by-step explanation:

The hash marks tell you WX is a midline, so has the measure of the average of the two bases.

  WX = (PQ +SR)/2 = (27 +39)/2 = 66/2

  WX = 33

__

The hash marks also tell you ...

  PW = WS

  y +4x = 18 . . . . . . substitute the given expressions

and also

  QX = XR

  2y +x = 22 . . . . . substitute the given expressions

__

If you solve the first equation for y, you get ...

  y = 18 -4x

Substituting that into the second equation gives ...

  2(18-4x) +x = 22

  36 -7x = 22 . . . . . . . simplify

  14 = 7x . . . . . . . . . . . add 7x-22 to both sides

  2 = x . . . . . . . . . . . . divide by 7

  y = 18 -4(2) = 10 . . . find y using the above relation

The values of x and y are 2 and 10, respectively.

__

My favorite "quick and dirty" way to solve a set of linear equations is using a graphing calculator. It works well for integer solutions.

The function f(x) = -2(4)ˣ⁺¹ +140 represents the number of tokens a child has x hours after arriving at an arcade. The practical domain and range of the function are x ≥ 0 and The practical range of the situation is [140, ∞).

The given function is f(x) = -2(4)ˣ⁺¹+ 140, which represents the number of tokens a child has x hours after arriving at an arcade.

To determine the practical domain and range of the function, we need to consider the constraints and limitations of the situation.

For the practical domain, we need to identify the valid values for x, which in this case represents the number of hours the child has been at the arcade. Since time cannot be negative in this context, the practical domain is x ≥ 0, meaning x is a non-negative number or zero.

Therefore, the practical domain of the situation is x ≥ 0.

For the practical range, we need to determine the possible values for the number of tokens the child can have. Looking at the given function, we can see that the term -2(4)ˣ⁺¹represents a decreasing exponential function as x increases. The constant term +140 is added to shift the graph upward.

Since the exponential term decreases as x increases, the function will have a maximum value at x = 0 and approach negative infinity as x approaches infinity. However, due to the presence of the +140 term, the actual range will be shifted upward by 140 units.

Therefore, the practical range of the situation will be all real numbers greater than or equal to 140. In interval notation, we can express it as [140, ∞).

To summarize:

- The practical domain of the situation is x ≥ 0.

- The practical range of the situation is [140, ∞).

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Answer:

the answer might be 0.86 I don't know though

Suppose \(f(x) =8^{3x\) and \(g(x) =8^{4x\), function operations that are correct include the following:

A. (f + g)(x) = \(8^{3x} + 8^{4x}\)

B. (f × g)(x) = \(8^{7x}\)

C. (f - g)(x) = \(8^{3x} - 8^{4x}\)

In Mathematics, an exponent is a mathematical operation that is typically used in conjunction with an algebraic expression in order to raise a quantity to the power of another.

This ultimately implies that, an exponent is represented by the following mathematical expression;

bⁿ

Where:

By applying the division and multiplication law of exponents for powers of the same base to the functions, we have the following:

(f × g)(x) = \(8^{3x+ 4x}=8^{7x}\)

(f ÷ g)(x) = \(8^{3x- 4x}=8^{-x}\)

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The new coordinates of the image of the shape are

The picture of the graph showing the image is attached

The rule for 90 degrees clockwise rotation is

(x, y) becomes (y, -x)

The rule involves interchanging the coordinates of the ordered pair such that x takes the place of y and y tales the place of x and a change of sign

performing the rotation we have the new coordinates as below

(2, 3) becomes (3, -2)

(2, 2) becomes (2, -2)

(4, 2) becomes (2, -4)

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Jane received $30025 and Lydia received $60000. Let's assume the amount of money that Jane received as x; then Lydia's share of the money will be twice the share of Jane.

We are to find out the share of each person. Here is the solution in steps:Suppose Jane's share was x dollars, and Lydia's share was y dollars.

Given that the total amount given to the two daughters was $90000. Also, given that Lydia paid off her $75, hence she got $75 less than Jane.

Therefore,  y = 2x - 75; this is because we are given that Lydia got twice the share of Jane, and also, she got $75 less than Jane. Hence, x + y = $90000, this is because the total sum of money shared is $90000.

Substituting y = 2x - 75 into x + y = $90000 gives x + (2x - 75) = $90000.

Simplifying, we have :3x = $90000 + 75 = $90075.

Dividing both sides by 3, we get:x = $30025. Hence, Jane's share is $30025 Lydia's share = 2x - 75 = 2($30025) - $75 = $60075 - $75 = $60000.

Therefore, Jane received $30025 and Lydia received $60000.

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Answer:

25 people

Step-by-step explanation:

10 people will be vaccinated for 2hrs

10 = 2

y people will be vaccinated for 5hrs

y = 5

(To find y we need to cross multiply)

10 = 2

y = 5

2y= 50

y=50/2

y=25

:- 25 people will be vaccinated in 5hrs.

Lets check if our answer is correct let us make 5 hrs our unknown x

10 = 2

25 = x

(cross multiply)

25×2=10x

50=10x

x=5hrs

so our answer is correct.

please rate as brainliest

Answer:  x = -160/7

You're welcome!!!

Answer:

b

Step-by-step explanation:

Answer:

55 times per minute.

Explanation:

To know the rate for 1 minute, we need to divide the number of times that the heart beats by the total number of minutes, so:

Therefore, Sam's heart rate is 55 times per minute.

Answer:

x=2

Step-by-step explanation:

-3x-2(5x-7)=-12

-3x-10x+14=-12

-13x=-26

x=2

Answer:

D

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

The meaning of the type I error in the context of this problem is that money would be spent on ads without generating a increase in sales.

The hypothesis test divide into null hypothesis and alternative hypothesis, as follows:

A Type I error happens when a true null hypothesis is rejected.

Hence the company would think that they had enough evidence that the ads increase sales when in fact they do not, which would generate a significant reduction in the company's revenue, as they would spend more on ads without the increase in earnings from the extra sales.

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The solution of the integration is:

∫ 1/(x ln (5x + 1)) dx = (1/5) ln(ln(5x + 1)) - (1/5) [(ln(5x + 1)) ln(ln(5x + 1)) - (5x + 1)] + C

Now, For integrate the function f(x) = 1/ (x ln (5x + 1)) dx, we can use substitution.

Let u = 5x + 1,

So, du/dx = 5

dx = du/5.

Substituting u and dx in terms of u in the original integral, we get:

= ∫ 1/(x ln (5x + 1)) dx

= ∫ 1/(ln u) (1/5) du

Now, integrate with respect to u:

= ∫ 1/(ln u)  (1/5) du

= (1/5) ∫ (ln u)^(-1) du

Using integration by parts,

dv = (ln u)⁻¹ du

v = ln(ln u)

u = ln u

du = (1/u) du

Now, we can substitute u and v in terms of u:

= (1/5) ln(ln u) - (1/5) ∫ (1/(u ln u)) ln(ln u) du

= (1/5) ln(ln u) - (1/5) ∫ (ln u)' ln(ln u) du

= (1/5) ln(ln u) - (1/5) [(ln u) ln(ln u) - ∫ (ln u) (1/ln u) du]

= (1/5) ln(ln u) - (1/5) [(ln u) ln(ln u) - u + C]

Substituting back u = 5x + 1, we obtain:

∫ 1/(x ln (5x + 1)) dx

= (1/5) ln(ln(5x + 1)) - (1/5) [(ln(5x + 1)) ln(ln(5x + 1)) - (5x + 1) + C]

Therefore, the solution is:

∫ 1/(x ln (5x + 1)) dx = (1/5) ln(ln(5x + 1)) - (1/5) [(ln(5x + 1)) ln(ln(5x + 1)) - (5x + 1)] + C

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Hey there! I'm happy to help!

We see that light travels 186,000 miles per second. How many miles is this per minute. Well, there are 60 seconds a minute, so we multiply by 60!

186,000×60=11160000

And there are 60 minutes in an hour, so we multiply by sixty again!

11160000×60=669600000

Now, we need to write this in scientific notation. To do this, we move the decimal back enough places to have a one digit number, and we multiply that one digit number by 10 to the power of how many places you moved the decimal back.

In the number 669600000 we can move the decimal point back 8 times which gives us 6.696 (we don't need the zeroes after a decimal) multiplied by 10 to the 8th power because we moved the decimal back eight places.

This can be written as 6.696×10^8, which is closest to the answer option 6.7×10^8 miles.

Have a wonderful day! :D

The person is wrong because instead of writing the product as 5600 + 49 he must write 5600 + 490.

The given equation is 7 × 870 = 5600 + 49.

Multiplication is an operation that represents the basic idea of repeated addition of the same number. The numbers that are multiplied are called the factors and the result that is obtained after the multiplication of two or more numbers is known as the product of those numbers.

Now, product of two numbers 7 and 870 is

7 × 870=6090

⇒ 7 × 870 = 5600 + 490

Hence, the person is wrong because instead of writing the product as 5600 + 49 he must write 5600 + 490.

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Answer:

the average weight  of one peach is 6.4 ounces

Step-by-step explanation:

10lb of peaches

16 ounces in a pound

10 x 16 = 160 ounces

divide 160 (ounces) by 25 (Peaches)  

= 6.4 ounces per peach

The intervals in which the function is decreasing. \([-\pi , -\frac{\pi }{3} ], [\frac{\pi }{3}, \pi ]\). Option 3

We're given a function f(x) = 2 sin x - x, which describes a curve on a graph. We want to find the intervals where this curve is decreasing (going down) within the range of -π to π.

To find when the function is decreasing, we look at its slope. The slope tells us if the curve is going up or down. We find the slope by taking the first derivative of the function: f'(x) = 2 cos x - 1.

We now have an equation for the slope, f'(x) = 2 cos x - 1. A negative slope means the function is decreasing. So, we want to find where f'(x) is less than 0 (negative).

We set up the inequality: 2 cos x - 1 < 0. We solve it to find the x-values where the slope is negative. The solution is cos x < 1/2.

From the inequality cos x < 1/2, we find the intervals within the range of -π to π where the function is decreasing. These intervals are [-π, -π/3] and [π/3, π].

The above answer is in response to the question below as seen in the picture.

Determine the interval(s) in \([-\pi, \pi ]\) on

which f(x) =  2 sin x - x

is decreasing.

1. \([-\frac{\pi }{3}, \frac{\pi }{3} ]\)

2. \([-\frac{\pi }{6}, \frac{\pi }{6} ]\)

3. \([-\pi , -\frac{\pi }{3} ], [\frac{\pi }{3}, \pi ]\)

4. \([-\pi , -\frac{-2\pi }{3} ], [\frac{2\pi }{3}, \pi ]\)

5. \([-\pi , - \frac{5x}{6} ], [\frac{\pi }{6}, \pi ]\)

6. \([-\frac{\pi }{6}, \frac{5\pi }{6} ]\)

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Introducing numeracy to young children can be done through various types of equipment and resources that engage their senses and make learning math concepts more interactive and enjoyable.

Here are some different types of equipment commonly used to introduce numeracy to young children:

Thus, by incorporating a variety of equipment and resources, educators and parents can create a rich learning environment that supports children's numeracy development and fosters a positive attitude towards math.

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Answer: no

Step-by-step explanation:

Answer:

but i swear its not me;)

Step-by-step explanation:

forrr surreeeee

Answer:

f(5) = 32

g(5) = 40

Step-by-step explanation:

For f(x) we can realize that each term for the value of x is twice the value before it. This means the missing value is 32 or f(5) = 32.

For g(x) we can realize that each term is 10 more than the previous. This means g(5) = 40.

Answer:

1) When r = 2, M = 20.

2) When M  = 540, r = 6.

Step-by-step explanation:

M is a directly proportional to r cubed

This means that the equation for M has the following format:

\(M = ar^3\)

In which a is a multiplier.

When r=4 M=160.

We use this to find a. So

\(M = ar^3\)

\(160 = a(4^3)\)

\(64a = 160\)

\(a = \frac{160}{64}\)

\(a = 2.5\)

So

\(M = 2.5r^3\)

1) work out the value of M when r=2

\(M = 2.5*2^3 = 2.5*8 = 20\)

When r = 2, M = 20.

2) work out the value of r when M=540

\(M = 2.5r^3\)

\(540 = 2.5r^3\)

\(r^3 = \frac{540}{2.5}\)

\(r^3 = 216\)

\(r = \sqrt[3]{216}\)

\(r = 6\)

When M  = 540, r = 6.

Answer: 3

Step-by-step explanation: This is the average between your 2 numbers, 4 and 2.

Answer: its 2

Step-by-step explanation: i guessed and i got it right after this other dud said 3....ITS 2

Answer: z=−6

If I Helped, Please Mark Me As Brainliest, Have A Great Day :D

Answer: 803.84cm3

Step-by-step explanation:
The formula for finding the volume of a cylinder is πr2h.
In other words, the area of the top face's circle times the height.

To find the circle's area, we first find the radius of the circle. Since the diameter is 8cm, we divide by 2 to get the radius, which is 4cm.

4cm squared is 4cm x 4cm, which is 16cm. 16cm times 3.14 is 50.24cm squared.

Now, we have the area of the circle. 50.24cm squared!

The height is 16cm, so to find the cylinder, we times the area of the circle by the height of the cylinder! So,

16cm x 50.24cm squared = 803.84cm cubed.

The volume of the can of soup is 803.84cm cubed.

Answer:

x=43

Step-by-step explanation:

complementary angles will add up to equal 90 so we set up an equation to solve x

12+x+25=90

step 1 combine like terms

12+25=37 so now its

37+x=90

step 2 we subtract each side by 37

90-37=43

x=43

hope this helps and have a great day :)

Answer:

53°

Step-by-step explanation:

Complementary angle = 90°

So, 12° + (x+25°) = 90°

Subtract 12 from both sides

x+25°=78°

Subtract 25 from both sides

x=53°