plz show how you got the answer​

Answer:

Standard form is a way of writing down very large or very small numbers easily. 103 = 1000, so 4 × 103 = 4000. So 4000 can be written as 4 × 10³. This idea can be used to write even larger numbers down easily in standard form. Small numbers can also be written in standard form.

Factored form, the product of a constant and two linear terms: or. The parameters and are the roots of the function (the x-intercepts of the graph ). Converting a quadratic function to factored form is called factoring.

The y -intercept of a graph is the point where the graph crosses the y -axis. (Because a function must pass the vertical line test , a function can have at most one y -intercept . ) The y -intercept is often referred to with just the y -value.

The x-intercept is the point where a line crosses the x-axis, and the y-intercept is the point where a line crosses the y-axis. and vertex is

In geometry, a vertex (in plural form: vertices or vertexes), often denoted by letters such as, is a point where two or more curves, lines, or edges meet. As a consequence of this definition, the point where two lines meet to form an angle and the corners of polygons and polyhedra are vertices.

Step-by-step explanation:

hope this helps have a good rest of your night :) ❤

Considering that the square root of 9 is of 81 and of 10 is of 100, we have that the expression that has a value between 9 and 10 is given by:

B.) √89

E.) \(\sqrt[3]{750}\)

F.) \(\sqrt[3]{999}\)

We suppose numbers n and m, with square roots given, respectively, by n² and m².

Then, the square roots of all numbers between n² and m² have values between n and m.

In this problem, the square roots are given by:

Hence, the square root of all values between 82 and 99 are values between 9 and 10, thus option B is correct.

As for the cubic root, we apply the same logic and have that:

Hence options E and F are also correct, as the values between 730 and 999 have cubic roots between 9 and 10.

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Answer:

  2.5

Step-by-step explanation:

You want the dilation factor that enlarges a 3×5 inch photo to a 7.5×12.5 inch photo.

The dilation factor is the ratio of corresponding dimensions:

  enlargement factor = 7.5/3 = 2.5

The dilation factor is 2.5.

\(2x^2+3x+3k=0\)

2(x^2+3/2x+3/2k)=0

2(x^2+2(3/4)x+(3/4)^2)=0

to get a root

so, 3/2k=3/4

k=1/2

The value of k is 1/2.

An equation is an expression that shows the relationship between two or more numbers and variables.

A mathematical equation is a statement with two equal sides and an equal sign in between. An equation is, for instance, 4 + 6 = 10. Both 4 + 6 and 10 can be seen on the left and right sides of the equal sign, respectively.

We are given an equation as;

\(2x^2+3x+3k=0\)

So, we have;

\(2(x^2+3/2x+3/2k)=0\\2(x^2+2(3/4)x+(3/4)^2)=0\)

so, taking root we get

3/2k=3/4

k=1/2

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Answer:

Shalani Moore? from Mrs.Chastain's class in 6th grade?

Step-by-step explanation:

It's Antonio.

Answer:

Yes, people that taking part in an experiment are called variables.

There is normally one person called the dependent variable, and the other who is the independent variable.

The statement provided "people taking part in an experiment are called variables" is incorrect.

In an experiment, the individuals or subjects who participate and are observed or manipulated are not referred to as variables. Instead, they are called participants, subjects, or sometimes, respondents, depending on the context of the study.

Variables, on the other hand, are characteristics or properties that can vary or change among the individuals or subjects in the study. Variables can be classified as independent variables, dependent variables, or control variables.

Independent variables are manipulated or controlled by the researcher, while dependent variables are the outcomes or responses that are measured or observed.

Control variables are other factors that are held constant. Therefore, it is important to differentiate between the individuals participating in the experiment and the variables being studied.

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Answer: 9

Step-by-step explanation:

Formula : Mean = \(\dfrac{\text{Sum of observations}}{\text{Number of observaions}}\)

Given: 5 students participated in a push-up competition.

The amount of push-ups each student completed is listed: 12, 7, 10, 11,5.

Mean = \(\dfrac{12+7+10+77+5}{5}\)

\(=\dfrac{45}{5}=9\)

Hence, the mean number of push-ups = 9

Answer: 232 students can go on the field trip

Step-by-step explanation:

The school ordered 500 bottles of water. We know that 35 of those bottles of water will be given to the teachers and the rest of the 500 bottles of water will be given to the students.

We also know that the school ordered at least 2 bottles of water for each student. Therefore, we can set up an equation to solve for the number of students going on the field trip:

500 bottles of water - 35 bottles of water = 465 bottles of water

465 bottles of water ÷ 2 bottles of water = 232.5 students

Since we cannot have half of a student, we can determine that the number of students going on the field trip is 232.

Answer: Positive Integer factors of 610 = 2, 5, 10, 61, 610 divided by 2, 5, 61, gives no remainder. They are integers and prime numbers of 610, they are also called composite number.

Step-by-step explanation: In the answer hope it helps

One solution, the answer is x = 0.

Step-by-step explanation:

18.029= (1×10)+(8×1)+(2×1100)+(9×1100)

Answer:

slope(m)= (9/4) and y intercept =5

Step-by-step explanation:

Answer:

384 square inches

Step-by-step explanation:

The side is 10×5=50

There are 4 sides of equal surface area so we are at 200

The floor is 8×10=80 so we are at 280

The front is 8×5=40 and the back is the same so add another 40 so we are at 360

Add the little triangles which are 4×3=12 and you add the back as well so we get 384 square inches

The higher the score, the greater the decrease will be, since the greater the value of the decreased percentage will be greater too.

Given that you've got a credit score of 750, and you miss one credit card payment, to determine if this will impact your credit score MORE or LESS than if your original score was 650, the following calculation must be performed:

Thus, as can be seen, the higher the score, the greater the decrease will be, since the greater the value of the decreased percentage will be.

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Answer:

14/27

Step-by-step explanation:

Let x be the unknown number

-2/3 * x = -28/81

Multiply each side by -3/2

-3/2*-2/3 * x = -28/81 * -3/2

x = 28/2 * 3/81

x =14*1/27

x = 14/27

Answer:

14/27

Step-by-step explanation:

Let x be the other number

x × -2/3 = -28/81

x = -28/81 × -3/2

x = 14/27

Answer: 19/21>8/9

Step-by-step explanation:

common denominator is 63

19*3=57 so thats 57/63

8*7=56 so thats 56/63

Ms. Ortiz needs to find a multiple of n that is divisible by 3, 4, or 5. To arrange the trucks in 3 rows, divide them into groups of n and place each group in a row. To arrange the trucks in 4 rows, divide them into groups of n and place each group in a row.

Assume you have n trucks that need to be sorted. Ms. Ortiz prefers a configuration with more than two rows but fewer than six rows of trucks.

If there are just two rows, each row will have n/2 trucks. Because Ms. Ortiz desires more than two rows, the number of rows might be three, four, or five.

If there are three rows, each row will contain three trucks. However, because n/3 is not a whole integer, we must find a multiple of n that is divisible by 3. 3n, for example, suggests that each row will have n trucks. To arrange the vehicles in three rows, just split them into n groups.

If there are four rows, each row will contain four trucks. However, because n/4 may not be a whole integer, we must find a n multiple that is divisible by 4. 4n, for example, suggests that each row will contain n trucks. To arrange the trucks in four rows, just split them into n groups and position each group in a row.

Each row will have n/5 trucks if there are 5 rows. However, because n/5 is not a whole integer, we must find a multiple of n that is divisible by 5. 5n, for example, suggests that each row will have n trucks. To organize the trucks in 5 rows, just divide them into n groups and arrange each group in a row.

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Answer:

D.256/81

Step-by-step explanation:

a.  If we let u = (3 - 2x), then the derivative du/dx would be -2, which is not equal to zero. This indicates that the substitution does not satisfy the requirement for u to be differentiable.

b. Michael's substitution satisfies the requirement for u to be differentiable.

(a) i. Kayla's proposed substitution of u as (3 - 2x) will not work in this case. The reason is that when using the u-substitution method, it is necessary for the chosen u to be differentiable, meaning that its derivative du/dx should exist and be non-zero. However, if we let u = (3 - 2x), then the derivative du/dx would be -2, which is not equal to zero. This indicates that the substitution does not satisfy the requirement for u to be differentiable.

ii. Kayla's idea of always picking the most inside factor as u does not work for all u-substitutions. There can be cases where choosing the most inside factor may not lead to a valid substitution that simplifies the problem or makes integration easier. It is important to consider the properties of the function and choose a suitable substitution accordingly.

(b) i. Michael's proposed substitution of u as 3√3 - 2x will work in this case. If we let u = 3√3 - 2x, then the derivative du/dx would be -2, which is non-zero. Therefore, Michael's substitution satisfies the requirement for u to be differentiable.

ii. Michael's idea of always picking the most complicated factor as u also does not hold true for all u-substitutions. The choice of u depends on various factors, including the structure of the function, simplification possibilities, and making the integration process more manageable. It is not necessarily the case that the most complex factor will always result in a successful substitution.

It is important to consider the specific characteristics of the function and apply appropriate judgment in choosing the substitution u to simplify the problem effectively.

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Answer:

3^16 cells

Step-by-step explanation:

The scientist has 3^15 cells. If we triple the number of cells, we multiply this amount by 3

3 * 3^15 = 3^1 * 3^15

Remember your laws of exponents: we add the exponents here.

3^(1+15) = 3^16

(7) If x = (3 - √13) / 2, the value of the expression x² + 1/x² is 10.98.

(8)  If x = 1 / (8 - √60), the value of the expression x³ - 5x² + 8x - 4, is 11.02.

(7) If x = (3 - √13) / 2, the value of the expression x² + 1/x² is calculated as follows;

we can simplify the value of x as follows;

x = (3 - √13) / 2 = -0.303

The value of the expression x² + 1/x² is calculated as;

x² + 1/x² = (-0.303²) + 1/(-0.303)²

⇒ (-0.303²) + 1/(-0.303)²  = 10.98

(8)  If x = 1 / (8 - √60), the value of the expression x³ - 5x² + 8x - 4, is calculated as follows;

x = 1 / (8 - √60)

x = 3.937

x³ - 5x² + 8x - 4 = (3.937)³ - 5(3.937)² + 8(3.937) - 4

= 11.02

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Let's start by using the formula for the perimeter of a rectangle:

Perimeter = 2(length + width)

We know that the perimeter is 84 inches, so we can plug that in and simplify:

84 = 2(length + width)

42 = length + width

We also know that the length is 18 inches longer than the width, so we can use that information to write:

length = width + 18

Now we can substitute this into the equation we just derived:

42 = (width + 18) + width

42 = 2width + 18

24 = 2width

width = 12

So the width of the rectangle is 12 inches. We can use this to find the length:

length = width + 18

length = 12 + 18

length = 30

Therefore, the length of the rectangle is 30 inches.

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The correct equation is,

⇒ 8(x + 6) = 144

Now, We can start building this equation by making everything equal to 144 since the problem is representing the total number of apples:

? = 144

Next, we don't know how many apples are in each basket, so we can represent it with a variable, x.

Since 6 apples are added to each basket we will simply add 6 to the "x" amount of apples in each basket:

x + 6 = 144

Lastly, according to the scenario, we have 8 baskets, each holding "x" amount of apples plus the extra 6 that was added, so it will be multiplied:

8(x + 6) = 144

Thus, The correct equation is,

8(x + 6) = 144

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Answer:

2nd option

Step-by-step explanation:

\(\frac{\sqrt{2} }{3}\) r + 1 = 23 ( subtract 1 from both sides )

\(\frac{\sqrt{2} }{3}\) r = 22 ( multiply both sides by 3 to clear the fraction )

\(\sqrt{2}\) r = 66 ( divide both sides by \(\sqrt{2}\) )

r = \(\frac{66}{\sqrt{2} }\) × \(\frac{\sqrt{2} }{\sqrt{2} }\) ( rationalising the denominator )

r = \(\frac{66\sqrt{2} }{2}\) = 33\(\sqrt{2}\)

Answer:

B) r=33*sqrt(2)

Step-by-step explanation:

sqrt(2)/3r+1=23

sqrt(2)/3r=23-1

sqrt(2)/3r=22

sqrt(2)r=22*3

sqrt(2)r=66

r=66/sqrt(2)

r=66*sqrt(2)/(sqrt(2)*sqrt(2))

r=(66*sqrt(2)/2

r=33*sqrt(2)

Answer:

Y = kx

I did the test and got it right, so this is it.

The $3 per unit subsidy will increase consumer surplus, decrease producer surplus, and increase total surplus. The $8 price floor will decrease consumer surplus, increase producer surplus, and decrease total surplus.

(a) To find the effect of a $3 per unit subsidy, we need to compare the equilibrium price and quantity before and after the subsidy. In the absence of the subsidy, the equilibrium price is determined by setting the demand equation equal to the supply equation:

7 - 0.5P = -2 + P

Solving for P, we find the equilibrium price P_eq = $5. The equilibrium quantity can be obtained by substituting this price back into either the supply or demand equation:

Q_eq = -2 + P_eq = -2 + 5 = 3 units

With the $3 per unit subsidy, the supply equation becomes Q = -2 + P - 3 = -5 + P. The new equilibrium price and quantity are determined by setting the demand equation equal to the new supply equation:

7 - 0.5P = -5 + P

Solving for P, we find P_subsidy = $6. The equilibrium quantity can be obtained by substituting this price back into the supply equation:

Q_subsidy = -5 + P_subsidy = -5 + 6 = 1 unit

To calculate the effects on consumer surplus (CS), producer surplus (PS), and total surplus (TS), we need to compare the areas of the relevant triangles. Before the subsidy, CS is the area above the demand curve and below the equilibrium price, PS is the area below the supply curve and above the equilibrium price, and TS is the sum of CS and PS. After the subsidy, CS expands, PS contracts, and TS increases.

(b) To find the effect of a $8 price floor, we need to compare the equilibrium price and quantity before and after the price floor. In the absence of the price floor, the equilibrium price and quantity remain the same as calculated in part (a): P_eq = $5 and Q_eq = 3 units.

With the $8 price floor, the market price cannot fall below $8. If the price floor is above the equilibrium price, it does not have any effect on the market. In this case, the price floor is below the equilibrium price, so it becomes binding. The new equilibrium price and quantity are determined by setting the supply equation equal to the price floor:

-2 + P_floor = 8

Solving for P_floor, we find P_floor = $10. The equilibrium quantity remains the same as Q_eq = 3 units.

To calculate the effects on CS, PS, and TS, we compare the areas of the relevant triangles. Before the price floor, CS is the area above the demand curve and below the equilibrium price, PS is zero because no units are being supplied, and TS is equal to CS. After the price floor, CS contracts, PS expands to include the entire area below the price floor and above the equilibrium quantity, and TS decreases.

In conclusion, the $3 per unit subsidy increases consumer surplus, decreases producer surplus, and increases total surplus. On the other hand, the $8 price floor decreases consumer surplus, increases producer surplus, and decreases total surplus. These effects can be visualized by comparing the areas of the relevant triangles in each scenario.

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Answer:

2,4 because they are hitting each other at that point

Answer:

D

Step-by-step explanation:

The solution is where the the red and blue line intersect.

Recall the binomial theorem.

\((a+b)^n = \displaystyle \sum_{k=0}^n \binom nk a^{n-k} b^k\)

1. The binomial expansion of \(\left(1+\frac x3\right)^7\) is

\(\left(1 + \dfrac x3\right)^7 = \displaystyle\sum_{k=0}^7 \binom 7k 1^{7-k} \left(\frac x3\right)^k = \sum_{k=0}^7 \binom 7k \frac{x^k}{3^k}\)

Observe that

\(k = 1 \implies \dbinom 71 \left(\dfrac x3\right)^1 = \dfrac73 x\)

\(k = 2 \implies \dbinom 72 \left(\dfrac x3\right)^2 = \dfrac73 x^2\)

When we multiply these by \(8-9x\),

• \(8\) and \(\frac73 x^2\) combine to make \(\frac{56}3 x^2\)

• \(-9x\) and \(\frac73 x\) combine to make \(-\frac{63}3 x^2 = -21x^2\)

and the sum of these terms is

\(\dfrac{56}3 x^2 - 21x^2 = \boxed{-\dfrac73 x^2}\)

2. The binomial expansion is

\(\left(2a - \dfrac b2\right)^8 = \displaystyle \sum_{k=0}^8 \binom 8k (2a)^{8-k} \left(-\frac b2\right)^k = \sum_{k=0}^8 \binom 8k 2^{8-2k} a^{8-k} b^k\)

We get the \(a^6b^2\) term when \(k=2\) :

\(k=2 \implies \dbinom 82 2^{8-2\cdot2} a^{8-2} b^2 = 28 \cdot2^4 a^6 b^2 = \boxed{448} \, a^6b^2\)