Simplify 35x raise to the power 5 y raise to the power 3 ÷ 7xy raise to the power 2

Answer:

$12

Step-by-step explanation:

3/8 of $32 is the same as saying 3/8 x 32

32 x 3 = 96       (don't multiply 32 by 8 as well!!!!)

96/8 = 12

Answer:

The answer is 12.

Step-by-step explanation:

I have used an online Algebra calculator to help me with my answer so the answer is 100% correct.

PLEASE MARK BRAINLIEST.

Hope it helps.

Answer:

The time it takes Ms. Croft to reach the cruise ship by speedboat = 6.11 hours

The time it takes Ms. Croft to reach the cruise ship by helicopter = 6.25 hours

since it takes less time for Ms. Croft to reach the cruise ship by taking the speedboat, her best choice to retrieve the artifact is to take the speedboat.

Step-by-step explanation:

The given parameters are;

The elapsed time by which Ms. Croft missed the boat = 5 hours

The speed of the cruise ship = 528 mi/day

The speed of the speedboat = 100 miles in 2.5 hours

The speed of the helicopter = 90 mph

The time it would take Ms. Croft to arrive at the harbor = 3.5 hours

Therefore, we have;

The cruise ship's speed = 528 miles per 24 hours = 528/24 mph = 22 mph

The location of the cruise after the first 5 hours = 5 × 22 = 110 miles

The speed of the speedboat = 100 miles per 2.5 hours = 100/2.5 = 40 mph

By traveling with a speed boat

The time at which Ms. Croft will intercept the cruise ship is given by the following relation;

40 mph × t = 22 mph × t + 110 miles

Which gives;

40 mph × t - 22 mph × t = 110 miles

18 mph = 110 miles

t = 110 miles/(18 mph) = 55/9 hours ≈ 6.11 hours

By taking the helicopter, we have;

Upon arrival at the harbor, after 3.5 hours, we find

90 mph × t = 22 mph × t + 22 mph × 3.5 hours + 110 miles

90 mph × t - 22 mph × t = 22 mph × 3.5 hours + 110 miles

68 mph × t = 77 miles + 110 miles = 187 miles

t = 187 miles/(68 mph) = 11/4 hours = 2.75 hours

The total time it takes Ms. Croft to reach the cruise ship by taking the helicopter = 3.5 + 2.75 = 6.25 hours

Therefore, since it takes less time for Ms. Croft to reach the cruise ship by taking the speedboat, her best choice to retrieve the artifact is to take the speedboat.

It is important to approach statements like this with caution and consider the complexity of the factors at play in career advancement and leadership positions.

While research may indicate that ethnicity can be a significant barrier to advancement in some cases, it is crucial to recognize that experiences can vary based on individual circumstances, industries, and regions. Gender and ethnicity intersect in complex ways, and the challenges faced by women of different ethnic backgrounds can differ significantly.

It is essential to avoid generalizations and recognize that multiple factors contribute to the barriers individuals face in reaching top leadership positions. These factors can include implicit biases, cultural norms, lack of representation, access to opportunities, networking, and organizational structures. Intersectionality, which considers how different aspects of a person's identity can intersect and create unique experiences, is also a crucial perspective to consider when discussing barriers to advancement.

To fully understand and address the barriers individuals face in reaching top leadership positions, it is necessary to consider a comprehensive range of factors and engage in ongoing research, dialogue, and efforts to promote equity, diversity, and inclusion in the workplace.

Learn more about Ethnicity here -: brainly.com/question/674712

#SPJ11

Answer: 3.4 x 10^-4 (aka 10 to the negative 4th power)

Step-by-step explanation:

Answer:

B. 142

Step-by-step explanation:

Answer:

14,844

Step-by-step explanation:

Use the Pythagorean theorem.

120 squared minutes 22 squared

=> 14,844

Answer:

Step-by-step explanation:

If you want to know what you have to multiply by 5 to get a product of 70, you would divide 70 by 5 to get that other number. Because 70 divided by 5 is 14, you know that the other number is 14. It's the same when you have one factor of a polynomial and want to know the other. You divide your polynomial by the one factor to get to the other factor, because when you multiply them together, you get back the polynomial you started with. Like when we found that 70 / 5 = 14, we know that when we multiply 14 by 5 we'll get the 70 we started with.

Long division of polynomials will be difficult to illustrate within this forum, but I'll do my best. What we want to do is divide \(6x^2+x-15\) by 2x - 3:

          __________

2x - 3 | \(6x^2+x-15\)

First divide the 6 x-squared by the 2x (forget about the rest of what's inside the box for now, and also forget about the -3 for now. We'll deal with them later).  2x goes into 6 x-squared 3x times, because 2x * 3x = 6x-squared, right? So the 3x goes above the 6x-squared:

           3x_______

2x - 3 | \(6x^2+x-15\)

Now we multiply the 3x by the 2x and put that product under the 6x-squared. The product is 6x-squared (which will always be the case in division that they will subtract each other away. That's why we do this!)Then multiply the 3x by the -3 which is -9 and put that under the "+x" term:

           3x________

2x - 3 | \(6x^2+x-15\)

           6x^2-9x        

At this point we change the signs and have

            3x                

2x - 3   | 6x^2 + x - 15

          -  6x^2 +9x

And then we add and bring down the -15:

           3x                  

2x - 3 | 6x^2  + x - 15

         - 6x^2 + 9x

                       10x - 15

Now do the division process again, this time dividing 10x by 2x (again the -3 will wait). 10x divided by 2x is 5 (because 2x * 5 = 10x, right?). The 5 goes above the +x on top:

           3x    +   5      

2x - 3 | 6x^2 +  x - 15

        -  6x^2 + 9x

                       10x - 15

Now we wwill multiply the 5 by both the 2x and the -3 and subtract:

           3x     +  5    

2x - 3 | 6x^2 +  x - 15

         - 6x^2 + 9x

                       10x - 15

                     - 10x + 15

Notice that when we subtracted, the 10x changed from + to -, and the -15 changed to a positive. The remainder is 0.

That tells us that the other factor of the polynomial is 3x + 5. You could also have done synthetic division, but it would be more difficult than this to illustrate because you would be dividing by 3/2.  :/  

The correct solving of the decimal shows that 3.675 × 10 = 36.750, 3.675 × 100 = 367.5 and 3.675 × 1,000 = 3675.

From the information given, it should be noted the students calculations are incorrect. Therefore, 3.675 ×10 = 3.6750, 3.675 × 100 = 3.67500 and 3.675 × 1,000 = 3.675000 are incorrect.

In this case, when multiply by raise to power 10, it's important to shift the decimal based on the number being raised to power.

Therefore, 3.675 × 10 = 36.750, 3.675 × 100 = 367.5 and 3.675 × 1,000 = 3675.

Learn more about decimals on:

https://brainly.com/question/1015576

Answer:

Step-by-step explanation:

9514 1404 393

Answer:

  (4, -10), (4, 6)

Step-by-step explanation:

The vertical diameter is on the vertical line through the center of the circle. That line is x=4.

The square of the radius is 64, so the radius is √64 = 8. The y-coordinate of the diameter end points will be the y-coordinate of the center ±8.

So, the points of interest are ...

  (4, -2±8) = (4, -10) and (4, 6) . . . . end points of the vertical diameter

The values of a and b that make the piecewise defined function f(x) = 3x + 4, for x < -3, and f(x) = 2x^2 + ax + b, for x > -3, both continuous and differentiable everywhere are a = 6 and b = 9.

To ensure that the piecewise defined function is continuous at the point where x = -3, we need the left-hand limit and right-hand limit to be equal. The left-hand limit is given by the expression 3x + 4 as x approaches -3, which evaluates to 3(-3) + 4 = -5.

On the right-hand side of the function, when x > -3, we have the expression 2x^2 + ax + b. To find the value of a, we need the derivative of this expression to be continuous at x = -3. Taking the derivative, we get 4x + a. Evaluating it at x = -3, we have 4(-3) + a = -12 + a. To make this expression continuous, a must be equal to 6.

Next, we find the value of b by considering the right-hand limit of the piecewise function as x approaches -3. Substituting x = -3 into the expression 2x^2 + ax + b, we get 2(-3)^2 + 6(-3) + b = 18 - 18 + b = b. To make the function continuous, b must equal 9.

Therefore, the values of a and b that make the piecewise defined function both continuous and differentiable everywhere are a = 6 and b = 9.

Learn more about piecewise

brainly.com/question/28225662

#SPJ11

The end behavior of the function f(x) = -2x is option C. As x, f(x), and as x→→∞, f(x)→→∞

The end behavior of a function refers to the way the function behaves as the input (x) gets very large or very small.

For the function f(x) = -2x, the end behavior is determined by the leading term, which is -2x. The leading term has a negative coefficient and an exponent of 1, which means that the function will approach negative infinity as x gets very large and positive infinity as x gets very small.

Therefore, the end behavior of the function f(x) = -2x is:

- As x approaches positive infinity, f(x) approaches negative infinity.

- As x approaches negative infinity, f(x) approaches positive infinity.

In other words, the function decreases without bound as x gets larger and increases without bound as x gets smaller.

learn more about negative coefficient: https://brainly.com/question/29184396

#SPJ1

Answer:

exponential decay

Step-by-step explanation:

a value is less than 1 but greater than 0, making it decay.

Answer:

7 / 69

Step-by-step explanation:

Rabbit = 8

Mice = 12

Snake = 4

Total = (8 + 12 + 4) = 24

If each animal has equal probability of being caught ;

Probability of catching a rabbit ;

Number of rabbits / total number of animals

P(catching 1 rabbit) = 8 / 24 = 1/3

P(catching 2nd rabbit) :

Number of rabbits left = 8 - 1 = 7

Total number of rabbits = 24 - 1 = 23

Hence, P(catching 2nd rabbit) = 7 /23

Probability of catching two rabbits :

1 /3 * 7/ 23 = 7 / 69

Answer:

$193.75

Step-by-step explanation:

50(3) + 35(1.25)

150 + 43.75 = 193.75

Answer:

"I think of a number, take away 1 and multiply the result by 3" can be written algebraically as:

3(x - 1)

where x is the unknown number that is being thought of.

We subtract 1 from x because the problem asks to "take away 1", and then we multiply the result by 3 because the problem asks to "multiply the result by 3".

So the expression 3(x - 1) represents the result of thinking of a number, taking away 1, and multiplying the result by 3.

The type of function that fits the given description is D. Exponential decay.

In an arithmetic sequence, the difference between consecutive terms remains constant. If the y-values of a function form an arithmetic sequence that decreases in value, it means that the difference between consecutive terms is negative.
Exponential decay functions exhibit a constant ratio between consecutive terms, resulting in a decreasing sequence. As the x-values increase, the y-values decrease at a consistent rate. This is represented by the formula y = ab^x, where b is a constant between 0 and 1.
In contrast, linear functions have a constant difference between consecutive terms, resulting in an arithmetic sequence. However, since the y-values are decreasing, the function cannot be linear.
Exponential growth functions, on the other hand, have a constant ratio between consecutive terms, but they result in an increasing sequence. The y-values of an exponential growth function increase as the x-values increase.

Therefore, based on the given information, the most appropriate type of function is D. Exponential decay.

For more similar questions on Exponential decay.

brainly.com/question/14269899

#SPJ8

The congruency statement TS ≅ HG is true. So the required statement is option c.

According to the congruency theorem, two triangles are considered congruent when they have identical sides and they have the same size angles. This can be proved by conditions such as side-angle-side (SAS), side-side-side (SSS), angle-side-ange (ASA), and right angle-hypotenuse-one another side (RHS). Their orientation need not have to be the same also.

Even though the triangle is rotated, the corresponding part of ΔGHJ and ΔSTR are congruent. So the sides ST = GH, RT= HJ, and SR= GJ. And the angles ∠S= ∠G, ∠T=∠H, and ∠R=∠J. From the given, options, option TS ≅ HG is correct.

To know more about congruency:

https://brainly.com/question/29210973

#SPJ4

The complete question is -

Triangle GHJ is rotated 90° about point X, resulting in triangle STR. Which congruency statement is true?

A. TR ≅ GJ

B. ∠S ≅ ∠H

C. TS ≅ HG

D. ∠R ≅ ∠G

Answer:

its called um srry dont know

Step-by-step explanation:

Answer:

Step-by-step explanation:

a−6

−

3

a+6

−

a2

36−a2

=

−2a4−3a3+54a2+108a+648

−a4+72a2−1296

=

(−a−6)(a−6)(2a2+3a+18)

(−a−6)(a−6)(a+6)(a−6)

=

2a2+3a+18

a2−36

Jared bought 7 cans of paint. Let the number of red paint cans that Jared bought be x. The number of black paint cans he bought would be 7 - x. A can of red paint costs $3.75 and a can of black paint costs $2.75.

He spent $22 in all. Therefore we can write:3.75x + 2.75(7 - x) = 22 Multiplying out the second term and collecting like terms gives:0.5x + 19.25 = 22Subtracting 19.25 from both sides:0.5x = 2.75Dividing by 0.5:x = 5.5Since Jared can't buy half a can of paint, we should round the answer to the nearest integer. Hence, he bought 5 cans of red paint and 2 cans of black paint. The total cost of the 5 cans of red paint would be 5 x $3.75 = $18.75.The total cost of the 2 cans of black paint would be 2 x $2.75 = $5.50.The total cost of all 7 cans of paint would be $18.75 + $5.50 = $24.25.We spent more than Jared's budget. The value of $24.25 exceeds Jared's budget of $22. Hence, there is a problem with this problem statement.

Learn more about the number here:

https://brainly.com/question/24627477

#SPJ11

Answer:

Distance

Step-by-step explanation:

It seems like there not enough info to give a 100% confident answer

But in physics Δ, is used to represent distance.

So ΔABC and ΔXYZ could be related with Distance.

AB, BC, CA and XY,YZ, ZX, may represent different vector lengths, however the total length could be equal.

Answer:

He's 24

Step-by-step explanation:

x+28=2x+4

x=28-4

x=24

Answer:

Now, he is 24.

Step-by-step explanation:

Now, the man is x years old.

In 28 years, he'll be x + 28.

In 2 years, he'll be x + 2.

x + 28 = 2(x + 2)

x + 28 = 2x + 4

-x = -24

x = 24

Answer: Now, he is 24.

Answer:

3/ 10

Step-by-step explanation:

Count of numbers up to 50 = 50

Prime numbers up to 50 :

{2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47}

Count of prime numbers up to 50 = 15

Hence, ratio of prime numbers to all numbers ;

15 : 50

3 / 10

The sample suggests that the school is not believable, as the null hypothesis is rejected.

At the null hypothesis, it is tested if the proportion is of 20%, hence:

\(H_0: p = 0.2\)

At the alternative hypothesis, it is tested if the proportion is different of 20%, hence:

\(H_1: p \neq 0.2\)

We have a two-tailed test, as we are testing if the proportion is different of a value, hence the critical value is of:

|z| = 1.96.

The test statistic is defined by the equation presented as follows:

\(z = \frac{\overline{p} - p}{\sqrt{\frac{p(1-p)}{n}}}\)

In which:

The parameters for this problem are given as follows:

\(p = 0.2, n = 210, \overline{p} = \frac{58}{210} = 0.2762\)

Hence the test statistic is of:

\(z = \frac{\overline{p} - p}{\sqrt{\frac{p(1-p)}{n}}}\)

\(z = \frac{0.2762 - 0.2}{\sqrt{\frac{0.2(0.8)}{210}}}\)

z = 2.76.

The test statistic is greater than the critical value for the two-tailed test, hence the sample suggests that the school is not believable.

More can be learned about the test of an hypothesis at https://brainly.com/question/13873630

#SPJ1

The correct option is b) Label.

In a chart, each data point, bar, slice, and so on has a unique label. This label is used to identify and differentiate the different elements within the chart. It provides a clear and concise description of what each element represents.

For example, in a bar chart that shows the sales of different products, each bar would have a label indicating the specific product it represents. This allows the viewer to easily understand which product corresponds to each bar.

The label is crucial in making the chart understandable and meaningful. Without it, the chart would be confusing and difficult to interpret. It helps to provide context and clarity to the data being presented.

While color, size, and position can also be used to distinguish between elements in a chart, they do not provide the same level of specificity as a label. Color, for instance, may be used to represent different categories, but it does not provide specific information about each individual element.

In summary, the unique label assigned to each data point, bar, slice, or other element in a chart is what helps identify and differentiate them. It provides a clear description of what each element represents, making the chart more understandable and meaningful.

For more such question on charts.

brainly.com/question/29608290

#SPJ11

The author's opinion on the possibility of life on ten planets may differ from NASA scientists, as the author's perspective could be speculative while NASA scientists rely on scientific research and data.

According to the given information, there is no specific article mentioned to refer to. However, based on general knowledge, it can be stated that the author's opinion on the possibility of life on ten planets may vary from NASA scientists.

   The author's perspective might be subjective, speculative, or based on hypothetical scenarios, while NASA scientists' opinions are typically grounded in scientific research and data. NASA scientists would likely rely on concrete evidence, such as data from telescopes, space probes, and missions, to assess the potential for life on different planets.



Therefore, NASA scientists' opinions are more likely to be objective and scientifically supported, while the author's opinion may be more speculative or imaginative in nature.

To learn more about  speculative click here

brainly.com/question/14632010

#SPJ11





The expressions (B) and (C) are equivalent to -0.75(32 + 24e - 4f).

To determine which expressions are equivalent to -0.75(32 + 24e - 4f), we can simplify the given expression and compare it to the options.

-0.75(32 + 24e - 4f) can be simplified as follows:

-0.75(32) + (-0.75)(24e) + (-0.75)(-4f)

-24 - 18e + 3f

Now let's compare the simplified expression to the given options:

(A) 24 + 18e - 3f: Not equivalent

(B) -18e + 3f - 24: Equivalent

(C) -24 - 18e + 3f: Equivalent

(D) 8 - 6e - f: Not equivalent

(E) 3(-8 - 6e + f): Not equivalent

From the options, expressions (B) and (C) are equivalent to -0.75(32 + 24e - 4f).

Learn more about expressions at https://brainly.com/question/1859113

#SPJ4

The correct answer is C.  The country-where-manufactured variable is nominal data because the categories (countries) are not ordered and cannot be measured on a numerical scale.

A bar chart is a useful tool for summarizing nominal data because it displays the frequencies or percentages of each category in a clear and easy-to-understand format. The height of each bar represents the frequency or percentage of observations in each category, and the bars are separated by a space to emphasize that the categories are not ordered. In this case, the bar chart would show the frequencies or percentages of cars manufactured in each country, such as Japan, USA, Germany, etc. A bar chart would not be appropriate for summarizing interval or ratio data because these types of data are measured on a numerical scale and require more sophisticated statistical analyses.

Learn more about nominal data here;

https://brainly.com/question/30636973

#SPJ11

Answer:

-5/7

Step-by-step explanation:

know what to put here don't know how to explain!

Answer:

1/y^10

Step-by-step explanation