write the next three terms of the sequence.

The factor of x3 5x2 2x 24 is (x - 4)(x + 2)(x + 6), which can be expanded as x3 + 2x2 - 4x2 + 6x - 8x - 24.

1. Factor out the greatest common factor (GCF) from the coefficients of the terms.

x3 5x2 2x 24

2. Factor out the GCF from each term:

x3 = x•x•x

5x2 = 5•x•x

2x = 2•x

24 = 24

3. Our factors are now:

x•x•x 5•x•x 2•x 24

4. Group the terms with common factors:

(x•x•x) (5•x•x) (2•x) (24)

5. Factor out the common factor from each group:

x•x (x•5) (2•x) (24)

6. Our factors are now:

x (x•5) (2•x) (24)

7. Factor out the common factor from each group:

x (x•5) (2•x) (24)

8. Our factors are now:

x (x + 2)(x + 6) (24)

9. Our final answer is:

(x - 4)(x + 2)(x + 6)

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an equation showing a way to estimate to the neasrt inch the total rainfall for the two day 2.45 + 1.72 ≈ 4.2 inches

1. Add the two amounts of rainfall together: 2.45 + 1.72

2. Round the answer to the nearest inch: 4.2 inches

3. The equation to estimate the total rainfall for the two days is 2.45 + 1.72 ≈ 4.2 inches.

This equation provides a simple way to estimate the total rainfall for two days. By adding the two amounts of rainfall, we can then round the answer to the nearest inch to obtain the estimated total rainfall. This equation can be used to quickly and accurately estimate rainfall totals for any two-day period.

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Answer:

10-7=3 so the difference is -3

Answer:

The difference is 3

Step-by-step explanation:

Simple!

10-7=3

Answer:

14 per minute

Step-by-step explanation:

42 / 3

Answer:

1530 cubic cm

Step-by-step explanation:

(18*4*10) + (9*9*10) = 1530

Given: A statement, "Why math is important for students like us".

Required: To give the reason for the given statement.

Explanation: There are several reasons for the given statement. Maths is important for students as it is the basis of several other subjects such as Physics, Business Studies, Programming, etc. Practicing math is a critical part of developing good problem-solving skills. It helps students identify and solve problems. It teaches them how to arrive at a solution to a problem by considering different factors and approaching it from various perspectives.

Besides the academic aspect, maths is also an important factor in our daily problems.

Final Answer: The importance of math is at every step of a student's life.

Answer:

The pizza restaurant put 1/10 of the sauce on each pizza.

Step-by-step explanation:

Take the 3/5, and on a calculator divide the 3 by the 5:

0.6

Then, take the 0.6 and divide it by the 6 pizzas:

0.1, converted into a fraction equals 1/10.

The pizza restaurant put 1/10 of the sauce on each pizza.

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Answer:

-7 and -10 are solutions, 5 and 0 aren't

Step-by-step explanation:

For the inequality, -4 + 5y will have to be less than or equal to -39. So, y would have to be a negative number. That would remove 5 as a possible solution.

Next, we can calculate the solution for others. For 0, we can multiply it by 5 and get 0. Then, add it to -4 which would get us -4. This is greater than -39 so 0 isn't a solution.

If we solve for -7, we'll get: -4 + 5(-7) -> -4 - 35 -> -39. This is equal to -39 so it is a solution. If we solve for -10, we get: -4 + 5(-10) -> -4 - 50 -> -54. This is less than -39 so it is a solution.

Answer:

48

Step-by-step explanation:

you first have to take the 3 and 5 and multiply them by 6 individually which will give you 18 and 30 respectively, which so happens to be 12 less than the other, then you add them together and you have your answer

The number of units produced does not affect net operating income when using absorption costing.

All production expenses, including direct materials, direct labour, and both variable and fixed overhead costs, are included in the cost of each unit produced in absorption costing. This means that as more units are manufactured, the total manufacturing cost is distributed over a greater number of units, resulting in a reduced cost per unit.

Variable costing, on the other hand, includes only variable production expenses, such as direct materials, direct labor, and variable overhead costs, in the cost of each unit produced. Fixed manufacturing overhead costs are considered period expenses and are not included in the product cost.

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The general solution to the differential equation. If initial conditions are given, we can solve for the constants C1 and C2.

The given differential equation is:

y ln x * (dx/dy) = [(y+1)/x]^2

We can solve this equation by separation of variables, which means we can rearrange the equation so that all the x terms are on one side and all the y terms are on the other side. Then, we can integrate both sides with respect to their respective variables.

First, we rewrite the equation in a form suitable for separation of variables:

y ln x dx = [(y+1)/x]^2 dy

Next, we separate the variables and integrate both sides:

∫y ln x dx = ∫[(y+1)/x]^2 dy

Integrating the left-hand side by parts, we have:

u = ln x dv = y dx

du/dx = 1/x v = (1/2) y^2

∫y ln x dx = (1/2) y^2 ln x - ∫(1/2) y dx

= (1/2) y^2 ln x - (1/4) y^2 + C1

where C1 is the constant of integration.

Integrating the right-hand side, we use the substitution u = y+1:

u = y+1 du = dy

∫[(y+1)/x]^2 dy = ∫(u/x)^2 du

= (1/x^2) ∫u^2 du

= (1/3x^2) u^3 + C2

where C2 is the constant of integration.

Substituting this back into the original equation, we have:

(1/2) y^2 ln x - (1/4) y^2 + C1 = (1/3x^2) (y+1)^3 + C2

This is the general solution to the differential equation. If initial conditions are given, we can solve for the constants C1 and C2.

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Answer:

30 percent of 40 dollars is

12 dollars.

Answer:

2/12

Step-by-step explanation:

The centipede that Maria measured was 1 1/12 inches long. If you convert this to an improper fraction it is equal to 13/12 inches. Now to find how much longer Maria's centipede was than Jeromes, you just take 11/12 and minus it from 13/12 which is equal to 2/12 of an inch.

There would be 63,273,600 and 43,524,000 license plates, if repetition is allowed, and not, respectively that can be made using either three uppercase English letters followed by three digits or four uppercase English letters followed by two digits.

Based on the given information, a license plate may either be:

1. three uppercase English letters followed by three digits

26 ways to fill in the first, second, and third letter and

10 ways to fill in the first, second, and third digit

2. four uppercase English letters followed by two digits

26 ways to fill in the first, second, third, and fourth letter and

10 ways to fill in the first and second digit

Thus, by Fundamental Principle of Counting, there are 63,273,600 possible license plates, if repetition is allowed, and 43,524,000 possible license plates, if repetition is not allowed.

(with repetition)

1.  26 x 26 x 26 x 10 x 10 x 10 = 17,576,000

2. 26 x 26 x 26 x 26 x 10 x 10 = 45,697,600

17,576,000 + 45,697,600 = 63,273,600

(without repetition)

1.  26 x 25 x 24 x 10 x 9 x 8 = 11,232,000

2. 26 x 25 x 24 x 23 x 10 x 9 = 32,292,000

11,232,000 + 32,292,000 = 43,524,000

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Answer:

i think its b

Answer:

B. (x³-10)(x⁶+10x³+100)

Step-by-step explanation:

x⁹-1000

(x³)³-10³

so now always remember

x³-y³=(x-y)(x²+xy+y²)

so for this question x= x³ and y=10

we now have

(x³-10)((x³)²+10x³+10²)

(x³-10)(x⁶+10x³+100)

To determine which sets are subsets of which other sets, we can compare the elements of each set and see if they are all contained within another set.

Let's analyze the sets:

A = {1, 4, 5}

B = {1, 5}

C = {4, 5}

D = {4, 5, 8}

To determine the subsets, we need to check if the elements of one set are present in another set. Here are the results:

Set A: A is a subset of itself since all its elements are present in A.

Set B: B is a subset of A since all its elements (1 and 5) are present in A.

Set C: C is a subset of A since all its elements (4 and 5) are present in A.

Set D: D is a subset of A since all its elements (4 and 5) are present in A.

D is also a subset of C since all its elements (4 and 5) are present in C.

However, D is not a subset of B since it contains an element (8) that is not present in B.

Therefore, the subsets are as follows:

A ⊂ A

B ⊂ A

C ⊂ A

D ⊂ A

D ⊂ C

D ⊄ B

Regarding the truth value of the statement \(v x Ay (xy = 1)\), which means "For every x, there exists a y such that \(xy = 1\)," let's analyze it.

In this case, x and y represent real numbers other than zero.

The statement xy = 1 is only true for a specific value of x and y, which is

x = 1 and y = 1. For any other value of x and y, the equation xy = 1 is not true.

Since there exists at least one value (1) for x and y that makes the statement true, the truth value of the statement \(v x Ay (xy = 1)\) is true.

The correct answer is a. True.

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Answer:

given,triangle EFG is congruent to triangle HIJ,THEIR corresponding sides are equal,

so, 10x=x+45

10x_x=45

or,9x=45

therefore , x=5

again,

3y = y+14

or, 3y_y=14

or, y=14/2

therefore the value of y is 7.

so the value of x is 5 and y is 7.

hope its helpful to uh...

Each of the equation given have a unique solution because their  degree is 1.

An equation of the form y = ax + b denotes a linear equation. The degree of a linear equation is 1 and is represented by a straight line on graph.

Given is a set of four equations that can have either unique, no or infinitely many solutions.

The total number of possible solutions of an equation written as a function of x is equal to the degree of that equation. Since, the equations given are written as a function of x, the highest power of x will be equal to the degree. The equations given have maximum power of one. Therefore, we can say the following equations have a unique solutions.

Therefore, each of the equation given have a unique solution because their  degree is 1.

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The median of the given dot plot is 0.6 seconds.

In the given dot plot, the median is represented by the point where there are an equal number of data points above and below it. The median is the measure of central tendency that divides the data into two halves. In this case, the median is 0.6 seconds.

Reaction times are an important measure of cognitive function and can vary depending on the task and individual. Understanding reaction times can be useful in fields such as sports, medicine, and psychology. The dot plot provides a visual representation of the data and allows for easy interpretation of the median. By analyzing the data, it is possible to draw conclusions about the performance of the class in catching a falling object.

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Answer:

10x+276

Step-by-step explanation:

Use the equation (12)(5/6x+23)=area

Use the distributive property as seen in the image below.

Solve

Now simplify

Answer:

To calculate the total amount, first find out how much you contribute and then add the amount your employer contributes.

Your contribution: 10% of $50,000

= ($50,000 * 10) / 100

= $5,000

Employer's contribution: 3% of $50,000

= ($50,000 * 3) / 100

= $1,500

Total contribution:

= Your contribution + Employer's contribution

= $5,000 + $1,500

= $6,500

So, the total amount being put away in your account each year is $6,500.

Step-by-step explanation:

The value of x from the given expression is 2

Linear equations are equations that has a linear degree of 1.

Given the linear equation shown;

2x + 5 = 9

Subtract 5 from both sides

2x + 5 - 5 = 9 - 5

2x = 9 - 5

2x = 4

Divide both sides by 2

2x/2 = 4/2

x = 2

Hence the value of x from the given expression is 2

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The completely factored form of the expression 3x²-9x-12 is c. 3(x-4)(x+1). The correct answer is c.


To factor the expression 3x²-9x-12, we first look for the greatest common factor, which is 3. Factoring out 3, we have 3(x²-3x-4). Now, we need to factor the quadratic expression inside the parentheses. We’re looking for two binomial factors that, when multiplied together, give us x²-3x-4.

To find these factors, we need to find two numbers whose product is -4 and whose sum is -3. The numbers -4 and 1 satisfy these conditions, so we can rewrite the expression as 3(x-4)(x+1). This is the completely factored form of the expression.

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Answer: y = 5x + 26

Step-by-step explanation:

To find the equation of a line that is perpendicular to the given line y = -1/5x + 1 and passes through the point (-5, 1), we need to determine the slope of the perpendicular line. The given line has a slope of -1/5. Perpendicular lines have slopes that are negative reciprocals of each other. So, the slope of the perpendicular line will be the negative reciprocal of -1/5, which is 5/1 or simply 5. Now, we have the slope (m = 5) and a point (-5, 1) that the perpendicular line passes through.

We can use the point-slope form of a linear equation to find the equation of the line:

y - y1 = m(x - x1)

Substituting the values, we get:

y - 1 = 5(x - (-5))

Simplifying further:

y - 1 = 5(x + 5)

Expanding the brackets:

y - 1 = 5x + 25

Rearranging the equation to the slope-intercept form (y = mx + b):

y = 5x + 26

Therefore, the equation of the perpendicular line that passes through the point (-5, 1) is y = 5x + 26.

Answer:

$20

Step-by-step explanation:

Given data

Earnings= $40

MP3= $10

Balance= 40-10= $30

Savings = 30/2= $15

Balance= $15

Earning for washing his neighbor's= $5

Hence the total amount he now has

=15+5

=$20

Answer:

4.8%

Step-by-step explanation:

Step 1: divide the numerator by denominator

Step 2: Multiply 100 with  the answer.

....................................................................

6/125 = 0.048

0.048 * 100

=4.8%

Answer:

Answer:

81,00000000

Step-by-step explanation:

Hope this Helps! :)