Answer:
Step-by-step explanation:
[tex]\sqrt[3]{x^8}=x^{\frac{8}{3}[/tex] The little number outside is called the index and that always serves as the denominator in the rational exponent. The power on the radicand (the radicand is whatever is inside the radical) serves as the numerator.
(5.9)(1.102)
What’s does that mean
Answer:
brackets stand for multiplication therefore this means multiply 5.9 by 1.102..
I hope this helps and sorry if it's wrong
Asap I really need help. Is the answer 1.54??!! Please help.
Which graph shows the solution set
Answer:
D
Step-by-step explanation:
Answer:
It's D on there
Step-by-step explanation:
the LCM of 30 , 45,90
Answer:
540 is the answer
Step-by-step explanation:
hope u liked!
A line of best fit predicts that when x equals 28, y will equal 27.255, but y actually equals 26. What is the residual in this case?
A. 0.745
B. -0.745
C. -1.255
D. 1.255
Answer:
C) -1.255
Step-by-step explanation:
We are tasked to solve for the residual value given that when x equals 29, y will be equals to 27.255. But, when it is tested, y actual value is 26. The formula in solving residual is shown below:
Residual value = Observed value - predicted value
Residual value = 26 - 27.255
Residual values = -1.255
The answer is -1.255 for residual value.
What table represents a linear function
Answer:
OPTION 1
Step-by-step explanation:
A function has exactly 1 output for every input option 1 is the only one where every x value corresponds to exactly 1 y-value.
The number of mice living in a field triples each year. What type of function
represents this pattern?
Answer:
C - exponential growth
Step-by-step explanation:
Answer:
The answer should be C
Step-by-step explanation:
32 x square Y - 2 y cube
Answer:
207y
Step-by-step explanation:
equivalent expression: 3 + 4(2z - 1)
Answer:
8z - 1
Step-by-step explanation:
Given
3 + 4(2z - 1) ← multiply each term in the parenthesis by 4
= 3 + 8z - 4 ← collect like terms
= 8z - 1
Answer:
-1 + 8z
Step-by-step explanation:
First use the distributive property of multiplication (Just multiply 4 with all numbers in the parenthesis):
3 + 4(2z - 1)
3 + 8z - 4
Group like terms:
3 + 8z - 4
-1 + 8z
The answer is -1 + 8z
Hope this helped.
Whats different for the functions
If you roll a number cube 96 times, how many times would you expect to roll a prime number?
We can expect to roll a prime number 48 times.
Theoretically, when you roll a number cube all the possible numbers have the same probability, 1/6.
We know that the numbers in a number cube are {1, 2, 3, 4, 5, 6}
Of these, the primes are: 2, 3, and 5.
So half of the outcomes of a number cube are primes.
This means that, in every single roll, the probability of getting a prime number is 1/2. (1/6 + 1/6 + 1/6 = 3/6 = 1/2)
Then for 96 rolls, we should expect to see in half of these a prime number as an outcome.
This means that we should expect to roll a prime number 96/2 = 48 times.
If you want to learn more about probability, you can read:
https://brainly.com/question/24316600
You should expect to roll a prime number 64 times.
To determine, if you roll a number cube 96 times, how many times would you expect to roll a prime number, the following calculation must be performed, knowing that the prime numbers are those that can only be divided by 1 or by themselves:
A cube has 6 sides. Therefore, the numbers in the cube will be 1, 2, 3, 4, 5 and 6. Of these numbers, only 4 and 6 are not prime, since 4 is divisible by 2 and 6 is divisible by 2 and 3.
Therefore, 4/6 numbers are prime, that is, 66.66% of the numbers in the cube.
Therefore, if you roll a number cube 96 times, since 96 x 4/6 equals 64, you should expect to roll a prime number 64 times.
Learn more in https://brainly.com/question/23715861.
which is the graph of g(x) = sqrt x-16
Answer:
Step-by-step explanation:
I am not sure if you are asking for the graph of
√(x-16) that has a x intercept at (16,0)
or
√ x -16 that has a y intercept at (0, -16)
Mahmoud earns $450 per week plus a 20% commission as a car salesman. He wants his
hourly salary to be at least $35.
The inequality that relates the number of hours to the weekly sales is:
[tex]450 + 0.20x \ge 35y[/tex]
The complete question implies that we define an inequality that represents the relationship between the number of hours worked in a week and the weekly sales
We make use of the following representation:
[tex]x \to[/tex] weekly sales from cars.
[tex]y \to[/tex] hours worked in a week
His weekly salary is then calculated as:
Salary (S) = Earnings per week + Commission * Sales from car
So, we have:
[tex]S = 450 + 20\% * x[/tex]
Express percentage as decimal
[tex]S = 450 + 0.20* x[/tex]
[tex]S = 450 + 0.20x[/tex]
Assume he works for y hours in a week.
His hourly rate is:
[tex]Hourly = \frac{S}{y}[/tex] --- i.e. weekly salary divided by number of hours
[tex]Hourly = \frac{450 + 0.20x}{y}[/tex]
For this rate to be at least [tex]\$35[/tex], the following condition must be true
[tex]Hourly \ge 35[/tex] --- i.e. is hourly rate must be greater than or equal 35
So, we have:
[tex]\frac{450 + 0.20x}{y} \ge 35[/tex]
Multiply both sides by y
[tex]450 + 0.20x \ge 35y[/tex]
Learn more about inequality:
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The weekly earnings of students in one age group are normally distributed with a standard deviation of 88 dollars. A researcher wishes to estimate the mean weekly earnings of students in this age group. Find the sample size needed to assure with 98 percent confidence that the sample mean will not differ from the population mean by more than 2 dollars.
Answer:
The sample size needed is of 10,484.
Step-by-step explanation:
We have to find our [tex]\alpha[/tex] level, that is the subtraction of 1 by the confidence interval divided by 2. So:
[tex]\alpha = \frac{1 - 0.98}{2} = 0.01[/tex]
Now, we have to find z in the Z-table as such z has a p-value of [tex]1 - \alpha[/tex].
That is z with a p-value of [tex]1 - 0.01 = 0.99[/tex], so Z = 2.327.
Now, find the margin of error M as such
[tex]M = z\frac{\sigma}{\sqrt{n}}[/tex]
In which [tex]\sigma[/tex] is the standard deviation of the population and n is the size of the sample.
The weekly earnings of students in one age group are normally distributed with a standard deviation of 88 dollars.
This means that [tex]\sigma = 88[/tex]
Find the sample size needed to assure with 98 percent confidence that the sample mean will not differ from the population mean by more than 2 dollars.
This is n for which M = 2. So
[tex]M = z\frac{\sigma}{\sqrt{n}}[/tex]
[tex]2 = 2.327\frac{88}{\sqrt{n}}[/tex]
[tex]2\sqrt{n} = 2.327*88[/tex]
[tex]\sqrt{n} = \frac{2.327*88}{2}[/tex]
[tex](\sqrt{n})^2 = (\frac{2.327*88}{2})^2[/tex]
[tex]n = 10483.3[/tex]
Rounding up:
The sample size needed is of 10,484.
HELP ME !!!!!!
instruction given the quadrilateral ABCD inscribed in the circle, find x and y
The opposite angles in a cyclic quadrilateral are supplementary. i.e., the sum of the opposite angles is equal to 180˚
So using theorem we find that
∠A+∠C = 180
x + 108 = 180
x = 180 - 108
x = 72
∠B+∠D = 180
88 + y = 180
y = 180 - 88
y = 92
Answered by Gauthmath must click thanks and mark brainliest
The required value of angle x and angle y is 72 and 92 respectively.
Given that,
A figure of the circle has been shown,
A quadrilateral is inscribed in the circle,
Angles in the quadrilateral are given as
∠A = x, ∠B = 82, ∠C = 108 and ∠y
The value of angles x and y is to be determined.
A quadrilateral is an irregular four-sided shape as given in the picture in question.
Since quadrilateral has a property that describes that the sum of opposite angle of the quadrilateral is 180°,
Here in the given quadrilateral sum of angle A + C and angle B + D is equal to 180.
⇒
∠A + ∠C = 180
∠A + 108 = 180
∠A = 72°
Similarly
∠B + ∠D = 180
88 + ∠D = 180
∠D = 92
Thus, the required value of angle x and angle y is 72 and 92 respectively.
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Which best describes the relationship between the line that
passes through the points (1, -6) and (3,-2) and the line that
passes through the points (4,8) and (6, 12)?
A. parallel
B. same line
C. neither perpendicular nor parallel
D. perpendicular
A line with slope 3 intersects a line with slope 5 at the point (10, 15). What is the distance between the x-intercepts of these two lines?
The distance between the intercepts of both lines is 2 units
The equation of a line in slope intercept form is:
[tex]y = mx + b[/tex]
Where:
[tex]m \to[/tex] slope
[tex]b \to[/tex] y intercept
For the first line, we have:
[tex]m_1 = 3[/tex] ---- the slope
So, the equation of the first line is:
[tex]y = 3x + b_1[/tex]
For the second line, we have:
[tex]m_2 = 5[/tex] --- the slope
So, the equation of the second line is:
[tex]y = 5x + b_2[/tex]
Both lines intersect at (10,15) means that (10,15) is a common solution to the equation of both lines
i.e.
[tex](x,y) = (10,15)[/tex]
Substitute these values in the first equation and solve for b
[tex]y = 3x + b_1[/tex]
[tex]15 = 3*10 + b_1[/tex]
[tex]15 = 30 + b_1[/tex]
[tex]b_1 = 15 - 30[/tex]
[tex]b_1 = -15[/tex]
So, the equation of the first line is
[tex]y = 3x - 15[/tex]
Repeat the same process for the second line
[tex]y = 5x + b_2[/tex]
[tex]15 = 5*10 + b_2[/tex]
[tex]15 = 50 + b_2[/tex]
[tex]b_2 = 15 - 50[/tex]
[tex]b_2 = -35[/tex]
So, the equation of the second line is
[tex]y =5x - 35[/tex]
The x intercept is when [tex]y =0[/tex]
So, we substitute 0 for y and solve for x in the equations of both lines
For line 1
[tex]y = 3x - 15[/tex]
[tex]0 = 3x - 15[/tex]
[tex]3x= 15[/tex] ---- Collect like terms
[tex]x = 5[/tex] --- Divide both sides by 3
The x intercept of line 1 is 5
For line 2
[tex]y =5x - 35[/tex]
[tex]0 = 5x - 35[/tex]
[tex]5x = 35[/tex] --- Collect like terms
[tex]x = 7[/tex] -- Divide both sides by 5
The x intercept of line 2 is 7
The distance (d) between both is the difference in the intercepts:
[tex]d = 7 - 5[/tex]
[tex]d = 2[/tex]
Read more about intercepts at:
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What describes the correct way to convert minutes to an hour
Answer:
Yo mean correct way??
yo can divide minute by 60 to convert minute into hour
For example
To convert 10 minute into hour. then we should divide 10 by 60. 10/60
Answer:
In any conversion you have to establish ratios (or rates) for the different units being converted.
The process will be performed by a series of multiplications that will cancel out the "unwanted" units.
multiplication by one (1) does not change the value in an equation.
you have to multiply by a "series of ones" that take into account the units being converted..
for example
1 minute/60 seconds or 1 inch = 2.54 cm or 1 day = 24 hours
in your problem you have minutes... lets say you have 100 minutes
100 minutes * 1 hour minutes cancel and you have 100/60 = 1 [tex]\frac{2}{3}[/tex] hrs
60 minutes
Step-by-step explanation:
Blanca runs 8 laps around the track each day to train for an endurance race. She times each lap to practice her pacing for the race. The table shows the lap times, in seconds, for three days of practice.
A 3-column table with 8 rows. The first column is labeled day 1 lap times (seconds) with entries 83, 92, 91, 89, 94, 93, 88, 84. The second column is labeled day 2 lap times (seconds) with entries 87, 90, 92, 91, 92, 95, 90, 85. The third column is labeled day 3 lap times (seconds) with entries 85, 86, 91, 93, 91, 89, 88, 84.
Which histogram represents Blanca’s lap times for the three days of practice?
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 laps.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 3 laps were 84 to 86 seconds. 3 laps were 86 to 88 seconds. 5 laps were 88 to 90 seconds. 5 laps were 90 to 92 seconds. 3 laps were 92 to 94 seconds. 3 laps were 94 to 96 seconds. 1 lap was 96 to 98 seconds.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 3 laps were 84 to 86 seconds. 3 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 4 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 1 lap was 96 to 98 laps.
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 3 laps were 92 to 94 seconds. 4 laps were 94 to 96 seconds. 0 laps were 96 to 98 laps.
Answer:
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and the number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 seconds
Step-by-step explanation:
The given table is presented as follows;
[tex]\begin{array}{ccc}Day \ 1 \ lap \ times \ (seconds)&Day \ 2 \ lap \ times \ (seconds)&Day \ 3 \ lap \ times \ (seconds)\\83&87&85\\92&90&86\\91&92&91\\89&91&93\\94&92&91\\93&95&89\\88&90&88\\84&85&84\end{array}[/tex]The number of laps in the range 82 to 84 seconds = 1
The number of laps in the range 84 to 86 seconds = 4
The number of laps in the range 86 to 88 seconds = 2
The number of laps in the range 88 to 90 seconds = 4
The number of laps in the range 90 to 92 seconds = 6
The number of laps in the range 92 to 94 seconds = 5
The number of laps in the range 94 to 96 seconds = 2
The number of laps in the range 96 to 98 seconds = 0
Therefore, the histogram that represents Blanca's lap times for the three days of practice is described as follows;
A graph shows lap time (seconds) labeled 82 to 98 on the horizontal axis and the number of laps on the vertical axis. 1 lap was 82 to 84 seconds. 4 laps were 84 to 86 seconds. 2 laps were 86 to 88 seconds. 4 laps were 88 to 90 seconds. 6 laps were 90 to 92 seconds. 5 laps were 92 to 94 seconds. 2 laps were 94 to 96 seconds. 0 laps were 96 to 98 seconds
Answer: A.
Step-by-step explanation: On Edge!
[tex]5x- \dfrac{ \sqrt{ 9 { x }^{ 2 } -6x+1 \phantom{\tiny{!}}} }{ 1-3x }[/tex]
Answer:
[tex]=5x+1[/tex] or [tex]=5x-1[/tex]
Step-by-step explanation:
One is given the following equation:
[tex]5x-\frac{\sqrt{9x^2-6x+1}}{1-3x}[/tex]
The problem asks one to simplify the expression, the first step in solving this equation is to factor the equation. Rewrite the numerator and denominator of the fraction as the product of two expressions. Remember the factoring patterns:
[tex](a-b)^2=a^2-2ab+b^2[/tex]
[tex]=5x-\frac{\sqrt{9x^2-6x+1}}{1-3x}[/tex]
[tex]=5x-\frac{\sqrt{(3x-1)^2}}{-(3x-1)}[/tex]
Now simplify the numerator. Remember, taking the square root of a squared value is the same as taking the absolute value of the expression,
[tex]=5x-\frac{\sqrt{(3x-1)^2}}{1-3x}[/tex]
[tex]=5x-\frac{|3x-1|}{-(3x-1)}[/tex]
Rewrite the expression without the absolute value sign in the numerator. Remember the general rule for removing the absolute value sign:
[tex]|a-b|\\=a -b[/tex] or [tex](-a-b) = b-a[/tex]
[tex]=5x-\frac{|3x-1|}{-(3x-1)}[/tex]
[tex]=5x-\frac{3x-1}{-(3x-1)}[/tex] or [tex]=5x-\frac{-(3x-1)}{-(3x-1)}[/tex]
Simplify both expressions, reduce by canceling out common terms in both the numerator and the denominator,
[tex]=5x-\frac{3x-1}{-(3x-1)}[/tex] or [tex]=5x-\frac{-(3x-1)}{-(3x-1)}[/tex]
[tex]=5x-(-1)[/tex] or [tex]=5x-(1)[/tex]
Simplify further by rewriting the expression without the parenthesis, remember to distribute the sign outside the parenthesis by the terms inside of the parenthesis; note that negative times negative equals positive.
[tex]=5x-(-1)[/tex] or [tex]=5x-(1)[/tex]
[tex]=5x+1[/tex] or [tex]=5x-1[/tex]
Who is the first prime miniter of india
Answer:
Jawaharlal Nehru was the first
Answer:
Jawaharlal Nehru is the first prime minister of India
given a geomatric progression 2,6,18,54... find the smallest value of n such that the nth term is greater than 100000
Answer:
hello,
Step-by-step explanation:
[tex]u_1=2=2*3^0\\u_2=6=2*3^1\\u_3=18=2*3^2\\u_4=54=2*3^3\\\\....\\u_n=2*3^{n-1}\geq 100000\\\\3^{n-1}\geq 50000\\\\(n-1)*ln(3)\geq ln(50000)\\\\n-1\geq 9,848586...\\\\n\geq 10.848586....\\\\\boxed{n=11}\\[/tex]
If f(x) = 3x + 10x and g(x) = 2x - 4, find (f- g)(x).
O A. 15x-4
B. 3X + 8x+4
O c. 3* – 8x+4
D. 3% + 12x-4
Answer:
B. 3ˣ + 8x + 4
General Formulas and Concepts:
Pre-Algebra
Distributive PropertyAlgebra I
Terms/CoefficientsFunctionsFunction NotationStep-by-step explanation:
Step 1: Define
Identify
f(x) = 3ˣ + 10x
g(x) = 2x - 4
Step 2: Find
Substitute in function values: (f - g)(x) = 3ˣ + 10x - (2x - 4)[Distributive Property] Distribute negative: (f - g)(x) = 3ˣ + 10x - 2x + 4Combine like terms: (f - g)(x) = 3ˣ + 8x + 4Answer:
3^x+8x+4
Step-by-step explanation:
f(x) = 3^x + 10x
g(x) = 2x - 4
(f- g)(x)=3^x + 10x - (2x - 4)
Distribute the minus sign
(f- g)(x)=3^x + 10x - 2x + 4
Combine like terms
3^x+8x+4
solve the system of inequalities x>17, x>12
5+a2+ab-9c if a=5 b=4c=0
5+a2+ab-9c
let's just substitute a with 5, b with 4 and c with 0
5+5*2+5*4-9*0
= 5+10+20+0
= 35
As gamers progress through a video game, they earn a higher rank. In an online gaming network, gamers can see what fraction of the way they
are to the next rank. The line plot displays the fraction of the way to the next rank for all the gamers in the network. What fraction of gamers
have bof the way to go to the next rank?
Gamers Progress to Next Rank
Number
of
Gamers
Fraction of Progress to Next Level
A
A.
c.)
Question isn't well formatted, a picture if the question is attached below.
Answer:
1 / 4
Step-by-step explanation:
From the plot, each dot represent a gamer ; therefore, the total number of gamers will be counting all the dots ;
Total number of gamers = 24
Fraction of gamers that have 7 / 8 of the way to go ;
This means that they have 7/8 of the way left to proceed to next level ;
The fraction is : 1 - 7/8 = 1 /8
This means the number of of people whose progress are on 1/8 ; this is 6
Hence, fraction of gamers that have 7/8 of the way to go :
6 / 24 = 1 / 4
Alice stand at point A and looks at the top of a 17.8 m tree TB, such that her line of sight makes an angle 38° with the horizontal. The height of her eye level is 1.5 m. Find the horizontal distance AB between Alice and the tree.
Answer:
Step-by-step explanation:
let the horizontal distance be x
(17.8-1.5)/x = tan 38
or x = 16.3/tan38
or x = 20.863
help me
I need help please
Answer:
hhghhhhhhhhh
Step-by-step explanation:
yyyyjuiynrjdjf
i am having troubles solving this 4(x+3)=x+42 can i get some help please.
Answer:
x=10
Step-by-step explanation:
Step 1: Multiply 4 with X and 3. You'll get 4x+12=x+42
Step 2: Keep the variable on one side and the number on the other side. you would subtract X and subtract 12. You'll get 3x=30
Step 3: Divide by the 3 on both sides and you'll get x=10
Given:
[tex] \\ ⇢ \tt \: 4(x + 3) = x + 42 \\ [/tex]
Solution:
[tex] \\ ⇢ \tt \: 4(x + 3) = x + 42 \\ \\ \\ \tt⇢ 4x + 12 = x + 42 \: \: \\ \\ \\ \tt \: ⇢4x - x = 42 - 12 \: \\ \\ \\ \tt \: ⇢3x = 30 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \\ \tt \: ⇢x = \frac{30}{3} \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \\ \tt \: \pink{ \pmb{ \mathfrak{⇢x = 10}}} \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \\ [/tex]
Verification:
[tex] \\ ⇢ \tt \: 4(10+ 3) = 10+ 42 \\ \\ \\ \tt⇢ 40 + 12 = 10 + 42 \: \: \\ \\ \\ \tt \: ⇢52 = 52 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \\ \: ⇢ \purple{ \pmb{ \bold{L.H.S = R.H.S}}}\\ \\ \\ [/tex]
Hence Verified!please answer this!!
