The answer is 6x^4
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The answer explains in detail and is easy to understand.
Answer:
[tex]6x^4[/tex]
Step-by-step explanation:
the expression we have is:
[tex](\sqrt{2x^3})( \sqrt{18x^5} )[/tex]
Because it is a product of two square roots, we can put it together in one:
[tex]\sqrt{(2x^3)(18x^5)}[/tex]
and we carry out the multiplication inside the square root
(to multiply the variable x we sum the exponents 3+5=8)
[tex]\sqrt{2*18x^{3+5}}\\\\=\sqrt{36x^8} \\[/tex]
and now we can take the square root of 36 which is 6.
and to take the square root if [tex]x^8[/tex] we divide the exponent by 2:
[tex]=6x^{8/2}\\=6x^4[/tex]
the simplified product is: [tex]6x^4[/tex]
Please find the area of the shaded region.
here is the solution to the question
Help please and thank you
The correct option is C
Step-by-step explanation:See the attached image
Coterminal angle help
Answer: [tex]\bold{\dfrac{3\pi}{2}}[/tex]
Step-by-step explanation:
Coterminal means it is in the same place on the Unit Circle but one or more rotations clockwise or counterclockwise.
Note: one rotation is 2π (which is equivalent to [tex]\frac{4\pi}{2}[/tex])
[tex]-\dfrac{13\pi}{2}+\dfrac{4\pi}{2}=-\dfrac{9\pi}{2}\\\\.\qquad\qquad\quad=-\dfrac{9\pi}{2}+\dfrac{4\pi}{2}=-\dfrac{5\pi}{2}\\\\.\qquad\qquad\qquad\qquad\qquad\quad=-\dfrac{5\pi}{2}+\dfrac{4\pi}{2}=-\dfrac{\pi}{2}\\\\.\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\quad=-\dfrac{\pi}{2}+\dfrac{4\pi}{2}=\dfrac{3\pi}{2}\\\\\\\dfrac{3\pi}{2}\text{ is between 0 and }2\pi\text{ so this is the angle we are looking for!}[/tex]
At lunchtime 5/6 of students buy juice. Of those students 3/4 buy orange juice. What fraction of the students buy orange juice?
5/6 × 3/4
=5/2 × 1/4
=5/8
Answer
5/8 students buy orange juice
To find the fraction of students who buy orange juice, we first find the fraction of students who buy juice and then multiply it by the fraction that buy orange juice.
Explanation:To find the fraction of students who buy orange juice, we first need to determine the fraction of students who buy juice. Since 5/6 of students buy juice, this means that 5/6 of the total number of students buy juice.
Next, we need to determine the fraction of students who buy orange juice out of those who buy juice. Since 3/4 of the students who buy juice buy orange juice, this means that 3/4 * 5/6 of the total number of students buy orange juice.
To find the final fraction, we multiply the two fractions:
3/4 * 5/6 = (3 * 5) / (4 * 6) = 15 / 24 = 5/8
Therefore, the fraction of students who buy orange juice is 5/8.
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John had 5 apples, Jimmy took 4. How many apples does John have now?
one apple left you subtract 5 from 4 and get 1
Answer:
1
Step-by-step explanation:
ok so if john had 5 but then micky mouse said oh no this is worng and mutiplie that by 903238424203849 x 0q98e0qw98e9q0we9w0q that is if the answer your looking for is 1 :>
hello can somebody help me
Answer:
a1 = 10
an = an-1 * -2
What is
[tex] - \frac {12}{80} [/tex]
as a decimal?
Answer:
12/80 as a decimal equals 0.15
Step-by-step explanation:
Answer: -0.15
Step-by-step explanation:
Get both sides on 100
12 + 12 * 1/4 = 15
80 + 80 * 1/4 = 100
-15/100 = -0.15
Which of the following points is a solution of the inequality y < -|x|?
(1, -2)
(1, -1)
(1, 0)
Answer:
[tex]\large\boxed{(1,\ -2)}[/tex]
Step-by-step explanation:
[tex]|a|=a\ \text{for}\ a\geq0\\\\|a|=-a\ \text{for}\ a<0\\\\\text{Examples}\\\\|3|=3,\ |1.6|=1.6\\|-3|=-(-3)=3,\ |-1.6|=1.6\\===================[/tex]
[tex]y<-|x|\\\\\text{Put the values of x and y from the coordinates of the points and check inequality}\\\\(1,\ -2)\to x=1,\ y=-2\\-2<-|1|=-1\qquad\text{CORRECT :)}\\\\(1,\ -1)\to x=1,\ y=-1\\-1<-|1|=-1\qquad\text{FALSE :(}\\\\(1,\ 0)\to x=1,\ y=0\\0<-|1|=-1\qquad\text{FALSE :(}[/tex]
Put the following fractions in order from least to greatest.
a. 7/3
b. 8/2
c. 2/1
d. 6/5
A) a, d, b, c
B) b, a, d, c
C) c, a, b, d
D) d, c, a, b
Pls answer fast!
I think the correct answer is C
Answer:
D) d,c,a,b
Step-by-step explanation:
To arrange the fractions in the order requested we have to express them to a common denominator . This is done by finding the Least common multiple of the denominators. Thus, the fractions,7/3, 8/2, 2/1,6/5, the L.C.M of the denominators is 30 thus lets divide the L.C.M by the denominator of each number then multiply with the numerator.
7/3=70/30
8/2=120/30
2/1=60/30
6/5=36/30
thus from the least to the largest we arrange them as follows 6/5, 2/1, 7/3 then 8/2
Select the data points that need to be removed from this table for it to represent a linear function.
Step-by-step explanation: First, let's graph this down.
With all the points touching except (-2, -6) and (8, 18), it's safe to say that these are the coordinates that have to be removed. Also, just for an extra help, the linear line is 2x + 1 = y
The data points that need to be removed from this table for it to represent a linear function are (-2, -6) and (8, 18).
What is a function?Function is a type of relation, or rule, that maps one input to specific single output.
WE have been given the points that need to be removed from this table for it to represent a linear function.
With all the points touching except (-2, -6) and (8, 18), we can say that these are the coordinates that have to be removed.
Also, for an extra information, the linear line is 2x + 1 = y
Therefore, the data points that need to be removed from this table for it to represent a linear function are (-2, -6) and (8, 18).
The points are attached below on the graph.
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PLZ HELP
Ivan is doing an experiment with a number cube. About how many times should he expect to roll an even number on the number cube if he rolls it 600 times?
Answer:
300
Step-by-step explanation:
A number cube has total six possible outcomes:
1, 2, 3, 4, 5 and 6
Probability of the occurrence of each side is: 1/6
From the possible outcomes, the even number are 2,4,6
Therefore the probability of the occurrence of an even number is:
1/6 + 1/6 + 1/6
=> 3/6
=> 1/2
1/2 probability shows that if a number cube is rolled 'n' times, (1/2)*n number of chances are it is an even number.
So the expectation of rolling an even number with 600 trials is:
(1/2)*600
=> 300
Answer:
its numbers
Step-by-step explanation:
Mark all the statements that are true.
A. The range for this function set (3)
B. All real numbers are in the range of this function
C. This graph is not a function because the value of y is the same for every value of x.
D. The domain for this function is the set. (3)
E. The domain for this function is all real numbers.
Answer:
A, E
Step-by-step explanation:
The function is the rule that maps to each x exactly one y (these y can be the same). Thus the given graph represents the function (option C is false).
The domain of the function are all possible values for x. Thus, from the given graph the domain of the function are all real numbers (option E is true, option D is false).
The range of the function are all possible values for y. Thus, from the given graph the range of the function is the set {3} (option A is true, option B is false).
Answer:
A&E
range is the y axis so its stuck at 3 and the
domain is all real numbers
A&E
The length of a school hallway is 115 meters how many kilometers long is the hallway
Answer:
0.115 kilometers
Step-by-step explanation:
One kilometer is equal to 1,000 meters, so 115 meters is
115/1,000 kilometers, or 0.115 kilometers
A cylindrical tree trunk is 17 yards tall from the ground to the first tree branch, and it measures 5 yards around. To the nearest cubic yard, what is the volume of this section of the tree trunk? Use 3.14 for pi.
a 334 cubic yards
b 78 cubic yards
c 1335 cubic yards
d 34 cubic yards
Answer:
c: 1,335 yd³
Step-by-step explanation:
The formula for volume of a cylinder is V = πr²h where r is the radius of the base circle, and h is the height of the cylinder
We are given r = 5, and h = 17. Plug them in and solve for V...
V = π(5²)(17)
V = π(25)(17)
V = 425π
V = 425(3.14) = 1,334.5 yd³,
so 1,335 yd³ rounded to the nearest cubic yard
Find the product:
−
8
5
(−
3
2
)(−10)
The product of −8/5, −3/2, and −10 is −24. The calculation involves two steps: first multiplying the two negative fractions, which results in a positive product, and then multiplying that result by a negative integer, resulting in a negative final product.
Explanation:To find the product of −8/5, −3/2, and −10, you multiply the three numbers together.
Remember that when you multiply two negative numbers, the result is positive, and when you multiply a negative number by a positive number, the result is negative.
Multiplying −8/5 and −3/2 first gives:
(−8/5) × (−3/2) = 24/10 = 2.4, and since both numbers are negative, the result is positive.
Now, multiply the result by −10:
2.4 × (−10) = −24. Since you are now multiplying a positive number by a negative number, the result is negative.
Therefore, −8/5 multiplied by −3/2 and then by −10 results in −24.
The product is [tex]\(-24\)[/tex].
To find the product of the given expressions, you simply multiply the numbers together.
[tex]\[\left(-\frac{8}{5}\right) \cdot \left(-\frac{3}{2}\right) \cdot \left(-10\right)\][/tex]
First, multiply the fractions:
[tex]\[\left(-\frac{8}{5}\right) \cdot \left(-\frac{3}{2}\right) = \frac{24}{10}\][/tex]
Now, multiply the result by the remaining number:
[tex]\[\frac{24}{10} \cdot (-10) = -24\][/tex]
Complete the question:
Find the product -8/5(- 3/2)(-10)
Simplify 12/16 to lowest terms and find an equivalent fraction that has a denominator of 32
The lowest terms are 3/4 using the the least common denominator. The equivalent fraction over 32 would be 24/32 because it would reduce to 3/4 as well
Given:
The fraction value is:
[tex]\dfrac{12}{16}[/tex]
To find:
The simplified form of the given value and then find the equivalent fraction that has a denominator of 32.
Solution:
We have,
[tex]\dfrac{12}{16}[/tex]
It can be written as:
[tex]=\dfrac{3\times 4}{4\times 4}[/tex]
Cancel out the common factors.
[tex]=\dfrac{3}{4}[/tex]
Therefore, the simplified form of the given fraction is [tex]\dfrac{3}{4}[/tex].
Multiply numerator and denominator by 8 to find the equivalent fraction that has a denominator of 32.
[tex]\dfrac{3\times 8}{4\times 8}=\dfrac{24}{32}[/tex]
Therefore, the equivalent fraction that has a denominator of 32 is [tex]\dfrac{24}{32}[/tex].
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how many seconds are in 2 1/2
Answer:
if you mean minutes the answer is 150 seconds
Step-by-step explanation:
each minute is 60 seconds so 2 minutes is 120 and the half a minute is 30 seconds so 60+60+30=150
if you ment hours then the answer is 9000 seconds
2 and a half days= 216000
Answer: Depends
Step-by-step explanation: For minutes, it's 150 seconds. Every minute is 60 seconds, and 2.5*60 = 150. If you mean hours, then it's 9000 seconds. That equation would be [tex](60*60)*2.5[/tex]. If you mean milliseconds, then it would be 0.0025 seconds.
Plz explain me in simplest way. After X2 +17x-60=0 , I couldn't understand.
Answer:
see explanation
Step-by-step explanation:
Given
x² + 17x - 60 = 0
To factor the quadratic
Consider the factors of the constant term (- 60) which sum to give the coefficient of the x- term (+ 17)
The factors are + 20 and - 3, since
product = + 20 × - 3 = - 60 and sum = + 20 - 3 = + 17, thus
x² + 17x - 60 = (x + 20)(x - 3) = 0
Equate each factor to zero and solve for x
x + 20 = 0 ⇒ x = - 20
x - 3 = 0 ⇒ x = 3
A _____ economy is based on personal choice. business command supply market
Answer:
The answer is "Market" economy
Answer:
A Market economy is based on personal choice.
Step-by-step explanation:
Edge 2021-2022
PLEASE HELP!!! WILL MARK BRAINLIEST!!!
#1 Marita uses the pan for corn bread. There is 3/4 inch of space left at the top of the pan when her corn bread is done baking. What is the volume of the corn bread Marita made?
#2 Marita wants to cut the corn bread in 1 1/2 inch squares. Can she do it? Explain.
Answer:
#1) 108.375 cubic inches
Step-by-step explanation:
For a pan of dimensions 8.5 in x 8.5 in, with height 2.25 in:
If cornbread fills to .75 in from the top, the height of cornbread is 2.25-.75 = 1.5 in
Volume = length*width*height (for rectangular prisms)
So Volume of corn bread = 1.5*8.5^2 = 108.375 cubic inches
For the second part, it is a poorly worded question. Squares are two dimensional, so it realistically cannot be cut into squares. If the question means cubes, the answer is yes to a certain extent. Since the height is exactly 1.5 in, and the pan is 8.5 in x 8.5 in, Marita can cut the cornbread into squares, but she cannot cut all of it into squares since 8.5/1.5 is not a whole number.
Kiara made a square blanket. she decided to add 1 foot of material to one side, then cut four inches off tfrom the adjacent side. the area of the resulting blanket is 960 square inches. find the area
The original blanket was a square with side 31 inches both in length and width. After adding 1 foot to one side, and subtracting 4 inches from the other, new dimensions are 43 inches and 27 inches, respectively. Thus, the new area of the blanket is 1161 square inches.
Explanation:To solve this problem, we first need to note that the area of a rectangle (which our blanket has now become) is the product of its length and width. Since Kiara's blanket was originally a square before she added 1 foot to one side (12 inches) and subtracted 4 inches from the adjacent side, the original side length was the square root of the given area, i.e., √960 inch² = 31 inch. So, one dimension after alteration is 31 inches + 12 inches = 43 inches, and the other (after cutting) is 31 inches - 4 inches = 27 inches. Therefore, the new area of the blanket is 43 inches x 27 inches which equals 1161 square inches.
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The area of the original blanket is 784² square inches
Let's denote the side length of the original square blanket as 'x' inches.
After adding 1 foot (12 inches) to one side, the length of that side becomes x + 12 inches.
After cutting 4 inches off from an adjacent side, the length of that side becomes x - 4 inches.
We are given that the area of the resulting blanket is 960 square inches. This can be expressed as:
(x + 12)(x - 4) = 960
Expanding the left side of the equation, we get:
x^2 + 8x - 48 = 960
Adding 48 to both sides of the equation, we get:
x^2 + 8x = 1008
Dividing both sides of the equation by x, we get:
x + 8 = 1008/x
Solving for x using a quadratic equation solver or by trying out different values, we find that x ≈ 28.
Therefore, the area of the original square blanket is:
x^2 = 28^2 = 784 square inches
Complete question
Kiara made a square baby blanket. She decided to add 1 foot of material to one side, then cut 4 inches of material off from an adjacent side. The area of the resulting blanket is 960 square inches. Find the area of the original blanket. A) 625in^2 amazed B) 676in^2 perplexed C) 729in^2 thrilled D) 784in^2 baffled
whats the volume of the cylinder
I think it is 63cm3.
Answer:
63 cm³
Step-by-step explanation:
The linear ratio between the 2 cylinders = 1 : 4
The volume ratio = 1³ : 4³ = 1 : 64
Thus the volume is 64 times smaller than the large cylinder
volume = [tex]\frac{4032}{64}[/tex] = 63 cm³
A bag contains 4 green marbles 6 red marbles 14 orange marbles 5 brown marbles and 8 blue marbles,you can choose a marble and replace it and choose again what is P(red,then blue)
A-48/1369
B-14/1369
C-27/37
D-14/37
Answer:
48/1369
Step-by-step explanation:
We have 37 marbles all together. If we pick one red marble, the chances of that are 6/37. If we replace it and pick a blue one, the chances of that are 8/37. Once we have these numbers, we multiply 6/37 x 8/37 and you will get 48/1369
Please help !
Graph ; Y= 3= 1/2 (x+3)
Answer:
See picture.
Step-by-step explanation:
This line is in point slope form [tex]y - y_1 = m(x-x_1)[/tex] where [tex](x_1, y_1)[/tex] is a point on the line. Begin graphing the line by first graphing the point (-3, 3) from the equation. Then move up 1 unit and over 2 units according to slope. This new point is (-1,4).
Answer mine!
Step-by-step explanation:
Answer my question to please!!
Which equations are true?
Choose all answers that apply:
A. −x + 0 + (−x) = 0
B. −x − (−x) = 0
C. None of the above
Answer:
B is correct
Step-by-step explanation:
-(-x) = x, because a double negative like this equals a positive.
Therefore, you are actually saying -x+x= 0 which is true.
Equation B. is true for all values of x.
Find the values of x and y.
Answer:
y=17,x=15
Step-by-step explanation:
180-112=68
68/4=y=17
180-68=112
112-7=105
105/7=x=15
10..................................
Answer:
The answer is 7 ⇒ answer (C)
Step-by-step explanation:
∵ (3 + √2)(3 - √2) =
9 - 3√2 + 3√2 - 2 = 9 - 2 = 7
∴ The answer is 7
For this case we must simplify the following expression:
[tex](3+ \sqrt {2}) (3- \sqrt {2})[/tex]
We apply distributive property:
[tex]9-3 \sqrt {2} +3 \sqrt {2} - \sqrt {2} * \sqrt {2} =[/tex]
We take into account that different signs are subtracted and the sign of the major is placed:
[tex]9 - (\sqrt {2}) ^ 2 =\\9-2 =[/tex]
We take into account that different signs are subtracted and the sign of the major is placed:
[tex]9-2=7[/tex]
So, we have:
[tex](3+ \sqrt {2}) (3- \sqrt {2}) = 7[/tex]
Answer:
Option C
What is the general form of the equation of a circle with the center at (-2,1) and passing through (-4,1)
Answer:
[tex]\large\boxed{x^2+y^2+4x-2y+1=0}[/tex]
Step-by-step explanation:
The standard form of an equation of a circle:
[tex](x-h)^2+(y-k)^2=r^2[/tex]
(h, k) - center
r - radius
The general form of an equation of a circle:
[tex]x^2+y^2+Dx+Ey+F=0[/tex]
We have the center (-2, 1). Substitute to the equation in the standard form:
[tex](x-(-2))^2+(y-1)^2=r^2\\\\(x+2)^2+(y-1)^2=r^2[/tex]
Put thr coordinates of the point (-4, 1) to the equation and calculate a radius:
[tex](-4+2)^2+(1-1)^2=r^2\\\\r^2=(-2)^2+0^2\\\\r^2=4[/tex]
Therefore we have the equation:
[tex](x+2)^2+(y-1)^2=4[/tex]
Convert to the general form.
Use [tex](a\pm b)^2=a^2\pm 2ab+b^2[/tex]
[tex](x+2)^2+(y-1)^2=4\\\\x^2+2(x)(2)+2^2+y^2-2(y)(1)+1^2=4\\\\x^2+4x+4+y^2-2y+1=4\qquad\text{subtract 4 from both sides}\\\\x^2+y^2+4x-2y+1=0[/tex]
Cameron wrote this number in his notebook 683,254 write a number in which the digit five is 100 times the value of the digit five in 683,254 explain
Answer:
685 254
Step-by-step explanation:
The value of a digit increases by a factor of 10 each time you move it one place to the left.
Thus, if you move a digit two places to the left, you increase its value by a factor of 10 × 10 = 100.
Move the 5 from the tens place to the thousands place, and you increase its value from 50 to 5000 (a factor of 100).
Can someone make this is right? Thanks!!
You should find that each side is 5 units long, so you have a rhombus. Also, each angle is 90 degrees so you have a rectangle. Combine the properties of a rhombus and a rectangle and you get a square as the best description.
Answer:
You are correct
Step-by-step explanation:
If you put the coordinates into a graph, you come out with a square that is slightly rotated.