Help a girl a out please and thank you!

Answer:

B. √{x} + √{x - 1}

Step-by-step explanation:

As hinted in the question, we have to simplify the denominator.

To understand it easier, let's imagine we have x - y in the denominator.  If we multiply it with x + y we'll get x² - y², right?  Check the next line:

(x - y) (x + y) = x² + xy -xy - y² = x² - y²

If we have the square of those nasty square roots, it will be much simpler to deal with.  So, let's multiply the initial fraction using x+y, but with the real values:

[tex]\frac{1}{\sqrt{x} - \sqrt{x - 1} } * \frac{\sqrt{x} + \sqrt{x - 1}}{\sqrt{x} - \sqrt{x - 1}} = \frac{\sqrt{x} + \sqrt{x - 1}}{(\sqrt{x} )^{2} - (\sqrt{x - 1} )^{2} }[/tex]

Then we simplify:

[tex]\frac{\sqrt{x} + \sqrt{x - 1}}{(\sqrt{x} )^{2} - (\sqrt{x - 1} )^{2} } = \frac{\sqrt{x} + \sqrt{x - 1}}{(x) - (x - 1) } = \frac{\sqrt{x} + \sqrt{x - 1}}{ 1 }[/tex]

So, the answer is B. √{x} + √{x - 1}

Answer: B

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

The answer is 3.67pi

Find the angle for the arc and divide it by 360 and multiply it by the circumference You calculate the circumference.

Answer:

[tex]\frac{9}{10}[/tex]

Step-by-step explanation:

4 = Red

3 = Blue

2 = White

1 = Yellow

What is probability that it is not yellow ?

[tex]\frac{9}{10}[/tex]

Because only 1 marble is yellow and they are 9 other colours apart from yellow it must be [tex]\frac{9}{10}[/tex]

Answer:

[tex]\frac{9}{10}[/tex]

Step-by-step explanation:

Probability of an event occurring is

P = [tex]\frac{outcomerequired}{total outcomes}[/tex]

P( yellow) = [tex]\frac{1}{10}[/tex]

P( not yellow ) = 1 - [tex]\frac{1}{10}[/tex] = [tex]\frac{9}{10}[/tex]

To find the value of x in the given equation sin(2x+14)=cos(46), we can start by simplifying the equation and setting the angles inside the sin function equal to each other. Solving the resulting equation will yield the value of x, which is 15.

To find the value of x in the given equation sin(2x+14)=cos(46), we can start by simplifying the equation. Since sin and cos are complementary functions, we can rewrite cos(46) as sin(90-46). This gives us sin(2x+14)=sin(90-46).

Next, we can set the angles inside the sin function equal to each other: 2x+14 = 90-46. Solving this equation will give us the value of x.

Subtracting 14 from both sides, we have 2x = 90-46-14. Simplifying further, 2x = 30. Finally, dividing both sides by 2, we find x = 15.

Answer:

[tex]\frac{63}{55}[/tex]

Step-by-step explanation:

Evaluate by substituting x = - 7 into f(x) and value obtained into g(x)

f(- 7) = (- 7)² + 6 = 49 + 6 = 55

g(55) = [tex]\frac{55+8}{55}[/tex] = [tex]\frac{63}{55}[/tex]

Answer:

y < -2/3x +4

Step-by-step explanation:

The line intersects the y-axis at y=4, so that is the y-intercept.

The line drops 2 units for each 3 units to the right, so the slope is ...

(change in y)/(change in x) = -2/3

The slope-intercept form of the equation for a line is a form you have memorized:

y = mx + b . . . . . . for slope m and y-intercept b

Using the values we read from the graph, the equation of the line is ...

y = -2/3x + 4

The line is dashed, so the inequality does not include points on the line. The solution just includes y-values less than (below) those on the line. Hence the inequality is ...

y < (-2/3)x +4

Answer:  C) (x + 5i)(x - 5i)

Step-by-step explanation:

x² + 25 can be rewritten as x² - (-25)

Now use the difference of squares to factor: a² - b² = (a + b)(a - b)

√x² = x      √-25 = 5i

--> x² + 25 = (x + 5i)(x - 5i)

Answer:

140

Step-by-step explanation:

The arithmetic series is 5, 7, 9, 11, ........., 23.

First u have to determine the no. of terms that can be done by using

Tₙ = [a + (n - 1)d]

Tₙ-------nth term

a---------first term

n---------no.of terms in the series

d---------common difference

here a = 5,d = 2.

let it contain n terms Tₙ= [a + (n-1)d]

Substitute Tₙ, a, and d in the equation

23 = 5 + (n - 1)2

Subtract 5 from each side.

18 = (n-1)2

Divide each side by 2

(n - 1) = 9

Add 1 to each side

n = 9 + 1 = 10

The sum of the arithmetic sequence formula: Sₙ= (n/2)[2a+(n-1)d]

Substitute Sₙ, a, n and d in the equation

Sₙ= (10/2)[2(5) + (10-1)2]

Sₙ= (5)[10 + (9)2]

Sₙ= 5[10 + 18]

Sₙ= 5[28] = 140

Therefore the sum of the arithmetic sequence is 140.

The sum of the arithmetic sequence 5, 7, 9, 11,...,23 is calculated by first finding the number of terms (10 in this case), then applying the formula for the sum of an arithmetic sequence. The sum is 140.

The question is asking to find the sum of an arithmetic sequence consisting of the numbers between 5 and 23, increasing by 2 each time. An arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant. This is the common difference. In this case, the common difference is 2.

Instead of adding each individual term, we use the formula for the sum of an arithmetic sequence. The formula is S_n = n/2 ( a + l ) where n is the number of terms, a is the first term, and l is the last term.

First, we need to find the number of terms (n). This can be found with the formula n = ( l - a ) / d + 1 where d is the common difference, a is the first term, and l is the last term. In this case, n = (23 - 5) / 2 + 1 = 10.

Therefore, the sum of this sequence is S_10 = 10/2 * (5 + 23) = 140.

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Answer:

Step-by-step explanation:

Rewrite this expression as   (27^(1/3) )².  this is equivalent to:

( ∛27 )² or (∛27)(∛27).

If you wish to evaluate this expression, it is ( 3 )( 3 ) = 9.

Answer:

27²/3 = 243 Hope this helps :D

Answer:

Line A: -1/2

Line B: -3

Line C: 1/3

Line D: 2

just count how many spaces over and up when they hit the the lines y/x

line a is down 1 right 2 so -1/2

line b is down 3 right 1 so -3

line c is up one right 3 so 1/3

line d is up 2 right 1 so 2

Answer:

A

Step-by-step explanation:

[tex]s_x[/tex]  is the standard deviation of x.

The standard deviation is gotten by:

1. find the average of x-values (add up all the values and divide by number of numbers, which is 5)

2. subtract the average, x bar, from each of the values, square it,  and add up the difference

3. Divide that final answer by n, which is 5

4. Take the square root of the answer

Now, let's find the average (x bar):

x bar = [tex]\frac{2+6+9+14+19}{5}=10[/tex]

Doing steps 2 & 3 together:

[tex]\frac{(2-10)^2+(6-10)^2+(9-10)^2+(14-10)^2+(19-10)^2}{5}\\=35.6[/tex]

Doing step 4:

[tex]\sqrt{35.6} =5.967[/tex]

Correct answer is A

Final answer:

To find the cost for each call minute, set up a system of equations and solve for x and y. The cost per call minute for Scott is approximately $0.087, and the cost per call minute for Maria is approximately $0.072.

Explanation:

To find the cost for each call minute, we can set up a system of equations using the given information. Let's assume the cost per call minute for Scott is x and for Maria is y. The total cost for Scott is 95x + 207y = $23.55, and the total cost for Maria is 162x + 124y = $17.26.

Using these equations, we can solve for x and y. After solving, we find that the cost per call minute for Scott is approximately $0.087, and the cost per call minute for Maria is approximately $0.072.

for this case we have to define trigonometric relations of rectangular triangles, that the tangent of an angle is given by the leg opposite the angle on the leg adjacent to the angle. So:

[tex]tg (A) = \frac {6} {8} = \frac {3} {4}[/tex]

Answer:

[tex]tg (A) = \frac {3} {4}[/tex]

Answer:10x

Step-by-step explanation:

You multiply the answers length by the base and you will get your area

Answer: $3.20

Step-by-step explanation:

$3.50 reduced by 20%= $3.30

$3.30-10%= $3.20.

Part A:

You may choose the two lines connecting the origin and points A and B, and choose the portion of the space between them.

The line between the origin and A is

[tex]y = 3x[/tex]

We want everything below this line (line included), so the first inequality is

[tex]y \leq 3x[/tex]

The line between the origin and B is

[tex]y = \dfrac{1}{3}x[/tex]

We want everything above this line (line included), so the second inequality is

[tex]y \geq \dfrac{1}{3}x[/tex]

Create a system with these two inequalities and you'll have an area including only points A and B

Part B:

To verify the solutions, we can plug the coordinates of A and B in this system and check that we get something true: the coordinates of point A are (1,3), while the coordinates of point B are (3,1). The system becomes:

[tex]A:\begin{cases}3 \leq 3\cdot 1\\3 \geq \frac{1}{3}\cdot 1\end{cases},\quad B:\begin{cases}1 \leq 3\cdot 3\\1 \geq \frac{1}{3}\cdot 3\end{cases}[/tex]

Which means

[tex]A:\begin{cases}3 \leq 3\\3 \geq \frac{1}{3}\end{cases},\quad B:\begin{cases}1 \leq 9\\1 \geq 1\end{cases}[/tex]

And these are all true. So, the system is satisfied, which means that the points belong to the shaded area.

Part C

If you draw the line, you'll see that the only points that lay below the line are B and C. In fact, if we plug the coordinates we have

[tex]B:\ 1 <3\cdot 3 - 6 \iff 1 < 3,\quad C:\ -3 < 3\cdot 3 - 6 \iff -3 < 3[/tex]

And this are both true. You can check the coordinates of all other points, and see that they won't satisfy the inequality y<3x-6

Answer:

slope= 2  y-intercept= -3

Step-by-step explanation:

the equation y=2x-3 is in slope-intercept form (y=mx+b), and m is the slope and b is the y-int. m=2 and b=-3

Answer:  The correct option is (A) [tex]5x^2-2x+4.[/tex]

Step-by-step explanation:  We are given to select the polynomial that represents the following difference :

[tex]D=(8x^2+9)-(3x^2+2x+5)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(i)[/tex]

To find the required difference, we need to subtract the coefficients of the same powers of the unknown variable x.

From (i), we get

[tex]D\\\\=(8x^2+9)-(3x^2+2x+5)\\\\=8x^2+9-3x^2-2x-5\\\\=(8-3)x^2-2x+(9-5)\\\\=5x^2-2x+4.[/tex]

Thus, the required difference is [tex]5x^2-2x+4.[/tex]

Option (A) is CORRECT.

Answer:

195 yd²

Step-by-step explanation:

The area (A) of a rhombus is calculated as

A = half the product of the diagonals

one diagonal = 13 + 13 = 26, the other diagonal = 7.5 + 7.5 = 15, thus

A = 0.5 × 26 × 15 = 195 yd²

Rectangle RECT has a twice larger area than Triangle TRI. The area of Triangle TRI is mn/2 square centimeters, while the area of Rectangle RECT is mn square centimeters.

Comparing the Areas of Triangle TRI and Rectangle RECT:

Step 1: Calculate the Area of Triangle TRI:

The formula for the area of a triangle is (1/2) * base * height.

In this case, the base is m centimeters and the height is n centimeters.

Therefore, the area of Triangle TRI = (1/2) * m * n = mn/2 square centimeters.

Step 2: Calculate the Area of Rectangle RECT:

The formula for the area of a rectangle is length * width.

In this case, the length is n centimeters and the width is m centimeters.

Therefore, the area of Rectangle RECT = n * m square centimeters.

Step 3: Compare the Areas:

Now we have the areas of both shapes:

Triangle TRI: mn/2 square centimeters

Rectangle RECT: mn square centimeters

Observe that the area of Rectangle RECT is exactly twice the area of Triangle TRI.

Answer:

10mn

Step-by-step explanation:

[tex]5mn - 8mn + 13mn = 10mn[/tex]

Answer:

This equation has no solution.

Step-by-step explanation:

Perform the indicated multiplication:  5(y+1)-7 = 3(y-1)+2y

We get 5y + 5 - 7 = 3y - 3 + 2y.  Subtracting 5y from both sides yields -2 = -3, which is never true.  This equation has no solution.

Final answer:

Upon expanding and simplifying the equation 5(y+1)-7 = 3(y-1)+2y, it leads to a false statement -2 = -3, indicating there is no solution.

Explanation:

A student asked how to describe the solution for the equation 5(y+1)-7 = 3(y-1)+2y. The first step to solving this would be to expand and simplify the equation. Let's do this:

Multiply through the parentheses: 5y + 5 - 7 = 3y - 3 + 2y

Combine like terms on both sides: 5y - 2 = 5y - 3

Attempt to isolate y, but upon subtracting 5y from both sides, you get -2 = -3

This is a false statement, showing that the original equation has no solution.

ANSWER

See explanation

EXPLANATION

The standard form of a quadratic equation is:

[tex]y = a {x}^{2} + bx + c[/tex]

To convert this function to standard form, you follow the steps below:

For example:

Given the standard form:

[tex]y = 2 {x}^{2} + 12x + 10[/tex]

Factor 2 from the variable terms

[tex]y = 2 {(x}^{2} + 6x) + 10[/tex]

Add and subtract the square of 3.

[tex]y = 2 {(x}^{2} + 6x + 9 - 9) + 10[/tex]

[tex]y = 2 {(x}^{2} + 6x + 9) + 2( - 9) + 10[/tex]

Factor the perfect square an simplify

[tex]y = 2 ({x + 3)}^{2} - 8[/tex]

This is the vertex form

yes, one can rewrite an equation in standard form to vertex form.

Below are the steps to convert the equation in standard form to vertex form.

What do the mathematical term standard form mean?

There are various ways to represent a parabola's equation, including standard form, vertex form, and intercept form.

A parabola's typical form is standard form i.e  y = ax2 + bx + c.

Here, variables x and y represent points on the parabola, and real numbers (constants) a, b, and c are real numbers (constants) where a 0.

By completing the square, change y = a (x - h)2 + k from standard form to vertex form (y = a (x - h)2 + k).  

The vertex form is y = a (x - h)2 + k in this case.

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Your answer is c, hope it helps!

The measurement at point X to the nearest [tex](\frac{1}{16})''[/tex]  from the beginning of the ruler is option (C) [tex]8(\frac{5}{8} )''[/tex].

A ruler is a device with measurement markings on it used for measuring drawing straight lines. Rulers have measurements in imperial and metric, imperial-only, or metric-only.

For the given situation,

The markings on a standard ruler represent the fractions of an inch. The smallest ticks on a ruler are the sixteenth-inch ticks.

The distance between a sixteenth-inch tick and the other larger ticks is [tex]\frac{1}{16}[/tex].

The very first line on the left hand side of the ruler is the [tex]\frac{1}{16}[/tex] of an inch mark.

The point x is pointed at [tex]8[/tex] inches and at 10th division.

1st division = [tex]\frac{1}{16}[/tex]

So, 10th division = [tex]\frac{10}{16} = \frac{5}{8}[/tex]

Hence we can conclude that the measurement at point X to the nearest [tex](\frac{1}{16})''[/tex] from the beginning of the ruler is option (C) [tex]8(\frac{5}{8} )''[/tex].

Learn more about rulers here

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well, let's say we know "r" and also "y", can we get the angle and the rectangular "x"?

[tex]\bf \begin{cases} y=rsin(\theta )\\ x=rcos(\theta ) \end{cases} \\\\[-0.35em] ~\dotfill\\\\ y=rsin(\theta )\implies \cfrac{y}{r}=sin(\theta )\implies sin^{-1}\left( \cfrac{y}{r} \right)=\theta[/tex]

and once we know what angle θ is, since x = rcos(θ), we know "r" already, and we know θ as well, so we know "x" as well.

Knowing the radius 'r' and the y-coordinate 'y', we can calculate both, Cartesian and polar coordinates. We calculate 'x' using the Pythagorean Theorem. The angle in polar coordinates is then obtained using this 'x' and 'r' through the arccos function.

In the context of polar coordinates and rectangular coordinates, if we know the radius 'r' and the y-coordinate 'y', we can potentially locate the specific point in the Cartesian plane. However, it's important to note that the conversion between polar and rectangular coordinates typically relies on both r and the angle Ф in polar coordinates and x, y in rectangular coordinates.

The answer to the posed question would be (d), it is possible to get Cartesian coordinates and polar coordinates.

We can get 'x' by using Pythagorean Theorem as x = sqrt(r^2 - y^2).

Similarly, the angle Ф in polar coordinates can be obtained if we know 'r' and 'x' (which we've now calculated) using the formula Ф = arccos(x / r)

Therefore, we can indeed calculate both, Cartesian and polar coordinates using the only 'r' and 'y'.

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Idk if ya still need it or if this will help but this is what i put for mine

 Concepts that I had previously  learned about are quite important because math goes hand and hand. if you try to skip something and go ahead you'll most likely get confused because there could of been something highly important to that would help you understand whats ahead. in the previous unit it tells you about triangles and their description like a right triangle-90 degree angle and where legs and hypotenuse is located, this unit has had a ton about right triangles.

Previous concepts learned in mathematics provide a necessary foundation for understanding more complex topics such as trigonometry and the properties of right triangles. This is exemplified in how the Pythagorean theorem and understanding of sine, cosine, and tangent in a right triangle, inform the understanding of trigonometric principles. Hence, learning in mathematics is a progressive and integrated process.

Reflecting on working with right triangles and trigonometric concepts, it's clear that concepts learned previously were extremely important to success in this unit. Mathematics is interconnected, and concepts build upon one another. Take for example, the Pythagorean theorem, a fundamental principle in geometry that establishes a relationship between the sides of a right-angled triangle. This theorem set the stage for understanding trigonometric concepts.

Another important previous learning that helped in understanding trigonometry is the concept of the sine, cosine, and tangent of an angle in a right triangle. Knowledge of these terms and ability to calculate them, as represented in a right triangle, feeds into the understanding of trigonometric principles.

Furthermore, the problem-solving strategies applied in mathematics aid in integrating concepts. Identifying physical principles and solving for unknowns is crucial and this reasoning prowess comes from continuous practice over previous sections.

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Answer:

The length of each piece will be [tex]\frac{1}{6}\ yd[/tex]

Step-by-step explanation:

we know that

To find the length of each piece, divide the total length of the board by four

so

[tex]\frac{(2/3)}{4}=\frac{2}{12}\ yd[/tex]

Simplify

[tex]\frac{2}{12}=\frac{1}{6}\ yd[/tex]

Answer:

It isnt

Step-by-step explanation:

It's because the difference is 3 it isnt that signifiant i think.

Answer:

the mode

the mean

Step-by-step explanation:

Measures of central tendency are measures of center or location of a distribution or a data set. The most commonly used measures of center of a distribution are the;

mean

median

mode.