Identify the expressions and the value that are equivalent to 6 times 5 squared.

Answers

Answer 1
Six * five squared
6*5^2
=6*25
=150
Answer 2

The value that is equivalent to 6 times 5 squared is 150.

What is an expression?

In mathematics, an expression is a combination of numbers, variables, and mathematical operations (such as addition, subtraction, multiplication, division, and exponentiation) that represents a mathematical relationship or a quantity.

Expressions in mathematics can be evaluated or simplified to produce a single value or to represent a more simplified form of the original expression.

6 times 5 squared can be written in a few different ways:

6 x 5²

6 x 25

150

So the expressions that are equivalent to 6 times 5 squared are:

6 x 5²

6 x 25

The value that is equivalent to 6 times 5 squared is 150.

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Related Questions

Help, I'm bad at math!

A bouncing ball reaches a height of 27 feet at its first peak, 18 feet at its second peak, and 12 feet at its third peak. Describe how a sequence can be used to determine the height of the ball when it reaches its fourth peak.

Answers

a bouncing ball issue reaches its next peak as some fraction or multiple of the previous peak, so, that'd make it a geometric sequence.

so, let's take a peek, 27, 18, 12

now, to get the common factor from a geometric sequence, since it's just a multiplier, if you divide any of the terms by the term before it, the quotient is then the common factor, let's do so with hmm say 12 and 18, 12/18 = 2/3  <---- the common factor, you can check if you so wish with 18/27.

and the first term is of course, 27.

[tex]\bf n^{th}\textit{ term of a geometric sequence}\\\\ a_n=a_1\cdot r^{n-1}\qquad \begin{cases} n=n^{th}\ term\\ a_1=\textit{first term's value}\\ r=\textit{common ratio}\\ ----------\\ a_1=27\\ r=\frac{2}{3} \end{cases}\implies a_n=27\left( \frac{2}{3} \right)^{n-1}[/tex]

To determine the height of the bouncing ball at the fourth peak, we recognize a geometric sequence, where each peak's height is two-thirds of the previous peak. Applying this pattern, the height of the fourth peak is found to be 8 feet.

A sequence can be used to determine the height of a bouncing ball when it reaches its fourth peak. You can observe that the heights of the ball at each peak form a sequence, which in this case appears to be decreasing. By analyzing the pattern in the sequence, you can predict the height of the ball at its fourth peak.

A bouncing ball reaches various heights at different peaks which suggests a pattern. To determine the height of the fourth peak, we look at the sequence formed by the heights of the previous peaks. Noticing the pattern, each peak's height is [tex]\frac{2}{3}[/tex] of the previous one.

First peak: 27 feet
Second peak: 18 feet( [tex]27*\frac{2}{3}[/tex])
Third peak: 12 feet ([tex]18*\frac{2}{3}[/tex] )
To find the fourth peak, we continue the pattern:

Fourth peak: 12 feet *[tex]\frac{2}{3}[/tex]  = 8 feet

Therefore, the fourth peak would be 8 feet high. By understanding the geometric sequence, we're able to predict future behavior.

Lamar rented a movie. He started the movie at
11:39 PM and it ended at
1:13 AM. How long was the movie?

Answers

2hours and 52 minutes

Which number is a factor of 24 but not a multiple of 6

Answers

I'd say the answer would be 8. 

Answer:8

Step-by-step explanation:

You purchased 8 pounds 10 ounces of candy from a candy shop. You want to split it equally among 3 classrooms at a local school.

Answers

8 pounds 10 ounces = 138 ounces
3 classrooms = 138 ounces
1 classroom = 138/3
= 46 ounces
= 2 pounds 14 ounces

Each classroom should receive 2 pounds and 14 ounces of candy.

Answer:

Each classroom will  receive 2 pounds and 14 ounces of candy .

Step-by-step explanation:

Given that  

Purchased candy= 8 pounds and 10 ounces

First we convert pound into ounces

1 Pound=16 ounces

8 pound = [tex]16\times 8[/tex]

8 pounds= 128 ounces

Now, purchased candy in ounces= 128+10=138 ounces

If we want  to distribute  purchased candy into three calssroom equally

Therefore, we divide purchased candy by 3

Each classroom receive candy= [tex]\frac{138}{3}[/tex]

Each classroom receive candy=46 ounces

Each classroom receive candy in pounds

16 ounces=1 pound

1 ounces=[tex]\frac{1}{16}[/tex] pounds

46 ounces=2 pounds and 14 ounces

Each classroom receive candy=2 pounds and 14 ounces

Hence, each classroom receive candy =2 pounds and 14 ounces.

I need help deriving : (7x)/(3+x^2), I keep on deriving it wrong and I am not sure as to why

Answers

[tex]\bf y=\cfrac{7x}{3+x^2}\implies \cfrac{dy}{dx}=\stackrel{quotient~rule}{\cfrac{7(3+x^2)-7x(0+2x)}{(3+x^2)^2}} \\\\\\ \cfrac{dy}{dx}=\cfrac{21+7x^2-14x^2}{(3+x^2)^2}\implies \cfrac{dy}{dx}=\cfrac{21-7x^2}{(3+x^2)^2}\implies \cfrac{dy}{dx}=\cfrac{7(3-x^2)}{(3+x^2)^2}[/tex]

The derivative of [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex]  is [tex]\( f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \)[/tex].

To find the derivative of the function [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex] , we can use the quotient rule. The quotient rule states that if you have a function [tex]\( g(x) = \frac{u(x)}{v(x)} \)[/tex] , then the derivative [tex]\( g'(x) \)[/tex] is given by:

[tex]\[ g'(x) = \frac{u'(x)v(x) - u(x)v'(x)}{[v(x)]^2} \][/tex]

In this case, let u(x) = 7x  and v(x) = 3 +[tex]x^2[/tex] . Now, find the derivatives u'(x)  and  v'(x):

u'(x) = 7

v'(x) = 2x

Now, apply the quotient rule:

[tex]\[ f'(x) = \frac{(7)(3 + x^2) - (7x)(2x)}{(3 + x^2)^2} \][/tex]

Simplify the expression:

[tex]\[ f'(x) = \frac{21 + 7x^2 - 14x^2}{(3 + x^2)^2} \][/tex]

Combine like terms:

[tex]\[ f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \][/tex]

So, the derivative of [tex]\( f(x) = \frac{7x}{3 + x^2} \)[/tex]  is [tex]\( f'(x) = \frac{-7x^2 + 21}{(3 + x^2)^2} \)[/tex].

Complete Question: What is the derivation of (7x)/(3+[tex]x^2[/tex]).

Half of the class plays the saxophone and 2⁄5 of the class plays the trumpet. How much of the class plays either the saxophone or the trumpet?

Answers

The common denominator will be ten so it should be 
9/10

the length of a each edge of a cube is x centimeters. if x is an integer, why can't the volume of the cube equal 15cm3

Answers

it can't be. its a cube so it can't have an odd number as volume

The volume of the cube can't equal 15cm ³ because 15 has no cube roots, the volume of the cube equals 15 cm squared.

What is the volume of the cube?

The volume of a cube is equal to the product of the length, width, and height of a cube.

The volume of a cube is given by the formula as

The volume of a cube =  length × breadth× height

What is a cube root?

The cube root of a number is the component that we multiply by itself three times to produce that number.

The cube root is denoted by the'∛ ' symbol.

Example: ∛216 = ∛(6 × 6 × 6) = 6.

Here the length of each edge of a cube is x centimeters.

If we write the cube of a number

1³ = 1

2³ = 8

3³ = 27

Now we have a volume of 15 that contains no cube root.

A cube root is also contained in the volume of the cube.

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What is 0.947 founded to the nearest tenth

Answers

0.9 is the answer to this simple question

*HELP* I've been stuck for mins. The graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses. What is the domain of this graph?

Answers

The answer to the question would be, All whole numbers from 0 to 10

If the graph shows the number of birdhouses Penn and his father can build if they have enough time to build no more than 10 birdhouses, the domain of the graph is given as [0, 10).

From the graph given, we are to find the domain of the graph. From the graph, we can see that;

The number of birdhouses is along the horizontal x-axisThe  amount of time worked is along the vertical y-axis

We are to find the domain of the given graph. The domain of the graph is the input values for which the graph exists.

The domain of the graph is the values along the x-axis of the graph. Hence the domain of the graph is given as [0, 10).

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is this proportion true 12/15=47/50
16/36=12/27
15/20=24/26
or 4/16=2/14

Answers

For 12/15=47/50, we multiply 12/15 by (1/3)/(1/3) to get 4/5. For 47/50, we multiply it by (1/10)/(1/10) to get the same denominator and 4/7/5. They are not equal.

For 16/36 and 12/27, we'll notice that 36 and 27 are both multiples of 9, so we need to get that as the denominator! Multiply 16/36 by (1/4)/(1/4) because 9 goes into 36 4 times and 12/27 by (1/3)/(1/3) due to that 27 goes into 9 3 times, we get 4/9=4/9 - these are equal!

I challenge you to get the rest of them on your own using my techniques!

Final answer:

To determine if a proportion is true, we must verify that the cross-products of the ratios are equal. Only two of the given proportions, 16/36 = 12/27 and 15/20 = 24/32, are true when applying this method.

Explanation:

To determine if a proportion is true, we check whether the cross-products are equal. In other words, for a proportion in the form a/b = c/d, if a * d equals b * c, the proportion is true.

Let's apply this to the provided proportions:

12/15 = 47/50 is not true because 12*50 does not equal 15*47.

16/36 = 12/27 is true because 16*27 equals 36*12.

15/20 = 24/32 is true because 15*32 equals 20*24.

4/16 = 2/14 is not true because 4*14 does not equal 16*2.

Proportions can be a useful tool in many areas of mathematics, such as solving for unknown variables and comparing relative frequencies. Remember, if you encounter large numbers or fractions, simplifying before checking the cross-product can often make the process easier.

Mary's making curtains out of some fabric for five Windows the two larger windows are the same size and the three smaller windows are the same size the one larger window requires 3 3/4 of fabric and one smaller window needs one and one third yard of fabric how many yards of material will Mary need

Answers

so we have 2 large windows, each needing 3 3/4 yds of fabric....and 3 small windows, each needing 1 1/3 yds of fabric

2(3 3/4) + 3(1 1/3) =
2(15/4) + 3(4/3) =
30/4 + 12/3 =
7 1/2 + 4 =
11 1/2 (or 11.5) yds of fabric are needed <==

Marys need a total of 23/2 yard of fabric for his all windows.

What is the arithmetic operator?

Arithmetic operators are four basic mathematical operations in which summation, subtraction, division, and multiplication involve.,

Summation = addition of two or more numbers or variable

For example = 2 + 8 + 9

Subtraction = Minus of any two or more numbers with each other called subtraction.

For example = 4 - 8

Division = divide any two numbers or variable called division.

For example 4/8

Multiplication = to multiply any two or more numbers or variables called multiplication.

For example 5 × 7.

Given,

Fabric required in 1 larger window = 3 3/4

⇒  [(4×3)+3] /4 = 15/4

Fabric required in 1 smaller window = 1 1/3

⇒ (3+1)/3 = 4/3

Now,

Mary has 2 larger windows and 3 smaller

So,

Total fabric = 2 Larger + 3 smaller

Total fabric = 2(15/4) + 3(4/3)

Total fabric = 15/2 + 4

Total fabric = 23/2

Hence "Marys need a total of 23/2 yard of fabric for his all windows".

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If a honeybee beats its wings 250 times per second, how many times can it beat its wing in 1 hour?

Answers

Hi there!

Remember that there are 3600 seconds in an hour.

So, 3600 * 250 = x where x equals the total amount of beats.

3600 * 250 = 900,000

A honeybee beats its wings 900,000 times every hour.
If a honeybee beats its wings 250 times per second and there are 60 seconds in a minute and 60 minutes in an hour that meeaannsss:

250 x 60 = 15000

15000 x 60 = 900000

A honeybee beats its wings 900000 in an hour c: (wow)

Use your calculator to evaluate e^-2. Round your answer to three decimal places.

Answers

the answer is 0.135 i hope this helps.

which has the greater capscity 7/8 of a cup. Or 2/8 of a gallon

Answers

well, there are 8oz in a cup, so in 7/8 of a cup there are 7/8 * 8 ounces or 7oz then.

now, a gallon has 128oz total, so  2/8 of a gallon will then be (2/8) * 128, or 32oz.

so, fairly sure you can tell who has greater capacity.

If θ is in Quadrant III and sinθ = -3/5, then cosθ = _____.

Answers

Because the angle omega is in QIII, the adjacent side lies to the left of the origin and thus is represented by a negative value.  Since sin omega = -3/5, the opposite side is also negative.  Use the Pythagorean Theorem to obtain the length of the adjacent side:  5^2 = (-3)^2 + x^2, or 25 = 9 + x^2, or x^2 = 16.

Solving for x:  x = plus or minus 4.  Since we are in QIII, let x = -4.

Then cos omega is  opp / hyp, or -4/5.

Answer:

-4/5

Step-by-step explanation:

plug into equation: sin squared + cos squared = 1 and solve

negative bc cos negative in quad III

Find the average rate of change of f on the interval [50, 70].

Answers

Final answer:

The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval. In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).

Explanation:

The average rate of change of a function on an interval is calculated by finding the difference in the function's values at the endpoints of the interval, and then dividing that difference by the length of the interval.

In this case, the interval is [50, 70], so the average rate of change of the function is (f(70) - f(50)) / (70 - 50).

For example, if the function is f(x) = 2x + 3, then the average rate of change on the interval [50, 70] would be (f(70) - f(50)) / (70 - 50) = (2(70) + 3) - (2(50) + 3) / 20 = (143 - 103) / 20 = 40 / 20 = 2.

Susan has 4 gallons of juice. How many cups of juice does she have?

Answers

she has 64 cups
1 gallon is 16 cups

write 6/7 in an equivalent form with the denominator of 35

Answers

It would be 30/35 cause 7 x 5 is *35*
And 6 x 5 is 30
it would be 30/35. As they the highest common factor of 5

Debra found that 6 of the 24 students in her class own a cell phone what is th ratio of students that own a cell phone to students that do not

Answers

there are 24 students in total.

6 own a cell, the rest does not, 24 - 6 is 18, so 18 do not.

[tex]\bf 6:18\implies \cfrac{6}{18}\implies \cfrac{1}{3}[/tex]

Megan sent 12 postcards last week. This week she sent 4 postcards. How many more postcards didn't she sent last week?

Answers

8 postcards she didn't sent last week.

Answer:

She sent 8 more postcards last week.

Step-by-step explanation:

Consider the provided information.

Megan sent 12 postcards last week. This week she sent 4 postcards.

We need to find How many more postcards did she sent last week?

To find this simply subtract the numbers as shown:

12-4 = 8

Hence, she sent 8 more postcards last week.

Which statement about the equation is true?



x + 2 = x + 4

a)The equation has no solution.

b)The equation has one solution.

c)The equation has infinitely many solutions.

Answers

the equation hasone solution

Yes, the equation has no answer, I took this and there was no solution. hope this helped

Please help me with this problem.
I've never really been good with this...

Answers

Adding integers is something to pick up since you will use it in all math. So for this problem we have 3 electrons which are negative (-red dots) and we have 3 protons which are positive (+ blue dots). When we add them this happens:

Proton + electrons = ?
3+ (-3)=0

0 is neutral, meaning not negative or positive so that means your lithium atom has neutral charge.

If you had a number line and you put your finger on 3 you would move 3 spaces left towards the negative numbers because 3 is negative and it would land you at 0.

Allen’s score in a video game was changed by -75 points because he missed some targets. He got -15 points for each missed target. How many targets did he miss?

Answers

I think the answer you're looking for is 5. I hope this helped

Answer:

he missed 5 targets. -75 ÷ -15

A dolphin can swim at a speed of about 37 miles per hour. The fastest human swimmer can reach a speed of about 5.2 miles per hour. About how many times faster than humans are dolphins

Answers

Speed of a swimmer A strong swimmer can swim upwards of 2 to 3 km in an hour. However, at a dead sprint, one can swim at about 10 km/h, with the human record probably somewhere around 14 to 15 km/h. World-class swimmers can swim approximately 5 km in an hour in open water without currents.
37÷5.2=7.11538461538
Sorry if this doesn't help.

When markups are based on the selling price, the selling price is
A. cost – markup.
B. the portion.
C. 100% + cost percent.
D. 100%.

Answers

The answer is D. 100%
Markup is the amount added to the total cost of product to cover the total overheads and profit.
In markup based on selling price method, the selling price is considered as the endpoint that companies wanted to achieve, (100%) and the markup will be adjusted to cater into thaat equation.

Final answer:

When markups are based on the selling price, the selling price is seen as 100% since markup is a percentage of the selling price. The cost and markup together make up 100% of the selling price.

Explanation:

When markups are based on the selling price, the selling price can be seen as 100%.

This is because the markup is calculated as a percentage of the selling price rather than the cost of the item.

Assuming that the entire selling price is 100%, the markup portion and the cost portion together make up this 100%.

The cost and markup are represented as percentages of the selling price, so if you know the cost and markup percentages, you can calculate the selling price.

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Which angle pairs are supplementary? Check all that apply

Answers

3,4
4,5
3,6
these are all supplementary

Answer:

b) ∠4 and ∠3

c) ∠4 and ∠5

e) ∠3 and ∠6

Step-by-step explanation:

Supplementary angles: If the two angles are supplementary, then the angles add upto 180 degrees.

We need to find which pairs add upto 180 degrees.

From the given figure, ∠4 + ∠3 = 180°

ii) ∠5 + ∠6 = 180°

iii) ∠4 + ∠5 = 180°

iv) ∠3 + ∠6 = 180°

v) ∠7 + ∠8 = 180°

So, the following pairs are supplementary.

b) ∠4 and ∠3

c) ∠4 and ∠5

e) ∠3 and ∠6

15/16 is 1 sixteenth groups of what size?

Answers

let X be the size we want to find so,
 15/ 16 = 1/16 x (X)
multiplying both sides with 16 we get, 15 = X
so 15 is the answer.
there is another way to find the answer if we divide 15 / 16 with 1/ 16, we get the answer which is 15 from this method also.
Final answer:

To determine the number which, when divided into 1/16 groups, gives 15/16, we should multiply 15/16 by 16. Therefore, 15/16 is 1 sixteenth of a group of 15.

Explanation:

The question is essentially asking for a number which, when divided into 1/16 groups, would give 15/16.To find 1 sixteenth of a number, divide the number by 16. In this case, we want to find 1 sixteenth of what number is equal to 15/16. So, 15/16 is equal to 1/16 of what number. To find this number, we can simply invert the operation. Instead of dividing by 1/16, we should multiply 15/16 by 16. This gives us:

15/16 * 16 = 15.

Therefore, 15/16 is 1 sixteenth of 15.

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jake studied r hours for a big test . julie studied twice as long . write an algebraic expression for how long julie studied

Answers

2r = how long julie has studied

Name the rule and find the next two numbers in the pattern 10,70,490

Answers

Each of the numbers 10, 70 and 490 is separated from the next by a factor of 7.  10 times 7 is 70; 70 times 7 is 490; 7 times 490 is what?  7 times 7 times 490 is what?

Answer:

Next numbers: 3430, 24010

Step-by-step explanation:

AS you can see you just need to discover the pattern by dividing the subsequent numbers by the direct number before that:

490/70=7

70/10=7

So both numbers indicate the patter on multiply by 7.

So to calculate the next number we first have to multiply 490*7= 3430

Now we just have to multiply the 3430 by 7 and that would be 24010.

So the next numbers would be 3430 and 24010,

can someone help me please

Answers

the answer is A

 see attached picture:

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