What is the first step when solving this equation?

[tex]\underline{\ \ \ \ \ \ 123}\\1\ \ \ |15129\\\underline{\ \ \ \ \|1}\\22\ |\ 51\\\underline{\ \ \ \ |\ 44}\\243|\ \ 729\\\underline{\ \ \ \ \ |\ 729}\\.\qquad\ \ \ 0[/tex]

[tex]\sqrt{15129}=123[/tex]

[tex]\begin{array}{c|c}15129&3\\5043&3\\1681&41\\41&41\\1\end{array}15129=3\cdot3\cdot41\cdot41=3^2\cdot41^2\\\\\sqrt{15129}=\sqrt{3^2\cdot41^2}=\sqrt3^2}\cdot\sqrt{41^2}=3\cdot41=123[/tex]

[tex]Used:\\\\\sqrt{a\cdot b}=\sqrt{a}\cdot\sqrt{b}\\\\\sqrt{a^2}=a\ for\ a\geq0[/tex]

Answer:

0.35 [tex]in^{2}[/tex]

Step-by-step explanation:

Plug it in

[tex]1.4*\frac{1}{4}[/tex]

0.35 [tex]in^{2}[/tex]

Answer:

A 25¢ per piece

Step-by-step explanation:

To find the unit price, we take the dollar amount and divide by the number of pieces

$2.25 / 9 pieces

$.25 per piece

Answer:

C

Step-by-step explanation:

f(x) = ∛(x-1) has a positive slope everywhere. Graphs A, C, D all have f(x) properly shown.

g(x) = f(-x), so is a reflection of f(x) across the y-axis. Only graph C shows this properly.

Answer:

The answer is C (my colors are reversed)

Step-by-step explanation:

I would never have been able to guess the syntax of this question (that it was a cube root for one thing) and am posting my answer only so you can choose the answer of SQDF as Brainliest.

Having found out the syntax, Desmos can reproduce the graph and that will give you the answer.

Red: f(x) = cube root(x - 1)

Blue: g(x) = cube root(-x - 1)

Answer:

x=52

Step-by-step explanation:

Answer:

52

Step-by-step explanation:

156 divided by 3= 52

3*52=156

Answer:

a) 26

b) 48

c) 54

d)74

Step-by-step explanation:

and negative divided by a negative is postitive right? yes, then it is just simple division

Answer:

the second one is your answer

Answer:

2.8 inches will be the approximate length of the y.

Step-by-step explanation:

volume = 1/2 x A x C x H = 4 cubic inches

Because the volume of the triangular block is 4 cubic inches.

Formula:  

A x C = Base x Height

Answer:

2.8 in

Step-by-step explanation:

Answer:

I would solve for x in the first equation.  X in the first equation has a coefficient of 1, unlike y in the second equation which has a coefficient of 2.  I do not have to divide to solve for my variable.

Step-by-step explanation:

I would solve for x in the first equation.  X in the first equation has a coefficient of 1, unlike y in the second equation which has a coefficient of 2.

x-3y =1

Add 3y to each side

x = 1+3y

Then substitute this into the second equation.

Max would have to subtract 7x from each side and then divide by 2

7x+2y =7

2y = -7x+7

y = -7x/2 + 7/2

This makes the math complicated when it is substituted into the first equation because we are multiplying by 3.  We will have fractions.

Answer:

Jerry solved the system of equations.

x minus 3 y = 1. 7 x + 2 y = 7.

As the first step, he decided to solve for y in the second equation because it had the smallest number as a coefficient. Max told him that there was a more efficient way. What reason can Max give for his statement?

The variable x in the first equation has a coefficient of one so there will be fewer steps to the solution.

The variable x in the second equation has a coefficient of 7 so it will be easy to divide 7 by 7.

The variable y in the second equation has a coefficient of 2 so it will be easy to divide the entire equation by 2.

The variable x in the second equation has the largest coefficient. When dividing by 7, the solution will be a smaller number.

correct answer is AAAAA

Put the values of x and y to the expression:

[tex]x=32,\ y=2\\\\\dfrac{x}{4y}=\dfrac{32}{(4)(2)}=\drac{32}{8}=4[/tex]

Answer:

4

Step-by-step explanation:

Answer:

(C) (x+1) is not a factor

Step-by-step explanation:

To show that x+1 is not a factor, in other words to show that the polynomial cannot be written as a product

[tex](x+1)\cdot(some\,\,quadratic)=-3x^3-2x^2+1[/tex]

it suffices to test that x=-1 is not a root of the original cubic:

[tex]-3x^3-2x^2+1|_{x=-1}=-3(-1)^3-2(-1)^2+1=2\neq 0[/tex]

which is hereby shown and the option (A) is out.

Option (B) is non-sense.

Option (C) is the correct answer.

After applying the Factor Theorem, we find that substituting -1 into the polynomial [tex]-3x^3 - 2x^2 + 1[/tex] does not yield zero; hence, (x + 1) is not a factor, option C.

The student has asked whether (x + 1) is a factor of the polynomial [tex]-3x^3 - 2x^2 + 1[/tex]. To determine if (x + 1) is indeed a factor, one could perform polynomial division or apply the Factor Theorem. According to the Factor Theorem, (x + 1) is a factor if and only if substituting -1 for x in the polynomial yields zero. Substituting, we get:

[tex]-3(-1)^3 - 2(-1)^2 + 1 = 3 - 2 + 1 = 2[/tex]

Since the result is not zero, (x + 1) is not a factor of the polynomial. So, the correct answer to the student's question is option C: (x + 1) is not a factor.

Answer:

see below  PLEASE GIVE BRAINLIEST

Step-by-step explanation:

549 - 36.5 = 512.5mb were trf

512.5/125 = 4.1mb per second

Answer:

Step-by-step explanation:

The speed of the transfer was 4.1 megabytes per second. It took the drive 235 seconds to be completely full.

Answer:

8 green

Step-by-step explanation:

orange: green

1 :2

1+2 = 3 so she has 3 total picks

12/3 =4

So we need to multiply by 4

1*4 : 2*4    total pick 3*4

4:8  12 total picks

4 orange  8 green   12 total

Answer:

No

Step-by-step explanation:

Note that:

(x , y) = (6 , -3) ∴ x = 6, y = -3

Plug in 6 for x in the equation, and -3 for y.

y = -2x

(-3) = (-2)(6)

Simplify. Multiply.

(-3) = (-12)

-3 ≠ -12 ∴ (6 , -3) is not a solution for y = -2x

~

Answer:

False

Step-by-step explanation:

(6,-3)  means x=6 and y=-3

Substitute into the equation

y= -2x

-3 = -2(6)

-3 = -12

This is false

Answer:

Step-by-step explanation:

Two points A and B are given

Using two point formula for straight lines we get

[tex]\frac{x+6}{8+6} =\frac{y-4}{9-4} \\5(x+6) = 14(y-4)\\5x+30 = 14y-56\\5x-14y+86 =0[/tex]

b) A line parallel to AB would be of the form

5x-14y +k=0

Since the line passes through (14,-6) substitute to get k

5(14)-14(-6)+k=0 Or k = -154

Line is 5x-14y-154 =0

c) A line perpendicular to AB would have form as

14x+5y =k1

Substitute (-5,-10) to get k

14(-5)+5(-10) =k1

Or k1 = -120

Hence equation is 14x+5y = -120

Answer:

the answer is a. x^2-7x-18

first you distribute the x in the first equation getting you x^2 +2x, then you distributed the -9 getting -9x-18. you then put those together, x^2+2x-9x-18. Finally you simplify to x^2-7x-18

Answer:9n-2

Step-by-step explanation:

1st = 9*1-2= 7

2nd = 9*2-2= 16

3rd = 9*3-2= 25

4th = 9*4-2 = 34

...

The nth term of the sequence 7, 16, 25, 34, 43, which is an arithmetic sequence with a common difference of 9, is given by the expression 9n - 2.

The sequence given is 7, 16, 25, 34, 43. To find the nth term expression of this sequence, first, we can observe the pattern that each term increases by 9. Therefore, the sequence is an arithmetic sequence. We can use the formula for the nth term of an arithmetic sequence, which is [tex]a_n = a_1 + (n - 1)d[/tex], where [tex]a_1[/tex] is the first term and d is the common difference.

The first term a1 is 7, and the common difference d is 9. So, the nth term is:
[tex]a_n = 7 + (n - 1) \times9[/tex]
To simplify, it will be:
[tex]a_n = 7 + 9n - 9a_n = 9n - 2[/tex]. This is the expression for the nth term of the given sequence.

Step-by-step explanation:

Parent function f(x) = x

g(x)= -3(x-4) + 1

If any number added or subtracted with x  then graph moves left or right

Here 4 is subtracted from x, so graph move 4 units to the right

If any number added or subtracted at the end then  graph move up or down

Here 1 is added at the end, so graph move 1 unit up.

g(x) = -f(x), for negative sign the graph reflects across x axis

We have negative sign at first, so the graph reflects over x axis

The graph of [tex]\( g(x) \)[/tex] is the result of these transformations applied to the graph of the parent function [tex]\( f(x) \)[/tex].

The sequence of transformations that transforms the graph of the parent function [tex]\( f(x) = x \)[/tex] into the graph of the function [tex]\( g(x) = -3(x-4)+1 \)[/tex] involves a reflection across the x-axis, a horizontal shift, a vertical stretch, and a vertical shift.

1. Reflection across the x-axis: The negative sign in front of the function[tex]\( g(x) \)[/tex]indicates a reflection across the x-axis. This means that for every point \( (x, y) \) on the graph of [tex]\( f(x) \)[/tex], there will be a corresponding point [tex]\( (x, -y) \)[/tex] on the graph of [tex]\( g(x) \)[/tex].

2. Horizontal shift: The expression [tex]\( (x-4) \)[/tex] inside the function [tex]\( g(x) \)[/tex]indicates a horizontal shift to the right by 4 units. This means that every point on the graph of [tex]\( f(x) \)[/tex] is moved 4 units to the right along the x-axis to get the graph of [tex]\( g(x) \).[/tex]

3. Vertical stretch: The coefficient 3 in [tex]\( -3(x-4) \)[/tex] indicates a vertical stretch by a factor of 3. This means that for every point [tex]\( (x, y) \)[/tex] on the graph of the reflected function[tex]\( -f(x) \)[/tex], the y-coordinate is multiplied by 3 to get the corresponding point [tex]\( (x, 3y) \)[/tex] on the graph of [tex]\( g(x) \)[/tex].

4. Vertical shift: Finally, the[tex]\( +1 \)[/tex] at the end of the function [tex]\( g(x) \)[/tex]indicates a vertical shift upwards by 1 unit. This means that every point on the graph of [tex]\( -3f(x-4) \)[/tex] is moved 1 unit up along the y-axis to get the graph of [tex]\( g(x) \).[/tex]

Putting it all together, the sequence of transformations is as follows:

 - Start with the parent function [tex]\( f(x) = x \).[/tex]

- Reflect the graph across the x-axis to get [tex]\( -f(x) \).[/tex]

- Shift the graph 4 units to the right to get [tex]\( -f(x-4) \).[/tex]

- Stretch the graph vertically by a factor of 3 to get [tex]\( -3f(x-4) \).[/tex]

- Shift the graph 1 unit upwards to get [tex]\( -3f(x-4) + 1 \),[/tex] which is the function [tex]\( g(x) \)[/tex].

Therefore, the graph of [tex]\( g(x) \)[/tex] is the result of these transformations applied to the graph of the parent function [tex]\( f(x) \)[/tex].

Answer:

  = 233.75

Step-by-step explanation:

To find the discount, we multiply the original price by the percent off

discount = 275* .15

               = 41.25

To get the sale price, take the original price and subtract the discount

sale price = 275-41.25

               = 233.75

Answer:

B is the answer, hope this helps.

The subject of this question is Mathematics. The dependent variable in a basketball game is the team score, represented by option D: Team(score), or T(s).

The subject of this question is Mathematics. The question is asking about the dependent variable in a basketball game, which is the team score. The team score depends on the number of baskets scored in the game, represented by option D: Team(score), or T(s).

https://brainly.com/question/1479694

#SPJ3

Answer:

6.24 feet (to nearest hundredth)

Step-by-step explanation:

Use the Pythagoras Theorem:-

20^2 = x^2 + 19^2     where x = height of the loading dock.

x^2 = 20^2 - 19^2 =  39

x =  √39

= 6.2449 feet

The height of the loading dock is found to be approximately 6.24 feet.

To solve this problem, we will use the Pythagorean theorem, which is applicable when we have a right triangle. The theorem states:

a² + b² = c²

Here:

a is the height of the loading dock (which we need to find).

b is the base of the ramp (19 feet).

c is the length of the ramp (20 feet).

We can set up the equation as follows:

a² + 19² = 20²

a² + 361 = 400

a² = 39

a = √39 ≈ 6.24 feet

Thus, the height of the loading dock is approximately 6.24 feet.

Answer:

After 2 nights they would have read the same amount of pages. That is 29 pages.

Step-by-step explanation:

1.      6x+17=13+8x                          Put the problem in to a equation

2.      6x+17=13+8x                         Subtract 8x from both sides

        -8x         -8x  

3.      -2x+17=13                                Subtract 17 from both sides

            -17   -17  

4.      -2x=-4                                     Divide by -2

         -2   -2

5.      x=2                                         x=2                                                                                                                                      

Answer:

-7.32 < x < -0.68  0r -4-√11 < x < √11 - 4

Step-by-step explanation:

The given inequality is x^2 + 8x + 5 < 0

Here we cannot factorize, so we need to use the quadratic formula to find the solution.

The quadratic formula x = [tex]\frac{-b  +/- \sqrt{b^2 - 4ac)} }{2a}[/tex]

Here a = 1 , b = 8 and c = 5

Plug in these values in the formula, we get

x = -8 ± √(8)^2 - 4*1*5)  ÷ 2(1)

x = (-8 ±√44)/2

x = (-8 ±2√11)/2

x = -4 ± √11

There are two values for x.

x = -4 + √11 and x = -4-√11

√10 = 3.16

So x = -4 + 3.32        and x = -4 - 3.32

x =-0.68                   and   x = -7.32

This means

-7.32 < x < -0.68  0r -4-√11 < x < √11 - 4

Thank you.

Answer:

[tex]-4-\sqrt{11} <[/tex] x [tex]-4+\sqrt{11}[/tex]

Step-by-step explanation:

We are given the following quadratic inequality by applying the quadratic formula to solve it (since it can not be factorized) and then express it in an interval notation:

[tex]x^2+8x+5<0[/tex]

We know the quadratic formula:

[tex]x=\frac{-b+-\sqrt{b^2-4ac} }{2a}[/tex]

Putting in the values to get:

[tex]x=\frac{-8+-\sqrt{8^2-4(1)(5)} }{2(1)} \\\\x=\frac{-8+-\sqrt{44} }{2}[/tex]

[tex]x=-4-\sqrt{11} , x=-4+\sqrt{11}[/tex]

Therefore, the interval notation for the given quadratic inequality for x will be:

[tex]-4-\sqrt{11} <[/tex] x [tex]-4+\sqrt{11}[/tex].

Answer: There are 385 students and teachers who rode to the zoo in buses and 24 students and teachers who rode to the zoo in trains.

Step-by-step explanation:

Since we have given that

Total number of students and teachers = 409

Let the number of vans be x

Let the number of buses be x+5

Number of students and teachers each bus transported = 55

Number of students and teachers each van transported = 12

According to question,

[tex]55(x+5)+12x=409\\\\55x+275+12x=409\\\\67x=409-275\\\\67x=134\\\\x=\frac{134}{67}\\\\x=2[/tex]

Total number of students and teachers who rode to the zoo in buses will be

[tex]55(x+5)\\\\=55(2+5)\\\\=55\times 7\\\\=385[/tex]

Total number of students and teachers who rode to the zoo in vans will be

[tex]12x\\\\=12\times 2=24[/tex]

Hence, there are 385 students and teachers who rode to the zoo in buses and 24 students and teachers who rode to the zoo in trains.

To find the total number of students and teachers who rode to the zoo in buses, we need to determine the number of buses and multiply it by the number of students and teachers each bus transported. Each bus transported 55 students and teachers, while each van transported 12. By solving the equation using the given information, we can find the total number of students and teachers in each type of vehicle.

To find the total number of students and teachers who rode to the zoo in buses, we need to determine the number of buses and multiply it by the number of students and teachers each bus transported.

Let x be the number of vans.

Since there were 5 buses more than vans, the number of buses can be represented as x + 5.

Each bus transports 55 students and teachers, so the total number of students and teachers in buses is (x + 5) * 55.

Each van transports 12 students and teachers, so the total number of students and teachers in vans is x * 12.

Since there were a total of 409 students and teachers, we can create an equation: (x + 5) * 55 + x * 12 = 409.

Solving this equation will give us the value of x, which represents the number of vans. Once we know x, we can calculate the total number of students and teachers who rode to the zoo in buses and vans.

Answer: h = -16t^2 + 120t + 2

Answer:

0.45

Step-by-step explanation:

Ok so you start with -0.9. You need to find how much it will change in an hour and 30 minutes. So you subtract -0.9 from -0.9 and you'd get 0. Now, we have to subtract half of -0.9 (because 30 minutes is half an hour). Half of -0.9 is -0.45. Subtract 0 by -0.45 and you get 0.45.

Answer:

It varies 0,45. For 1,35 - 0,9 = 0,45

Step-by-step explanation:

-9/10 = -0,9

3/2 = 1,5

1h    -------   -9/10

1,5h ---------   x

x = 1,5 * -0,9

x = -1,35

Answer:

25.9 miles

Step-by-step explanation:

To find out how far he can go on one gallon of gas, we divide miles by gallons.

311 miles/ 12 gallons

25.91666666 miles per gallon

So on one gallon of gas, he can go 25.9166666666 miles

Rounding to the nearest tenth.

25.9 miles

[tex]\bf \textit{surface area of a cylinder}\\\\ SA=2\pi r(h+r)~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ SA=302\\ r=4 \end{cases}\implies 302=2\pi (4)(h+4) \\\\\\ 302=8\pi (h+4)\implies \cfrac{302}{8\pi }=h+4\implies \cfrac{302}{8\pi }-4=h\implies 8.016\approx h[/tex]

ANSWER:

EXPLANATION:

[tex]\frac{1}{3}(9-6m)+\frac{1}{4}(12m-8)\\\text{Distribute.}\\3 - 2m + 3m - 2\\\text{Simplify.}\\m + 1[/tex]

Answer:

I belive it is m +1

Step-by-step explanation:

The first hing you need to do is distribute, and then combine like terms.

Answer: 25

Step-by-step explanation: Flour: 75 divided by 3 equals 25. The sugar does not matter in this situation but there will be 25 cups of sugar left if you want to know. Hope this helps!

Answer:

25 sheets

Step-by-step explanation:

Each sheet cake requires 3 cups of flour and 2 cups of sugar.

A bakery has 75 cups of flour and 75 cups of sugar.

Each sheet needs flour = 3 cups

75 cups of flour can make sheet = [tex]\frac{75}{3}[/tex]

                                                      = 25 sheets

for 25 sheets we need sugar =  25 × 2 = 50 cups of sugar

There are more amount of sugar than we need.

Therefore, 25 sheets can be made by 75 cups of flour.