Answer:
29*sqrt(5)
Step-by-step explanation:
Start with sqrt (45). You must reduce it to it's prime factors.
45: 9 * 5 9 is not prime so reduce it.
45: 3 * 3 * 5
When you write √45, you should replace it with √(3*3*5)
The rule is
Rule: when you have a pair of equal prime factors under a root sign, you can take one out and throw one away.
Rule 2: If there are an odd number of equal primes one of them will be left underneath the root sign.
√45 = 3√5
11sqrt(45) - 4 sqrt(5) Substitute for 45
11*3*sqrt(5) - 4sqrt(5) Take out sqrt(5) using the distributive property.
(11*3 - 4)*sqrt(5) Combine 11 * 3
(33- 4) * sqrt(5) Do the subtraction
29 * sqrt(5) Answer
The correct answer is 29[tex]\sqrt{5}[/tex]
The third option.
a boat rental company charges a fee per hour. The charge is the same per hour . The ordered pairs(2,14.50) and (5,36.25) represent the corresponding hours,x,and the cost,y. What is the rate of change expressed as a unit rate?
Answer: One hour costs 7.25 $
Step-by-step explanation:
The charge for 2 hours is 14.50 $, then 14.50 $ / 2 hours = 7.25 $ / hour
The charge for 5 hours is 36.25 $, then 36.25 $ / 5 hours = 7.25 $ / hour
Answer: One hour costs 7.25 $
[tex]\textit{\textbf{Spymore}}[/tex]
WILL BE MARK BRAINL 2(2x+32)+2/5(4x+4)
= 28/5x + 328/5
is the answer. work is on attached piece of paper
Answer:
4
(
7
x
+
82
)
5
Step-by-step explanation:
QUICK !
What is the image point of (5,-5) after a translation right 2 units and up 3 units ?
Answer:
(7,-2)
Step-by-step explanation:
First, you move to the right of y-axis like 5 to 7,
then you movie to the up of x-axis like -5 to -2.
So the answer was (7,-2)
Final answer:
The image point of (5,-5) after a translation right 2 units and up 3 units is (7, -2).
Explanation:
The image point of (5,-5) after a translation right 2 units and up 3 units can be found by adding the respective translation values to the x and y coordinates of the original point. To move the point right by 2 units, you add 2 to the x-coordinate, and to move the point up by 3 units, you add 3 to the y-coordinate.
Therefore, the new coordinates after the translation will be:
Add 2 to the x-coordinate: 5 + 2 = 7.Add 3 to the y-coordinate: -5 + 3 = -2.So the image point after the translation is (7, -2).
Choose the correct translation for the following statement. It is a minimum of three. x < 3 x ≤ 3 x > 3 x ≥ 3
Answer: [tex]x \ge 3[/tex] (choice D)
===========================================
Explanation:
Saying "a minimum of 3" means that the lowest you can go is 3. You can pick 3 or pick any value larger than this. Therefore we can say that x is greater than or equal to 3.
The correct mathematical translation for 'It is a minimum of three.' is 'x ≥ 3'. This means that 'x' can be three or any number greater than three.
Explanation:The correct translation for the English statement 'It is a minimum of three.' is x ≥ 3. This means 'x' can be equal to three or any number greater than three.
This is because in mathematical language, the term 'minimum' refers to the lowest possible value that a variable like 'x' can take. Since it's specified that 'x' has a minimum value of three, it can't be less than three.
The notation 'x ≥ 3' effectively means that 'x' is equal to three or 'x' is greater than three, which fits the criteria that it's a minimum of three.
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k=13t-2 find the output of k when the of t is 3
Answer:
= 37
Step-by-step explanation:
k=13t-2
k=13(3)-2
13*3
39-2
37
37
because 13(3)= 39
39-2=37
find the explicit formula for 5, 9, 13, 17
ASAP
The explicit formula for the sequence 5, 9, 13, 17 is an = a1 + (n-1)d, where an is the nth term, a1 is the first term, n is the position of the term, and d is the common difference.
Explanation:The given sequence is 5, 9, 13, 17. To find the explicit formula, we need to determine the pattern or rule that generates these numbers. In this case, the pattern can be observed by adding 4 to the previous term to get the next term. So, the explicit formula for this sequence is:
an = a1 + (n-1)d
where an is the nth term, a1 is the first term (5 in this case), n is the position of the term in the sequence, and d is the common difference (4 in this case).
Using this formula, we can find any term in the sequence by plugging in the values for n and a1.]
Jerry is driving at a steady speed on an inter-state highway. 2.5 hours after he starts, he notes that he has driven 150 miles. After 5.5 hours, he notes that he has covered 330 miles.
Jerry is driving at a steady speed on an inter-state highway. 2.5 hours after he starts, he notes that he has driven 150 miles. After 5.5 hours, he notes that he has covered 330 miles.
Which graph shows how his distance covered varies with time?
A)B)C)D)
Answer:
graph a
Step-by-step explanation:
you have to look at the numbers carefully and that was the only graph that showed everything
Answer:
Step-by-step explanation:
Jerry is driving at a steady speed on an highway.
After 2.5 hours he has driven = 150 miles.
speed = [tex]\frac{150}{2.5}[/tex] = 60 miles/hour
then after 5.5 hours he has covered 330 miles.
speed = [tex]\frac{330}{5.5}[/tex] = 60 miles/hour
Total time he has driven = 2.5 + 5.5 = 8 hours
total distance he covered = 150 + 330 = 480 miles.
Therefore, after 2.5 hours he covered 150 miles and after 8 hours he covered 480 miles with an steady speed of 60 miles/hour.
Graph A shows his constant speed and his distance covered varies with time.
Tony rode his bicycle 3 7/10 miles to school. What is this distance written as a decimal?
Answer:
The distance written as a decimal is 3.7
To write 3 7/10 miles as a decimal, multiply the whole number by the denominator and add the numerator, then write the result over the denominator. Simplify the fraction if possible.
Explanation:To write the distance in decimal form, we need to convert the mixed number to a decimal. The given distance is 3 7/10 miles. To do this, we multiply the whole number, 3, by the denominator, 10, and add the numerator, 7. So, 3 multiplied by 10 plus 7 equals 37. Then, we write 37 over the denominator 10, giving us 37/10. Finally, we can simplify this fraction by dividing the numerator and denominator by their greatest common factor, which in this case is 1. Dividing 37 by 1 gives us 37, and dividing 10 by 1 gives us 10. Therefore, the distance of 3 7/10 miles can be written as the decimal 3.7 miles.
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4(x + 5) > 10(x - 1)
Answer:
x < 5
Step-by-step explanation:
Solve the inequality by using the distributive property and inverse operations.
4(x + 5) > 10(x - 1)
4x + 20 > 10x - 10
20 > 10x - 4x - 10
20 > 6x - 10
20 + 10 > 6x
30 > 6x
5 > x
What is the value of z?
Answer options: 140, 25, 35, 70
Answer:
I think its 70
Step-by-step explanatio
Hope this helps!
Answer:
A. 140
Step-by-step explanation:
We have been given an image of a circle. We are asked to find the value of z.
Upon looking at our given circle we can see that z is the intercepted arc to the inscribed angle that measures 70 degrees.
We know that measure of intercepted arc of a circle in two times the measure of inscribed angle.
Using inscribed angle theorem we can set an equation as:
[tex]z^{\circ}=2\times 70^{\circ}[/tex]
[tex]z^{\circ}=140^{\circ}[/tex]
Therefore, the value of z is 140 and option A is the correct choice.
Find the area of the kite. The figure is not drawn to scale.
Answer:
The area of the kite is [tex]42\ units^{2}[/tex]
Step-by-step explanation:
we know that
The area of a kite is half the product of the diagonals
so
[tex]A=\frac{1}{2}(D1*D2)[/tex]
we have
[tex]D1=2*(3)=6\ units[/tex]
Find the length side of diagonal D2
Applying the Pythagoras Theorem
[tex]D2=\sqrt{5^{2}-3^{2}} +10\\ \\D2=4+10\\ \\D2=14\ units[/tex]
Find the area of the kite
we have
[tex]D1=6\ units[/tex]
[tex]D2=14\ units[/tex]
substitute
[tex]A=\frac{1}{2}(D1*D2)[/tex]
[tex]A=\frac{1}{2}(6*14)=42\ units^{2}[/tex]
PLEASE HELP ME!!!!! THIS IS DUE IN LIKE 10 MINS!!! PLEASE DO IT QUICKLY!!! I WILL BE MARKING BRAINLIEST!!
(The answers you can chose from are in the screen shot)
All sides are equall
Answer:
side a is less then a sum of the other two
Step-by-step explanation:
The sum of the lengths of any two sides of a triangle is greater than the length of the third side. If you take the three sides of a triangle and add them in pairs, the sum is greater than (not equal to) the third side.
Which set of three numbers could be the side lengths of a triangle
Answer:
C
Step-by-step explanation:
if you add 2 sides of a triangle the other must be smaller and if you subtract 2 sides the other must be greater
Answer with explanation:
For, set of three numbers to be sides of triangle, the sum of two should be greater than third.
→1.
3, 3,8
3 +3 is not greater than 8.So, it can't be sides of triangle.
→2.
5,5,14
5+5 is not greater than 14.So, it can't be sides of triangle.
→3.
3,3,2
3+3>2
3+2>3
Sum of two sides is greater than third, so it can be sides of triangle.
→4.
5,5,10
5+5 is not greater than 10.So, it can't be sides of triangle.
Option: C→3,3,2
a teacher read part of a book to class. The graph shows the number of pages read by the teacher over the next several days. Find and interpret the rate of change and the initial value.
The rate of change on a graph represents how fast or slow the changes are happening, while the initial value is the starting point. To find these on a graph, you determine the slope of the line for the rate of change, and look at the intercept on the y-axis for the initial value. These values give us insights into the reading pace and starting point of the teacher.
Explanation:The rate of change in a graph represents the slope of the line. It tells us how the quantity being measured changes over time. If the graph is a straight line, the rate of change is constant, but if the line is curved, the rate of change varies.
To find the rate of change, you need to select two points on the graph and find the difference in the page numbers divided by the difference in the corresponding time points. That is (pages end - pages start) / (time end - time start).
The initial value is the point where the teacher started reading the book. This point is seen as the intercept on the y-axis of the graph.
The interpretation of these values would be that the rate of change tells us how quickly the teacher is reading the book, and the initial value tells us at what page number the teacher started reading.
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Initial value: The teacher initially read 150 pages. Rate of change: The teacher read 100 pages per day. The graph shows that the teacher is reading at a consistent pace and is making good progress on the book.
The initial value of the graph is the y-intercept, which is 100 pages. This means that the teacher had already read 100 pages before the graph starts.
The rate of change of the graph is the slope, which is calculated as (change in y) / (change in x). In this case, the slope is (750 - 100) / (5 - 1) = 130 pages/day.
This means that the teacher is reading 130 pages per day.
Interpretation:
The teacher is reading at a rate of 130 pages per day. This means that each day, the teacher is reading 130 more pages than the previous day.
The initial value of 100 pages means that the teacher had already read a significant portion of the book before the graph starts. It is possible that the teacher was reading ahead, or that the teacher was reading a chapter book to the class and had already finished the first chapter.
Overall, the graph shows that the teacher is reading at a consistent pace and is making good progress on the book.
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what is long and yellow and never rings worksheet
Answer:
A banana my dude.
Step-by-step explanation:
The answer to the riddle 'what is long and yellow and never rings' is likely a banana, as this is an example of the type of playful thinking and language interpretation often encouraged in English exercises.
Explanation:
The question "what is long and yellow and never rings" might be referring to a type of riddle or a joke commonly found in English language or creative thinking exercises. Since it mentions something that is long and yellow but never rings, a possible answer could be a banana. This is because a banana is indeed long and yellow, yet it certainly cannot ring like a telephone or bell could. Such tasks are designed to engage students in out-of-the-box thinking and interpreting language in a playful manner.
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An 8-in wide photo has been reduced to a 5-inch wide by 7-inch tall photo. how tall was the original?
Answer:
Step-by-step explanation:
jajajajajajajajajajajajajaja
11.2
which is the next term in the number pattern
1/12, 4/15, 9/18, 16/21,
a)24/25
b)19/24
c)25/24
d)19/25
ONLY RIGHT ANSWERS PLEASE :)
Wes and Tom are buying rare coins for $9,500 and investing money in the ratio of 3 to 2. How much will each man invest?
Answer:
one spent $3,800 and the other spent $5,700
Step-by-step explanation:
first add the 3 and 2 so you get 5 then divide 9,500 into 5 which is 1900 then multiply that by 2 which is 3800 now we know one man spent $3800 then we do the same thing with 3 so we take 1900 and multiply it by three which is $5700
your answer is that one man spent $3,800 and the other spent $5,700
confused someone help
Answer:
y = -5x - 21
Step-by-step explanation:
Given in the question,
equation of a parallel line
y = -5x + 6
point through which it passes
(-4,-1)
Step1
Find the gradient of the equation given, as it is parallel so it will have same gradient
equation of straight line
y = mx + c
where m is gradient
c is y intercept
y = -5x + 6
m =-5
Step2
Find y-intercept
-1 = -5(-4) + c
-1 = 20 + c
c = -20 - 1
c = -21
Step3
form the equation
y = -5x - 21
Answer:
[tex]y=-5x-21[/tex]
Step-by-step explanation:
The given line has equation;
[tex]y=-5x+6[/tex]
This line is in the form [tex]y=mx+c[/tex], where [tex]m=-5[/tex]
[tex](x_1,y_1)=(-4,-1)[/tex]
The required equation can be found using the formula;
[tex]y-y_1=m(x-x_1)[/tex]
We substitute the given point and slope to get,
[tex]y+1=-5(x+4)[/tex]
Expand
[tex]y=-5x-20-1[/tex]
[tex]y=-5x-21[/tex]
how do i factor 8g^2-10g-12
Answer:
(4g+3)(g-2)
Step-by-step explanation:
well they all have a common factor of 2
so divide all of it by two 2[(4g^2-5g-6)]
then factory that to get (4g+3)(g-2)
Hopefully this helps you :)
{-4x + 4y = -8
{ x - 4y = -7
over the weekend statton and Taylor drove to Montana to go hunting. now they're preparing to go home. Tyler needs gas for his jeep, which gets 30 miles per gallon for gas mileage. When he stops at the gas station, he already has 8 gallons of gas in his tank. he buys more gas for $1.50 per gallon
If Tyler spends $16.50 on gas, what is the total distance the boys could travel? round, if necessary, the nearest tenth.
Answer:
Step-by-step explanation:
Givens
His tank contains 8 gallons
He spends 16.50 on gas
A gallon of gas costs 1.50 dollars
Millage = 30 mpg
Find the gas added.
Total gas (in gallons) added = amount spent / cost per gallon
Total gas (in gallons) added = 16.50 / 1.50
Total gas (in gallons) added = 11 gallons.
Find the total number of gallons in his tank.
Total = what was there + What he bought.
Total = 8 + 11
Total = 19 gallons.
Find the distance he can travel
Total distance = gallons * miles / gallon
Total distance = 19 * 30
Total distance = 570 miles.
Tyler and Statton could potentially travel a total distance of 570 miles with the amount of gas they have.
Explanation:The question is asking for the total distance that the boys could travel on the bought gas. Tyler bought $16.50 worth of gas at $1.50 per gallon, which means he bought 11 gallons ($16.50/$1.50). Tyler initially had 8 gallons of gas in his tank. Therefore, he now has a total of 8 + 11 = 19 gallons of gas. His Jeep gets 30 miles for every gallon of gas. Therefore, the total distance they can travel is 19 gallons * 30 miles/gallon = 570 miles.
So, "Tyler and Statton could potentially travel 570 miles with the gas in the tank".
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5.) I'm having trouble doing my homework right now. Please show work so I know how to do the next one.
she worked one hour at the store and ten hours tutoring
store money is 9 an hour so thats $9
tutoring is 15 an hour so 15x10 is $150
so 9+150=159
It costs 3 tickets to play a game at the fair. If you spent 21tickets on the game, which equation could you use to solve for the number of games, g?
A) 21g=3
B) 21·3=g
C) g/3=21
D) 3g=21
➷ The correct option would be D. 3g = 21
As it is 3 tickets per game, the total number of tickets would be 3 multiplied by the number of games
This equation could then be rearranged to find the number of games.
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➶ Good Luck (:
➶ Have A Great Day ^-^
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Answer:
The answer is D.
Step-by-step explanation:
It costs 3 tickets to play a game at the fair.
So the number of games, g = total number of tickets / 3,
g = 21 / 3
3g = 21
The answer is D.
Explain and show work
Answer:
330
Step-by-step explanation:
For Rectangles and Squares:
13x9=117
12x9=108
9x5=45
For Triangles:
12x5=60 divided by 2=30
12x5=60 divided by 2=30
How to get answer:
Add all the answers up:
117+108+45+30+30=330
Please help me and please don't answer if you're not a 100% sure!
The answer choices are
A. 93
B. 31
C. 69
D. 300
Answer:
A
Step-by-step explanation:
We obviously can take out D and B, as roses are 31% while carnations are 19%. Since roses have a larger percentage, it obviously can't be less than carnations but 300 is beyond the logical answer. This leaves us with 69 or 93. 19% is 57, so a 12 percent rise will not equal an increase of only 12 flowers. Therefore, without even any calculations, I can confidently tell you that your answer is A.
Add 5/6 + 3/4 + 2/3 simplify the answer write it as a mixed number if possible
Answer: 27/12 or 2 3/12
Step-by-step explanation: First off we would need to find a common denominator, so all the fractions could be added together easily, and we could use a denominator of 12 because 6 times 2 equals 12, 4 times 3 equals 12, and 3 times 4 equals 12. So 5/6 would become 10/12, 3/4 would become 9/12, and 2/3 would become 8/12. So adding them all together would give you a sum of 27/12 or 2 3/12. Hope this helped!
They are the same because the central angle measure is the same. The arc lengths are proportional: . The arc lengths are proportional: . The arc lengths are proportional:
Is this an answer? I don’t think this is a question buddy
Your client has saved $1,860 for a down payment on a house. A government loan program requires a down payment equal to 3% of the loan amount. What is the largest loan amount that your client could receive with this program?
Answer:
5,580
Step-by-step explanation:
1860*3=5,580
What is the y-intercept in the equation y=4x-3?
➷ Equations come in the form y = mx + c
'c' is the y intercept
In this equation, the y intercept is -3
✽➶ Hope This Helps You!
➶ Good Luck (:
➶ Have A Great Day ^-^
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The y-intercept of the given equation y = 4x-3 is -3.
What is y-intercept?The y-coordinate of a point where a line, curve, or surface intersects the y-axis is called y-intercept.
According to the given question.
We have an equation y = 4x -3.
To find the y-intercept substitute x = 0 in the above equation y = 4x -3.
[tex]\implies y = 4x -3\\\implies y = 4(0) - 3\\\implies y = -3[/tex]
Hence, the y-intercept of the given equation y = 4x-3 is -3.
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