What is an equivalent expression for (x + 7)(x + 1).
Answer:
x2−8x 7
Step-by-step explanation:
Is this "N2 + 3H2 → 2NH3" balanced or no?
how do i answer this please?
Answer:
a) [tex]5\sqrt{3} + 3\sqrt{5}[/tex]
b) [tex]4(\sqrt{2} + \sqrt{7})[/tex]
Step-by-step explanation:
a) [tex]9\sqrt{3} - 4\sqrt{3} +\sqrt{5} + 2\sqrt{5}[/tex]
Taking √3 & √5 common respectively,
[tex]=> \sqrt{3} (9 - 4) + \sqrt{5} (1 + 2)[/tex]
[tex]=> 5\sqrt{3} + 3\sqrt{5}[/tex]
b) [tex]10\sqrt{2} + 4\sqrt{7} - 6\sqrt{2}[/tex]
Taking √2 common ,
[tex]=> \sqrt{2} (10-6) + 4\sqrt{7}[/tex]
[tex]=> 4\sqrt{2} + 4\sqrt{7}[/tex]
Taking 4 common ,
[tex]=> 4(\sqrt{2} + \sqrt{7})[/tex]
answers for both boxes please
The graph of the system of equations
x + 2y = 8
3x + 6y = 13
will give:
A. parallel lines
B.
lines that coincide
C.
perpendicular lines
D.
none of these
Answer:
A. parallel lines
You can also use the app desmos to help you graph equations.
The basic ratio of blue to red for paint is 4:7. How many quarts of blue paint should be mixed with 21 quarts of red paint to get purple?
help please ! so i can finish this assignment
Answer:
-0.1, -0.02, [tex]\frac{5}{6}[/tex], [tex]|\frac{9}{8}|[/tex], 10
Step-by-step explanation:
In ΔCDE, \text{m}\angle C = (4x-16)^{\circ}m∠C=(4x−16) ∘ , \text{m}\angle D = (6x-1)^{\circ}m∠D=(6x−1) ∘ , and \text{m}\angle E = (4x-13)^{\circ}m∠E=(4x−13) ∘ . Find \text{m}\angle C.M∠C.
Answer:
m∠C = 44°
Step-by-step explanation:
In ΔCDE,
m∠C=(4x−16) ∘
m∠D=(6x−1) ∘
m∠E=(4x−13) ∘ .
The sum of angles in a triangle = 180°
Step 1
We solve for x
m∠C + m∠D + m∠E
(4x−16)° + (6x−1)° + (4x−13)° = 180°
4x - 16 + 6x - 1 + 4x - 13 = 180°
4x + 6x + 4x -16 - 1 - 13 = 180°
14x - 30 = 180°
14x = 180+ 30
14x = 210
x = 210/14
x = 15
Step 2
Find m∠C
m∠C = (4x−16)°
m∠C = (4 × 15 - 16)°
m∠C = (60 - 16)°
m∠C = 44°
Write a equivalent expression for (4n + 14) + (5 + 8n)
Answer:
= 12n + 19
Step-by-step explanation:
Given: f(x)=x-7and h(x) = 2x+3
Write the rule for f(h(x))
f(h(x))= 2x-7
f (h(x))= 2x-4
f(h(x))= 3x-4
f(h(x))= 3x -7
Find Percent of Change
1.) 200 to 500.
is the answer 40?
if not please explain...
Answer: I think it is
Step-by-step explanation:
Answer:
150% increase
Step-by-step explanation:
Calculate percentage change
from V1 = 200 to V2 = 500
(V2−V1)|V1|×100
=(500−200)|200|×100
=300200×100
=1.5×100
=150%change
=150%increase
Jason is installing new carpet in a room. The dimensions of the room are shown in the diagram. what is the area of the floor?
Translate the quadrilateral W(-2,2), X(-3,3), (-6,5), 2(-6,3)
using the transformation (x-2,y+3).
Answer:
New Coordinates W(-4, 5), X(-5, 6), (-8, 8), 2(-8,6)
Mary bought 50 apples at the apple orchard. She bought 4 times as many red apples as green apples. How many more red apples than green apples did Mary buy?
what is the value of y in the solution to the system of equations 5x-y=25 and x+4y=-10
Answer:
y=-3.571
Step-by-step explanation:
To get rid of the x's make the other x cancel out the other.
5x-y=25+(-5(x+4y=-10)=-21y=75= -3.571
Answer:
x+4y =10
5x-y =25
Step-by-step explanation:
x=10-4y
5(10-4y)-y =25
50-20y-y =25
50-21y = 25
-21y = 25-50
-21y =-25
y =25/21
Substitute y =25/21 in equation 1
x + 4(25/21) = 10
x +100/84 =10
x=10-100/84
Work out the answers
a)200
b)120
c)410
d)37.3
Which of the following equations has a solution that is negative?
a. – 0.4x + 4 = – 1.6
b. – 0.4(x + 1.6) = 1.6
c. – 0.4(– x + 1.6) = 1.6
d. – 0.4x – 4 + 1.6x = – 1.6
Answer:
b. – 0.4(x + 1.6) = 1.6
Step-by-step explanation:
The equation with negative solution is -
- 0.4(x + 1.6) = 1.6
What are algebraic expressions?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.Given are the equations as shown in the question.
The equation with the negative solution are -
- 0.4(x + 1.6) = 1.6
- 0.4x - 0.64 = 1.6
- 0.4x = 1.6 + 0.64
- 0.4x = 2.24
x = - (2.24/0.4)
Therefore, the equation with negative solution is -
- 0.4(x + 1.6) = 1.6.
To solve more questions on algebraic expressions, visit the link below-
brainly.com/question/1041084
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Solve:
p−316=−212
What Is P?
Answer:
P=104
Step-by-step explanation:
-212+316=104
therefore p=104
Work out the percentage change when a price of £40 is decreased to £18.
Plot two points that are 8 units from Point B and also share the same x-coordinate as Point B. y
Answer:
y
Step-by-step explanation:
Answer: I don't know I'm sorry
A piece of wood is 0.9 metres long.
It is cut into three unequal pieces.
The first piece is 0.2 metres longer than the second piece.
The third piece is 23 hundredths of a metre shorter than the second piece.
How long is each piece of wood?
Answer:
The length of the first piece is 0.51 m
The length of the second piece is 0.31 m
The length of the third piece is 0.28 m
Step-by-step explanation:
The question is a simultaneous equation with word problem
The total length of the wood = 0.9 m
The number of pieces the wood is cut into = 3
The length of the first piece = 0.2 m + The length of the second piece
The length of the third piece = The length of the second piece - 0.23 m
Let "y" represent the length of the second piece, let "x" represent the length of the first piece, and let "z" represent the length of the third piece, we have;
x = 0.2 + y...(1)
z = y - 0.23...(2)
x + y + z = 0.9...(3)
Therefore, by substitution, we have;
0.2 + y + y + y - 0.23 = 0.9
3·y - 0.03 = 0.9
3·y = 0.9 + 0.03 = 0.93
y = 0.93/3 = 0.31
y = 0.31
The length of the second piece = y = 0.31 m
From equation (1), we have;
x = 0.2 + y = 0.2 + 0.31 = 0.51
x = 0.51
The length of the first piece = x = 0.51 m
From equation (2), we have;
z = y - 0.23
z = 0.51 - 0.23 = 0.28
z = 0.28
The length of the third piece = z = 0.28 m.
6. 188 students went on a field trip. Five buses were filled and 18
students traveled in cars. How many students were in each bus?
Answer:
34
Step-by-step explanation:
188 - 18 = 170 divided by 5 equals 34
Answer:
34 students per bus
Step-by-step explanation:
188 - 18 = 170, The number 170 is the total amount of students who were on buses
170 ÷ 5 = 34 This is the total number of students divide by the number of buses which gave the number of how many students were in each bus
Find the value of x.
Answer:
x = 12
Step-by-step explanation:
HELP I NEED HELP ASAP
Answer:
Step-by-step explanation:
yes his work looks good
step 1 multiply both side by 2
step 2 subtract both side by 6
step 3 divide both side by 5
:)
Question 1
Simplify
5y - 2y + y + y
Answer:
5y
Step-by-step explanation:
Please help, due today
Answer:
See below.
Step-by-step explanation:
The domain refers to the x values used in the equation/graph. The line appears to go from -10 to 10 on the x-axis. The dots above -10 and 10 are not shaded in meaning those x values do not count towards the domain meaning we will use parenthesis instead of brackets for interval notation or no equal to signs in inequality notation.
Interval Notation: (-10, 10)
Inequality Notation: -10 < x < 10
The Thomas' backyard pool is
rectangular in shape and is
similar to the rectangle formed
by their fenced backyard. The
backyard measures 12 feet long
and 9 feet wide. If the width of
the pool is 6 feet wide, what is
the length of the pool?
Answer: 8 feet
Step-by-step explanation:
Terry made 7 chicken pot pies during the month of October. He baked each pie individually for 18 minutes at one temperature. Then he baked each pie for another 20 minutes at a lower temperature. About how many minutes did Terry spend baking chicken pot pies in October?
Group of answer choices
Answer:
he spent 166 minutes baking pot pies in October
 I WILL GIVE BRAINLIEST AND POINTS HELP PLEASE
Answer:
a) [tex]( -[/tex]∞[tex], -\frac{4}{3}[/tex][tex])[/tex] ∪ [tex](-\frac{4}{3}[/tex] , ∞[tex])[/tex]
b) [tex][-\frac{5}{2} ,[/tex] ∞)
Step-by-step explanation:
The domain of a function is known as the input. We need to find whatever set of numbers can be plugged into every x of a function so that the result is a real number.
a) This problem is a fraction alone, so we need to find out what input of x will make the denominator zero - that will be the number we "skip" when writing out the domain. This is because if the denominator were zero, then it would be 1 divided by 0, which would be undefined and therefore not a real number.
To find this number, we can just take the denominator and solve for x:
[tex]3x + 4 = 0[/tex]
[tex]3x = -4\\x = -\frac{4}{3}[/tex]
Therefore [tex](-[/tex]∞, [tex]-\frac{4}{3}[/tex]) ∪ [tex](-\frac{4}{3},[/tex] ∞[tex])[/tex] is our answer.
b) This problem is just a square root alone, so we need to find out what input of x will make the number inside the square root negative - that number, and the numbers less than it, will be the numbers that we "skip." This is because if the number inside the square root was negative, then it would produce an imaginary answer and not a real one.
A simple trick to find the domain would be to set the terms inside the square root greater than or equal to 0 then solve for x:
[tex]2x + 5\geq 0 \\2x \geq -5\\\\x \geq \frac{-5}{2}[/tex]
Thus, the domain would be any number greater than or equal to [tex]-\frac{5}{2}[/tex], which in interval notation would be written [tex][-\frac{5}{2} ,[/tex] ∞).
14+x = -9
X equals what?
Answer:
x=−23
Step-by-step explanation:
14+x=−9
Step 1: Simplify both sides of the equation.
x+14=−9
Step 2: Subtract 14 from both sides.
x+14−14=−9−14
x=−23
Answer:
-23
Step-by-step explanation:
14+x =-9
-14 -14
x = -23