Help plzzz I am not good at this!!!

Answer:550

Step-by-step explanation:

Answer:

550

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Answer:

  1.  32 units

  2.  C(-15, -4) and D(17, -4)

Step-by-step explanation:

The midpoint divides CD into two segments that are the same length:

  CM = MD

  8(x -2) = 4(5x -16)

  8x -16 = 20x -64 . . . eliminate parentheses

  48 = 12x . . . . . . . . . add 64 -8x

  x = 4 . . . . . . . . . . . divide by 12

Then the length of CD is ...

  CD = 2·CM = 2(8(x -2)) = 2(8(4-2))

  CD = 32

__

If we put C and D on the same horizontal line as M, their coordinates are ...

  C = M -(16, 0) = (1,-4) -(16, 0) = (-15, -4)

  D = M +(16, 0) = (1, -4) +(16, 0) = (17, -4)

Coordinates C and D that have M(1, -4) as a midpoint are ...

  C(-15, -4) and D(17, -4).

Answer:

4

Step-by-step explanation:

These both angles are vertically opposite angles. And, vertically opposite angles are equal. So,

→ 5x ― 6 = 3x + 2

→ 5x ― 3x = 2 + 6

→ 2x = 8

→ x = 8/2

→ x = 4

Therefore, the value of x is 4.

Answer:

s = -24

Step-by-step explanation:

-4(-24 + 20) = 16 TRUE

-24 + 20 = -4 TRUE

(Are there any options for the missing description bit? I'm a little confused what needs to be answered there)

Answer:

Ratios are basically proportions so in this scenario

We can make it…

brick layers : hours

We’re given the first one which is

3:2

Whilst the one we need to find is only given for brick

For the unknown hours we can make it “x”

4: x

Now we have 2 ratios

3:2

4:x

Now these are fractions and we can make them equal to each other by

3/2 = 4/x

Now cross multiply to solve for x

3x=8

2 2/3 = x

So 2 2/3 hours

Answer:

x + 9y²

Step-by-step explanation:

A prime polynomial is simply an irreducible polynomial.

x + 9y² is a prime polynomial

First, we test the options.

x + 9y²

The above function cannot be reduced further.

Hence, x + 9y² is a prime polynomial

3m + 9n

Factor out 3

3 (m + 3n)

3m + 9n is not a prime because it can be factored as 3 (m + 3n)

8x^7 - 9x + 12x²

Factor out x

x(8x^6 - 9 + 12x)

8x^7 - 9x + 12x² is not a prime because it can be factored as x(8x^6 - 9 + 12x)

Hence, x + 9y² is a prime polynomial

Answer:

Train A: 238    Train B: 194

Step-by-step explanation:

436-242=194-436=-238

Flip the sign for 238 and you get your answer.

(This might not be correct)

I think you have to put all the fractions on one side of the equation and the x-terms on the other side. But I don't see an option for that...

Answer:

x = - [tex]\frac{2}{3}[/tex]

Step-by-step explanation:

[tex]\frac{2}{3}[/tex] - 4x + [tex]\frac{7}{2}[/tex] = - 9x + [tex]\frac{5}{6}[/tex]

Multiply through by 6 ( the LCM of 3, 2 and 6 ) to clear the fractions

4 - 24x + 21 = - 54x + 5 , that is

25 - 24x = - 54x + 5 ( add 54x to both sides )

25 + 30x = 5 ( subtract 25 from both sides )

30x = - 20 ( divide both sides by 30 )

x = [tex]\frac{-20}{30}[/tex] = - [tex]\frac{2}{3}[/tex]

Answer:

30.4 km/h

Step-by-step explanation:

Ajoba: 45 miles = 72 km ; 2.5 hours

Prav: 74 km ; 1 hour 15 min = [tex]\frac{5}{4}[/tex] hours

Ajoba's average speed: 72 ÷ 2.5 = 28.8 km/h

Prav's average speed: 74 ÷ [tex]\frac{5}{4}[/tex] = 59.2 km/h

Difference: 59.2 - 28.8 = 30.4 km/h

Answer:

First, you can break 6 into 3 * 2.

[tex]\frac{6^4*15^3}{3^3*2^4} =\frac{3^4*2^4*15^3}{3^3*2^4}[/tex]

Then, cancel out the common factor of [tex]3^3[/tex]:

[tex]\frac{3^4*2^4*15^3}{3^3*2^4} =\frac{3*2^4*15^3}{2^4}[/tex]

Next, cancel out the common factor of [tex]2^4[/tex].

[tex]\frac{3*2^4*15^3}{2^4} =3*15^3[/tex]

You can evaluate it as 10125 if you'd like.

The equivalent expression will be;

⇒ m + 13 = 18 - 4

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The expression is,

⇒ m + 17 = 18

Now,

Since, The expression is,

⇒ m + 17 = 18

Solve for m as;

⇒ m + 17 - 17 = 18 - 17

⇒ m = 1

For option (i);

The expression is,

⇒ m + 7 = 18 - 12

⇒ m + 7 = 6

⇒ m = - 1

For option (ii);

The expression is,

⇒ m + 6 = 18 - 10

⇒ m + 6 = 8

⇒ m = 2

For option (iii);

The expression is,

⇒ m + 17 - 2 = 17

⇒ m + 15 = 17

⇒ m = 2

For option (iv);

The expression is,

⇒ m + 13 = 18 - 4

⇒ m + 13 = 14

⇒ m = 1

Thus, The equivalent expression is,

⇒ m + 13 = 18 - 4

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The equivalent expression of m + 17 = 18 is determined as m + 13 = 18 - 4 (Option D).

An equivalent expression refers to a mathematical or algebraic expression that has the same value or meaning as another expression, despite potentially having a different appearance or form.

The equivalent expression is calculated as

m + 17 = 18

Solve for m as;

m + 17 - 17 = 18 - 17

m = 1

So we are going to solve all the equations and the one that has the value of m equal to 1 is the equivalent expression.

Solving for option (1)

m + 7 = 18 - 12

m = -1

Solving for option (4)

m + 13 = 18 - 4

m + 13 = 14

m = 1

Thus, the equivalent expression is m + 13 = 18 - 4

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Answer: that they are

Step-by-step explanation:

-5x + 12 = 20

-5x = 20 - 12

-5x = 8

x = -8/5

Answer:

You can solve this with long division:

Answer:

Step-by-step explanation:

Volume :

V= abh

Area:

S=ab or V:h

In our  case :

[tex]abh=(2x^3+7x^2+10x+8 ) \\\\ h=x+2[/tex]

Let's use Synthetic division:

[tex]\large \boldsymbol{}x+2=0 \to x=-2 \\\\ \underline{\begin{array}{c|c|c|c|c|} \bf \stackrel{x+2}{-2} \ & \stackrel{x^3}{2} \ & \stackrel{x^2}{7} \ & \stackrel{x}{10} \ & { \stackrel{1}{8} \ }\end{array}}[/tex]

[tex]\large \boldsymbol{} \underline{\begin{array}{c|c|c|c|c|c|} \ & \ \ \ & \ \ \ & -4 & -6 & -8\end{array}}[/tex]

[tex]\large \boldsymbol{} \underline{\begin{array}{c|c|c|c|c|c|} \ & \ \ \ & \ \ \ & \ \ \bf3 \ & \ \ \bf4 \ & \bf 0 \ \end{array}}[/tex]

Then :

[tex]\large \boldsymbol{}(2x^3+7x^2+10x+8) :(x+2)= \\\\(2x^2+3x+4)(x+2):(x+2)=\boxed{2x^2+3x+4}[/tex]

Answer:

Remove parentheses

Step-by-step explanation:

A= 123

Answer:

y = 8x - 8

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (0, - 8) and (x₂, y₂ ) = (2, 8) ← 2 ordered pairs from the table

m = [tex]\frac{8-(-8)}{2-0}[/tex] = [tex]\frac{8+8}{2}[/tex] = [tex]\frac{16}{2}[/tex] = 8

The line crosses the y- axis at (0, - 8 ) ⇒ c = - 8

y = 8x - 8

Answer:

Step-by-step explanation:

Answer:

480[tex]\sqrt{3}[/tex]

Step-by-step explanation:

4[tex]\sqrt{3}[/tex] · 10[tex]\sqrt{4}[/tex][tex]\sqrt{3}[/tex] · [tex]\sqrt{3}[/tex][tex]\sqrt{2}[/tex] · [tex]\sqrt{2}[/tex] = 4 · 10[tex]\sqrt{4}[/tex][tex]\sqrt{3}[/tex][tex]\sqrt{3}[/tex][tex]\sqrt{3}[/tex][tex]\sqrt{2}[/tex][tex]\sqrt{2}[/tex]

= 40 · 2 · 3 · 2 · [tex]\sqrt{3}[/tex]

= 480[tex]\sqrt{3}[/tex]

Answer:

D

Step-by-step explanation:

Hope it can help you lovelots

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Answer:he correct answers are 10.9 feet and 392.4 square feet.

Step-by-Step explanation:

Answer:

Apothem is 10.9 feet

Area of the gazebo is 392.4 feet

Step-by-step explanation:

Edge

Answer:

Step-by-step explanation:

Dad:  2/5

Son:  1/3

Who mowed most of the lawn? Dad, of course.  2/5 is larger than 1/3.  2/5 is 40% and 1/3 is 33.333%

How much of the lawn still needs to be mowed?  

 2/5 + 1/3 + X = 1  [1 means the whole lawn.  X is the remaining portion.]

6/15 + 5/15 + X = 1   [Convert each fraction so that they have a com,mon denominator.  This also shows that 2/5 (6/15) is larger than 1/3 (5/15).

11/15 + X = 1

X = 1 - 11/15

X = 4/15 left to be mowed.

How much does Mr. Doyle have left to mow?

We'll assume each rate is the same, 2/5 for Dad and 1/3 for son.

4/15 left to be mowed.

Dad will mow 2/5 of 4/15, so (2/5)*(4/15) = 8/75 left of the original yard

Son will mow 1/3 of 4/15, so (1/3)*(4/15) = 4/45 left of the original yard

Mr. Doyle mowed faster than his son. The amount of lawn still needs to be mowed will be 4/15. Mr. Doyle has left to mow and will be 8/75.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Mr. Doyle mowed 2/5 of his lawn. His son mowed 1/3 of it.

Convert the fraction into a decimal number. Then we have

2/5 = 0.40

1/3 = 0.33

Mr. Doyle mowed faster than his son.

The amount of the lawn still needs to be mowed will be given as,

⇒ 1 - 2/5 - 1/3

⇒ (15 - 6 - 5) / 15

⇒ 4 / 15

The amount of lawn still needs to be mowed will be 4/15.

Mr. Doyle has left to mow and will be given as,

⇒ (4 / 15) x (2 / 5)

⇒ 8 / 75

Mr. Doyle has left to mow and will be 8/75.

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Answer:

Below!

Step-by-step explanation:

The slope is 1. The unit rate is $4.75/min If the graph of a proportional relationship passes through the point (1 , R) then r equals the slope and the unit rate. $4.75 per min.

The slope of the graph resembles the unit rate.

The unit rate is the amount it cost per minute.

The graph passes through the point (1, 3.40), which means it is at x = 1, the rate is $4.75.  

Answer:

6.5

Step-by-step explanation:

bc I just no plus or it's 5

Answer: No

Step-by-step explanation:

It should be 2x-4 (2*×=2x and 2*2=4)

No, the simplified expression is not correct.

Simply put, to simplify is to make something simpler. Simplifying an equation, fraction, or issue in mathematics entails taking something complex and making it simpler. The issue is made simpler by calculations and problem-solving strategies. We can simplify fractions by removing all common elements from the numerator and denominator and putting the fraction in its simplest/lowest form.

Given expression

2(x - 2) - 2(3)

so 2(x - 2) = 2x - 2(2)

= 2x - 4

and 2(3) = 6

substitute the value

2(x - 2) - 2(3) = 2x - 4 - 6

= 2x - 10

and equation of Marty is  2x - 8

Hence the equation of marty is incorrect.

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Answer:

D. No, because two of the y-values are the same

Step-by-step explanation:

The y values cannot be the same

Answer:C

Step-by-step explanation:

Answer:

(6+7)

Step-by-step explanation:

Answer:

3xy² -  14y²      

Step-by-step explanation:

I hope that this is the problem

   - x²y + [ - (x²y - 2xy² + y²) + (xy² - 3y² + x²y)] - (10y² - x²y)

= - x²y + [ - x²y + 2xy² - y² + xy² - 3y² + x²y] - 10y² + x²y

Now combine like terms in the [  ].

= - x²y  + [ -x²y + x²y + 2xy² + xy² - y² - 3y² ] - 10y² + x²y

= - x²y  + [ 0 + 3xy² - 4y²] - 10y² + x²y

= - x²y + 3xy² - 4y² -10y² + x²y                      Now combine like terms

=   (-x²y + x²y) + 3xy² + (-4y² - 10y²)

=       0 + 3xy² - 14y²

=  3xy² -  14y²       or    y²(3x - 14)

Answer:

1/46,656 and Brad and Laura ARE like using unfair number cubes.

Step-by-step explanation: