Translate the following into math expression: " 3 more than a number is 5 less than double this number ."

The work done by student is 145.9 W.To calculate the work done by the student:

Work = Force x Distance = 565 N x 3.25 m = 1841.25 J

Calculate the power output:

Power = Work/Time = 1841.25 J/12.6 s = 145.9 W

Power is the quantity of energy that is transported or transformed per unit of time in physics. The watt, or one joule per second, is the unit of power in the International System of Units. Power is also referred to as activity in ancient writings. A scalar quantity is power.

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The cubic equation 4 · x³ + 12 · x² + 3 · x - 5 = (2 · x - 1) · (p · x² + q · x + r) use the following coefficients: (p, q, r) = (2, 7, 5).

In this problem we find the definition of cubic equation as a product of a linear equation and a quadratic equation, the latter one has four unknown real coefficients, whose values can be found by expanding the product and comparing coefficients. First, write the entire equation:

4 · x³ + 12 · x² + 3 · x - 5 = (2 · x - 1) · (p · x² + q · x + r)

Second, expand the expression:

4 · x³ + 12 · x² + 3 · x - 5 = (2 · x - 1) · p · x² + (2 · x - 1) · q · x + (2 · x - 1) · r

4 · x³ + 12 · x² + 3 · x - 5 = 2 · p · x³ - p · x² + 2 · q · x² - q · x + 2 · r · x - r

4 · x³ + 12 · x² + 3 · x - 5 = 2 · p · x³ + (- p + 2 · q) · x² + (- q + 2 · r) · x - r

Third, find the values of p, q, r by comparison:

2 · p = 4

- p + 2 · q = 12

- q + 2 · r = 3

- r = - 5

Then:

p = 2, r = 5

q = - (3 - 2 · r)

q = - (3 - 2 · 5)

q = - (- 7)

q = 7

- 2 + 2 · 7 = 12

- 2 + 14 = 12

12 = 12

The values of real coefficients are (p, q, r) = (2, 7, 5).

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Answer: its A

Step-by-step explanation:

Answer:

step 6

Step-by-step explanation:

Let x be the cost of each drink.

The total cost for all four teachers' meals can be represented using the distributive property:

4(3.99 + x) = 20.32

Expanding and solving for x:

15.96 + 4x = 20.32

Subtracting 15.96 from both sides:

15.96 -15.96 + 4x = 20.32 -15.96

4x = 4.36

Dividing both sides by 4:

x = 1.09

Hence, each drink cost $1.09

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The volume of a pyramid with a base area of 15 square inches and a height of 7 inches will be 35 cubic inches.

Suppose the base of the pyramid has length = L units and width = W units, slant height = K units, and the height of the pyramid is of H units.

Then the volume of the pyramid will be

V = (L × B × H) / 3

V = (Base area x H) / 3

The volume of a pyramid varies jointly with the base area of the pyramid and its height.

The volume of one pyramid is 24 cubic inches when its base area is 24 square inches and its height is 3 inches.

Then the volume of a pyramid with a base area of 15 square inches and a height of 7 inches will be

V = (15 x7) / 3

V = 35 cubic inches

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The equation is 2x + 6x = 48. Then the unknown number will be 6.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

The sum of double a number and six times a number is 48.

Let the unknown number be 'x'. Then the equation is given as,

2x + 6x = 48

Simplify the equation, then the value of 'x' is given as,

2x + 6x = 48

8x = 48

x = 48 / 8

x = 6

The equation is 2x + 6x = 48. Then the unknown number will be 6.

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Using proportion, the number of liters of soda needed would be 52.5 liters.

Proportion can be described as an equation that relates two equal ratio to each other.

If you need 7 liters of soda for every 12 guests, and you have 90 guests, you can use the proportion:

7 liters / 12 guests = x liters / 90 guests.

To find the number of liters of soda you need, you can cross-multiply and solve for x:

12x = 7(90)

12x = 630

x = 630/12

x = 52.5

So, you need 52.5 liters of soda for 90 guests.

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The total number of boys enrolled in the course is 170.

Here are 374 children, are there are 5 boys to every 6 girls.

If the ratio of boys to girls is 5 to 6, then 5 out of every 11 students are boys and 6 out of every 11 students are girls.

Set up a proportion for the boys, where b = the total number of boys.

5/11 = b/374

11b = 1870

b = 1870/11

b = 170

There are 170 boys.

The total number of student is 374, so the number of girls, is 374 -b.

There are 374-170= 204 girls.

Finding a proportionality constant would be another algebraic solution to this issue. The total number indicated by the ratio is 5 + 6 or 11, which is equal to the total number of children when multiplied by the proportionality constant.

Let x = the proportionality constant

11x=374

x=34

The number of boys is 5x and the number of girls is 6x.

5x=5×34 =170 boys

6x=6×34 =204 girls.

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The equation which is required to solve how many of each board John needs is x + x - 7 = 23.

The number of 20-foot boards is 15.

The number of 16-foot boards is 8.

As per the given data, John needs 23 boards to build rafters for his house.

He can use 16-foot or 20-foot length boards.

He needs seven fewer 16-foot boards than 20-foot boards.

Here we have to determine how many of each board John needs.

Let the number of 20-foot boards be x.

Then the number of 16-foot boards be x - 7.

Total number of boards are 23.

Equation to determine how many of each board John needs:

x + x - 7 = 23

2x - 7 = 23

2x = 23 + 7

2x = 30

x = 15

The number of 20-foot boards are 15.

The number of 16-foot boards are x - 7

= 15 - 7

= 8

The number of 16-foot boards are 8.

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This post is about the author's experience at an alternative school, which they have been attending since freshman year. They have had the opportunity to explore their interests and develop their own unique learning style with the support of teachers. The atmosphere of the school is friendly and encouraging and the author is very grateful for the experience they have had. They recommend the school to anyone looking for an alternative learning experience.

My name is _________, and I'm a senior at an alternative school. I've been attending this school since my freshman year, and it has been an amazing experience.

At this school, I've been able to explore my interests and develop my own unique learning style. The teachers are supportive and caring, and they encourage students to actively participate in their education. I've had the opportunity to take classes that I'm passionate about and have even been able to design my own coursework.

The atmosphere of the school is also a great one. Everyone is friendly and willing to help each other out. There's no judgement or pressure. We all come from different backgrounds, but that doesn't stop us from working together and having a great time.

I'm so grateful for the experience I've had at this school. It has been an incredible journey, and I am so proud of what I have accomplished. I have grown so much as a person and have had so many opportunities to explore my interests.

I would highly recommend this school to anyone looking for an alternative learning experience. It has been a great place to learn, and I will miss it when I graduate.

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5518 is the quotient of 154,504 divided by 28.

A division is a process of splitting a specific amount into equal parts.

The quotient of 154, 504 divided by 28 is 5518 after applying the arithmetic operation.

Long division is a standard division algorithm suitable for dividing multi-digit Hindu-Arabic numerals that is simple enough to perform by hand.

Hence, 5518 is the quotient of 154,504 divided by 28.

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Answer: The expected probability that the coin will land with the tails side facing up the next time it is tossed can be calculated by taking the ratio of the number of times the tails side came up to the total number of tosses. In this case, the coin landed tails 12 times out of 30 tosses. So the probability of tails is:

12/30 = 0.4

Therefore, the expected probability that the coin will land with the tails side facing up the next time it is tossed is 0.4 or 40%.

It's important to notice that this probability is based on the assumption that the coin is fair, meaning it has an equal chance of landing heads or tails each time it is tossed.

Step-by-step explanation:

see attachment..........

The solution of the system of equations:

is (-3, 6)

Here we want to solve the system of equations below:

y = -5x + 21

-4x + y = 6

We can use the elimination method to solve this if we take the difference between the two equations, we will get:

y - (-4x + y) = -5x - 21 - 6

4x = -5x - 27

Now we can solve this for x.

4x + 5x = -27

9x = -27

x = -27/9 = -3

And the value of y is given by:

y = -5x - 21  (we need to evaluate that on x = -3)

y = -5*-3 - 21

y =  15 - 21 = 6

The solution is (-3, 6).

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Answer: Elimination : (-3,-6) Substitution : (5/3,38/3)

Step-by-step explanation: Elimination : y = -5x + 21;-4x + y = 6                                                   y - (-4x + y) = -5x - 21 - 6                                     4x = -5x - 27                                                                       4x + 5x = -27                                                           9x/9 = -27/9                                                                           x = -3                                                                                          y = -5x - 21 y = (-5) (-3) - 21   y = 15 - 21                                                                               y = -6                                                                                       (-3,-6) Substitution : y = -5x + 21;-4x + y = 6 −4x + −5x + 21 = 6 −9x + 21 - 21 = 6 - 21 -9x/-9 = -15/-9 x = 5/3 y = −5x + 21 y = −5 (5/3) + 21 (-25) (1) + (21) (3) / (3) (1) -25/3 + 63/3 y = 38/3 (5/3,38/3)

The solution set for the given graph is (2,1). The solution has been obtained using linear equations.

What is a linear equation?

It is a linear equation that has the greatest degree of one. In a linear equation with an exponent greater than one, this indicates that there are no variables. A straight line is produced on the graph by this equation.

We are given two lines on the graph

The points of the red line are (3,0) and (0,3)

So, the equation of the line comes out to be

y=−x+3      ...(1)

The points of the blue line are (3,2) and (-1,-2)

So, the equation of the line comes out to be

y=x−1     ...(2)

To find the solution set, we need to solve the equations

Substituting (1) in (2), we get,

⇒−x+3 = x−1

⇒−2x = -4

⇒x = 2

So, y = 1

Hence, the solution set for the given graph is (2,1).

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A sample is a section of the population that has been chosen to represent the entire population.

A sample is a subset of a larger group that has been chosen to represent the entire group. A sample is supposed to represent the entire population and not exhibit any bias or distinctions based on a particular feature. Samples are employed in experimental research when a population is too big and to make sure that every member of a population is equally monitored and chosen.

a limited portion of a statistical population whose characteristics are investigated to learn more about the overall

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As per the circumference of circle, the fencing cost altogether is $604.45

The term circumference in math is defined as the distance around a circle or any curved geometrical shape

Here we have know that a museum groundskeeper is creating a semicircular statuary garden with a diameter of 22 feet.

Here we have also know that there will be a fence around the garden and the fencing costs $8. 75 per linear foot.

Here we have the diameter then the value of radius is calculated as,

=> radius = 22/2 = 11

Then the circumference of the circle is calculated as,

=> C = 2 x π x 11

Apply the value of π as 3.14, then we get,

=> C = 2 x 3.14 x 11

=> C = 69.08

Then the cost for fencing is calculated as,

=> 69.08 x 8.75

=> $604.45

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Answer:

Step-by-step explanation:

grew graph B for graph A

The required Product of the given two expression is  x³ - 9x² - 22x - 24.

The process of multiplying two provided expressions made up of variables and constants is known as the multiplication of algebraic expressions. An expression that uses integer constants and variables together is called an algebraic expression.

We have given,

(x+6)(x²-3x-4)

= x(x²) - x(3x) - 4x + 6x² - 6(3x) - 24

= x ³ - 3x² - 4x - 6x² - 18x - 24

=  x³ - 9x² - 22x - 24

Thus, required product of the given two expression is  x³ - 9x² - 22x - 24.

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The two expression given has a necessary Product of x3 - 9x2 - 22x - 24.

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The line crosses the vertical axis at 400, so the equation has to be "C = something + 400".

If you pick any point and go up 100 and over 200, you get back on the line, so the slope is 100/200 or 1/2

Option C: C = 1/2 N + 400

Answer:

C. 1/2N +400

Step-by-step explanation:

So the 400 is reqiured in the equation as

x =0 , y= 400.

To find the slope you can do rise over run:

[tex]\frac{y_2-y_1}{x_2-x_1}[/tex] =

[tex]\frac{500-400}{200-0} =\frac{100}{200} =\frac{1}{2}[/tex]

The point at which the triangle's three interior angle bisectors intersect appears to be the incenter.

The incenter of a triangle seems to be the point at which the triangle's three interior angle bisectors intersect. This point is equidistant from the triangle's sides.

∠ARU angle = 40°

AU length = 20°

∠QPA = 35°

A diagram is included here.

AR is the angle bisector of angle URK.

As a result, ∠ARU = ∠ARK = 40°.

Because the incenter point is equidistant from the triangle's sides.

As a result, AT = AU = AK = 20.

Because PA is the angle bisector of angle QPU.

As a result, ∠QPA = ∠UPA.

3x + 2 = 4x - 9

4x - 3x = 9 + 2

x = 11

Changing the value of x in the angle 3x + 2

We obtain ∠QPA = 3(11) + 2 = 35°.

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Answer:

7units

Step-by-step explanation:

The average number of yards per completed pass is 11.

In order to determine the number of yards per completed pass, divide the total yards completed by the total number of passes.

Division is the process of dividing a number into equal parts using another number. The sign used to denote division is ÷. Division is one of the basic mathematical operations.

Number of yards per completed pass = total number of yards / total number of passes = 286 / 26 = 11

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Step-by-step explanation:

-13 on both sides

/ by -7 on both sides

flip the ineq sign bcus u divided by a negative

x < -5.86

Answer:

? is 59 degrees

Step-by-step explanation:

the two angles created by the intersecting lines are vertical angles and are equal

also, we know there are a total of 180 degrees in a triangle, so

180 - (21 + 49) = 100

this will help us find '?' because we can add 21 and 100, to get 121, then deduct 121 from 180 to get the value of ? which is 59

If Mccay purchased a home in a flood zone for $26500 , and the value depreciates by 2.5% , then the value of house after 5 years will be $23349     .

the current value of Mccay's house is = $26500  ;

the percent decrease in the value of the house is = 2.5% per year ;

let the number of years be = "n" years ;

we know that 2.5% is = 0.025 ;

the Depreciated Value(V) of the house can be written as :

V = 26500(1 - 0.025)ⁿ ;

to  find the value of house after 5 years we substitute n = 5 ;

V = 26500(0.975)⁵ = 23349.035

V = 23349 .

Therefore , the value of the house after 5 years will be $23349  .

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N(u) = 4, where N is the function and u is the independent variable, is the function that is provided.

The input values for a particular function are shown by the independent variable (x).An experiment involves controlling the independent variables while it is being conducted.

The results of the function are shown by the dependent variable (y). In an experiment, a variable that stands in for a variable being changed is known as an independent variable.As the independent variable in an equation, x is frequently employed as its symbol.

N(u) = 4, where N is the function and u is the independent variable, is the function that is provided.

Since u is no longer a variable, the value of the function N(u) is now a constant.

As a result, the N(u) function will always equal 4 for all values of the variable u, making it a constant function.

Thus, N(4) = 4. ( Answer )

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The quadrilateral is parallelogram because the opposite sides are parallel and congruent

What is a parallelogram?

A parallelogram is a quadrilateral with two pairs of parallel sides. The opposite sides of a parallelogram are equal in length, and the opposite angles are equal in measure. Also, the interior angles on the same side of the transversal are supplementary. The Sum of all the interior angles equals 360 degrees.

Since WZ and XY are congruent and XW and YZ are congruent and Also, WZ and XY are parallel and XW and YZ are parallel, we can therefore say that the quadrilateral obeys the property of a parallelogram.

parallel lines are two straight lines that can not meet at a point.

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