Answer:
[tex]\frac{3}{5}x+\frac{1}{4}t+\frac{1}{2}=0[/tex]
Step-by-step explanation:
Write in standard form.
Evaluate the left hand side to find the value of a in the equation in simplest form.
[tex]\frac{x^{^\frac{4}{3} } }{x^{^\frac{2}{3} } } = x^{a}[/tex]
Answer:
[tex]x^{2}[/tex]
Step-by-step explanation:
LHS (left hand side)
[tex]x^{4/3}[/tex] / [tex]x^{2/3}[/tex]
[tex]x^{4/3}[/tex] x [tex]x^{2/3}[/tex]
[tex]x^{4/3 + 2/3}[/tex]
[tex]x^{4+2/3}[/tex]
[tex]x^{6/3}[/tex]
[tex]x^{2}[/tex]
All of the x-values are referred to as the ____________?
Group of answer choices
Relation
Outputs
Function
Inputs
The Kettings have several bird feeders in their yard. They started with a 10.5 pound of bird seed. After two months, 12 ounces remained. What is the percent of change in the amount of bird seed after two months?
Answer:
Step-by-step explanation: i think its 21.3
The required percentage of the remaining birdseed after two months is 7.14%
Given that, the Kettings have several bird feeders in their yards. They started with a 10.5-pound of birdseed. After two months, 12 ounces remained, what is the percent of change in the amount of bird seed after two months is to be determined
What is the percentage?The percentage is the ratio of the composition of matter to the overall composition of matter multiplied by 100.
Here,
In, 1 pound = 16 ounces
Multiply both sides by 10.5,
10.5 pound = 16 * 10.5 ounces
10.5 pound = 168 ounces
Now after 2 months 12 ounces remained
Percentage of the remaining = 12 / 168 * 100
= 7.14%
Thus, the required percentage of the remaining birdseed after two months is 7.14%.
Learn more about percentages here:
brainly.com/question/13450942
#SPJ5
Round 21.994 to the nearest whole number.
Answer:
22
Step-by-step explanation:
21.994
5+ round up
Use f(x) = 1
2
x and f -1(x) = 2x to solve the problems.
f(2) =
f−1(1) =
f−1(f(2)) =
Answer: f-1x(fx2) answer = -f
f(2)= 2 answer 2f
f-1x1 answer f-1
Mr. Barker has 18 boys and 27
girls in choir. He wants each
student standing in a row that
is either all boys or all girls.
What is the greatest number of
students that can stand in each
row? How many rows of boys
are there? How many rows of
girls are there?
Answer:
The greatest number of students that can stand in one row is 9. There are 2 rows of boys, and 3 rows of girls.
Step-by-step explanation:
the game of checkers is played on a square board if the length of one side of the board is 4^2 inches what is the are in square inches
Answer:
256
Step-by-step explanation:
Round 12.478 to the nearest tenth.
Answer:
12.5
Step-by-step explanation:
Answer:
12.5
Step-by-step explanation:
If the number after the place you are trying to round is less than five it doesn't change. If it is five or higher, the number goes up by one.
What is -2•3x simplified?
Answer:
Multiply
3 by − 2 =− 6 x
Step-by-step explanation:
Answer:-6x I hope this is helpful
Step-by-step explanation:
-2•3x
Multiplying a negative and a positive equals a negative: (-) • (+)=(-)
-(2•3)x
Multiply the numbers
-6x
due very soon but I can buy myself some time.
please at least explain how to do it and/or how to set it up.
also, ignore the empty set sign on 5 I realized it was probably wrong but didn't want to take another picture
Answer:
4) 16√3 in²
5) 63 cm²
Step-by-step explanation:
The formula to use in these cases is ...
A = (1/2)ab·sin(θ)
where a, b are the side lengths and θ is the angle between them.
It helps to know the trig functions of the "special" angles used here.
sin(120°) = sin(60°) = (√3)/2
cos(60°) = 1/2
sin(135°) = cos(45°) = (√2)/2
__
4) The external angle at the base is the supplement of 120°, so is 60°. Then the length of the missing segment between the end of the base and the right angle at h is ...
x = (8 in)cos(60°) = (8 in)(1/2) = 4 in
So, the bottom edge of the triangle is 12 in - 4 in = 8 in.
The area is ...
A = (1/2)(8 in)(8 in)sin(120°) = (1/2)64(√3)/2 in² = 16√3 in²
__
5) As in the previous problem, the difference between the given horizontal dimension and the base of the triangle is ...
x = (18 cm)cos(180°-135°) = 18(√2)/2 cm = 9√2 cm
Then the base of the triangle is ...
16√2 cm -9√2 cm = 7√2 cm
The area is then ...
A = (1/2)(18 cm)(7√2 cm)(√2)/2 = 63 cm²
______________ is a metric unit used to measure length.
A. Meter
B. Pounds
C. Gram
D. Liter
I'll give 45 points!!
Answer: A
Step-by-step explanation:
Meter
Answer:
A) Meter
Step-by-step explanation:
Pounds is not a metric unit, pounds is used in the english system or the customary system
Grams is used to measure mass
Liters are used to measure volume
There are kilometers (km) meters (m) and centimeters (cm) as well as other units of measurements for length in the metric system, which is used in most parts of the world.
Hope this helps :-)
How would you convince a fellow student that the number 0.57 is a rational number?
[HELP NEEDED]
Answer:
because a fraction are not rational it is like fraction and whole numbers are one number hope this helps
Which of the following statements are true of a transversal?
It is a line.
It is parallel to other coplanar lines.
It intersects two or more coplanar lines.
It bisects line segments.
It can never be perpendicular to other lines.
Answer:
Intersects two or more coplanar lines
Step-by-step explanation:
In geometry, the transversal line is a line that passes through two separate lines on the same plane (coplanar) at 2 distinct points.
Answer:
A, C, and E
Explanation:
Please help. Brainliest mark
"At an ice cream shop, customers pay $3.00 for a medium ice cream plus $0.75 per topping. At a second ice cream shop, customers pay $5.25 for a medium ice cream plus $0.25 per topping. How many toppings would a customer have to order for the ice cream to cost the same at either shop?"
Answer:hope this helps
0.75x + 3 = 0.25x + 5.25
Constants are $3 and $5.25 respectively
Topping costs $0.75 and $0.25 respectively
To have same cost the toppings number would be different as cost is different.
Suppose the number of toppings is x in one shop and y in the other, then the spending if same, we get this equation:
0.75x + 3 = 0.25y + 5.25
Constants are $3 and $5.25 respectively
What information can be used to compare linear relationships? Explain why.What information can be used to compare linear relationships? Explain why.
How can I compare linear relationships?
We have measured simple relationships between the size of different species and their weight (biomass). They are linear regressions (sometimes semilog). The type of question I would like to answer is, for example, if I have 4 species of snail, each with a separate linear equation representing the relationship between size and biomass, are those relationships significantly different, or does one relationship suffice for all my snail species?
I'm not sure how to do this comparison. Each species often has different sample sizes. I thought about just doing the separate relationships, then pooling all samples and comparing the resulting slope to the species-wise relationships with t tests. However I'm worried that species with more samples will bias the results. I could randomly remove samples from those species to equalize them. Another alternative might be to do an ancova with species put in as a dummy variable and look for interactions with species as a test of parallelism. Does that seem reasonable? It seems like a good idea to me because it will also be a test of whether the intercepts are the same.
The approach using a dummy variable and looking for interaction terms will work. It only works for comparing models of the same type (transformed or not). The pooling idea is the start of trying randomization tests (or computer intensive methods in general), but it will not work well if used in the way that you suggest.
The randomization test starts by treating the data as if the null hypothesis was true. One then calculates the probability of withdrawing two samples from your data that have a difference that is equal to or greater than the observed difference. So you resample the data, calculate differences, order these differences, and see how many are equal to or larger than the observed difference. Divide that by the total number of randomizations, and you have your answer.
Answer: Linear relationships can be compared using their initial values, or y-intercepts, and their rates of change, or slopes. Initial values can tell you which relationship started with a greater value. Comparing slopes can tell you which relationship is rising or falling faster.
Step-by-step explanation:
Which are composite numbers?
Select all that are true.
49
35
32
41
47
Answer:
49, 35, and 32 are composite.
Step-by-step explanation:
Answer:
49, 35, and 32
Step-by-step explanation:
NEED ANSWER ASAP FOR QUIZ
Solve the equation x2 = 5. Round to the nearest tenth.
Answer:
1.41421356
Step-by-step explanation:
I think
Answer:
Well first what times itself equals 5 if you have a calculator Find the square root symbol and put 5 inside it
A function f(x) is graphed on the coordinate plane.
What is the function rule in slope-intercept form?
Enter your answer in the box.
Answer:
y = -4x - 2
Step-by-step explanation:
y-intercept: -2
Slope: -4
List in increasing order
182.205 182.05 182.105 182.025
I think is 182.205,182.105,182.0.25,182.05
Can someone please help me with these questions?
Answer:
"of" means multiply in math terms!
= 8/13 IS THE ANSWER
Hope this helps!!!! :)
Step-by-step explanation:
Plant A
Use the data for each plant's growth to determine and
compare the rates of change
How fast does Plant Agrow each week?
Height in.)
TO
How tast does Plant grow each week?
Time (weeks)
Which plant grows faster each week?
Plant B
Weeks
2
3
Height (in)
7.3
8.7
4
10.1
Answer:
1.8, 1.4, plant A,0.4in.
Step-by-step explanation:
it was right on edge
Answer:
1.8, 1.4, plant A, 0.4 in.
Step-by-step explanation:
It was right on edge.
HELP PLEASE!
Find the zeros of the polynomial function and state the multiplicity of each.
f(x) = 3(x + 9)2(x - 93
A) 4, multiplicity 1; -9, multiplicity 3; 9, multiplicity 3
B)4, multiplicity 1; 9, multiplicity 1; -9, multiplicity 1
C)-9, multiplicity 3; 9, multiplicity 2
D)-9, multiplicity 2; 9, multiplicity 3
Please help!!
(a - b)(a^2 + ab + b^2)
It should be solved using FOIL
Use the distributive property (of which the FOIL method is a special case):
(a - b) (a² + ab + b²)
= (a - b) a² + (a - b) ab + (a - b) b²
= (a³ - a²b) + (a²b - ab²) + (ab² - b³)
= a³ - b³
Alternatively, you can distribute the quadratic expression over each term in a - b :
(a - b) (a² + ab + b²)
= a (a² + ab + b²) - b (a² + ab + b²)
= (a³ + a²b + ab²) - (a²b + ab² + b³)
= a³ - b³
An observation deck extends 199 feet out above a valley. The deck sits 149 feet above the valley floor. If an object is dropped from the observation deck, its height h in feet, after t seconds, is given by h= -16t^2+149. How long will it take for the object to be 5 feet above the valley floor?
Answer:
Step-by-step explanation:
Give the height of the observation deck modeled by the equation
h= -16t^2+149 where t is in seconds;
To get the time it will take the object to be 5 feet above the valley floor, we wil substitute h = 5ft into the modeled equation and calculate t;
h= -16t^2+149
5= -16t^2+149
-16t^2 = 5-149
-16t^2 = -144
t² = 144/16
t² = 9
t = √9
t = 3secs
Hence the time it will take for the object to be 5 feet above the valley floor is 3secs
[tex]2(4)( \frac{1}{16} ) = [/tex]
I need help plz
Answer:
0.5
Step-by-step explanation:
[tex]2*4*\frac 1 {16}\\8 / 16\\0.5[/tex]
Hope this helped :)
Use mental math to find the product
0.4• 3.29•25
Answer:
32.9
Step-by-step explanation:
Help i will mark brainliest to who first
Answer:
Chapter 2 The Language of Algebra
Simplify:
1.5(3+2·6)−82
Solve:
2.17=y−13
3.p+14=23
Translate into an algebraic expression.
4.11 less than the product of 7 and x.
Translate into an algebraic equation and solve.
5.Twice the difference of y and 7 gives 84.
6.Find all the factors of 72.
7.Find the prime factorization of 132.
8.Find the least common multiple of 12 and 20.
Chapter 3 Integers
Simplify:
9.|8−9|−|3−8|
10.−2+4(−3+7)
11.27−(−4−7)
12.28÷(−4)−7
Translate into an algebraic expression or equation.
13.The sum of −5 and 13, increased by 11.
14.The product of −11and8.
15.The quotient of 7 and the sum of −4andm.
16.The product of −3 and is −51.
Solve:
17.−6r=24
Chapter 4 Fractions
18.Locate the numbers on a number line.
7
8
,
5
3
,3
1
4
,5.
Step-by-step explanation:
(+6) + (+4) + (+6) + (+5)
simplify
Which is the graph of the linear equation x - 2y = 6?
Answer:
All you have to do is turn x-2y=6 into y=mx+b form. That would mean you need to get y by itself. Subtract x from 6. Then you have -2y=6-x. Now you have to divide both sides of the equation by -2. So then you have -2y/-2 = 6-x/-2. That turns out to y=3-1/2x Which is easier read by: y=1/2x - 3