What is the Cube root of 125x^12?

5x2
5x4
25x2
25x4

Answer:

y = 2x +5

Step-by-step explanation:

f(x) = y means that you want y to be on one side of the equation by itself.

so you need to isolate y.

2y - 4x = 10

first add 4x to both sides of the equation

2y = 4x + 10

then, divide by 2 on both sides to have y by itself

y = 4/2x + 10/2

finally, simplify:

y = 2x + 5

Answer:

b. 0.5

Step-by-step explanation:

Arranging the given data

Upon adding 37 to the data set,

Change in Median

Step-by-step explanation:

xbc = 55

because corresponding angle of parallel lines are equal

BXC = 70

because triangle XBC is Isosceles triangle

angle B = angle C

B = C = 55

so angle

BXC = 180 - 55 - 55

BXC = 180 - 110

BXC = 70

breadth or width = 5cm

hope it helps...!!!

Answer:

c or a one of the 2

Step-by-step explanation:

Answer:

( x + 5 )² + ( y - 3 )² = 52

Step-by-step explanation:

Let find the equation of the line going through A( - 11, 7 ) and B( - 9, - 3 )

m = [tex]\frac{-3-7}{-9+11}[/tex] = - 5

y - 7 = - 5( x + 11 )

y = - 5x - 48

Now, let find the equation of the line passing through midpoint of the segment AB

Coordinates of that midpoint is ( [tex]\frac{-11-9}{2}[/tex] , [tex]\frac{7-3}{2}[/tex] ) = ( - 10 , 2 )

Slope of the perpendicular line is [tex]\frac{1}{5}[/tex] ( opposite reciprocal of ( - 5 )

y - 2 = [tex]\frac{1}{5}[/tex] ( x + 10 )

y = [tex]\frac{1}{5}[/tex] x + 4 ........... (1)

Coordinates of an intersection of two lines (1) and x = - 5 are coordinates of the center of the circle

y = [tex]\frac{1}{5}[/tex] ( - 5 ) + 4 = 3 ⇒ y = 3

O( - 5 , 3 ) is the center

The last!! RADIUS which is OA or OB

r = [tex]\sqrt{(-5+11)^2 +(3-7)^2}[/tex] = √52

( x + 5 )² + ( y - 3 )² = 52

Answer:

[tex]56 \frac{1}{17} [/tex]

Step-by-step explanation:

[tex] 56 + \frac{1}{17} = \frac{56}{1} + \frac{1}{17} \\ \\ lcm \: of \: 17 \: and \: 1 \: = 17 \\ \\ \frac{952 + 1}{17} = \frac{953}{17} = 56 \frac{1}{17} [/tex]

Answer:

Explanation: to find the x-intercepts, that is the points on the x-axiswhere the graph crosses

x2−5x−24=0←in standard formfactorise the quadratic using the a-c methodthe factors of - 24 which sum to

- 5 are - 8 and + 3⇒(x−8)(x+3)=0equate each factor to zero and solve for

xx−8=0⇒x=8←x-interceptx+3=0⇒x=−3←x

-interceptgraph{x^2-5x-24 [-10, 10, -5, 5]}

Answer:

13.5

Step-by-step explanation:

A triangles area is base x height divided by two.

Height is 3, and base is 9.

9 x 3 = 27 / 2 = 13.5

Answer:

D) 79%

Step-by-step explanation:

I had this question on USATestprep and got it right.

Answer:

80°

Step-by-step explanation:

AB and AC are chords.

Chords AB and AC are at a distance of 2 units from the center of the circle.

-> Chord AB = Chord AC

[tex]\implies m(\widehat {AB})=m(\widehat {AC})[/tex]...(1)

(Equal chords intercept equal arcs)

[tex]m(\widehat {AB})+m(\widehat {AC})+m(\widehat {BC})=360\degree[/tex]

(By arc sum property of a circle)

[tex]\implies m(\widehat {AB})+m(\widehat {AB})+200\degree=360\degree[/tex]

(From equation 1)

[tex]\implies 2m(\widehat {AB})=360\degree-200\degree[/tex]

[tex]\implies 2m(\widehat {AB})=160\degree[/tex]

[tex]\implies m(\widehat {AB})=\frac{160\degree}{2}[/tex]

[tex]\implies \huge{\orange{m(\widehat {AB})={80\degree}}}[/tex]

Answer:

Both are used to measure some things to some kind of extent.

Step-by-step explanation:

For example Rulers and Scales are used in Geometry to measure length but the extent to which a Scale can measure the length is limited wheareas the for the ruler it is unlimited.

Answer:

They both have a measuring system that looks somewhat like a numberline  and they both mesure something.  (Also both are referred to as a rular

Step-by-step explanation:

In scientific and engineering terminology, a device to measure linear distance and create proportional linear measurements is called a scale. A device for drawing straight lines is a straight edge or ruler. In common usage, both are referred to as a ruler.

Answer:

2

Step-by-step explanation:

Answer:

11, 6

just do 8 - (-3) and 9 - 3

Answer:

2p+3>2(p−3)

Use the distributive property to multiply 2 by p−3.

2p+3>2p−6

Subtract 2p from both sides.

2p+3−2p>−6

Combine 2p and −2p to get 0.

-3>6

This is true for any p.

p∈R

Step-by-step explanation:

Hope this helps! :)

Answer:

C. No solution

Step-by-step explanation:

Sove for p;

2p + 3 > 2 (p – 3)

First: distribute 2 (p – 3):

2 (p – 3)

2(p) + 2(-3)

2p - 6

Now add it back to your original problem:

2p + 3 > 2p - 6

Subtract 3 from both sides of the equation:

2p + 3 > 2p - 6

     - 3         - 3

2p > 2p -9

Subtract 2p from both sides of the equation:

2p > 2p -9

-2p -2p

0 > -9

Therefore, this inequality has no solution, because we could solve for p.

Hope this helps!

Answer:

x=23

Step-by-step explanation:

the red angle is equal 136 because a || b . I think its called altering angles or something like that . also the red angle and (x+21) angle are complementary angles (they add up to 180) thats where I got the equasion i wrote from.

Simplifying

8d + -6d = 10

Combine like terms: 8d + -6d = 2d

2d = 10

Solving

2d = 10

Solving for variable 'd'.

Move all terms containing d to the left, all other terms to the right.

Divide each side by '2'.

d = 5

Simplifying

d = 5

Answer:70

Step-by-step explanation:30 divided by 6 equals 5. And 420 divided by 6 equals 70

Answer:A≈1320.25ft²

Step-by-step explanation:

A=1

4πd2=1

4·π·412≈1320.25431ft²

Answer:

x-2/x

Step-by-step explanation:

¨/¨ means over

Answer:

(x-2)/x

Step-by-step explanation:

We can factor the numerator and denominator to see if anything simplifies.

[tex]\frac{(x-2) (x+5)}{x (x+5)}[/tex]

because (x-2)(x+5) = x² +5x-2x-10 = x² + 3x -10 and

               x(x+5) = x² +5x

Simplify further

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

because [(x+5) /(x+5)] = 1

Answer:

probably like 4 slices

Step-by-step explanation:

you figure if a toaster takes about 1-2 minutes to toast a piece of bread  and a toaster usually can fit 2 slices at a time i would say 4.

Answer:

17

Explanation:

First, we observe that 1 row will seat 9 people.

Second, we take 150 and divide that by 9 to get our conversion factor for the amount of bleachers that are needed. Our answer comes out to 16.67, which we can assume that the question is asking for enough to seat all 150 of those people.

So we round up to 17, since 16.67 bleachers simply doesn't exist.

Given,

Time taken to cover the last last straight stretch of a race = 4 seconds

He speeds up from 5 m/s to 9 m/s

To find,

The acceleration of the runner.

Solution,

We can simply solve this numerical problem by using the following process.

Here,

Initial velocity (u) = 5 m/s

Final velocity (v) = 9 m/s

Time (t) = 4 seconds

Acceleration (a) = ?

According to the formula of kinematics,

a = (v-u)/t

a = (9-5)/4 [By putting the given values.]

a = 4/4 = 1 m/s²

(We have used SI unit of the acceleration, because all the initial physical quantities are also in SI units.)

Hence, the acceleration is 1 m/s²

Step-by-step explanation:

9 metres = 900cm

Scale = Object length :image length

= 900:12

= 75:1

This means that every 75cm length of the court is represented by 1cm on the drawing paper.

Answer:

b

Step-by-step explanation:

perpendicular lines have reciprocol slopes,the given line has a gradient of _1/3 nd its reciprocal is 3

Answer:

[tex]at \: y = 20 \\ x = 20[/tex]

The research analysis computed do not give supporting evidence that employer-sponsored wellness programs work.

From the information given, the sample proportion for treatment group will be:

= 356/3300 = 0.1078

The sample proportion for the control group will be:

= 184/1534 = 0.1199

The z value is -1.24 and the p value is given as 0.1078. In this case, we fail to reject the null hypothesis.

Therefore, the results do not provide convincing evidence that offering employees paid time off to participate on a wellness program will reduce the proportion of those who leave their job within two years.

Learn more about research on:

https://brainly.com/question/25257437