Answer:
148*7=1036
Hope This Helps!!!
Step-by-step explanation:
The answer,
148×7 = 1,036
Does any one mind helping me on this question I have struggle solving it
-1=0
0.5=4.5
3=3.1
this is the answer
Elliott needs 3/4 of a cup of sugar to make a dozen chocolate chip cookies. How many cups of sugar does he
need to make 4 dozen.
Answer:
3 cups
Step-by-step explanation:
3/4 times 4 equals 12/4. divide and get 3.
Which of the following best describes the slope of the line below?
• A. Negative
• B. Undefined
• C. Zero
D. Positive
Answer:
A. Negative
Step-by-step explanation:
This line cannot have a slope of zero or undefined because it's a linear negative line. This line is not positive because it's not heading to the right, it's heading to the left which is the negative side, the slope Rise/Run goes up 1 and left 1, which means the slope for this equation is possibly -1x.
Answer:
Negative
Step-by-step explanation:
We can see that as x increases, y decreases. Therefore, the change in y over the change in x is negative. The line goes down from left to right.
What two numbers multiplied together equal 8 but when added together equal -6
Answer:
i believe its -4 and -2
Step-by-step explanation:
hope tha work
a store is handing out scratch-off cards to its customers .for each card a customer wins either a coupon or a free t-shirt .the ratio of coupon cards to t-shrits is 9:2 .the total of 8,250 cards how many of the cards are t-shirts cards
Step-by-step explanation:
Ratio 9:2, therefore total number of shares is 11.
because 9+2 = 11
total cards = 8,250
8,250/11 = 750
This is the value for one of the shares.
As the ratio is 9:2 we can find:
9 X 750 : 2 X 750
To see what everyone has won.
T-shirts : 2 X 750 = 1,500.
Hope you understand how it's done, if not leave a comment and I'll try to be more thorough
PLLZ HELLP QUESTION IS BELOW!! :D
Answer:
The answer to the first question is 32 but I don't know the slope of the line, sorry
what is factoring: problems involving factors of polynomials
Answer: Factoring is essentially the reverse of the distributive property. You are basically trying to simplify the polynomial by taking out common factors. You also may try reducing the power (or the highest exponent) of the polynomial with factoring. I would say that factoring is the breaking down of a bigger polynomial into a product of two expressions that are usually multiplied by each other. One specific use of factoring we see a lot is the quadratic formula.
1. Quadratic Factoring --> [tex]x^2+2x-15[/tex] --> we have an [tex]x^2[/tex] but we want there to only be "[tex]x[/tex]"s. Here we need to constant numbers (integers), that multiply together to get [tex]-15[/tex], and add up to [tex]+2[/tex]. (5 and -3)
- [tex]x^2+2x-15[/tex] ==> [tex]x^2+5x-3x-15[/tex] ==> [tex]x(x+5)-3(x+5)[/tex] ==> [tex](x-3)(x+5)[/tex]
Above: We can see that we factor out [tex]x[/tex] from [tex]x^2+5x[/tex] (This shows that we are aiming to break it down to make it easier to evaluate).
Remember: Factoring does not always mean that the polynomial is in a simpler form. There are many situations where factoring is totally unnecessary and complicates the polynomial even more.
--------------------------------------------------------------------------------------------------------------On a separate note: Distributive Property, if you are unsure or not fully sure on what that means, is when you multiply two expressions together to create one expression. Multiple expressions are combining into one.
A basket contains four apples, three pears, two peaches, if we draw one fruit from the basket, what is the probability of getting a peach or an apple?
Answer:
The probability of getting a peach or an apple is 2/3.
Step-by-step explanation:
There are two peaches and four apples, so six fruits we want to know the probability of getting, and there are also three pears, which means we have nine fruits total. The chance of getting an apple or a pear is six out of nine, which simplifies to two out of three.
If a new car is valued at $26,000 and 10 years later it is valued at $7000, then what is the average rate of change
of its value during those 10 years?
Answer:
The change in value is 19,000 altogether and 1900/year
Step-by-step explanation:
Change in value:
initial value - final value
= $26,000 - $7000
= $19,000
Change in value/year:
change in value/time
= $19,000/10
= $1900/year
Find the midpoint of the segment with the following endpoints. (10,6) and (4,9)
Answer:
(7,7.5)
Step-by-step explanation:
midpoint formula:
(10+4)/2=7
(6+9)/2=7.5
(7,7.5)
What is the scale factor of the
dilation shown?
Answer:
2
Step-by-step explanation:
the Following table shows alexandra's investment options over the course of three years. Her initial investment was $1,000 . write one function for each option to describe the value of the investment f(n), in dollars, after n years.
The pattern in the given series of amount in the account are in the form of
arithmetic and geometric progression.
The function for Option 1 is; [tex]\underline{ f(n) = 1,100 + (n - 1) \cdot 100}[/tex]The function for Option 2 is; [tex]\underline{f(n) = 1,100 \times 1.1^{(n - 1)}}[/tex]Reasons:
The given table of values is presented as follows;
[tex]\begin{tabular}{c|c|c|c|}Number of years&1&2&3\\Option 1 (Amount in dollars)&1,100&1,200&1,300\\Option 2 (Amount in dollars)&1,100&1,210&1,331\end{array}\right][/tex]
In Option 1, the amount in dollars for each year has a common difference of d = 100
The first term, a = 1,100
Therefore;
The Option 1 can be represented as an arithmetic progression , A.P. in the
form, tₙ = a + (n - 1)·d as follows;
For the Option 1, we have;
The amount in dollars after n years, [tex]\underline{ f(n) = 1,100 + (n - 1) \cdot 100}[/tex]For Option 2, it is possible to find;
1,331 ÷ 1,210 = 1,210 ÷ 1,100 = 1.1
Therefore;
The terms in the Option 2 have a common ratio of r = 1.1
The Option 2 is a geometric progression, G.P.
The first term in Option 2 is a = 1,100
Which gives, the nth term, tₙ = a·r⁽ⁿ ⁻ ¹⁾
Therefor;
The function for the Option 2 is; [tex]\underline{f(n) = 1,100 \times 1.1^{(n - 1)}}[/tex]Learn more about arithmetic and geometric progression here:
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Question 14
Determine if the given lines are parallel or perpendicular or neither.
3y=2-x
y=-1/3x+4
Answer:
The given lines are parallel.
Step-by-step explanation:
3y=2-x
y=-1/3x+4
-------------
y=2/3-1/3x
y=-1/3x+2/3
y=-1/3x+4
----------------
Since the two lines have exact same slopes, it follows that these two lines are parallel.
What is the product of 44(4-7)(4)?
-16
O
ОО
-1 -12
-100
8
DONE
Hey there!
44(4 - 7)(4)
= 44(-3)(4)
= -132(4)
= -528
Therefore, your answer is: -528
Good luck on your assignment and enjoy your day!
~Amphitrite1040:)
Marhannah must make a costume for the school play. She needs a piece of fabric that’s is 8/3 yards long and 3/2 yards wide. What is the area of the piece of fabric Marhannah needs?
Answer:
Our material is 54" wide. Here is a helpful chart to help you quickly convert linear yards into inches and feet.
How big is one linear yard of fabric?
Yards Length Width
3 108 Inches (9 Feet) 54 Inches (4.5 Feet)
4 144 Inches (12 Feet) 54 Inches (4.5 Feet)
Step-by-step explanation:
C A R R Y
O N
L E A R N I N G
the quotient of a number and 7 is greater than or equal to 20
Answer:
a is greater than or equal to 140
Step-by-step explanation:
Multiply both sides by 7, which cancels out the 7 and turns 20 into 140
What is the slope of any line parallel to the graph of y=8x+20?
Answer:
m = 8
General Formulas and Concepts:
Algebra I
Slope-Intercept Form: y = mx + b
m - slope b - y-interceptStep-by-step explanation:
When any 2 lines are parallel, they will have the same slope but different y-intercepts.
∴ Our parallel line's slope will be 8.
Easy peace math problem
Answer:
225/10=441/l
cross multiply
225l=10*441
225l=4410
l=4410/225
l=19.6 liters of gas
Step-by-step explanation:
l=19.6 liters of gas
3х + 4y= 4
12х + 16y = 8
Answer:
No Solution.
Step-by-step explanation:
3x+4y=4
12x+16y=8
--------------
-4(3x+4y)=-4(4)
12x+16y=8
--------------------
-12x-16y=-16
12x+16y=8
-----------------
0=-8
no solution
What is the area of a cross section that is parallel to
face ABCD?
Enter your answer in the box.
cm2
Answer:
1296cm².
Step-by-step explanation:
= 12×36×6÷2 ................
plz check weather correct or notn
Diego has a skateboard, scooter, bike, and go-cart. He wants to know which vehicle is the fastest. A friend records how far Diego travels on each vehicle in 5 seconds. For each vehicle, Diego travels as fast as he can along a straight, level path.
Answer:
Are there any numbers?
Step-by-step explanation:
4.8 multiplied to 10 to the power -9
Answer:
000000004.8
Hope it help!
Find EG
Please help
Answer:
EG = 12.2
Step-by-step explanation:
Since HG = HE = 14 then the triangle is isosceles.
HF is a perpendicular bisector of EG , then
EF = FG = 6.1 , so
EG = EF + FG = 6.1 + 6.1 = 12.2
What is the equation of the line that passes through the points (-4, 2) and (-2, 10)?
Answer:
y=4x+18
Step-by-step explanation:
HOPE THIS HELPS :)
1. Make a Prediction Write a rule that you can use to find the number of star beads in a bracelet when you know the number of moon beads. Then write a rule that you can use to find the number of moon beads when you know the number of star beads.
Simplify (x^3 + 2x^2 - x) + (4x^3 + x^2 + x)
Answer: 5x^3 + 3x^2
Step-by-step explanation:
Answer:
Step-by-step explanation:
6x2 - 8x - 2
Simplify ————————————
x - 1
STEP
3
:
Pulling out like terms
3.1 Pull out like factors :
6x2 - 8x - 2 = 2 • (3x2 - 4x - 1)
Trying to factor by splitting the middle term
3.2 Factoring 3x2 - 4x - 1
The first term is, 3x2 its coefficient is 3 .
The middle term is, -4x its coefficient is -4 .
The last term, "the constant", is -1
Step-1 : Multiply the coefficient of the first term by the constant 3 • -1 = -3
Step-2 : Find two factors of -3 whose sum equals the coefficient of the middle term, which is -4 .
-3 + 1 = -2
-1 + 3 = 2
Observation : No two such factors can be found !!
Conclusion : Trinomial can not be factored
Polynomial Long Division :
3.3 Polynomial Long Division
Dividing : 3x2-4x-1
("Dividend")
By : x-1 ("Divisor")
dividend 3x2 - 4x - 1
- divisor * 3x1 3x2 - 3x
remainder - x - 1
- divisor * -x0 - x + 1
remainder - 2
Quotient : 3x-1
Remainder : -2
Final result :
2 • (3x2 - 4x - 1)
——————————————————
x - 1
See results of polynomial long division:
1. In step #03.03
find the domain of f(x). f(x) = √9x+36
Answer:
The domain in interval notation is [-4,∝) or set build: {x|x[tex]\geq[/tex]
Step-by-step explanation:
I'm assuming the 9x and the 36 are in the root
[tex]\sqrt{9x+36}[/tex]
first we must solve for x
[tex]{9x+36}\geq 0[/tex]
substract 36 to both sides
[tex]{9x}\geq -36[/tex]
divide by 9 to both sides
[tex]\frac{9x}{9} }\geq \frac{-36}{9}[/tex]
simplify left side
[tex]x\geq \frac{-36}{9}[/tex]
simplfy right side
[tex]x\geq -4[/tex]
The domain in interval notation is [-4,∝) or set build: {x|x[tex]\geq[/tex]-4}
Which number is closest to 1/2
Answer:
0.56
it's basically the number closest to 50. Don't get tricked by the 0.05 because that's only 5% not 50%
What are the steps to convert a number from standard notation to scientific notation?
Answer:
Consider a big number 3,400,000. To convert this number into scientific notation:
Place a decimal by counting the steps to the left until the coefficient of the number is between 1 and 9.
Count the number of steps moved. This will be the power of the base 10.
In this case, the coefficient is 3.4 and the 6 steps are moved.
Multiply the coefficient by 106,
Therefore, the answer is 3. 4 x 10 6
Step-by-step explanation:
how do you evaluate numbers in math?
To evaluate an expression in maths, plug in he value of the variable, then simplify the expression following the order of operation.
Assuming we are given the expression, 3x + (2x - 1), and we are required to evaluate the expression, the following shown below is how to evaluate the expression if we are told that x = 1.
First step is to plug in the value of the variable, x, into the expression:3(1) + (2(1) - 1)
3 + 2 - 1
Using the order of operation, simply4
Therefore, to evaluate an expression in maths, plug in he value of the variable, then simplify the expression following the order of operation.
Learn more about evaluation on:
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