3.
Find c when a = -4 and b = 2
a-7
C=-
b

Answer:

3 > x

Step-by-step explanation:

3 is larger than all of the values on the line, of which the arrow is pointing. The circle is open, so it means that it is not greater than or equal to.

I hope this helps!

-No one

[3 6 3]

( 3 3. 3]

THIS ANSWER IS CORRECT

Solution:

[tex]\sf \left[\begin{array}{ccc}3&6&3\\3&-3&-3\end{array}\right][/tex]

[tex]\sf \left[\begin{array}{ccc}3&6&3\\-3&3&3\\\end{array}\right][/tex]

The rule for a reflection over the x -axis is (x,y) → (x,−y)

===============================================================

or multiply the matrix with:      [tex]\left[\begin{array}{ccc}1&0\\0&-1\end{array}\right][/tex]

[tex]\dashrightarrow \ \sf \begin{pmatrix}1\cdot \:3+0\cdot \left(-3\right)&1\cdot \:6+0\cdot \:3&1\cdot \:3+0\cdot \:3\\ 0\cdot \:3+\left(-1\right)\left(-3\right)&0\cdot \:6+\left(-1\right)\cdot \:3&0\cdot \:3+\left(-1\right)\cdot \:3\end{pmatrix}[/tex]

[tex]\sf \left[\begin{array}{ccc}3&6&3\\3&-3&-3\end{array}\right][/tex]

[tex] \frac{10}{10 {}^{ \frac{3}{4} } } = 10 {}^{1 - \frac{3}{4} } = 10 { }^{ \frac{4 - 3}{4} } [/tex]

[tex]10 {}^{ \frac{ 1}{4} } [/tex]

Answer: B and D

Step-by-step explanation:

Edge 2023

Answer:

hello

( 20 - 2 x ) ( 18 - 2 x )

= 360 - 40 x - 36 x + 4 x²

= 4 x² - 76 x + 360

Step-by-step explanation:

Answer:

1.3×10^1

Step-by-step explanation:

For this, you need to use scientific notation

First, let's round up the decimal points

135.99 = ~ 136

1.3 ×.10^1

[tex]\text{R.H.S}\\\\=4\sin 45^{\circ} \cos 15^{\circ} \\\\=4\sin 45^{\circ} \cos (45^{\circ}-30^{\circ})\\ \\=4 \sin 45^{\circ} \left(\cos 45^{\circ} \cos 30^{\circ} +\sin 45^{\circ} \sin 30^{\circ} \right)\\\\=4 \left(\sin 45^{\circ} \cos 45^{\circ} \cos 30^{\circ} +\sin^2 45^{\circ} \sin 30^{\circ} \right)\\[/tex]

[tex]=4\left[\dfrac 1{\sqrt 2} \cdot \dfrac 1{\sqrt 2} \cdot \dfrac{\sqrt 3}2 +\left( \dfrac 1{\sqrt 2} \right)^2 \cdot \dfrac 12 \right]\\ \\=4\left(\dfrac{\sqrt 3}4 +\dfrac 14\right)\\\\=4\cdot \dfrac 14 \left(1+\sqrt 3\right)\\\\=1+\sqrt 3\\\\=\text{L.H.S}[/tex]

In order to balance the equation, John should multiply the second side of the equation by s.

Why?

Remember the Golden Rule of Algebra:-

[tex]\bigstar{\boxed{\sf{Whatever~you~do~to~one~side,~you~do~to~the~other.}}[/tex]

So if you multiply 1 side of the equation by s, you multiply the second side by s.

Please tell John about the Golden Rule of Algebra ;)

Hope everything is clear; if you need any explanation/clarification, kindly let me know, and I will comment and/or edit my answer :)

Answer:

Assuming a vertical axis of symmetry, the equation would be of the form y = ax^2 + bx + c which can also be written as y = a(x - h)^2 + k. Case 1: If the two points have the same y value, then the axis of symmetry will pass through the midpoint of the segment between them.

Step-by-step explanation:

An equation is formed of two equal expressions. The given equation can be simplified for y as y=(x²-14x+114)/10.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

The given equation √[(x-7)²+(y-9)²]=(y-4) can be simplified for y as shown below,

[tex]\sqrt{\left(x\:-\:7\right)^2\:+\:\left(y\:-\:9\right)^2}=\left(y\:-\:4\right)[/tex]

(x - 7)² + (y - 9)² = (y - 4)²

(x - 7)² = (y - 4²) - (y - 9)²

(x² + 49 - 14x) = (y² + 16 - 8y) - (y² + 81 - 18y)

x² + 49 - 14x = y² + 16 - 8y - y² - 81 + 18y

x² + 49 - 14x = 10y - 65

x² - 14x + 49 + 65 = 10y

x² - 14x + 114 = 10y

y = (x² - 14x + 114)/10

Hence, the given equation √[(x-7)²+(y-9)²]=(y-4) can be simplified for y as y=(x²-14x+114)/10.

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Answer: 1/5 6/24 1/3 2/4 3/4

Step-by-step explanation: bigger the denominator smaller the value.

Considering the situation described, the appropriate hypotheses set is given by:

[tex]H_0: p = 0.26[/tex]

[tex]H_1: p > 0.26[/tex]

At the null hypotheses, we test if there is not enough evidence that the percentage has increased, that is, it still is of 26%, hence:

[tex]H_0: p = 0.26[/tex]

At the alternative hypotheses, we test if there is evidence that it has increased, hence:

[tex]H_1: p > 0.26[/tex]

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The 39th term of the sequence is 200.

Arithmetic sequence or arithmetic progression is the set of numbers for which the difference of any two consecutive numbers in that set will be a constant.

The constant term which is the difference of the two consecutive numbers is called the common difference and is usually denoted by 'd'.

Arithmetic sequence is usually represented as

a, a + d, a + 2d, ........, a + (n - 1)d

The nth term of an arithmetic sequence, aₙ is given by the formula,

aₙ = a + (n - 1) d

where, a is the first term and d is the common difference.

The given sequence is 10, 15, 20, ......

a = 10

d = 15 - 10 = 5

Here, we have to find the 39th term of the sequence.

a₃₉ = 10 + (39 - 1) 5

     = 10 + (38 × 5)

     = 10 + 190

     = 200

Hence, the 39th term of the progression 10, 15, 20,..... is 200.

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Answer:

[tex]\sf (x+9)^2+(y-5)^2=16[/tex]

Step-by-step explanation:

Standard equation of a circle:  [tex]\sf (x-h)^2+(y-k)^2=r^2[/tex]

(where (h, k) is the center of the circle and r is the radius)

Given:

Substituting given values into the equation:

[tex]\sf \implies (x-(-9))^2+(y-5)^2=4^2[/tex]

[tex]\sf \implies (x+9)^2+(y-5)^2=16[/tex]

Equation:-

Answer:

B

Answer: See attached

Step-by-step explanation:

     Coordinate points come in (x, y) so we graph them as so.

(4, 1) - Starting at (0, 0), also known as the origin, move four units right and one unit up. Plot point A here.

(5, 4) - Starting at (0, 0), also known as the origin, move five units right and four units up. Plot point B here.

(9, 4) - Starting at (0, 0), also known as the origin, move nine units right and four units up. Plot point C here.

(9, 1) - Starting at (0, 0), also known as the origin, move nine units right and nine units up. Plot point D here.

Answer:

d. 72

Step-by-step explanation:

Answer :D

64

Step-by-step explanation:

We have, 125% x x = 80

or [tex]\frac{125}{100}[/tex] x x = 80

Multiplying both sides by 100 and dividing both sides by 125,

we have x = 80 x [tex]\frac{100}{125}[/tex]

x = 64

(or just divide 80 x 100 ÷ 125)

Hope this helps - Answered by Lilo

Answer:

80

Step-by-step explanation:

area of parallelogram is b(vh)

Answer:

Yes

Step-by-step explanation:

Because it has 4 sides and 4 x 2 = 8

Step-by-step explanation:

5,555 can be rounded up to 6,000 because the 5 next to the five thousand will make it go up. while the 4,444 will round to 4,000 . I don't have a clear answer but I hope this helps.

Step-by-step explanation:

there is the rule

outside length × (outside length + inside length) is the same for all lines originating from the same point.

so, we have

CD(CD + x) = BC(BC + AB) = 6(6+20) = 6×26 = 156

8(8 + x) = 156

8 + x = 19.5

x = 11.5

Answer:

In physics the standard unit of weight is Newton, and the standard unit of mass is the kilogram. On Earth, a 1 kg object weighs 9.8 N, so to find the weight of an object in N simply multiply the mass by 9.8 N. Or, to find the mass in kg, divide the weight by 9.8 N.Divide the object's weight by the acceleration of gravity to find the mass.

Step-by-step explanation:

this is what i think

Answer:

Q. Equal

Step-by-step explanation:

"The same" means equal. Its kind of like equations.

1 is equal to 1 they are the same number

answer: Equal

Step-by-step explanation: being the same in quantity, size, degree, or value.

Answer:

75.062

Step-by-step explanation:

just add and multiply then remember that 1/100 or 1/1000 is just 0.001 or 0.01

Answer:

population

Step-by-step explanation:

Answer:

x^2 - 2001 = 0

Step-by-step explanation:

I guess you mean √2001 and -√2001

The product of the 2 solutions = -2001 and the sum is 0.

The required equation  is x^2 - 2001 = 0

The Pythagorean theorem is the idea that the sum of the two legs which are both squared is equal to the hypotenuse's length squared.

     *look at the image I attached for a better explanation

By looking at the picture, we are missing the leg's length, and by using the Pythagorean theorem, we get the equation

    [tex]?^2+5^2 = 13^2\\?^2 + 25 = 169\\?^2 = 144\\? = 12[/tex]

Thus the missing side length is 12 cm

Hope that helps!

Answer:

Step-by-step explanation:

Arithmetic sequaence:

[tex]\sf a_n = -3(4)^n - 1\\\\a_1=-3*4^1 -1\\\\ = -3*4 - 1\\\\ = -12 - 1\\\\a_1=-13[/tex]

[tex]a_2 = -3*4^2-1\\[/tex]

    = -3*16 -1

     = -48 - 1

    = -49

difference = second term - first term

                 = -49 -(-13)

                = -49 + 13

             d = -36

[tex]\boxed{S_n=\dfrac{n}{2}[2a + (n-1)d]}[/tex]

[tex]\sf S_5=\dfrac{5}{2}*[2*(-13} + 4*(-36)]\\\\ =\dfrac{5}{2}[-26-144]\\\\=\dfrac{5}{2}*(-270)[/tex]

= 5*(-135)

= -675

Answer:

They'll each want a quarter of a cupcake.

Step-by-step explanation:

The number of people in the family is 14.

The number of cupcakes ordered is 4.

A fraction is written in the form of a numerator and a denominator where the denominator is greater that the numerator.

Example: 1/2, 1/3 is a fraction.

We have,

Number of cakes for the family = 3 (1/2)

Number of friends = 2

Now,

Each person's amount of cake = 1/4

The number of people in the family.

= 3(1/2) ÷ 1/4

= 7/2 x 4

= 14

The total number of cupcakes ordered.

= 2 x 1/4 +3(1/2)

= 1/2 + 3(1/2)

= 1/2 + 7/2

= 8/2

= 4

Thus,

There are 14 people in the family.

The total number of cupcakes ordered is 4.

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The complete question is:

Hello, id like to order3 halves of a cupcake for my family plus some extra for my 2 friends.

They'll each want a quarter of a cupcake.