Since , angle PQT and PQR are in a line .
So , PQT=PQR
(3x + 47) + (6x - 25) = 180
x = 17.56
Now , PQR and SQR are also in same line .
So , PQR + SQR = 180
( 6x - 25 ) + SQR = 180
105.33 - 25 + SQR = 180
SQR = 99.67°
Hence , this is the required solution .
3y + 2 ayuda necesito esto para hoy :(
Hey there!☺
[tex]Answer:\boxed{3y+2}[/tex]
[tex]Explanation:[/tex]
[tex]3y+2[/tex]
Since there are no like terms and it can't be factored the answer is:
[tex]3y+2[/tex]
Hope this helps!
A recipe for orange water says, “Mix 3 teaspoons yellow water with 1 teaspoon red water.” For this recipe, we might say: “The ratio of teaspoons of yellow water to teaspoons of red water is 3:1.”
Answer:6:2
Step-by-step explanation:
Answer:
how many batches you need to know? If 2 batches the answer is 6:2 and if 4 batches it is 12:4
Ashley wants to pour 97.94 grams of salt into a container. So far, she has poured 39.1 grams. How much more salt should Ashley pour?
f(x)=18x+11, find f(5)
Answer:
[tex]\boxed {\tt f(5)=101}[/tex]
Step-by-step explanation:
We are given the function:
[tex]f(x)=18x+11[/tex]
and asked to find f(5). Therefore, we must substitute 5 in for each [tex]x[/tex].
[tex]f(5)=18(5)+11[/tex]
Solve according to PEMDAS: Parentheses, Exponents, Multiplication, Division, Addition, Subtraction.
Multiply 18 and 5.
[tex]f(5)=90+11[/tex]
Add 90 and 11.
[tex]f(5)=101[/tex]
f(5) is equal to 101.
a profit of 9$ integer
Answer:
+ or - $9
Step-by-step explanation:
how to solve V1 T2 = V2 T1
V1 = 600mL T1 = 77.0 V2 = ? T2 = 86.0
Answer:
V2 = 670.129
Step-by-step explanation:
V1T2 = V2T1
Let V2 = y
600 x 86.0 = y x 77.0
51600 = 77y
77y/77 = 51600/77
y = 670.129
since y= V2
V2 = 670.129
(10 points)What is the sum of the first ten terms of the sequence 4,-12, 36, -144...
A. 59,050
B.-78,732
C.-59,048
D.118,096
If you could show work I would be grateful
Answer:
b
Step-by-step explanation:
The sum of the first ten terms of the sequence is -59,048. The correct option is C.-59,048
Here is the correct question:
What is the sum of the first ten terms of the sequence 4, -12, 36, -108...
From the question,
The given sequence is 4,-12, 36, -108...
This is a geometric progression since it has a common ratio.
The common ratio, r = -3
Recall that,
Given a geometric progression, the common ratio, r is given as
[tex]r = \frac{T_{2} }{T_{1}} = \frac{T_{3} }{T_{2}} =\frac{T_{4} }{T_{3}} = ...[/tex]
From the given sequence,
[tex]T_{1} = 4[/tex]
[tex]T_{2} = -12[/tex]
[tex]T_{3} = 36[/tex]
[tex]T_{4} = -108[/tex]
∴ [tex]r = \frac{-12 }{4} = \frac{36}{-12} =\frac{-108} {36} = -3[/tex]
Therefore, the sequence is a geometric progression with a common ratio of 3
Now, to determine the sum of the first ten terms of the sequence,
From the formula
[tex]S_{n} = \frac{a(1-r^{n}) }{1-r}[/tex]
Where [tex]S_{n}[/tex] is the sum of n terms
[tex]a[/tex] is the first term
[tex]r[/tex] is the common ratio
and [tex]n[/tex] is the number of terms in the series
From the question
[tex]a = 4[/tex]
[tex]r = -3[/tex]
and [tex]n = 10[/tex] (Since, we are to determine the sum of the first 10 terms)
Now, put the parameters into the formula
[tex]S_{n} = \frac{a(1-r^{n}) }{1-r}[/tex]
We get
[tex]S_{10} = \frac{4(1-(-3)^{10}) }{1-(-3)}[/tex]
[tex]S_{10} = \frac{4(1-59049) }{1+3}[/tex]
[tex]S_{10} = \frac{4(-59048) }{4}[/tex]
[tex]S_{10} = \frac{-236192 }{4}[/tex]
[tex]S_{10} = -59048[/tex]
Hence, the sum of the first ten terms of the sequence is -59,048. The correct option is C.-59,048
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What is the answer for this? Ugh I hate study island!!
Answer:
[tex]\frac{7x}{8}-\frac{1}{40}[/tex]
Step-by-step explanation:
[tex](\frac{3x}{4}-\frac{5}{8})+(\frac{x}{8}+\frac{3}{5})[/tex]
By combining the like terms,
= [tex](\frac{3x}{4}+\frac{x}{8})+(\frac{3}{5}-\frac{5}{8})[/tex]
= [tex](\frac{6x}{8}+\frac{x}{8})+(\frac{3}{5}\times \frac{8}{8}-\frac{5}{8}\times \frac{5}{5} )[/tex]
= [tex]\frac{7x}{8}+(\frac{24}{40}-\frac{25}{40})[/tex]
= [tex]\frac{7x}{8}-\frac{1}{40}[/tex]
Therefore, by solving the given expression we find the answer as [tex]\frac{7x}{8}-\frac{1}{40}[/tex].
1.6.AP-9
A family is comparing different car seats. One car seat is designed for a child up to and including 25 lb. Another car seat is designed for a child between 16 lb and 35
Ib. A third car seat is designed for a child between 25 lb and 95 lb, inclusive. Model those ranges with compound inequalities. Which car seats are appropriate for a
33-lb child?
The inequality for a child up to and including 25 lb is
(Simplify your answer. Type a compound inequality using x as the variable.)
Answer:
a. i. x ≤ 25 ii. 16 < x < 35 iii. 25 < x ≤ 95
b. The second and third car seats are appropriate for a 35 lb child.
Step-by-step explanation:
a. Model those ranges with compound inequalities
Let x represent the car seat.
i. A car seat designed for a child weighing up to and including 25 lb is described by the inequality.
x ≤ 25
ii. A car seat designed for a child weighing between 16 lb and 35 lb is described by the inequality.
16 < x < 35
iii. A car seat designed for a child weighing between 25 lb and 95 lb inclusive is described by the inequality.
25 < x ≤ 95
b. Which car seats are appropriate for a 33-lb child?
Since 35 lb is included in the range of the inequalities for the second and third card seats, the second and third car seats are appropriate for a 35 lb child.
In the bottom question what does X= to?
Answer:
The value of x is 29°...
When an angle is bisected, it is cut in half. We can assume that m<BAR = m<CAB and we know that m<CAR = m<CAB + m<BAR
88 = 2x - 14 + 2x - 14
Combine like terms
88 = 4x - 28
Add 28 to both sides
116 = 4x
Divide both sides by 4
29 = x
solve 2x^2 = x^4 +1 to find the value of x
Answer:
x= -1
x=1
Step-by-step explanation:
Let x= -11/8 and y= -11/4
Which expression has a negative value?
x + y
x — у
х.у
х/y
Answer:
x + y
Step-by-step explanation:
In these examples, a and b are positive numbers.
- a + ( - b) = - (a+ b)
- a - ( - b) = - a + b
- a * - b = a * b
- a / -b = a/b
Hope this helps understanding.
HELP!!Mark the figure to illustrate the givens.(Show work) ~will make brainliest
Refer to the attachment for solution.
How do I solve this problem?
5. Solve for x:
| 5x – 4 =16
Answer:
x=4
Step-by-step explanation:
Answer:
x=4
Step-by-step explanation:
Why are there two solutions for the equation |6 + y| = 2? Explain.
(there should be a solution and an explanation onto why there is two answers)
Answer:
Sample response: The absolute value symbol in the equation indicates two solutions because absolute value is the distance from a number to zero on a number line. Two different directions, to the right and to the left, will determine the
Step-by-step explanation:
Find the value of x for which the lines p and q are parallel.
Answer:
Do you have a picture of the problem, please?
Step-by-step explanation:
Only then, can I edit this and provide an accurate answer! ;D
Answer:
x=7
Step-by-step explanation:
x=7
Midpoint (-10,9), (3,8)
Answer:
(-3.5 8.5)
Step-by-step explanation:
Midpoint Formula: ([tex]\frac{x2 + x1}{2}[/tex], [tex]\frac{y2 + y1}{2}[/tex])
What I did: -10 + 3 = 7, 7 / 2 = 3.5 x = 3.5 | 9 + 8 = 17, 17 / 2 = 8.5
Midpoint = (-3.5, 8.5)
17.
A $75 prize was to be awarded and split amongst a 6 person team. Which
representation best shows how much money each person will get, assuming the
prize is split equally?
Answer:
$12.5
Step-by-step explanation:
Since prize is split equally.
So, money received by each person
= 75/6
= $12.5
What’s the domain and range?
Answer:
the first component of ordered pair is domain and second component is range
Answer:
In its simplest form the domain is all the values that go into a function, and the range is all the values that come out
how do i solve this?
Jillian solved the equation v + 4.3 = 7.05 using the work shown below. * v + 4.3 = 7.05 v + 4.3 − 4.3 = 7.05 + 4.3 v = 11.35 What error did Jillian make?
Answer:
Please check explanation
Step-by-step explanation:
Here, in this question, we are interested in identifying the error made by Jillian in his solution of the equation.
This error is traceable to the second step of his solution. Adding 4.3 to 7.05 and subtracting again is the same thing as not adding anything or just adding zero only.
What he should have done is to subtract the value of 4.3 from both sides of the equation. In that manner, he would have been able to isolate v on the left hand side of the equation
The whole numbers are the set of what numbers and zero ?
Answer:
An integer number is one that can be written without using fractions or decimals, and it is an expression of ( 1.2.3..... ) and 0, and negative numbers (- 1-2-3...... )
Please help me to prove this!
Answer: see proof below
Step-by-step explanation:
Given: A + B = C → A = C - B
→ B = C - A
Use the Double Angle Identity: cos 2A = 2 cos² A - 1
→ (cos 2A + 1)/2 = cos² A
Use Sum to Product Identity: cos A + cos B = 2 cos [(A + B)/2] · 2 cos [(A - B)/2]
Use Even/Odd Identity: cos (-A) = cos (A)
Proof LHS → RHS:
LHS: cos² A + cos² B + cos² C
[tex]\text{Double Angle:}\qquad \dfrac{\cos 2A+1}{2}+\dfrac{\cos 2B+1}{2}+\cos^2 C\\\\\\.\qquad \qquad \qquad =\dfrac{1}{2}\bigg(2+\cos 2A+\cos 2B\bigg)+\cos^2 C\\\\\\.\qquad \qquad \qquad =1+\dfrac{1}{2}\bigg(\cos 2A+\cos 2B\bigg)+\cos^2 C[/tex]
[tex]\text{Sum to Product:}\quad 1+\dfrac{1}{2}\bigg[2\cos \bigg(\dfrac{2A+2B}{2}\bigg)\cdot \cos \bigg(\dfrac{2A-2B}{2}\bigg)\bigg]+\cos^2 C\\\\\\.\qquad \qquad \qquad =1+\cos (A+B)\cdot \cos (A-B)+\cos^2 C[/tex]
[tex]\text{Given:}\qquad \qquad 1+\cos C\cdot \cos (A-B)+\cos^2C[/tex]
[tex]\text{Factor:}\qquad \qquad 1+\cos C[\cos (A-B)+\cos C][/tex]
[tex]\text{Sum to Product:}\quad 1+\cos C\bigg[2\cos \bigg(\dfrac{A-B+C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B-C}{2}\bigg)\bigg]\\\\\\.\qquad \qquad \qquad =1+2\cos C\cdot \cos \bigg(\dfrac{A+(C-B)}{2}\bigg)\cdot \cos \bigg(\dfrac{-B-(C-A)}{2}\bigg)[/tex]
[tex]\text{Given:}\qquad \qquad =1+2\cos C\cdot \cos \bigg(\dfrac{A+A}{2}\bigg)\cdot \cos \bigg(\dfrac{-B-B}{2}\bigg)\\\\\\.\qquad \qquad \qquad =1+2\cos C \cdot \cos A\cdot \cos (-B)[/tex]
[tex]\text{Even/Odd:}\qquad \qquad 1+2\cos C \cdot \cos A\cdot \cos B\\\\\\.\qquad \qquad \qquad \quad =1+2\cos A \cdot \cos B\cdot \cos C[/tex]
LHS = RHS: 1 + 2 cos A · cos B · cos C = 1 + 2 cos A · cos B · cos C [tex]\checkmark[/tex]
helppp first to answerr will be marked as brainlist
Answer:
A
Step-by-step explanation:
in the end of the sentence it mentions "in the future" so you need to make that verb future tense as well
I think the correct answer is A.
Explanation: It just makes the most sense to me. I dont really know how to explain it any better! Im sorry! I hope this helped!! :)
14=7(2x-4)
I have to solve this equation using two different methods and I don’t know how
Answer:
14=7(2x-4)
0r, 14/7 = 2x-4
or, 2= 2x-4
0r,2x= 6
or x=3
14=7(2x-4)
14=14x -28
14x=42
x=42/14=3
Method 1
Divide both sides by 7 first to get
14 = 7(2x-4)
14/7 = 7(2x-4)/7
2 = 2x-4
Then add 4 to both sides
2+4 = 2x-4+4
6 = 2x
2x = 6
Finally, divide both sides by 2
2x/2 = 6/2
x = 3
which is the final answer
------------------------------------------------------------------------------------------------
Method 2
Distribute the 7 through to each term in the parenthesis
14 = 7(2x-4)
14 = 7*2x + 7*(-4)
14 = 14x - 28
Then we follow similar steps as done earlier. Add 28 to both sides
14+28 = 14x-28+28
42 = 14x
14x = 42
Then divide both sides by 14 to fully isolate x
14x/14 = 42/14
x = 3
Either way we get the same result. As to which method you pick (if you could only choose one), its up to you based on whichever you find easier.
The basic idea with either method is that we follow PEMDAS in reverse to undo everything happening to x. This way we fully isolate it.
----------------
Checking the answer:
Plug x = 3 into the original equation. Simplify to get
14 = 7(2x-4)
14 = 7(2*3-4)
14 = 7(6-4)
14 = 7*2
14 = 14
This confirms the answer. As you can see, if we know the value of x, we use PEMDAS to simplify both sides. But if we don't know x, and want to find it, then we follow PEMDAS in reverse.
what would be equivalent to 32 ⋅ 35?
Step-by-step explanation:
35•32 or 1120 there you go
what is 210 divided by 2 1/2
Answer:
210 divided 2 1/2= 84....
The 210 divided by 2 1/2 is 84.
To calculate 210 divided by 2 1/2, first, we need to convert the mixed number 2 1/2 to an improper fraction. The improper fraction for 2 1/2 is (2 * 2 + 1) / 2 = 5/2.
Now, we can perform the division:
210 ÷ 5/2
To divide by a fraction, we multiply by its reciprocal:
210 * 2/5
Now, perform the multiplication:
(210 * 2) / 5 = 420 / 5
Next, simplify the fraction by dividing the numerator and denominator by their greatest common divisor (GCD), which is 5:
420 ÷ 5 = 84
The result of 210 divided by 2 1/2 is 84. So, 210 ÷ 2 1/2 = 84.
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Mary Ellen has a white oak tree in her backyard.she observed that the tree had grown 2/3 foot in 3/4 year. What is the tree grownth rate in feet year? A.1/2 b.9/9 c1/1.8 d.2
Answer:
in 3/4 year tree had grown 2/3
in 1 year tree had grown (2/3)/0.75 =8/9 feet
Step-by-step explanation:
In geometry a
is a location. It has no size. It is
represented by a dot.
Points play a crucial role in defining distances, angles, and relationships between different geometric objects, providing a foundation for the study of geometry.
In geometry, a point is a fundamental concept that represents a precise location in space. It is a basic building block from which geometric figures and shapes are constructed. A point has no size, shape, or dimensions. It is often denoted by a dot or a small letter, such as point A (A). Points are used to describe the positions of other geometric elements, such as lines, curves, and polygons. They serve as reference markers and can be connected to form line segments and rays.
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