m Z 2.
In the figure below, m1= 59°. Find m

Answer:

1. Determine the estimate.: Without solving I'd say 200, but you could try to think of your own estimate.
2. Justify.: 5820 rounds up to 6000, and 28 rounds up to 30. 6000/30 = 200
3. 207.85 (I don't know if your teacher makes you do the new way of rounding up, but if it says round to the nearest dollar I'd do $207.)

Step-by-step explanation:

Then you divide. Sorry I can't show you that!!! But I really hope this helped.

The linear equation 4 · x + 5 will be greater than 4 and less than 175 for 42 integers.

Herein we must find what integers are within the interval of a simultaneous linear inequality, whose definition is shown below:

4 < 4 · x + 5 < 175        

Which is equivalent to the following two inequalities:

4 · x + 5 > 4                     (2)

4 · x + 5 < 175                  (3)

By (2):

4 · x + 5 > 4

4 · x > - 1

x > - 1 / 4

x > - 1

By (3):

4 · x + 5 < 175

4 · x < 170

x < 170 / 4

x < 85 / 2

x < 42.5

x < 43

Then, the number of integers within the simultaneous inequality is:

n = 1 + (42 - 1)

n = 42

The linear equation 4 · x + 5 will be greater than 4 and less than 175 for 42 integers.

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Answer:

z = [tex]\sqrt{30}[/tex]

Step-by-step explanation:

using the Altitude- on- Hypotenuse theorem

(leg of big Δ )² = (part of hypotenuse below it) × ( whole hypotenuse) , so

z² =  3 × (3 + 7) = 3 × 10 = 30 ( take square root of both sides )

z = [tex]\sqrt{30}[/tex]

In linear equation ,Jerry's expression is correct.

What in mathematics is a linear equation?

As you can see, starting with border 1, we have 6 daises (white squares) surrounded by 10 tulips (colored squares). Through Jerry's expression we expected:

= 8(b − 1) + 10

= 8(1 − 1) + 10

= 0 + 10

= 10 tulips.

When considering border 2, we expect:

= 8(b − 1) + 10

= 8(2 − 1) + 10

= 8 + 10

= 18 tulips.

Indeed, we have the 10 tulips from border 1 and 8 additional tulips, for a total of 18 tulips.

Then, consider border 3, we expect:

= 8(b − 1) + 10

= 8(3 − 1) + 10

= 16 + 10

= 26 tulips.

Again, this is correct: we have the 10 tulips used in border 1 plus other 16 tulips, for a total of 26.

Therefore, Jerry's expression is correct.

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Answer:

Step-by-step explanation:

A. 1

B. -3

C. 3

D. -1

The value of x = -1

What is mathematical expression?

A mathematical expression is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

3x +y+2z=-10  equation 1

x+5y+2z=-12  equation 2

-2x+3y=-1       equation 3

Subtracting equation 1 to equation 2, we get

3x +y+2z - (x+5y+2z)=-10 - (-12)

3x +y+2z - x -5y -2z = -10 + 12

2x - 4y = 2   equation 4

Adding equation 4 to equation 3, we get

2x - 4y -2x+3y = 2 - 1

- y = 1

y = -1

Putting the value of y in equation 4, we get

2x - 4y = 2

2x - 4(-1) = 2

2x +4 = 2

2x = -2

x = -1

Therefore, the value of x = -1

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Answer:

Hello,

[tex]answer=\boxed{HCF=3*(p+2)}[/tex]

Step-by-step explanation:

[tex]6(p^2+p-2)=6(p+2)(p-1)\\\\15(p^3+8)=15(p+2)(p^2-2p+4)\\\\18(4p^2-p-18)=18(p+2)(4p-9)\\\\\boxed{HCF=3*(p+2)}[/tex]

Answer: 10x + 19 = 519              x = 50

Step-by-step explanation:

We are looking for the number of students that rode in each bus, so first lets subtract out those that drove in cars.

519-19=500

So 500 students rode on 10 buses. So now we divide the students onto the buses.

500/10 = 50

Each bus drove 50 students.

An equation to represent the total number of students as a function of those on the buses would be

10x + 19 = 519

x = 50 (the number of students on each bus)

Answer:

-43

Step-by-step explanation:

(-3)³ - 4² = -27 - 16 = -43

The expression after combining the like terms is 14uv+ 3s³t²

Expression:

Mathematical expression consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation.

Variable:

A variable in algebra is an alphabet that is used to symbolise the unknowable integer. It stands in for the value. An amount that can fluctuate depending on the mathematical issue is referred to as a variable.

⇒9uv + 3s³t² + 5uv

⇒ 14uv+ 3s³t² { addition of like terms}

Therefore,The expression after combining the like terms is 14uv+ 3s³t²

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Answer:8

Step-by-step explanation:add them all together and divide by however many numbers you have

Answer:

the mean(average) is 5

Step-by-step explanation:

Find the sum of the values by adding them all up. Divide the sum by the number of values in the data set.

The expression which is equivalent to the expression given in the task content is; 12x +15x² +8.

It follows from the task content that the expression which is an equivalent of the given expression is to be identified.

Given;

15x² +12x + 8

Hence, by re-arranging the terms of the expression; we have;

12x + 15x² +8.

Ultimately, the required equivalent expression is; 12x + 15x² +8.

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1/[tex]\sqrt{3}[/tex] is the exact trigonometric ratios for the angle x whose radian measure is given.

Sine (sin), cosine (cos), tangent (tan), cotangent (cot), cosecant (cosec), and secant are the six trigonometric ratios (sec). A branch of mathematics called trigonometry in geometry deals with the sides and angles of a right-angled triangle. Trig ratios are therefore assessed in relation to sides and angles.

Trigonometric ratios, which contain the values of all trigonometric functions, are based on the ratio of sides of a right-angled triangle. The ratios of a right-angled triangle's sides with regard to a certain acute angle are known as its trigonometric ratios.

The right triangle's three sides are as follows:

sin(4π/3) = sin(π + π/3)

               = - sin(π/3)

               = - [tex]\sqrt{3}[/tex]/2

CSC(4π )/3) = csc(π  + π /3)

               = - csc(π /3)

               = - 2/[tex]\sqrt{3\\[/tex]

cos(4π /3) = cos(π  + π  /3)

               = - cos(π /3) = - 1/2

sec(4 π /3) = sec(π  + π/3)

               = - sec(π /3) = - 2

tan(4π )/3) = tan(π + π /3)

               = tan(π/3) = [tex]\sqrt{3}[/tex]

Cot (4π/3 )= cot(π  + π/3)

              = Cot π/3 = 1/[tex]\sqrt{3}[/tex]

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Answer: 2/9 of the book left

Step-by-step explanation: 5/9 + 2/9= 7/9

9/9- 7/9= 2/9

Answer:

$48

Step-by-step explanation:

The friends have the bus from 5:00 PM to 3:00 AM, so:

3 + 18 − 5 = 15 − 5 = 10 hours.

The cost of renting the bus will be:

$300 + $18 × 10 = $300 + $180 = $480.

The thirty-six students will contribute $12 each for a total of:

$12 × 36 = $432.

So Mr. Jones will pay:

$480 − $432 = $48.

Hope this helped :)

The phase of inferential statistics is B. Data organization.

The process of arranging raw data in a form that makes sense is known as data organization. Classification, frequency distribution charts, image and graphical representations, among other methods, are used to organize data. Data organization enables us to arrange the information so that it is simple to read and use.

This was illustrated after performing an experiment to determine what time of day adults are most productive, you display your data as a graph to be analyzed. This is data organization.

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The sum of (3x² + 2x + 3) + (x² + 1) will be 4x² + 2x + 4.

The sum of (3x² + 2x + 3) + (x² + 1) will be calculated by simply adding the values.

This will be:

= (3x² + 2x + 3) + (x² + 1)

= 3x² + x² + 2x + 3 + 1

= 4x² + 2x + 4

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The viables solutions for the given compound inequality are x ∈ (-3, 5).

According to the given question.

The number of pies baked by Rita is x which is limited by ingredients.

Also, the inequalities which represent the situation are

2x - 3 < 7

And, 5 - x < 8

Since, we have to solve the above inequality and find its solutions.

From the given inequality

2x - 3 <7  we can say that,

2x < 7 + 3

⇒ 2x < 10

⇒ x < 5 ..(i)

And, 5 - x < 8

⇒  5 - 8 < x

⇒ - 3 < x

or, x < -3 ..(ii)

From i and ii we can say that the solution of the given compound inequality are the numbers which lies in between  -3 and 5 or x ∈ (-3, 5).

Hence, the viables solutions for the given compound inequality are

x ∈ (-3, 5).

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Answer

14 notebook computers: 3850$

16 desktop computers: 2400$

Step-by-step explanation:

275x14=3850

150x16=2400

The slope-intercept form of the equation of the line described is y = -6x/5 + 32/5.

Given the following data:

Points on x-axis = (-12, 6).

Points on y-axis = (14, -1).

A slope is also referred to as gradient and it's typically used to describe both the ratio, direction and steepness of the function of a straight line.

Mathematically, the slope of any straight line can be calculated by using this formula;

[tex]Slope = \frac{Change\;in\;y\;axis}{Change\;in\;x\;axis}\\\\Slope = \frac{y_2\;-\;y_1}{x_2\;-\;x_1}[/tex]

Substituting the given points into the formula, we have;

Slope = (6 + 12)/-1 - 14)

Slope = -18/15

Slope = -6/5

Mathematically, the standard form of the equation of a straight line is given by;

y = mx + c

Where:

At point (-12, 14), we have:

14 = -6/5(-12) + c

8 = 72/5 + c

40 = 72 + 5c

5c = 72 - 40

c = 32/5

In conclusion, we can reasonably and logically deduce that the slope-intercept form of the equation of the line described is y = -6x/5 + 32/5.

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Answer:

good luckkkkkkkkkkkkkkk

Answer:

4x-y+z=2

Step-by-step explanation:

the answer is simple

Answer:

see explanation

Step-by-step explanation:

using the formula V = lwh , then

(a)

volume of first box = 3x × x × 2x = 6x³ units³

(b)

volume of second box = 4x × 2x  × x = 8x³ units³

(c)

volume of 2 boxes = 6x³ + 8x³ = 14x³

(d)

if x = 6 , then

volume of 2 boxes = 14x³ = 14(6)³ = 14 × 216 = 3024 units³

Judy's total score is 3.

The difference between the lowest and highest score is -12.

The combined total of the scores from round 1 is -5.

The mathematical operations that would be used to solve this question are addition and subtraction. Addition is the process used to determine the sum of two or more number. The sign used to represent addition is +. Subtraction is the process used to determine the difference between two or more numbers. The sign used to represent subtraction is -.

Judy's total score is the sum of the score in round one and round one.

Judy's total score = -3 + 6 = 3

For negative numbers, the further the number is from 0, the smaller the number. For example, -10 is smaller than -5. For positive numbers, the closer the number is to zero, the smaller the number. For example,1 is smaller than 5.

Looking at the table, the smallest number is -6 and the largest number is 6

The difference : -6 - 6 = -12

The total scores from round 1 =  1 -6 +1 +2 -3 = -5

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[tex]Solution(1)Digit 1 to 9Lef $x \rightarrow 1, x^{\prime}$$$\lim _{x \rightarrow 1}=1^{\prime}=1$$$\lim _{\lim ^9}=(1)^9=1$$[9$ ways $]$Similarlyt$$\lim _{x \rightarrow 2} x^{\prime}=2^{\prime}=2$$$\lim _{x \rightarrow 2} x^9=\lim _{x \rightarrow 2} 2^9=512 \quad[9$ ways $]$Total no. of ways $=9 \times 9=81$ ways.Required No, of ways $=81$ Ans[/tex]

This article discusses the idea of limit in general. See Limit of a sequence and Limit of a function for additional detailed situations. See Mathematics (limit) for further usage.

Limits are crucial to calculus and mathematical analysis because they are needed to determine continuity, derivatives, and integrals. Limits are the value that a function (or sequence) approaches when the input (or index) approaches some value.

In addition to being closely connected to limit and direct limit in category theory, the idea of a limit of a sequence is further expanded to include the idea of a limit of a topological net.

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Based on the definition of complementary angles, the measures are:

m<q = 32°

m<r = 58°

Tow angels are complementary if both angles give a sum of 90 degrees.

The sum of angle q and angle r would give 90 degrees because they are complementary angles. Therefore, we would have the following:

m<r = ?

m<q = m<r - 26

Plug in the values

m<r - 26 + m<r = 90

2(m<r) - 26 = 90

2(m<r) = 90 + 26

2(m<r) = 116

2(m<r)/2 = 116/2

m<r = 58°

m<q = m<r - 26 = 58 - 26

m<q = 32°

Therefore, based on the definition of complementary angles, the measures are:

m<q = 32°

m<r = 58°

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The exact interval for researchers who want real coverage that is at least nominal and a modified version of the variance stabilized interval for those who are OK with approximative coverage.

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Answer:

To make a negative exponent positive you put it over 1

[tex]\frac{2}{a^{5} }[/tex]

Step-by-step explanation:

2[tex]a^{-5}[/tex] = [tex]\frac{2}{a^{5} }[/tex]

Amount after 2 years is $44.1

Compound interest formula

[tex]A=P(1+\frac{r}{n}) ^{nt}[/tex]

A= Amount after t years.

P= Principal amount.  

r= Interest rate (decimal)

n=Period of compounding

t= Time

So ,

[tex]A=40(1+\frac{0.05}{1}) ^{1*2}\\ =40(1.05) ^{2}\\ = 40*1.1025\\ = 44.1[/tex]

Amount after 2 years is $44.1

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[tex]Answer: the\ number\ is\ \boxed{-26}[/tex]

Step-by-step explanation:

[tex]2(n-4)=3(n+6)\\2(n)-2(4)=3(n)+3(6)\\2n-8=3n+18\\2n-8-18=3n+18-18\\2n-26=3n\\2n-26-2n=3n-2n\\-26=n\\Thus,\\n=-26[/tex]