i am extremely confused, can anyone help?​

Answer:

Step-by-step explanation:

1/5 + 1/5^-2

1/5 + 1/25

1/5 = 5*1 / 5*5

5/25 + 1/25

6/25 which cannot be reduced or changed.

Answer:it’s the number that appears most often,so the answer would be 2,4,and 0.

Step-by-step explanation:

The modes of the data set are 0, 2, and 4

In this question, it is asking you to find the mode of the given data set.

We would be using the data set in the question in order to find out what the mode is.

The mode would be the number that "occurs" the most. In other words, the number(s) that are more "frequent."

Data set:

2, 2, 1, 4, 4, 2, 3, 0, 0, 4, 1, 0, 4, 0, 2

Now, we could count how many of each numbers there are.

0 = 4 (Most)

1 = 2  

2 = 4 (Most)

3 = 1

4 = 4 (Most)

When you're done counting the numbers, you would notice that 0, 2, and 4 have the highest number of occurrence in the data set.

This means that the modes of the data set are 0, 2, and 4

Answer:

=3501 yards.

Step-by-step explanation:

The three ships form a triangle.  From the Voyager the angle between the Norman and the Gladstone=180-(55+48)=77°

Let the position of the Voyager be V that of Norman be N and that of the Gladstone be G

Then, the distance between Norman and voyager is g

g/sin G=v/ Sin V

4590/Sin 77=g/Sin 48

g=(4590 Sin 48)/Sin 77

=3500.8 yards

The distance between the Norman and the voyager= 3501 yards.

The graph that represents the given piecewise function is the one on the right. Therefore the correct answer is option b.

The piecewise function f(x) is defined as follows:

f(x) = -x if x ≤ 3

f(x) = 2 if x > 3

To graph this piecewise function, you would draw two separate segments:

For x values less than or equal to 3, you would graph the line y = -x, which has a negative slope and goes through the point (3, -3). This line represents the function f(x) = -x for x ≤ 3.

For x values greater than 3, you would graph the horizontal line y = 2. This line represents the function f(x) = 2 for x > 3.

The transition from the first segment to the second occurs at x = 3. At this point, you would typically draw an open circle to indicate that the function is defined separately for x ≤ 3 and x > 3.

The graph will consist of a line sloping downward to the left (y = -x) for x ≤ 3 and a horizontal line at y = 2 for x > 3.

Therefore, the correct answer is option b.

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The correct equation for the given graph will be option A that is

y=[tex]x^{2} +9x+18[/tex]

It is a relationship between two variables and having a equal to sign in between.

Firstly we need to find the points of the respective equations.

y=[tex]x^{2} +9x+18[/tex]

y=[tex]x^{2}[/tex]+6x+3x+18

y=x(x+6)+3(x+6)

y=(x+3)(x+6)

Put  this equal to 0 and we get x=-3 and x=-6

y=[tex]x^{2} -2x+4[/tex]

It is a wrong equation.

y=(x-3)(x-6)

put this equal to 0 we get x=3 and x=6

Now we have to check in the graph whether points (-3,0)(-6,0) satisfies or (3,0)(6,0)

We can easily see that (-3,0)(-6,0) satisfies the graph.

Hence the correct equation is y=x2+9x+18

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Answer:

Angle 1 equals 90 degrees. Angle 2 equals 38 degrees.

Step-by-step explanation:

Angle 1 is at the cross of two perpendicular lines, making it 90 degrees. Angle 2 can be found by making the two equal side lengths and the middle line into one triangle. This means that two of the angles are 52 degrees. This leaves 76 degrees to be split in the triangle. The middle line cuts the angle in half, making it 38 degrees

7v(4v2-8v+1)+8(4v2-8v+1)

28v3-56v2+7v+32v2-64v+8

Answer= 28v3 -24v2 -57v +8

Answer:

a is the only true one if you meant 6 times 5!

Step-by-step explanation:

Before we being

n!=n*(n-1)*(n-2)*...(3)(2)(1)

Example: 5!=5(4)(3)(2)(1) and 10!=10(9)(8)(7)(6)(5)(4)(3)(2)(1)

Yes that operation is multiplication.

a) Does 6!=6*5!

Let's see

6!=6*5*4*3*2*1

5!=5*4*3*2*1

So 6*5!=6(5*4*3*2*1)=6*5*4*3*2*1=6!

So true!

b) Does 4!+2!=6! ?

4!=4(3)(2)(1)

2!=2(1)

6!=6(5)(4)(3)(2)(1)

Does

4(3)(2)(1)+2(1)=6(5)(4)(3)(2)(1)

24          +2  =720

26=720 (this is not true)

So 4!+2! is not 6!

c) Does 6!/3!=2! ?

6!=6(5)(4)(3)(2)(1)

3!=3(2)(1)

If you divide 6! by 3!, then the factors 3 and 2 and 1 cancel and you are left with 6(5)(4).

So the question becomes is 6(5)(4)=2!

2!=2(1)=2

6(5)(4)=2?

No way! That is saying 120=2 which is not true.

The evaluations of the statements are: (a) false because non-integer factorials are not defined, (b) false because the sum of 4! and 2! does not equal 6!, and (c) false because 6! divided by 3! is 120, not 2!.

Let's evaluate each statement one by one.

This statement is false. The factorial function is defined for non-negative integers. Since there is no definition for non-integer factorial such as 6.5!, this comparison is invalid. A correct statement may involve only integer factorials.

This statement is also false. To show this, let's calculate each factorial:

Adding 4! and 2! gives 24 + 2 = 26, which is not equal to 6! (720). This statement could be corrected by finding two factorials that add up to another factorial, if such a pair exists.

This statement is false. By calculating the factorials, we have:

Therefore, 6!/3! is equal to 720/6, which simplifies to 120, not 2 (which is the value of 2!). The correct statement is 6!/3! = 120.

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Answer:

[tex]20x^{4}-39x^{3} +26x^{2}-6x\\[/tex]

Step-by-step explanation:

Multiply the two polynomials by multiplying each term

[tex](5x^{2} -6x+2)(4x^{2} -3x)\\5x^2*4x^2+5x^2(-3x)+(-6)*4x^2+(-6x)(-3x)+2*4x^2+2(-3x)\\20x^{4}-39x^{3}  +26x^{2} -6x\\[/tex]

To multiply the given expressions, use the distributive property and combine like terms. The final result is 20x⁴ - 39x³ + 26x² - 6x.

To multiply the expression (5x²-6x+2) (4x²-3x), we can use the distributive property. Multiply the first term in the first binomial (5x²) by each term in the second binomial (4x², -3x), and then multiply the second term in the first binomial (-6x) by each term in the second binomial. Finally, multiply the third term in the first binomial (2) by each term in the second binomial. Combine like terms and simplify as needed to get the final result.

Applying this process, we get:

5x² × 4x² = 20x⁴

5x² × -3x = -15x³

-6x × 4x² = -24x³

-6x × -3x = 18x²

2 × 4x² = 8x²

2 × -3x = -6x

Combining all the terms, we have:

20x⁴ - 15x³ - 24x³ + 18x² + 8x² - 6x

Simplifying further, we get:

20x⁴ - 39x³ + 26x² - 6x

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Answer:

2/7

Step-by-step explanation:

If two events A and B are independent, then P(A and B)=P(A)P(B).

So since Q and R are independent, then P(Q and R)=P(Q)P(R).

Let's substitute and evaluate:

[tex]P(Q\text{ and }R)=P(Q)\cdot P(R)=\frac{4}{7} \cdot \frac{1}{2}=\frac{4}{14}[/tex].

Both 2 and 14 are divisible by 2, so to reduce 4/14 we could divide top and bottom by 2:

4/14=(4/2)/(14/2)=2/7

Answer:

[tex]\large\boxed{\dfrac{4}{x}+6}[/tex]

Step-by-step explanation:

Six more than the quotient of four and a number x:

[tex]\dfrac{4}{x}+6[/tex]

Answer:

[tex]\frac{4}{x}+6[/tex]

Step-by-step explanation:

We have been given a  word phrase. We are supposed to represent our given word phrase into an algebraic expression.

The quotient of four and a number x will be 4 divided by x. We can represent this information in an expression as:

[tex]\text{Quotient of four and a number }x=\frac{4}{x}[/tex]

Six more than the quotient of four and a number x would be [tex]\frac{4}{x}+6[/tex]

Therefore, our required expression would be [tex]\frac{4}{x}+6[/tex].

[tex]\large\boxed{\text{C}).\,15\,\text{cm}}[/tex]

In this question, we're trying to find what the radius of the circular pie is.

In this question, we know that the area of the pie is 706.5 cm²

We can use the area to find our radius.

We would use the formula [tex]r=\sqrt\frac{A}{\pi}[/tex] to find the radius.

R= radius

A = Area

Your equation should look like this:

[tex]r=\sqrt\frac{706.5}{\pi}[/tex]

Now, you will solve.

[tex]r=\sqrt\frac{706.5}{\pi}\\\\\text{You can make it simpler by turning}\, \pi\,\text{into} 3.14\\\\r=\sqrt\frac{706.5}{3.14}\\\\\text{Divide 706.5 by 3.14}\\\\r=\sqrt225\\\\\text{Now, get the square root of 225}\\\\r=15[/tex]

When you're done solving, you should get 15.

This means that the radius of the pie is 15 cm.

Final answer:

To find the radius of the pie given its area of 706.5 cm², we use the formula A = πr² and solve for r, yielding an approximate radius of 15 cm. This corresponds to option C) on the given list.

Explanation:

To find the radius of the pie given its area, we can use the area formula for a circle: A = πr². Since the area of the pie is given as 706.5 cm², we can rearrange the formula to solve for the radius (r).

The rearranged formula to solve for the radius is: r = √(A/π).

Substituting the given area, we have:
r = √(706.5 cm²/π)
r = √(706.5/3.14159265359)
r ≈ √(225)
r ≈ 15 cm

Therefore, the radius of the pie is approximately 15 cm, making option C) the correct answer.

Answer:

278.9 units^3 to the nearest tenth.

Step-by-step explanation:

This is a cylinder on the bottom . resting on the cylinder is a prism.

Volume of the cylinder = π r^2 h  where r = 1/2 * 7 = 3.5 and h = 6.

V = π * 3.5^2 * 6 = 230.907 units^3.

Volume of the prism = l*w*h

= 4*4*3 = 48 units^3.

Volume of the composite figure = 230.907 + 48

= 278.9.

Answer:

XY=10 cm

Step-by-step explanation:

Answer:

O 30, 24, and 18

Step-by-step explanation:

18^2+24^2=30^2

324+576=900

Final answer:

Using the Pythagorean theorem, only the set of lengths 24, 7, and 26 satisfy the condition for a right triangle, as 24² + 7² equals 26².

Explanation:

The question seeks to determine which set of lengths can form a right triangle. When assessing whether a given set of three lengths can form a right triangle, we can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the lengths of the two shorter sides (the legs) is equal to the square of the length of the longest side (the hypotenuse). The formula for the Pythagorean theorem is a² + b² = c², where a and b are the lengths of the legs, and c is the length of the hypotenuse.

We will check each set of given lengths:

Therefore, the lengths that would form a right triangle are 24, 7, and 26.

ANSWER

alternate interior angles theorem

EXPLANATION

According to the alternate interior angles theorem, when two parallel lines are are intercepted by a straight line (transversal) the angles in the interior corners of a Z-shape pattern are congruent.

From the above diagram line r is parallel to line s, therefore

[tex] \angle \: 3 \cong \angle6[/tex]

and

[tex] \angle \: 4\cong \angle5[/tex]

because they are alternate interior angles.

See attachment for how to spot alternate interior angles.

Question:

Given that r||s and q is a transversal, we know that  by the [________].

Answer:

alternate interior angles theorem

[tex]\large\boxed{12\,\text{apples}}[/tex]

In this question, we're trying to find how many apples Jenson picked from the basket.

Lets gather information that can help us.

Important information:

With the information above, we can solve the question.

We know that he picked up a fruit 40 times, but we need to find how many apples he picked up during the 40 times.

The probability of picking an apple is 0.3, which is equivalent to 30%

This means that 30% of the 40 times he picked an apple.

We would multiply 40 by 0.3 to get our answer.

[tex]40*0.3=12[/tex]

This means that Jenson picked 12 apples.

Answer:    B.12

Step-by-step explanation:

[tex]3\sqrt5-2\sqrt7+\sqrt{45}-\sqrt{28}=\\3\sqrt5-2\sqrt7+\sqrt{9\cdot5}-\sqrt{4\cdot7}=\\3\sqrt5-2\sqrt7+3\sqrt{5}-2\sqrt{7}=\\6\sqrt5-4\sqrt7[/tex]

Answer:

the answer is D

Step-by-step explanation:

if you look on the graph and compare the statements you'll see none of them correlate except for the last one. 7 erasers cost 3.50, since the point on the graph is (7, 3.50)

Answer:

The correct option is D) Seven eraser cost $3.50

Step-by-step explanation:

Consider the provided graph.

The graph shows the relationship between the total cost and the number of erasers bought at the student store.

Here the x-axis represents the number of erasers bought and the y-axis represents the total cost.

Now consider the provided options.

Options (A) Each eraser cost $1.00

This option is incorrect because when x = 1 the value of y = 0.5, that means the cost of each eraser is $0.5

Options (B) Each eraser cost $1.50

This option is incorrect as the cost of each eraser is $0.5

Options (C) Three eraser cost $6

This option is incorrect because when x = 3 the value of y = 1.5, that means the cost of 3 eraser is $1.5

Options (D) Seven eraser cost $3.50

This option is correct because when x = 7 the value of y = 3.5, that means the cost of 7 eraser is $3.5

The correct equivalent expression for 3√x⁵y=3 is option c. x⁵/³y

Therefore, after simplification, the equivalent expression to 3√x⁵y is x⁵/³y.

The expression 3√x⁵y​ represents the cube root of x⁵y. To simplify this expression, let's break it down step by step.

First, we can express 3√x⁵y in exponential form:

3√x⁵y =(3x⁵y)¹/³

Using the property (ab)ⁿ=aⁿ⋅bⁿ, we can separate the terms inside the cube root:

(3x⁵y)¹/³ =3(x⁵/³, y¹/³)

Now, let's look at the options provided:

a. x⁵/³y

b. x⁵/³y¹/³

c. x⁵/³y

d.x⁵/³y³

Comparing the simplified expression 3√x⁵y=3(x⁵/³, y¹/³) to the given options: correct equivalent expression for 3√x⁵y=3 is option c. x⁵/³y.

Answer:

3                     sqrt(3)

-----------    or  -----------

2 sqrt(3)            2

Step-by-step explanation:

3 sqrt(8)

-----------------

4 sqrt(6)

3 sqrt(4*2)

-----------------

4 sqrt(3*2)

We know that sqrt(ab) = sqrt(a) sqrt(b)

3 sqrt(4) sqrt(2)

------------------------

4 sqrt(3) sqrt(2)

Canceling the sqrt(2) and sqrt(4) is 2

3*2

----------

4 sqrt(3)

3

-----------

2 sqrt(3)

We can simplify the answer be multiplying by sqrt(3)/sqrt(3)

3                 sqrt(3)

----------- * ----------

2 sqrt(3)     sqrt(3)

3 sqrt(3)

-----------

2 *3

sqrt(3)

-----------

2

Answer:

[tex]y=3x+8[/tex]

Step-by-step explanation:

Slope-intercept form is as follows:

[tex]y=mx+b[/tex]

In this equation, "m" represents your slope and "b" represents your y-intercept.

To convert your equation into slope-intercept form, distribute your 3 across your parentheses and then add 5 to both sides to isolate for y.

[tex]y-5=3(x+1)\\y-5=3x+3\\y=3x+8[/tex]

Your mouse pointer is covering the number at the hypotenuse, but I assume that it is 10.

We can test to see if the triangle is a right angled triangle by using Pythagoras' Theorem. This is because the Pythagorean Theorem only works with right angled triangles.

The theorem is:

[tex]a^{2} + b^{2} = c^{2}[/tex]

where:

a = length of one leg of the triangle

b = length of the other leg of the triangle

c = the length of the hypotenuse.

If triangle FGH is a right triangle then:

[tex]\sqrt{51}^ {2} + 7 ^{2} = 10^{2}[/tex]

[tex]\sqrt{51} ^{2}[/tex] is just 51

[tex]7^{2}[/tex] is 49

and [tex]10^{2}[/tex] is 100

if we add up 51 and 49 we get 100. And of course, 100 = 100,

Since the theorem works, then the FGH is a right triangle

______________________________________

Answer:

True: FGH is a right angled triangle

1st one

Step-by-step explanation:

I have answered ur question

Answer:

A

Step-by-step explanation:

Given

x² - 8x = 3

To complete the square

add (half the coefficient of the x- term)² to both sides

x² + 2(- 4)x + 16 = 3 + 16

(x - 4)² = 19 ( take the square root of both sides )

x - 4 = ± [tex]\sqrt{19}[/tex] ( add 4 to both sides )

x = 4 ± [tex]\sqrt{19}[/tex]

Solution set is (4 - [tex]\sqrt{19}[/tex], 4 + [tex]\sqrt{19}[/tex] )

[tex]-1=\dfrac{5+x}{6}\\\\-6=5+x\\\\x=-11[/tex]

"Solve for x" means get an equation that says " X = something ".  It has nothing but X all alone on one side, and the other side tells exactly what X is equal to.

How do you get such an equation ?  

-- Take what they gave you in the question.

-- Do anything you want on one side of it, to get X all by itself on that side.

BUT . . .

-- Whatever you do to one side, you must immediately do the same thing on the other side.

Here's how that goes:

Given in the question:  -1 = (5 + X) / 6

Multiply each side by 6 :  -6 = 5 + X

Subtract 5 from each side:  -11 = X

And there you are.  It's over almost as soon as it started.

Answer:

nope its not. You should  count it like this  (8 / 2) * (2 + 2)

Step-by-step explanation:

(8 / 2) * (2 + 2)

4 * 4

16

[tex]\text{Hey there!}[/tex]

[tex]\text{PEMDAS means: Parentheses, Exponents, Multiplication, Division, Addition}\\\text{, \& Subtraction}[/tex]

[tex]\text{\underline{No}, it is \underline{NOT} correct because you had to work with the parentheses first}[/tex]

[tex]\dfrac{8}{2}(2 + 2) = \ ? \\ \\ (2 + 2) = 4 \\ \\ \dfrac{8}{2}(4) = \ ? \\ \\ \dfrac{8}{2}= 4 \\ \\ \text{4(4)\ = 16} \\ \\ \boxed{\boxed{\huge\text{Answer should be: 16 }}}[/tex]

[tex]\text{You had to do what was inside the parentheses first, then}\text{ divsion}[/tex]

[tex]\text{Good luck on your assignment and enjoy your day!}[/tex]

~[tex]\frak{LoveYourselfFirst:)}[/tex]

Answer:

x-intercept (-8,0)

y-intercept (0,2)

Step-by-step explanation:

To find the x-intercept, you set y equal to 0.

Like this:

-2(0)+x=2(0)-8

  0  +x=0    -8

        x=   -8

So the x-intercept is (-8,0).

To find the y-intercept, you set x equal to 0.

Like this:

-2y+0=2y-8

  -2y =2y-8

Subtract 2y on both sides

 -4y=-8

Divide both sides by -4

   y=2

So the y-intercept is (0,2)

The sum of three positive integers given their product is 7, analyze the factors of the product and sum them up.

The sum of three positive integers whose product is 8 can be found by analyzing the factors of 8.

Given that the product of three different positive integers is 8, the three integers are 1, 2, and 4. Therefore, the sum of these integers is 1 + 2 + 4 = 7.

Answer:

the answer of this question is 3/5

Answer: the answer is

0.04444