PLEASE HELP ASAP

Compare the expressions using <, >, or =. Show all your work. (18 – 3) ÷ (6 - 1) _____ 4 • (10 – 3) – 4 • 2

Answer:

Option 3 - five to the two thirds power

Step-by-step explanation:

Given : Expression 'the square root of 5 times the cube root of 5'.

To find : Simplify the expression ?

Solution :

Writing expression in numeric form,

The cube root of 5 means [tex]\sqrt[3]{5}[/tex]

The square root of 5 times the cube root of 5 means [tex]\sqrt{5\sqrt[3]{5}}[/tex]

Now, simplify the expression

[tex]\sqrt{5\sqrt[3]{5}}=\sqrt{5\times (5)^{\frac{1}{3}}}[/tex]

[tex]\sqrt{5\sqrt[3]{5}}=\sqrt{(5)^{1+\frac{1}{3}}}[/tex]

[tex]\sqrt{5\sqrt[3]{5}}=\sqrt{(5)^{\frac{4}{3}}}[/tex]

[tex]\sqrt{5\sqrt[3]{5}}=((5)^{\frac{4}{3}})^{\frac{1}{2}}[/tex]

[tex]\sqrt{5\sqrt[3]{5}}=(5)^{\frac{4}{3}\times \frac{1}{2}}[/tex]

[tex]\sqrt{5\sqrt[3]{5}}=(5)^{\frac{2}{3}}[/tex]

The expression is five to the two thirds power.

Therefore, Option 3 is correct.

The correct option is d. To simplify [tex]\(\sqrt{5} \cdot \sqrt[3]{5}\)[/tex], we get [tex]\(5^{5/6}\)[/tex]. Therefore, the correct answer is five to the seven sixths power.

To simplify [tex]\( \sqrt{5} \times \sqrt[3]{5} \)[/tex], we combine the radicals:

[tex]\[ \sqrt{5} \times \sqrt[3]{5} = 5^{1/2} \times 5^{1/3} \][/tex]

Using the property of exponents [tex]\( a^m \times a^n = a^{m+n} \)[/tex]:

[tex]\[ 5^{1/2} \times 5^{1/3} = 5^{1/2 + 1/3} \][/tex]

Now, find a common denominator for the exponents:

[tex]\[ \frac{1}{2} + \frac{1}{3} = \frac{3}{6} + \frac{2}{6} = \frac{5}{6} \][/tex]

Therefore,

[tex]\[ 5^{1/2} \times 5^{1/3} = 5^{5/6} \][/tex]

So, the simplified expression is [tex]\( {5^{5/6}} \).[/tex]

This corresponds to option (d) in your choices: five to the seven sixths power.

The complete question is- Simplify the square root of 5 times the cube root of 5.

a. five to the five sixths power

b. five to the one sixth power

c. five to the two thirds power

d. five to the seven sixths power

Answer:

-3.6

Step-by-step explanation:

Since 32.5 is greater than 28.9, you just subtract 32.5 from 28.9 then add an equal sign. 32.5-28.9=3.6. With the negative, it would be -3.6

The value obtained by making the subtraction operation is -3.6

To perform the subtraction operation, the right hand side value is taken away from left hand side value .

Here , we have;

We obtained a negative value because the right hand value is greater than the left hand value.

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Answer:

B

Step-by-step explanation:

When Experimenting scientist must include every part of the experiment and not leave out details.

Answer:b

Step-by-step explanation:

Answer:

y

Step-by-step explanation:

Answer: A. 0.01426

Step-by-step explanation:

divide the mass value by 100000

Answer:

A. 0.01426

Step-by-step explanation:

divide by 10000

Answer:

Step-by-step explanation:

Maybe if we defined a non terminating fraction first, a terminating one would make more sense to you.

non terminating means that it goes on forever.

1/3 = 0.3333333333333333333333333333333....333333333333333333...333

I/3 never really ends.

1/8 on the other hand had

1/8 = 0.125 as a value and that's all there is. We're done.

So a terminating decimal ends.

Step-by-step explanation:

Yes, I agree with her. If you multiply a number by .001 youll move the decimal point to the left 3 times. For example let's say 480. multiplied by .001. it will then become .480 or .48

Yes I agree I just did this in class

Answer:

Yes it does

Step-by-step explanation:

Why because “r” it means rows there could 1- infinite rows so S=7r (7 it means that each row has 7 seats) so let’s say r=2 (remember that is the # of rows are) so S=7(2)+ 2 (we replace r=2 on X) so 7•2=14 S=14+2=16 soo there are S=16 like 16 seats in 2 rows hope this could help y you understand....

Answer:

The coordinates of the vertex of the graph are (-2, -9).

Step-by-step explanation:

The quadratic function is described by the standard equation   The graph of a quadratic function is called a parabola.

We have the quadratic function

We identify the coefficients a, b, and c. For this equation,

The axis of symmetry is , i.e.,  Thus, the statement in the question for the symmetry axis x = -2 is correct.

The vertex (or turning point) is  where   or

The parabola opens upward because a > 0, resulting in a vertex that is a minimum.

Finding the minimum value is as follows:

Therefore, the coordinates of the vertex of the graph are (h, k), i.e.,

Other components:

The y-intercept of the quadratic function f(x) = x² + 4x - 5 is (0, c), i.e., the point

The factorization of f (x) = x² + 4x - 5 becomes f(x) = (x + 5)(x - 1). Then we get the x-intercepts at

Learn more

Which is the graph of f(x) = (x - 1)(x + 4) brainly.com/question/2334270  

Finding the y-intercept of the quadratic function f(x) = (x – 6)(x – 2) brainly.com/question/1332667

The midpoint brainly.com/question/3269852  

Keywords: the axis of symmetry, for a function, f(x) = x² + 4x − 5, x = −2, which is the graph of f(x) = (x - 1)(x + 4), what, the coordinates of the vertex of the graph, the x-intercept, quadratic function, a standard equation, the y-intercept, parabola, upward, the minimum value

Answer:

the vertex of the graph is (-2, -9)

Step-by-step explanation:

The given function is:

[tex]f(x)=x^2+4x-5[/tex]

Given x = -2 is the axis of symmetry and because we know that the vertex of the graph lies on its axis of symmetry

=> coordinate of vertex is (-2, y)

When x= -2 we have

 [tex]f(-2) =(-2)^2+4(-2)-5\\<=> y=4-8-5\\<=> y=-9[/tex]

So the vertex of the graph is (-2,-9)

Answer:

A pound is a measure of weight and a cup is a measure of volume.

Step-by-step explanation:

You can't directly compare 1.07 pounds of sugar to 1.23 cups of sugar because they're measured in different units -- weight and volume -- and without a conversion factor (like density), they're not directly comparable. The solution is to convert one measurement to the other, such as by knowing that one cup of granulated sugar typically weighs about 0.44 pounds.

The reason you can't directly compare 1.07 pounds of sugar to 1.23 cups of sugar is because they're measured in two different units -- weight and volume, respectively. Without a known conversion factor (in this case, the density of sugar), you can't equate the two. It's like comparing apples to oranges, the two quantities just aren't compatible without some more information.

Let's consider a real-world example. Just like you can't compare how heavy an object is to how much space it takes up without knowing the material's density, the same goes for comparing sugar in pounds and cups.

The solution is to convert one measurement to the other. For instance, by knowing that one cup of granulated sugar typically weighs about 200 grams (or 0.44 pounds), you could convert your weights and volumes to make a meaningful comparison.

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Answer:

B

Step-by-step explanation:

The way the question is worded, you start with the 2. Two is the first number to be written. It is awkwardly worded, but that is how it begins. Then you take x away from it.

2 - x

B

Answer:

218 every part

Step-by-step explanation:

654/3 = 218

Answer:

22.43 units

Step-by-step explanation:

we know that

The perimeter of a polygon is the sum of its length sides

the formula to calculate the distance between two points is equal to

[tex]d=\sqrt{(y2-y1)^{2}+(x2-x1)^{2}}[/tex]

we have

u(-2,4),v(3,4) and w(3,-4)

step 1

Find the distance uv

substitute the values

[tex]d=\sqrt{(4-4)^{2}+(3+2)^{2}}[/tex]

[tex]d=\sqrt{(0)^{2}+(5)^{2}}[/tex]

[tex]uv=5\ units[/tex]

step 2

Find the distance vw

substitute the values

[tex]d=\sqrt{(-4-4)^{2}+(3-3)^{2}}[/tex]

[tex]d=\sqrt{(-8)^{2}+(0)^{2}}[/tex]

[tex]vw=8\ units[/tex]

step 3

Find the distance uw

substitute the values

[tex]d=\sqrt{(-4-4)^{2}+(3+2)^{2}}[/tex]

[tex]d=\sqrt{(-8)^{2}+(5)^{2}}[/tex]

[tex]uw=\sqrt{89}=9.43\ units[/tex]

step 4

Find the perimeter

[tex]P=uv+vw+uw=5+8+9.43=22.43\ units[/tex]

Answer: The perimeter is about 22.43 units

Step-by-step explanation:

Answer:

B.111

Step-by-step explanation:

111 is a composite number because the number can be divided evenly by more numbers than 1 and itself.

The value of sec(θ) given [tex]\tan^2(\theta) = \frac{3}{8}[/tex] is [tex]\frac{\sqrt{22}}{4}[/tex]. Using the identity [tex]\tan^2(\theta) + 1 = \sec^2(\theta)[/tex], we find [tex]\sec(\theta) = \frac{\sqrt{22}}{4}[/tex].

To find the value of sec(θ) given that [tex]\tan^2(\theta) = \frac{3}{8}[/tex], we'll use the trigonometric identity:

[tex]\[ \tan^2(\theta) + 1 = \sec^2(\theta) \][/tex]

Given that [tex]\(\tan^2(\theta) = \frac{3}{8}\)[/tex], we can plug this into the identity:

[tex]\[ \frac{3}{8} + 1 = \sec^2(\theta) \][/tex]

[tex]\[ \frac{3}{8} + \frac{8}{8} = \sec^2(\theta) \][/tex]

[tex]\[ \frac{11}{8} = \sec^2(\theta) \][/tex]

To find [tex]\(\sec(\theta)\)[/tex], we take the square root of both sides, but since sec(θ) is always positive, we'll take the positive square root:

[tex]\[ \sec(\theta) = \sqrt{\frac{11}{8}} \][/tex]

[tex]\[ \sec(\theta) = \sqrt{\frac{11}{8}} \times \frac{\sqrt{8}}{\sqrt{8}} \][/tex]

[tex]\[ \sec(\theta) = \sqrt{\frac{88}{64}} \][/tex]

[tex]\[ \sec(\theta) = \frac{\sqrt{88}}{\sqrt{64}} \][/tex]

[tex]\[ \sec(\theta) = \frac{\sqrt{88}}{8} \][/tex]

[tex]\[ \sec(\theta) = \frac{2\sqrt{22}}{8} \][/tex]

[tex]\[ \sec(\theta) = \frac{\sqrt{22}}{4} \][/tex]

So, the value of [tex]\(\sec(\theta)\)[/tex] given [tex]\(\tan^2(\theta) = \frac{3}{8}\)[/tex]is [tex]\(\frac{\sqrt{22}}{4}\)[/tex].

Complete Question:

Given that tan²(θ) = 3/8, what is the value of sec(θ)?

The value of sec(θ) given that tan²(θ) = 3/8 is (1/4)√22.

To find the value of sec(θ) given that tan²(θ) = 3/8, we first need to recall the relationship between tangent (tan) and secant (sec) functions.

The relationship is as follows:

[tex]\[ \tan^2(\theta) + 1 = \sec^2(\theta) \][/tex]

Given that [tex]\( \tan^2(\theta) = \frac{3}{8} \),[/tex] we can substitute this value into the equation above:

[tex]\[ \left(\frac{3}{8}\right) + 1 = \sec^2(\theta) \][/tex]

Now, let's simplify the expression:

[tex]\[ \frac{3}{8} + 1 = \frac{3}{8} + \frac{8}{8} = \frac{3 + 8}{8} = \frac{11}{8} \][/tex]

So, [tex]\( \sec^2(\theta) = \frac{11}{8} \).[/tex]

Now, to find the value of sec(θ), we take the square root of both sides:

[tex]\[ \sec(\theta) = \sqrt{\frac{11}{8}} \][/tex]

To rationalize the denominator, we multiply both the numerator and the denominator by [tex]\( \sqrt{8} \):[/tex]

[tex]\[ \sec(\theta) = \frac{\sqrt{11 \times 8}}{\sqrt{8 \times 8}} = \frac{\sqrt{88}}{8} \][/tex]

Now, we can simplify the expression under the square root:

[tex]\[ \sqrt{88} = \sqrt{4 \times 22} = 2 \sqrt{22} \][/tex]

So, the final expression for sec(θ) is:

[tex]\[ \sec(\theta) = \frac{2 \sqrt{22}}{8} \][/tex]

And if we simplify it further, we get:

[tex]\[ \sec(\theta) = \frac{\sqrt{22}}{4} \][/tex]

This is the final answer for the value of sec(θ) in terms of the given information.

The Complete Question:

Given that tan²(θ) = 3/8, what is the value of sec(θ)?

Answer:

-12, -7, -4, -1, 0, 2, 5

Step-by-step explanation:

The larger a negative number the less value it actually has, whereas the larger a positive number the more value it has. You can think about it as if someone has taken something from you. If I take $12 from you you have less money than if I were to only take $7 from you. With positive numbers, you would have more money if I gave you 5 dollars than if I only gave you 2 dollars. You will always have more money if I give you money than if I were to take away money, that is why positive numbers are greater than negative numbers.

Hey!

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

[tex]\large\boxed{-12, -7, -4, -1, 0, 2, 5}[/tex]

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

Explanation:

The larger the negative number the smaller it is.

-12 < -7

-7 < -4

-4 < -1

The larger the whole number the greater it is.

0 < 2

2 < 5

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

Hope This Helped! Good Luck!

Answer:

[tex] \frac{x}{3} = 3[/tex]

Step-by-step explanation:

[tex] \frac{1}{3} ≠ 3; \: \frac{9}{3} = 3[/tex]

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Final answer:

The equation for which x = 1 is not a solution is x/3 = 3, as substituting x with 1 gives 1/3, which is not equal to 3.

Explanation:

To determine which equation x = 1 would not be a solution for, we need to substitute x with 1 in each equation and see if it holds true:

x/1 = 1: Substituting x with 1 gives us 1/1 = 1, which is true. Therefore, x = 1 is a solution.

x/2 = 2/4: Substituting x with 1 gives us 1/2 = 2/4, which simplifies to 1/2 = 1/2, also true. Hence, x = 1 is a solution.

x/3 = 3: Substituting x with 1 gives us 1/3 = 3, which is false, because 1/3 is not equal to 3. Therefore, x = 1 is not a solution here.

x/4 = 1/4: Substituting x with 1 gives us 1/4 = 1/4, which is true. Thus, x = 1 is a solution.

The equation for which x = 1 is not a solution is x/3 = 3.

The simplification of the expressions give above would be = 32

To simplify the given expression the following steps needs to be taken as follows:

2²× 2³

Where;

2² = 2×2

2³ = 2×2×2

The simplification = 2×2×2×2×2= 32

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Answer:

x = - 3

Step-by-step explanation:

Given

7(x + 2) = 2x - 1 ← distribute parenthesis on left side

7x + 14 = 2x - 1 ( subtract 2x from both sides )

5x + 14 = - 1 ( subtract 14 from both sides )

5x = - 15 ( divide both sides by 5 )

x = - 3

Answer:

D. 35%

Step-by-step explanation:

Note the percentage of each. You are trying to solve for the combination of homework and school.

In this case,

Homework = 10% of the pie chart.

School = 25% of the pie chart.

Add the two numbers together:

10 + 25 = 35

35% is your answer, or D).

~

Answer:

35%

Step-by-step explanation:

she spends 25% at or on school, and 10% on homework. all together (by adding) she spends 35%

Answer:

1.) 2

2.) 3

3.) 2

4.) 3

Step-by-step explanation:

Answer:

(4, 0 ) and (0, - 10 )

Step-by-step explanation:

To find the x- intercept let y = 0 in the equation

5x - 0 = 20

5x = 20 ( divide both sides by 5 )

x = 4 ← x- intercept ⇒ (4, 0 )

To find the y- intercept let x = 0 in the equation

0 - 2y = 20

- 2y = 20 ( divide both sides by - 2 )

y = - 10 ← y- intercept ⇒ (0, - 10 )

The x- and y-intercepts of the equation 5x - 2y = 20 are 4 and -10 respectively. The x-intercept is obtained by setting y = 0, likewise, the y-intercept is obtained by setting x = 0.

The x-intercept and y-intercept of an equation can be found by setting the other variable to zero and solving for the remaining variable. In the equation 5x - 2y = 20:

So, the x-intercept is 4 and the y-intercept is -10 for the given equation.

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Answer:

The correct next step is the answer choice

[tex]x^{2} +\frac{b}{a}x=-\frac{c}{a}[/tex]

Step-by-step explanation:

we have the quadratic equation in standard form

[tex]ax^{2}+bx+c=0[/tex]

The steps in the derivation of the quadratic formula by completing the square are

step 1

[tex]ax^{2}+bx+c=0[/tex] ----> given equation  

step 2

Move the constant term over to the right-hand side

[tex]ax^{2}+bx=-c[/tex]

step 3

The leading term is multiplied by a

so

Divide by a both sides

[tex]x^{2} +\frac{b}{a}x=-\frac{c}{a}[/tex]

step 4

Multiply the linear term by 1/2

[tex]\frac{b}{a}(\frac{1}{2})=+\frac{b}{2a}[/tex]

step 5

square this derived value

[tex]+\frac{b^2}{4a^2}[/tex]

step 6

Add this squared value to either side of the equation

[tex]x^{2} +\frac{b}{a}x+\frac{b^2}{4a^2}=-\frac{c}{a}+\frac{b^2}{4a^2}[/tex]

step 7

convert to the common denominator, and combine on the right-hand side

[tex]x^{2} +\frac{b}{a}x+\frac{b^2}{4a^2}=\frac{b^2-4ac}{4a^2}[/tex]

step 8

convert the left-hand side to completed-square form

[tex](x+\frac{b}{2a})^{2}=\frac{b^2-4ac}{4a^2}[/tex]

step 9

take the square roots of either side

[tex](x+\frac{b}{2a})=(+/-)\sqrt{\frac{b^2-4ac}{4a^2}} \\\\(x+\frac{b}{2a})=(+/-)\frac{\sqrt{b^2-4ac}}{2a}[/tex]

step 10

solving for the variable

[tex]x=-\frac{b}{2a}(+/-)\frac{\sqrt{b^2-4ac}}{2a}\\\\x=\frac{-b(+/-)\sqrt{b^2-4ac}}{2a}[/tex]

Answer:

C on edge

Step-by-step explanation:

Answer:

1½

Step-by-step explanation:

[tex] \frac{1}{8}(12) = \frac{12}{8} = 1 \frac{4}{8} = 1 \frac{1}{2} [/tex]

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Final answer:

The curved surface area of a cone with a radius of 15 cm and a slant height of 16 cm is 753.982 cm², calculated using the formula A = πrl.

Explanation:

The question asks for the curved surface area of a cone with a given radius and slant height. To find the curved surface area of a cone, we use the formula:

A = πrl

where A is the area, π is pi (approximately 3.14159), r is the radius, and l is the slant height of the cone.

Here, the radius (r) is 15 cm and the slant height (l) is 16 cm. Substituting these values into the formula, we get:

A = π × 15 cm × 16 cm

A = 3.14159 × 15 cm × 16 cm

A = 753.982 cm²

Therefore, the curved surface area of the cone is 753.982 cm².

Answer:

1.5

Step-by-step explanation:

1 person = 3 hours

2 people = 1.5 hours

Answer:

1 hour and 30 minutes

Step-by-step explanation:

Each one of them needs 3 hours to paint the bedroom,but now they are 2 people who work at the same place so together,they only need half of the time.

Answer:

[tex]a \: \: x = \frac{ -1 ± i\sqrt{139}}{14} [/tex]

Explanation:

Since this is unfactorable, use the Quadratic Formula:

[tex]x = -b ± \frac{ \sqrt{ {b}^{2} - 4ac}}{2a} [/tex]

Now, take the information and input it:

[tex] -1 ± \frac{ \sqrt{1 - 4(7)(5)}}{2(7)} \\ \\ -1 ± \frac{ \sqrt{ -139}}{ 14} = \frac{-1 ± i\sqrt{139}}{14} [/tex]

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Answer:

[tex]\large\boxed{\dfrac{3}{4}-\dfrac{1}{3}=\dfrac{5}{12}}[/tex]

Step-by-step explanation:

[tex]\dfrac{3}{4}-\dfrac{\boxed{\ }}{3}=\dfrac{5}{12}\\\\\bold{METHOD\ 1:}\\\\LCD=12\\\\\dfrac{3\cdot3}{4\cdot3}-\dfrac{4\cdot\boxed{\ }}{4\cdot3}=\dfrac{5}{12}\\\\\dfrac{9}{12}-\dfrac{4\boxed{\ }}{12}=\dfrac{5}{12}\\\\\dfrac{9-4\boxed{\ }}{12}=\dfrac{5}{12}\iff9-4\boxed{\ }=5\qquad\text{subtract 9 from both sides}\\\\-4\boxed{\ }=-4\qquad\text{divide both sides by (-4)}\\\\\boxed{\ }=1[/tex]

[tex]\bold{METHOD\ 2:}\\\\\dfrac{3}{4}-\dfrac{\boxed{\ }}{3}=\dfrac{5}{12}\qquad\text{subtract}\ \dfrac{3}{4}\ \text{from both sides}\\\\-\dfrac{\boxed{\ }}{3}=\dfrac{5}{12}-\dfrac{3}{4}\\\\-\dfrac{\boxed{\ }}{3}=\dfrac{5}{12}-\dfrac{3\cdot3}{4\cdot3}\\\\-\dfrac{\boxed{}}{3}=\dfrac{5}{12}-\dfrac{9}{12}\\\\-\dfrac{\boxed{\ }}{3}=-\dfrac{4}{12}\\\\-\dfrac{\boxed{\ }}{3}=-\dfrac{1}{3}\to\boxed{\ }=1[/tex]

Answer:

False

Step-by-step explanation:

The sequence seems to be increasing by 3+3(-5+3=-2, -2+3+3=4, so on). By 13, the sequence is increasing by 11, making the next number 24.

Answer:

the answer is true

Step-by-step explanation:

I just took the test and put false it was wrong