Q #5 please I need your help

(-x³ +3x +4) -(2x³ +7x² -9) = -x³ +3x +4 -2x³ -7x² +9 . . . . eliminate parentheses

= x³(-1-2) +x²(-7) +x(3) +(4+9)

= -3x³ -7x² +3x +13 . . . matches the second choice.

Answer:

C. -1/2

Step-by-step explanation:

7π/6 radians is equivalent to (7π/6)(180°/π) = 210°, a 3rd-quadrant angle whose reference angle is 30°. The sine of angles in the 3rd quadrant is negative.

sin(30°) = 1/2

sin(210°) = -sin(30°) = -1/2

_____

In radians mode, your calculator can tell you this result directly.

C - [tex]\frac{1}{2}[/tex]

sin(7π / 6 )

note 7π\6 is in the third quadrant where sin is negative

the related acute angle to 7π/6 is 7π/6 - π = π/6

sin (7π/6) = - sin(π/6) = - [tex]\frac{1}{2}[/tex]

Using geometry:

Since M is the origin, point B is the mirror image of point A with respect to the origin. From the origin to point A, you go 5 units left and 4 units up. For the mirror image, start at the origin, and go 5 units right and 4 units down.

Answer: B(5, -4)

Using the midpoint formula:

[tex] x_m = \dfrac{x_1 + x_2}{2}~~~and~~~y_m = \dfrac{y_1 + y_2}{2} [/tex]

[tex] 0 = \dfrac{-5 + x_2}{2}~~~and~~~0 = \dfrac{4 + x_2}{2} [/tex]

[tex] 0 = -5 + x_2~~~and~~~0 = 4 + x_2 [/tex]

[tex] -x_2 = -5~~~and~~~-4 = x_2 [/tex]

[tex] x_2 = 5~~~and~~~x_2 = -4 [/tex]

Answer: B(5, -4)

As you can see, both methods give you the same answer.

15√2

area = s² = 450 ← s is length of side

to find s take the square root of both sides

s = [tex]\sqrt{450}[/tex] = [tex]\sqrt{2(9)(25)}[/tex]

  = √2 × √9 × √25 = √2 × 3 × 5 = 15√2

15√2 represents a side length of a square that has an area of 450 square inches.

The answer is option A.

The area of any quadrilateral can be determined by multiplying the length of its base by its height.

area = s² = 450 ← s is length of side

to find s take the square root of both sides

s =  √450 = √2(9)(25)

= √2 × √9 × √25 = √2 × 3 × 5 = 15√2

Since we know the shape here is square, we know that all sides are of equal length. From this, we can work backward by taking the square root of the area to find the length of one side.

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The marks on the line segments tell you they are the same length, and that the triangle is an equilateral triangle. That tells you the angles are the same size, and all are 60°. This lets you find x and y.

(7x+4)° = 60°

7x = 56 . . . . . . . . divide by °, subtract 4

x = 8 . . . . . . . . . . divide by 7

_____

(8y+12)° = 60°

8y = 48 . . . . . . . . divide by °, subtract 12

y = 6 . . . . . . . . . . divide by 8

Answer:

The answers are:

m = 9   and     n = 15

Step-by-step explanation:

m/15 = n/25 = 12/20

  m/15 = 12/20

  m/15 = 3/5

  5m = 45

  m = 9

  n/25 = 12/20

  n/25 = 3/5

  5n = 75

  n = 15

m = 9 and n = 15

Find the length( l ) of the leg in the large right triangle using Pythagoras' identity

l = √(25² - 20²) = √225 = 15

the outer and inner right triangles are similar hence the ratios of corresponding sides are equal

[tex]\frac{25}{n}[/tex] = [tex]\frac{15}{m}[/tex] = [tex]\frac{20}{12}[/tex]

using [tex]\frac{25}{n}[/tex] = [tex]\frac{20}{12}[/tex] (cross-multiply )

20n = 300 ( divide both sides by 20 )

n = 15

using [tex]\frac{15}{m}[/tex] = [tex]\frac{20}{12}[/tex] ( cross-multiply )

20m = 180 ( divide both sides by 20 )

m = 9

she would need to ride for 61 minutes

You find the difference in weight by subtacting the weight of the nickel from the weight of the copper.

... (4/5 kg) - (3/5 kg) = (4 -3)/5 kg = 1/5 kg

The piece of copper weighed 1/5 kg more than the piece of nickel.

Final answer:

The ratio of boys to girls in the class is 14:12, which simplifies to 7:6.

Explanation:

The ratio of boys to girls in the class is determined by comparing the number of boys to the number of girls.

Given that there are 14 boys and 12 girls, the ratio of boys to girls is:

14 boys : 12 girls

This can be simplified by dividing both numbers by the greatest common divisor, which is 2 in this case.

Hence, the simplified ratio is:

7 boys : 6 girls

Answer:

x = 126

Step-by-step explanation:

Square both sides of the equation. (sqrt2x+4)^2 = 16^2

2x+4 = 256

Then you should solve for x. (First Subtract 4 from both sides; Then simplify; Next divide both sides by 2; Finally, simplify once more)

This should give you your answer. (x = 126)

Hope this helps! ^-^

Answer:

x = 72

Step-by-step explanation:

sqrt {2x} +4 = 16

sqrt {2x} = 12

2x = 12 ^ 2

x = 144/2

x = 72

If you wanted to write:

sqrt {2x + 4} = 16

2x + 4 = 16 ^ 2

2x + 4 = 256

2x = 252

x = 252/2

x = 126

Answer:

  E.) △ABC with midpoints M and N.

Step-by-step explanation:

You want a related given statement to the scenario "in a triangle a segment joining the midpoints of two sides is one-half the length of the third side."

The scenario describes a triangle ABC with midpoints designated on two of the sides. There is no "plane R", angles 1 and 2, line l, point P. In triangle ABC, point B will not be between A and C.

These considerations eliminate choices A–D, leaving choice E:

  E.) △ABC with midpoints M and N

Note that both numbers are multiple of 3: you can simplify the ratio as follows

[tex] \dfrac{6}{603} = \dfrac{3\cdot 2}{3\cdot 201} = \dfrac{2}{201} [/tex]

The ratio can't be further simplified because 2 and 201 are coprime. So, the only thing you could do is write down the decimal expansion of the number.

For the record, its period is 33 digits long, and it is

[tex] 0.009950248756218905472636815920398 [/tex]

Answer:

0.00995025

Step-by-step explanation:

Answer:

30°

Step-by-step explanation:

The sum of the angles of a quadrilateral is 360°. You have 3 angles given, so can find the fourth using that fact. (The double arcs on angles B and C mean those angles are congruent. Same symbols are used to mark same-size angles.)

... 360° = A + B + C + D

... 360° = A + 115° + 115° + 100°

... 360° -330° = A = 30°

The usual rules of addition and multiplication apply to complex numbers as well as to real numbers. The true statements are ...

The true statements after evaluating the expression based on principle of commutativity and associativity are :

x = a + bi

y = c + di

z = f + gi

Recall :

Evaluating the options :

Hence, only 3 of the given statements are true, according to the Commutative or Associative rule.

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you would use the form y2-y1/x2-x1 so in this case it would be 3-0/2+4 which would be 3/6 but simplify your answer and you get would be 1/2 so your answer is 1/2

slope = [tex]\frac{1}{2}[/tex]

to calculate the slope m use the gradient formula

m = ( y₂ - y₁ ) / (x₂ - x₁ )

with (x₁, y₁ ) = (- 4, 0 ) and (x₂, y₂ ) = (2, 3)

m = [tex]\frac{3-0}{2+4}[/tex] = [tex]\frac{3}{6}[/tex] = [tex]\frac{1}{2}[/tex]

other leg = 12 cm

using Pythagoras' identity with x as the side to be found, then

x = √(13² - 5² ) = √(169 - 25 ) =√144 = 12

Yes. For example, the shape I will use is the circle.

No matter how you rotate the circle, it will always look the same. If you reflect the circle over any drawen line in which it passes through the middle, the two halves created would be congruent.

~Rise Above the Ordinary, Senpai

Question 1.) Factor completely [tex]12x^{4}+ 6x^{3}+18x^{2}[/tex]

Since [tex]6[/tex] divides all the three terms of the equation, so we take [tex]6[/tex] common out from the equation.

i.e., [tex]6(2x^{4}+ 1x^{3}+3x^{2})[/tex]

Now, since [tex]x^{2}[/tex] divides all the three terms of the equation, so we take [tex]x^{2}[/tex] common out from the equation.

i.e., [tex]6x^{2}(2x^{2}+ 1x+3)[/tex]

Now, this cannot be factored further as [tex]2x^{2}+ 1x+3[/tex] is a quadratic equation and taking out discriminant of it is:

[tex]D = (1)^2 - 4(2)(3)\\  \ \   = 1- 24\\ \ \ = -23<0[/tex]

Since, the discriminant is less than zero. Therefore, the factored form of the given equation :  [tex]12x^{4}+ 6x^{3}+18x^{2}[/tex]  is : [tex]6x^{2}(2x^{2}+ 1x+3)[/tex]

Question 2.) [tex]7x^{3}y+ 14x^{2} y^{3} - 7x^{2}y^{2}[/tex]

Since [tex]7[/tex] divides all the three terms of the equation, so we take [tex]7[/tex] common out from the equation.

i.e., [tex]7(x^{3}y+ 2x^{2} y^{3} - x^{2}y^{2})[/tex]

Now, since [tex]x^{2}y[/tex] divides all the three terms of the equation, so we take [tex]x^{2}y[/tex] common out from the equation.

i.e., [tex]7x^{2}y(x+ 2y^{2} - y)[/tex]

Therefore, the factored form of the given equation :  [tex]7x^{3}y+ 14x^{2} y^{3} - 7x^{2}y^{2}[/tex]  is : [tex]7x^{2}y(x+ 2y^{2} - y)[/tex]

Question 3.) What is the Greatest Common Factor of [tex]x^{6}[/tex] and [tex]x^{3}[/tex] ?

The Greatest Common Factor of two numbers is the biggest number which divides both the given numbers completely.

Now, for the expressions [tex]x^{6}[/tex] and [tex]x^{3}[/tex]:

Since, [tex]x^{3}[/tex] divides both the expressions completely and it is the biggest expression which divides both the expressions.

Therefore, [tex]x^{3}[/tex] is the Greatest Common Factor of [tex]x^{6}[/tex] and [tex]x^{3}[/tex]

Answer:

#2 is definatly B

Step-by-step explanation:

the diagram on the top left hand side is a function

For each value of x on the domain (x- axis ) there can only be one corresponding value of y in the range (y- axis)

Apart from the diagram on the top left side, the other 3 all fail this definition

Umm. What is the question?

The design and layout of a Baseball Field Design to the game experience by affecting play flow and ensuring visibility, vital for both players and fans. Elements like the diamond infield and the extensive outfield reflect American sports culture, which emphasizes strategy and skill, and has historically fostered community engagement and identity.

The design and layout of a baseball field significantly impact the experience of the game by determining the flow of play and the visibility of actions, which is crucial for player performance and fan engagement.

Specific elements, such as the diamond shape of the infield and the expansive outfield, align with the American sports culture, which values a balance between strategy and physical skill, offering a variety of play styles from power hitting to meticulous base running.

The historical evolution of professional baseball teams and their ballparks reflects a facet of American identity through sports, as communal spaces like Fenway Park and Forbes Field facilitated a collective civic pride and a space for social interaction among diverse groups including immigrants.

Moreover, participation in sports, even at the informal level of pickup games, represents an integral part of cultural dynamics in American society, aligning with the practice of community building and local support within the cultural geography framework.

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The probable question may be:

How does the design and layout of a baseball field contribute to the overall experience of the game, and what specific elements align with the principles of American sports culture as taught in the curriculum?

We can say that nearly all of the students got between a 54 and a 96, that 95% got between a 61 and an 89, and about two-thirds got between a 68 and an 82, but there may be other conclusions one may wish to draw.

Answer:

The dog was running towards the trainer to receive a treat

Step-by-step explanation:

At the point on the graph where Time is 5 (seconds), the slope of the distance vs time curve is negative, indicating the dog is moving toward the trainer. The motivation of the dog is unknown, so the above answer choice involves speculation that is not supported by the problem statement.

Answer:B.The dog was running towards the trainer to receive a treat.

Step-by-step explanation:cuz im right

2/3 (5/3)(-1) = -10/9

Answer:

-7/9

Step-by-step explanation:

2/3(3 - 1/3)(-1) = (1-2/9)(-1) = -1+2/9 = -7/9

(a) $0.80

(b) 1.25 m

(a) Put 1 where L is, and evaluate the equation.

... p = 0.8·1 = 0.8

The cost for 1 meter of rope is $0.80.

(b) Put 1 where p is and solve for L.

... 1 = 0.8L

... 1/0.8 = L = 1.25

The length of rope that costs $1 is 1.25 meters.

Answer:

a. $ 0.8

b. 1.25 meters.

Step-by-step explanation:

Given equation that represents the price p (in dollars) of a piece of nylon rope having length L meters,

[tex]p=0.8L[/tex]

a. If L = 1 meter,

The cost of the rope would be,

[tex]p=0.8(1) = \$ 0.8[/tex]

b. if p = $ 1.00,

[tex]\implies 1 = 0.8L[/tex]

[tex]\implies L=\frac{1}{0.8}=1.25[/tex]

Thus, the length of the rope would be 1.25 meters.

Answer:

h(0) is equal to 2.

Step-by-step explanation:

In order to find this, we first put 0 in for x in the g(x) equation.

g(x) = 2x - 1

g(0) = 2(0) - 1

g(0) = -1

Now that we have this, we can stick the answer for g(x) into the f(x) equation.

f(x) = 1 - g(x)

f(x) = 1 - -1

f(x) = 1 + 1

f(x) = 2

The value of [tex]h(0)[/tex] is 2.

It is given that,

Explanation:

We have,

[tex]h(x)=1-g(x)[/tex]

[tex]h(x)=1-(2x-1)[/tex]

[tex]h(x)=1-2x+1[/tex]

[tex]h(x)=2-2x[/tex]

Substitute [tex]x=0[/tex] in the above function.

[tex]h(0)=2-2(0)[/tex]

[tex]h(0)=2-0[/tex]

[tex]h(0)=2[/tex]

Thus, the value of [tex]h(0)[/tex] is 2.

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Answer:

1

Step-by-step explanation: