The Lcm of two numbers is a square number

Answer:

B

Step-by-step explanation:

Given

4(2 + 5)² - 52

Evaluate the parenthesis

4 × 7² - 52 ← evaluate the exponent

4 × 49 - 52 ← evaluate the multiplication

= 196 - 52 ← evaluate the subtraction

= 144 → B

Answer: D 171

Step-by-step explanation:

Answer:

7^9= 40,353,607

7*7*7*7*7*7*7*7*7=40,353,607

7^3 =343

7*7*7=343

Answer:

30/7n

Step-by-step explanation:

let n be the no.

seven times a no. is 7n

so ans is 30/7n

Answer:

Step-by-step explanation:

55*.60=$33

SO, 55-33=22THE ITEM IS $22 NOW

Answer:

"They are supplementary" ⇒ last answer

Step-by-step explanation:

* Look to the attached figure

- Two parallel horizontal lines are intersected by a third line

- The angles formed form intersection are labeled on the figure

- From the two parallel lines and  

 ∠5 ≅ ∠1 ⇒ corresponding angles

 m∠5 = m∠1

- A linear pair is two angles that are adjacent and form a line and

 they are supplementary

 ∠1 and ∠3 form a line

 ∠1 and ∠3 are linear pair

* lets prove that ∠3 and ∠5 are supplementary

∵ m∠1 = m∠5 ⇒ corresponding angles

∵ ∠1 and ∠3 form a linear pair

∵ Linear pair are supplementary

∴ m∠1 + m∠3 = 180°

- By substitute ∠1 by ∠5

∴ m∠5 + m∠3 = 180

∴ ∠5 and ∠3 are supplementary

* The true statement is "They are supplementary"

Angles 3 and 5 are congruent because they are alternate interior angles formed by a transversal intersecting two parallel lines. This is supported by the Alternate Interior Angles Theorem.

To determine the relationship between angles 3 and 5 when two parallel lines are intersected by a transversal, we can use the properties of alternate interior angles.

Angles 3 and 5 in this setup are also alternate interior angles, and by the same theorem, they are congruent.

This leads us to the conclusion that:

Angles 3 and 5 are congruent.

Answer:

Step-by-step explanation:

x + y = 6

x-intercept is for y = 0. Substitute:

x + 0 = 6

x = 6

y-intercept is for x = 0. Substitute:

0 + y = 6

y = 6

√10 is irrational because a rational number is a number that is a/b where a and b are integers and b is a nonzero number.√10 does not follow this.

If you need a better explanation just as in the comments.

Happy to help! Please mark as BRAINLIEST! Thanks

Answer:

5/3

Step-by-step explanation:

i added a picture that will help you solve it.

The solution to the equation[tex]\dfrac{3}{7}(x+3)+5=3x+2[/tex] when "x" is an unknown variable is  [tex]\dfrac{5}{3} .[/tex]

Two algebraic expressions separated by an equal symbol between them and with the same value are called equations.

Example = 2x +4 = 12

here, 4 and 12 are constants and x is variable.

To solve the equation[tex]\dfrac{3}{7}(x+3)+5=3x+2[/tex] we can follow these steps:

Multiply \dfrac{3}{7} into the brackets or inside the parentheses

[tex][\dfrac{3}{7}x + \dfrac{3}{7}\times3] + 5 = 3x + 2[/tex]

[tex]\dfrac{3}{7}x +\dfrac {9}{7} + 5 = 3x + 2[/tex]

On solving we get,

[tex]\dfrac{3x+9}{7} = 3x +2-5[/tex]

[tex]\dfrac{3x+9}{7} = 3x -3[/tex]

On cross multiplication we get,

[tex]{3x+9} = 7(3x -3)[/tex]

Opening the parenthesis we get

[tex]{3x+9} = (21x -21)[/tex]

Taking the variables to one side and constants on the right side we get,

[tex]{9+21} = (21x -3x)[/tex]

On further solving we get,

30 = 18 x

Simplify and solve for x:

Divide both sides by 18, and we get

[tex]\dfrac{30}{18} = x[/tex]

Now, in standard form

[tex]\dfrac{5}{3} = x[/tex]

In decimals, we get 1.66666.

Therefore, the solution to the equation [tex]\dfrac{3}{7}(x+3)+5=3x+2[/tex] is [tex]\dfrac{5}{3}[/tex].

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Answer:

Is there a x somewhere or is that litteraly how the equation is?

If so, -7 multiplied by 2 is -14,

-1 times -7 is 7,

add it together and you get

-7=28,

you could add 7 to both sides or subtract 28 from both sides and you'll get either 0=35 or -35=0

which would make the solution false since both sides are not the same

Answer:

y = - 2x + 1

Step-by-step explanation:

Parallels line have the same slope, when an equation is in the form y= mx + b, m is the slope. In this problem slope = - 2

Now with the slope what is missing is the y-intercept, the problem says that the line contains the point (-2, 5), replacing that point in the equation you can solve it to find the y-intercept

y = mx + b

5 = (-2)(-2) + b

5 = 4 + b

1 + b

y = - 2x +1

Answer:

[tex]f(2a-\frac{3}{5})=4a^2+\frac{8a}{5}+\frac{4}{25}[/tex]

Step-by-step explanation:

we have

[tex]f(x)=x^{2} +2x+1[/tex]

Find [tex]f(2a-\frac{3}{5})[/tex]

That means -----> substitute the value of [tex]x=(2a-\frac{3}{5})[/tex] in the function and evaluate

[tex]f(2a-\frac{3}{5})=(2a-\frac{3}{5})^{2} +2(2a-\frac{3}{5})+1[/tex]

[tex]f(2a-\frac{3}{5})=(4a^2-\frac{12a}{5}+\frac{9}{25})+(4a-\frac{6}{5})+1[/tex]

[tex]f(2a-\frac{3}{5})=4a^2+\frac{8a}{5}-\frac{21}{25}+1[/tex]

[tex]f(2a-\frac{3}{5})=4a^2+\frac{8a}{5}+\frac{4}{25}[/tex]

Answer:

y-intercept: [0, -2]; 0 = m

Step-by-step explanation:

Anything set to equal y is what is known as a zero rate of change [slope] because it is a horizontal line.

I am joyous to assist you anytime.

Answer:

[tex]LJ=15\ units[/tex]

Step-by-step explanation:

see the attached figure to better understand the problem

step 1

Find the length side KJ

In the right triangle JKM

Applying the Pythagoras Theorem

[tex]KJ^{2}=JM^{2}+KM^{2}[/tex]

we have

[tex]JM=3\ units[/tex]

[tex]KM=6\ units[/tex]

substitute

[tex]KJ^{2}=3^{2}+6^{2}[/tex]

[tex]KJ^{2}=45}[/tex]

[tex]KJ=\sqrt{45}\ units[/tex]

simplify

[tex]KJ=3\sqrt{5}\ units[/tex]

step 2

Find the value of cosine of angle MJK in the right triangle JKM

[tex]cos(JKM)=JM/KJ[/tex]

substitute the values

[tex]cos(JKM)=\frac{3}{3\sqrt{5}}[/tex]

simplify

[tex]cos(JKM)=\frac{\sqrt{5}}{5}[/tex] -----> equation A

step 3

Find the value of cosine of angle MJK in the right triangle JKL

[tex]cos(JKM)=KJ/LJ[/tex]

we have

[tex]KJ=3\sqrt{5}\ units[/tex]

[tex]cos(JKM)=\frac{\sqrt{5}}{5}[/tex] ----> remember equation A

substitute the values

[tex]\frac{\sqrt{5}}{5}=\frac{3\sqrt{5}}{LJ}[/tex]

Simplify

[tex]LJ=5(3)=15\ units[/tex]

Answer:

The answer would be option C. 15 units :)

Step-by-step explanation:

Did it on edge :D

Hope this helps!

Answer:

x=33

Step-by-step

subtract 15 and 2 you get 13

13 times 3 =39

subtract 39 with 39 and 46 with 39

at the end you will get -26x=7

reverse negative into positive and then add -26 with 26 and you will be left with x and then you add 7 with 26 and your answer is

x=33

Answer: 6x^2+3x-6

Step-by-step explanation:

6+2x^2-3x=8x^2

-2x^2. -2x^2

6-3x=6x^2

= 6x^2+3x-6

Answer:

Step-by-step explanation:

[tex]\bf (\stackrel{x_1}{-8}~,~\stackrel{y_1}{4})\qquad (\stackrel{x_2}{1}~,~\stackrel{y_2}{-5}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-5}-\stackrel{y1}{4}}}{\underset{run} {\underset{x_2}{1}-\underset{x_1}{(-8)}}}\implies \cfrac{-9}{1+8}\implies \cfrac{-9}{9}\implies -1[/tex]

[tex]\bf \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{4}=\stackrel{m}{-1}[x-\stackrel{x_1}{(-8)}]\implies y-4=-(x+8) \\\\\\ y-4=-x-8\implies y=-x-4[/tex]

The correct answer is [tex]\(\frac{17}{20} \times 100\%\)[/tex].

To find the percentage of students who passed the quiz, we need to divide the number of students who passed by the total number of students, and then multiply by 100 to convert the fraction to a percentage.

 Given that 17 students passed out of 20, the calculation is as follows:

[tex]\[ \text{Percentage of students who passed} = \left( \frac{\text{Number of students who passed}}{\text{Total number of students}} \right) \times 100\% \][/tex]

[tex]\[ \text{Percentage of students who passed} = \left( \frac{17}{20} \right) \times 100\% \][/tex]

 This fraction can be simplified to a decimal or a mixed number if necessary, but it is most accurate and precise in its fractional form as given above. To convert it to a decimal, one would divide 17 by 20 and then multiply by 100, which would yield 85%. Thus, 85% of the students passed the quiz.

[tex]\bf \cfrac{~~\frac{3}{2}~~}{\frac{15}{4}}\implies \cfrac{~~\begin{matrix} 3 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}{~~\begin{matrix}2 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}\cdot \cfrac{\stackrel{2}{~~\begin{matrix} 4 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}}{\underset{5}{~~\begin{matrix} 15 \\[-0.7em]\cline{1-1}\\[-5pt]\end{matrix}~~}}\implies \cfrac{2}{5}[/tex]

To simplify the expression 3/2/(15/4), first convert the division of fractions to multiplication by the reciprocal, giving (3/2) * (4/15). Multiply the numerators and denominators and then reduce the fraction by dividing both by their greatest common divisor. The simplified result is 2/5.

To simplify the expression 3/2/(15/4), you would follow these steps:

Following these steps results in the original expression 3/2/(15/4) simplifying to 2/5.

Answer:

(5 , -18)

Hope this helps.

From your vro Que

Answer: [tex]\dfrac{-8}{5}[/tex]

Step-by-step explanation:

The slope of a line passing through points (a,b) and (m,n) is given by :-

[tex]\text{Slope}=\dfrac{n-b}{m-a}[/tex]

Given points : (-1,7) and (4,-1)

Then, the slope of the line passing through the points  (-1,7) and (4,-1) will be :-

[tex]\text{Slope}=\dfrac{-1-7}{4-(-1)}\\\\=\dfrac{-8}{4+1}\\\\=\dfrac{-8}{5}[/tex]

Hence, the required slope = [tex]\dfrac{-8}{5}[/tex]

Answer:

$447

Step-by-step explanation:

2,235 multiplied by .20

Answer:  -1 < x < 8

                x = 3

                x ≠ 2

Step-by-step explanation:

Isolate x in the middle.  Perform operations to all 3 sides.

-6 < 2x - 4 < 12

+4        +4   +4

-2 < 2x       < 16

÷2    ÷2         ÷2

-1   <   x       <  8

**************************************************************************

Isolate x.  Solve each inequality separately. Remember to flip the sign when dividing by a negative.

       4x ≤ 12       and       -7x ≤ 21

      ÷4    ÷4                 ÷-7     ÷-7

        x ≤ 3         and         x ≥  3

Since it is an "and" statement, x is the intersection of both inequalities.

When is x ≤ 3 and ≥ 3?    when x = 3

****************************************************************************

Isolate x.  Solve each inequality separately.

    15x > 30       or           18x < -36

   ÷15   ÷15                   ÷18     ÷18

       x > 2          or              x <   2

Since it is an "or" statement, x is the union of both inequalities.

When we combine the inequalities, x is every value except 2.

x ≠ 2

4 can be one too because its less than 9 and its a whole number

Hope it helps :)

The explicit formula for the geometric sequence 12, -36, 108, -324, ... is f(n) = 12 * (-3)^(n-1), where 'n' is the term number.

The series provided is a geometric series. In a geometric series, each term after the first is found by multiplying the previous term by a fixed, non-zero number called the common ratio, denoted by 'r'. In our given series 12, -36, 108, -324, ..., you can determine that the common ratio (r) is -3. Now, using the formula for a geometric sequence given by f(n) = a * r^(n-1), where 'a' is the first term (12 in this case) and 'n' is the term number, we can write the explicit formula as

f(n) = 12 * (-3)^(n-1).

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The geometric series is represented by the explicit formula f(n) = 12 * (-3)^(n-1)

The given sequence is an example of a geometric progression where each term is found by multiplying the previous term by a constant ratio. In this case, the common ratio is -3.

The explicit formula for a geometric series is given by f(n) = a * r^(n-1), where 'a' is the first term and 'r' is the common ratio. In this sequence, the first term (a) is 12 and the common ratio (r) is -3.

Plugging in the values into the formula, we can write the explicit formula for this geometric series as f(n) = 12 * (-3)^(n-1).

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Answer:

3.

Step-by-step explanation:

-35x = -105

Divide both sides by -35:

x = -105/-35

= 3.

The solution to the equation is x = 3.

Two or more expressions with an equal sign are defined as an equation.

The given equation is -35x = -105.

Solve the equation as follows:

-35x = -105

35x = 105

x = 105/35

x = 3

Hence, the solution to the equation is x = 3.

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Answer:

Step-by-step explanation: is This what you want?

Answer:

a. <

b. >

c. >

d.<

Step-by-step explanation:

6 1/4 is less than 6 2/3

-3 is greater than -4

-5 is greater than -5.2

-5 is lesson that -4.8

8.23 because of you add 0 after the 8.2 that will make it 8.20.

Hope it makes sense :)