when you divide an even number by an even number, is the resut always an even number

Given that area of circle is 64cm we can assume we will need to first find radius and then calculate circumference.

First we know that area of a circle is [tex]A=\pi r^2[/tex] hence [tex]r=\sqrt{\dfrac{A}{\pi}}[/tex]

We can now put in our area,

[tex]r=\sqrt{\dfrac{64}{\pi}}\approx20.37[/tex]

Then we use the formula for circumference,

[tex]C=2\pi r\Longrightarrow C=2\pi\cdot20.37\approx\boxed{128\mathbf{cm}}[/tex]

Hope this helps.

r3t40

Rewrite the equation in slope-intercept form:

y+5=2(x+1)

Use the distributive property:

y+5 = 2x +2

Subtract 5 from each side:

y = 2x -3

The slope is the value with the X

The slope = 2

Answer:

2.5

Step-by-step explanation:

2(x+1)=y+5

2x+1=y+5

y+5=6

in addtion y can be add

so we have now...

2x+1=6

minus 1 from 6 and get 5

2x=5

5 divide by 2 = 2/5

Hope it helps

[tex]\bf \qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad y=kx\impliedby \begin{array}{llll} k=constant\ of\\ \qquad variation \end{array} \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ (\stackrel{x}{-6},\stackrel{y}{5})~~ \begin{cases} x=-6\\ y=5 \end{cases}\implies 5=k(-6)\implies \cfrac{5}{-6}=k~\hfill \boxed{y=-\cfrac{5}{6}x}[/tex]

Answer:

it is not possible that Brayden made it back to his starting point.

Step-by-step explanation:

Part 1: Step 1: Define the map scale

REAL:MAP

1 km : 1 cm

5 km : 5 cm

14 km : 14 cm

8 km : 8 cm

Step 2: Sketch the map according to the scale.

Shown on the map in the picture attached.

Part 2: As shown on the map, it is not possible that Brayden made it back to his starting point.

!!

Answer:

(6,∞)

x > 6

Step-by-step explanation:

Solve by adding 4 to both sides.

[tex]x-4>2\\x>6[/tex]

To put this in interval notation for your solution set, consider your sign.

You have a greater than sign, which means that 6 is not a solution. In interval notation, that means that you should use parentheses " ( " instead of brackets " [ ".

Your solution set goes on infinitely, and infinity also uses parentheses rather than brackets.

You can write your solution set in interval notation as follows:

(6, ∞)

Answer:

Step-by-step explanation:

3*√12 * 5*√2

15 √24

15 √(2*2*2*3)

15*2 √6

30√6

Answer:

2x^3 - 6x^2 - 4x + 12.

Step-by-step explanation:

(p*q) (x)  = (2x^2 - 4)(x - 3)

= 2x^3 - 6x^2 - 4x + 12.

For this case we have the following functions:

[tex]p (x) = 2x ^ 2-4\\q (x) = x-3[/tex]

We must find [tex](p * q) (x).[/tex] For definition, we have to:

[tex](p * q) (x) = p (x) * q (x)[/tex]

So:

[tex](p * q) (x) = (2x ^ 2-4) (x-3)[/tex]

We apply distributive property:

[tex](p * q) (x) = 2x ^ 3-6x ^ 2-4x + 12[/tex]

Answer:

[tex](p * q) (x) = 2x ^ 3-6x ^ 2-4x + 12[/tex]

Answer:

y = x² ⇒ answer C

Step-by-step explanation:

* Lets explain the problem

∵ The function is y = 1/2 x² + 3 , that means the parent function is

  transformed by some transformation

- If the parent function is y = x²

- y = x² is a quadratic function represented graphically by upward

 parabola with vertex (0 , 0)

∵ y = x² changed to y = 1/2 x² that means we multiply each

  y-coordinates of the points on the graph of the function by 1/2

∴ The graph of the function is  compressed vertically by scale

   factor 1/2

- That means the graph is squeezing toward the x-axis

∵ y = 1/2 x² changed to y = 1/2 x² + 3 that means we add each

  y-coordinates of the points on the graph of the function by 3

∴ The function translated 3 units up

- That means the vertex of the parabola changed to (0 , 3)

∴ The new function is y = 1/2 x² + 3

* The parent function of y = 1/2 x² + 3 is y = x²

# Look to the attached graph for more understand

- y = x² ⇒ the red graph (parent function)

- y = 1/2 x² + 3 ⇒ the blue graph

Answer:

120

Step-by-step explanation:

a pex

Answer:

5 12/24 -> -0.5 -> -5 6/20

Step-by-step explanation:

Negatives are lasts and positive goes first! Since the order is greatest to least.

-5 6/20 is less than -0.5 because *think of a number line -5 6/20 will be all the way to the left because it large in negative value

Answer:

sin²x

Step-by-step explanation:

we have

(1 − cos x)(1 + cos x)=1-cos²x

Remember that

sin²x+cos²x=1 ------> i-cos²x=sin²x

therefore

(1 − cos x)(1 + cos x)=sin²x

Answer:

[tex]sin^2x[/tex]

Step-by-step explanation:

Given expression,

[tex](1 - cos x)(1 + cos x)[/tex]

By using [tex]a^2-b^2=(a+b)(a-b)[/tex]

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

[tex]\because sin^2x+cos^2x=1[/tex]

[tex]\implies (1 - cos x)(1 + cos x)=sin^2x+cos^2x - cos^2x=sin^2x[/tex]

Since, further simplification is not possible,

Hence, the simplified form of the given expression is [tex]sin^2x[/tex]

Answer:

D

Step-by-step explanation:

Both students could be correct. Because two numbers are given in the original sequence, it is possible to find a common difference and common ratio between the successive terms.

A sequence could either be arithmetic or geometric. The truth statement about the correct student is:

Both students could be correct. Because two numbers are given in the original sequence, it is possible to find a common difference and common ratio between the successive terms.

Given that:

[tex]-5.5, 11, .....[/tex]

If the sequence is arithmetic, then the common difference is

[tex]d = 11 --5.5[/tex]

[tex]d = 16.5[/tex]

So, the next two elements are:

[tex]T_3 = 11 + 16.5 =27.5[/tex]

[tex]T_4 = 27.5 + 16.5 =44[/tex]

If the sequence is geometric, then the common ratio is

[tex]r =\frac{11}{-5.5}[/tex]

[tex]r= -2[/tex]

So, the next two elements are:

[tex]T_3 = 11 \times -2 = -22[/tex]

[tex]T_4 = -22 \times -2 = 44[/tex]

Based on the above computations, both students are correct.

Read more about sequence at:

https://brainly.com/question/3927222

Answer:

[tex]\large\boxed{-mn+10m+5n}[/tex]

Step-by-step explanation:

[tex](14mn - 12m +7n)-(15mn - 22m +2n)\\\\=14mn-12m+7n-15mn-(-22m)-2n\\\\=14mn-12m+7n-15mn+22m-2n\qquad\text{combine like terms}\\\\=(14mn-15mn)+(-12m+22m)+(7n-2n)\\\\=-mn+10m+5n[/tex]

[tex]\text{Use pythagorean theorem}[/tex]

[tex]$a^2 + b^2 = c^2 \longrightarrow a^2 +6^2=9^2 \longrightarrow a^2 =45\longrightarrow a =6.7082\longrightarrow a = 6.71$[/tex]

[tex]\textbf{a = 6.71}[/tex]

This is a right triangle and to solve this you must use Pythagorean theorem:

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

a and b are the legs (the sides that form a perpendicular/right angle)

c is the hypotenuse (the side opposite the right angle)

In this case...

a = 6

b = x

c = 9

^^^Plug these numbers into the theorem

[tex]6^{2} +x^{2} =9^{2}[/tex]

simplify

36 + [tex]x^{2}[/tex] = 81

Now bring 36 to the right side by subtracting 36 to both sides (what you do on one side you must do to the other). Since 36 is being added on the left side, subtraction (the opposite of addition) will cancel it out (make it zero) from the left side and bring it over to the right side.

36 - 36 + [tex]x^{2}[/tex] = 81 - 36

0 + [tex]x^{2}[/tex] = 45

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

To remove the square from x take the square root of both sides to get you...

x = √45

x ≈ 6.71

(choice A)

Hope this helped!

~Just a girl in love with Shawn Mendes

Answer:

m = 200

Step-by-step explanation:

30 m = 6000 Divide both sides by 30

30 m / 30 = 6000 / 30

m = 200

Step-by-step explanation:

Area of a rectangular backyard is given as 55 m²

the length is 1 m greater than the twice the width

=>l=2w+1---(say A)

we know that

Area of a rectangle is always length * width=A=l*w

Divide both sides by w

A/w=l

put this value of l in (A)

A/w=2w+1

multiply both sides by w

A=w(2w+1)

55=2w²+w

subtract 55 from both sides

2w²+w-55=0

2w²-10w+11w-55=0

2w(w-5)+11(w-5)=0

(2w+11)(w-5)=0

(2w+11=0 , w-5=0

2w=-11. , w=5

w=-11/2 m

width can never be a negative integer so we omit -11/2

we will consider w=5m

put this in (A)

l= 2(5)+1

l=10+1

l=11m

checking ,

A=lw

A=(11m)(5m)

A=55m²

Answer:

5

Step-by-step explanation:

Area= 55

width=y(unknown)

length=1+2y(given)

formula for finding A.=l*b

(1+2y)(y)= y+2y^2

y+2y^2=55

2y^2= 55-y

y=5

verification

2*5^2=55-5

2*25=55-5

Answer:

The graph in the attached figure

Step-by-step explanation:

Let

x ----> the number of open acres

y ----> the number of developed acres

we know that

[tex]x+y \geq 4[/tex] -----> inequality A

The solution of the inequality A is the shaded area above the solid line [tex]x+y=4[/tex]

[tex]y-x\leq 1[/tex] -----> inequality B

The solution of the inequality B is the shaded area below the solid line [tex]y-x=1[/tex]

so

The graph in the attached figure

Answer:

Option B.

Step-by-step explanation:

Let x be the number of open acres and y be the number of developed acres.

It is given that a community must have at least 4 acres of developed and open space.

[tex]x+y\geq 4[/tex]

The difference between the number of developed acres, y, and the number of open acres, x, can be no more than 1.

[tex]y-x\leq 1[/tex]

The relative equations of both inequalities are

[tex]x+y=4[/tex]

[tex]y-x=1[/tex]

The table of values

For line 1                      For line 2

x      y                            x      y

0     4                            0      1

4     0                           -1      0

Plot these ordered pairs on a coordinate plane and draw both lines.

The related line of first inequality is a solid line and shaded area lies above the line because the sign of inequality is ≥.

The related line of second inequality is a solid line and shaded area lies below the line because the sign of inequality is ≤.

Therefore, the correct option is B.

Answer:

The quotient is x³+x²+x+1

Step-by-step explanation:

=(x^4-1) ÷ (x-1)

=(x^4-1)/ (x-1)

Solve the numerator by using perfect square formula:

⇒x^4-1 = (x²-1)(x²+1)

=(x²-1)(x²+1)/(x-1)

Further solve the numerator by using perfect square formula:

=(x+1)(x-1)(x²+1)/(x-1)

Cancel the like terms of numerator and denominator

We get;

=(x+1)(x²+1)

Multiply the terms:

=x³+x+x²+1

Re-arrange the terms:

=x³+x²+x+1

Hence the quotient is x³+x²+x+1....

Answer:

C

Step-by-step explanation:

Answer:

4 19/32

Step-by-step explanation:

convert into improper fractions

6 1/8= 49/8

1 x 3/4= 3/4

49/8 x 3/4 = 147/32

reduce into mixed number

4 19/32

To convert the mixed numbers 6 1/8 and 1 3/4 to improper fractions, resulting in 49/8 and 7/4, respectively. Then, perform the division as multiplication with the reciprocal of the second fraction, which yields 3 1/2.

Firstly, it's essential to convert the mixed numbers into improper fractions. The given mixed numbers are 6 1/8 and 1 3/4. We can convert 6 1/8 to an improper fraction by multiplying 6 (the whole number) by 8 (the denominator) and then adding 1 (the numerator) to get 49/8. With 1 3/4, we multiply 1 (the whole number) by 4 (the denominator), then add 3 (the numerator), which gives us 7/4.

Now, the division 49/8 ÷ 7/4 can be performed. To divide fractions, we multiply the first fraction by the reciprocal of the second. Therefore, we will multiply 49/8 by 4/7. The result is 196/56. This simplifies to 3 1/2 when converted back to a mixed number.

https://brainly.com/question/17205173

#SPJ3

Answer:

About 405

Step-by-step explanation:

570 CDs were sold the first quarter.

The second quarter CDs had dropped 29% from the first quarter (570).

Dropped, you should think you are subtracting.

So we need to

simplify 570-.29(570):

570(1-.29)

570(.71)

404.7

404.7 --> 405 (when rounded)

In order to find the answer to your question, we would need to find how much of 570 is 29%, and subtract that number to 570.

The reason why we would do this is because in the question, it says that the sales dropped 29% for one quarter to the next. This means that the next quarter would drop 29%.

We know that they sold 570 units, so we would use 570 in our calculations.

We know that the sales decrease by 29%, so we would multiply 570 by 0.29 to find how much of 570 is 29%.

[tex]570*0.29=165.3[/tex]

29% of 570 is 165.3

What we would do now is subtract 570 by 165.3 in order to fin how much sales they made in the next quarter.

[tex]570-165.3=404.7[/tex]

Once you're done solving, you would get the answer of 404.7

This means that they sold 404.7 (405 when rounded) CDs in the next quarter.

Answer: Not sure if I’m correct but I’m pretty sure

x = 90

Step-by-step explanation:

Total figure = 360 degrees

107+72+91=270

360-270=90

Answer:

x=90 degrees

Step-by-step explanation:

The sum of the 4 angles of a quadrilateral add to 360 degrees

Add the 4 angles

72+107+x+91 = 360

Combining like terms

270 +x = 360

Subtract 270 from each side

270+x-270 = 360-270

x = 90

The unknown angle is 90

Answer:

D) 160π/3 units²

Step-by-step explanation:

Step 1: Write the formula for area of sector

Area of sector = 1/2 x r² x angle in radians

Step 2: Substitute values in the formula

Area of sector = 1/2 x 8² x 5π/3

Step 3: Solve to find the value of area of sector

Area of sector = 160π/3 units²

Therefore, the correct option is D

!!

Answer:

[tex]f(x) = 7x + 30[/tex]

Step-by-step explanation:

We need at least two points to write the equation of a straight line.

The recursive formula that Elijah wrote is:

[tex]f(0) = 30[/tex]

[tex]f(n + 1) = f(n) + 7[/tex]

When we substitute n=0, we get:

[tex]f(0 + 1) = f(0) + 7[/tex]

[tex]f(1) = 30 + 7[/tex]

[tex]f(1) = 37[/tex]

The points (0,30) and (1,37) lies on this line.

The equation of this line is of the form:

[tex]f(x) = mx + b[/tex]

where b =30 is the y-intercept and m=7 is the slope.

We plug in these values to get:

[tex]f(x) = 7x + 30[/tex]

Note that the slope of the line is equal to the common difference of the Arithmetic Sequence.

You could also use the two points to find the slope:

[tex]m = \frac{37 - 30}{1 - 0} = 7[/tex]

[tex]\bf \underset{\textit{\Large 18 + 8 = 26 units}}{\stackrel{\textit{18 units}}{\boxed{-18}\rule[0.35em]{10em}{0.25pt}}0\stackrel{\textit{8 units}}{\rule[0.35em]{5em}{0.25pt}\boxed{8}}}[/tex]

Answer:

Step-by-step explanation:

The ruler Postulate:

the distance between number A and number B

AB = |B - A|

We have A = -18 and B = 8. Substitute:

|8 - (-18)| = |8 + 18| = |26| = 26

Answer:

The correct answer option is B. 126°.

Step-by-step explanation:

We are given a figure where triangle within a triangle is inscribed in a circle and we are to find the measure of angle b.

From the given figure, we can see that the angle b is at the center of the circle. So this must be an isosceles with two sides equal to each other.

If that is the case, then angle a must be equal to 27° so we can find the measure of angle b.

∠b = 180° - (27° + 27°)

∠b = 126°

Answer:

Option A. The measure of angle C is 140°

Step-by-step explanation:

see the attached figure with letters to better understand the problem

we know that

The triangle OAB is an isosceles triangle

Because

OA=OB=radius

m∠BAO=m∠ABO=20°

Find the measure of angle C

Remember that the sum of the interior angles of a triangle must be equal to 180 degrees

so

m∠BAO+m∠ABO+m∠C=180°

substitute the given values

20°+20°+m∠C=180°

m∠C=180°-40°=140°

Answer:

B. -2√2 - 5

C. 2√2 - 5

Step-by-step explanation:

The left side of the equation is already a perfect square.

Let us factorize it first.

x²+10x+25=8

x(x+5)+x(x+5)=8

(x+5)²=8

Let us take the square roots of both sides.

x+5=±√8

But √8=±2√2

Therefore in surd form, the two solutions become:

x+5=2√2 or x+5=-2√2

Therefore x= 2√2-5 and -2√2+-5

Answer:

Option A   ∠RWQ, ∠WPS and ∠PWU

Step-by-step explanation:

we know that

Two angles are supplementary if their sum is equal to 180 degrees

Part 1)

∠OPW+∠WPS=180° ------> by supplementary angles

we have

∠OPW=110°

substitute

110°+∠WPS=180°

∠WPS=180°-110°=70°

Part 2) we know that

∠RWQ+(50°+60°)=180° ------> form a linear pair

∠RWQ=180°-(50°+60°)=70°

so

∠OPW+∠RWQ=180° -----> by supplementary angles

Part 3) we know that

∠PWU=∠RWQ -------> by vertical angles

so

∠OPW+∠PWU=180° -----> by supplementary angles

therefore

The angles that are supplements to angle ∠OPW are

∠WPS, ∠RWQ and ∠PWU

Answer:

18

Step-by-step explanation:

We can use a proportion to find out the number of teachers that are needed.

3/70 = x/14,700

70x = 3 * 14,700

70x = 44,100

x = 630

630 teachers are needed altogether. Since there are already 612 teachers, the number of more teachers who are needed is the difference between 630 and 612.

630 - 612 = 18

Answer: 18