If p represents "Triangle ABC is right" and a represents "Triangle ABC has a right angle."Which of the following represents the argument presented below?"Triangle ABC is right if and only if Triangle ABC has a right angle.""Triangle ABC is right or Triangle ABC has a right angle.""Therefore, Triangle ABC is right and Triangle ABC has a right angle."

The LCD of 1/(x+2)^2, 3/(x-2)^2, and 4/(x^2-4) is (x+2)^2(x-2)^2(x+2)(x-2) = (x+2)^3(x-2)^3.

To find the lowest common denominator (LCD) of three fractions, we need to identify the factors of each denominator and select those factors that are common to all denominators.The given fractions are: 1/ (x+2)^2, 3/ (x-2)^2, and 4/ (x^2-4).

The first denominator (x+2)^2 can be factored using the formula for the difference of two squares. The denominator of 3/(x-2)^2 can also be factored using the formula for the difference of two squares.

Finally, the denominator of 4/(x^2-4) can be factored using the formula for the difference of two squares and the formula for the sum of two squares.

So, 1/(x+2)^2, 3/(x-2)^2, and 4/(x^2-4) can be rewritten as follows:1/ (x+2)^2 = A/(x+2) + B/(x+2)^2. Multiplying both sides by (x+2)^2 gives:1 = A(x+2) + B ... (1)3/ (x-2)^2 = C/(x-2) + D/(x-2)^2.

Multiplying both sides by (x-2)^2 gives:3 = C(x-2) + D ... (2)4/ (x^2-4) = E/(x-2) + F/(x+2). Multiplying both sides by (x^2-4) gives:4 = E(x-2)(x+2) + F(x+2)(x-2) ... (3)

Now, we need to solve these equations for A, B, C, D, E, and F. First, we will solve equation (1) for A and B by substituting x = -2, which gives A = -1/4. Then we will substitute x = -2 again and solve for B, which gives B = 1/4. Next, we will solve equation (2) for C and D by substituting x = 2, which gives C = 3/4.

Then we will substitute x = 2 again and solve for D, which gives D = -3/4. Finally, we will solve equation (3) for E and F by substituting x = 2 and x = -2, which gives E = 1/2 and F = 1/2.

Now, we have A = -1/4, B = 1/4, C = 3/4, D = -3/4, E = 1/2, and F = 1/2. The LCD is the product of all the factors that appear in the denominators of the fractions, each raised to the highest power that appears.

To learn more about : LCD

https://brainly.com/question/1025735

#SPJ8

If he picks 1965, then the Gross earning will be $85.55.

The missing part of the question is given below.

If he picks 1965, then Calculate the Gross earning.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

Calculate the gross earning for an apple picker based on the following differential pay scale:

     1 – 1000: $0.03 each

1001 – 1600: $0.06 each

  over 1600: $0.07 each

Total apples picked by Lindbergh = 1965

So, for 1000 apples, he will get =1000 × 0.03 = $30

Now, remaining apples = 1965 – 1000 = 965

Now for next 600 apples (from 1001-1600), he will get = 600 × 0.05 =$30

Now, remaining apples = 965 – 600 = 365

So, for remaining 365 (above 1600) apples, he will get = 365 × 0.07 = $25.55

So, total gross earning = $30 + $30 + $25.55

⇒ $85.55 is total gross earning

More about the Algebra link is given below.

https://brainly.com/question/953809

#SPJ1

☁️ Answer ☁️

n = 3

Hope it helps.

Have a nice day noona/hyung ￣▽￣

Answer:

n=3

Step-by-step explanation:

-2n=-6

-2n/-2= -6/-2

n=-3

Answer:

65 minutes

Step-by-step explanation:

20+15=35

35+30=65

Answer:

11/9 OR 1 and 2/9

Step-by-step explanation:

5/9 + 4/6

get like deonimators by mutiplying top and bottom by same thing --- afterall mutiplying by 2/2, 3/3, 4/4.. etc is mutiplying by 1... not changing anything!

So:

(2/2)*(5/9) + (3/3)(4/6) =  10/18 + 12/18 = 22/18

Which can be simplified :)

11/9 ORRR 1 and 2/9

Step-by-step explanation:

rules? I like get brainlist pleaseee :00 it's totally A

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

\(x^2-8x+10=x^2-8x+16-6=(x-4)^2-6\)

Answer:

Input work is the work done on a machine as the input force acts through the input distance. This is in contrast to output work which is a force that is applied by the body or system to something else. Output work is the work done by a machine as the output force acts through the output distance.Jan 15, 2020 hshshsye bdbs dhd dhd dhd dh rge ege ehevehe

Answer:

5 by the power of 5

3125 is the answer

\(\huge\text{Hey there!}\)

\(\huge\textbf{Equation:}\)

\(\large\textsf{5(5)(5)(5)(5)}\)

\(\huge\textbf{Solving for your equation:}\)

\(\large\textsf{5(5)(5)(5)(5)}\)

\(\large\textsf{= 25(25)(5)}\)

\(\large\textsf{= 625(5)}\)

\(\large\textsf{= 3,125}\)

\(\huge\textbf{Or you could simply say:}\)

\(\large\textsf{5(5)(5)(5)(5)}\\\uparrow\ \uparrow \ \ \ \uparrow \ \ \ \uparrow \ \ \uparrow\\\large\textsf{1 2 \ 3 \ \ 4 \ 5}\\\\\large\text{Seems to me that you have a 5 fives. So, most likely your exponent: }\\\large\boxed{\rm{5^5}}\)

\(\huge\textbf{Therefore, your answer should be:}\)

\(\huge\boxed{{Original\ answer \rightarrow \frak{3,125}}}\huge\checkmark\\\\\\\huge\boxed{Exponenential\ form \rightarrow \frak{5^5}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

Answer:

486 pi or 1526.81 km^3

Step-by-step explanation:

The volume of a hemisphere is found by the equation: 2/3(pi*r^3)

Insert the radius 9 km into the equation, 2/3(pi*9^3) -> and solve

2/3(729pi)

(1458/3) pi

486 pi OR multiply by 3.1415926 and get 1526.81 km^3

For the function f(x) = 7/8x² - 14, the x-intercepts are x = -4 and x = 4.

What is a function?

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

To find the x-intercepts of the function f(x), we need to solve the equation f(x) = 0.

f(x) = 7/8x² - 14

Substitute f(x) with 0 -

0 = 7/8x² - 14

Add 14 to both sides -

7/8x² = 14

Multiply both sides by 8/7 -

x² = 16

Take the square root of both sides -

x = ±4

Therefore, the x-intercepts of the function f(x) are x = -4 and x = 4.

To learn more about function from the given link

https://brainly.com/question/2284360

#SPJ1

Answer:

no

Step-by-step explanation:

you have done your part by helping in their study session,if you help them cheat you will suffer the consequences if he/she is caught,

This is an academic integrity violation because it is against honesty rules, the best would be to offer assistance to your friend.

Academic integrity encompasses principles of honesty, fairness, and trustworthiness in academic pursuits. It generally includes a commitment to originality and independent work. Assisting someone in completing an exam, especially a take-home exam, where individual effort and understanding are expected, would likely violate academic integrity policies.

Handling the situation ethically and responsibly would involve respecting the academic rules and ensuring fairness for all students. Instead of directly completing the exam for your friend, you can offer assistance by explaining concepts, providing guidance on problem-solving approaches, or reviewing their completed work to identify errors or areas for improvement. This way, you can help your friend learn the material and develop their own understanding, without compromising academic integrity.

Encourage your friend to seek additional help from their professor, teaching assistants, or tutoring services provided by the institution. They can also engage in group study sessions or form study groups with classmates, which promote collaborative learning while maintaining individual effort.

Learn more about professors in: https://brainly.com/question/32893408
#SPJ2

Answer:

Step-by-step explanation:

The image doesn't load for me

Answer:

X=42

Step-by-step explanation:

when the question says that ABCD ~ EFGH that's just saying that they are equal.

AB = 16   FE = 10   the first shape has sides that are 6 longer than the second shape.

next, to find X in FG, it's going to be BC - 6 = X - 4 = FG (aka 30 - 6 = 42 - 4 = 20).

i hope thought this out right for you, and hope that helps. :)

G. y = 37/24x

Direct variation means that the number of inches of rain (y) is directly proportional to the number of hours (x). In this case, 37 inches of rain fell in a 24-hour period. To find the constant of proportionality, divide the total inches of rain by the total hours:

k = 37 inches / 24 hours

Now, we can write the equation of direct variation:

y = kx

Substitute the value of k:

y = (37/24)x

The equation that produces the circle in the given graph is; x² + y² = 16

The general form of equation of a circle is;

(x - h)² + (y - k)² = r²

where;

h, k are coordinates of the circle center

r is the radius

From the graph, we can see that the coordinates of the center is; (0, 0).

Also, radius is;

r = √(4² - 0²)

r = √16

Thus, our equation of the circle in the graph is;

(x - 0)² + (y - 0)² = (√16)²

⇒ x² + y² = 16

Read more about Circle Equation at; https://brainly.com/question/1559324

#SPJ1

Answer:

x^2/20+y^2/20=1 is the correct answer.

Step-by-step explanation:

To find the radius of the cylinder, we can use the formula for the volume of a cylinder:

V = πr²h

Given that the volume is 824 cubic inches, we can rearrange the formula to solve for the radius:

824 = πr²h

Since the height is not given, we cannot find the exact radius. However, we can still determine the relationship between the height and radius if the volume remains the same.

b. If the height of the cylinder is changed, but the volume stays the same, the radius will change inversely proportional to the height. This means that as the height increases, the radius will decrease, and vice versa. This relationship ensures that the volume remains constant.

Therefore, we cannot determine the exact radius without knowing the height, but we can conclude that the radius and height have an inverse relationship.

the original fraction would be 4:5 divided by 2 and 1 making the answer clear and then what you do is take your answer multiplying it by the improper fraction and subtracting it by the mixed and the others that you should know and then you get your real answer.

Have a good day!

It might seem confusing but it is actually correct, how do i know?

 i´m a math prodigy.

Answer:

Step-by-step explanation:

y + 4 = -2(x - 0)

y + 4 = -2x + 0

y = -2x - 4

This is a twο-tailed test because nο directiοn is specified.

The sοciοlοgy prοfessοr claims that the average amοunt οf time adults spend οn sοcial media daily is different frοm 3.6 hοurs. Based οn this claim, a directiοn is nοt specified, which means this is a twο-tailed test.

If this were a οne-tailed test, then the claim may read "the average amοunt οf time adults spend οn sοcial media daily is greater than 3.6 hοurs."

As an illustratiοn, suppοse yοu were dοing a z testing with a 5% alpha level (0.05). The full 5% wοuld fall intο a single tail in a οne-tailed test. On the οther hand, a twο-tailed test divides that 5% intο twο tails, prοviding yοu 2.5% (0.025) fοr each tail.

If yοu wish tο ascertain if the grοups that are cοmparing vary in any way, a 2 test is acceptable.

To know more about twο-tailed test  visit:

https://brainly.com/question/13383381

#SPJ1

Answer:

No solution

Step-by-step explanation:

4x = 4x + 1

0 unequal to 1

Answer: D. No solution

please mark Brainliest :)

Note that the size of angle x = 115°. This is a problem relating to the sum of angles in a circle. See the computation below.

The sum of angles in a circle is always equal to 360 degrees or 2π radians.

This means that the sum of the measures of the angles formed by any number of rays or line segments that meet at a common point, or vertex, and whose endpoints lie on the circle, will always add up to 360 degrees or 2π radians. This property is often used in geometry and trigonometry to solve problems involving circles and angles.

With regard to the above problem,

We are given three angles in a circle named as follows:

a) 81°

b) 164°

c) x

The above rule state that

81 + 164 + x = 360°

thus, x = 360 - 81 - 164

x = 360 -245

x = 115°

Thus the value of ∠x is  115°

Learn more about angles in a Circle:
https://brainly.com/question/29545062
#SPJ1

Full Question:

See attached image.

Answer:

  ∠A = 50°

Step-by-step explanation:

Complementary angles total 90°.

  ∠A +∠B = 90°

  (4x+6)° +(4x -4)° = 90°

  8x +2 = 90 . . . . . . . . . . divide by °, collect terms

  8x = 88 . . . . . . . . . . subtract 2

  x = 11 . . . . . . . . . divide by 8

  ∠A = (4x+6)° = (4·11+6)°

  ∠A = 50°

_____

Check

∠B = (4·11 -4) = 40°, the complement of ∠A

Answer:

it means you are my neighbor

Step-by-step explanation:

Answer:

It means your gonna get killed

Step-by-step explanation:

hey jayden

Answer:

3.7 hours

Step-by-step explanation:

Answer:

3.7 hours

Step-by-step explanation

Kam      

 x = 72/3 .   =    24 cookies/h

Madison

x = 120 / 4    =    30 cookies/hour

Now we write and equation where "t" will be time

        24t + 30t = 200    

        54t = 200

       t = 200/54

       t = 3.7 hours

Answer:

x = 20/9

Step-by-step explanation:

Step 1: Cross-multiply.

Step 2: Divide both sides by 3.

and you should get this :P

Answer: X=20/9

beacause x eqauls to 4/3 times 53/3

Answer:Well, we already see that the number of girls is greater than the number of boys, to find the result of girls, just do the division that is 30:2= 15 and boys is 30:3= 10

i hope i have helped you

Step-by-step explanation:

Answer:

8 boys, 22 girls

To solve, you must isolate the variable. This means moving the variable and it's coefficient to the other side of the equation with only the same variable on the same side with all the constants on the other side.

If you multiply, divide, add, subtract, square root, exponent both sides of the equation by the same value, that end value stays the same.

Q)

Lets set the amount of boys to x.

The amount of girls is 3x-2 as the amount of boy is x.

Set up an equation.

x+3x-2 = 30

30 is the amount of members.

Add 2 on both sides.

x+3x+2-2=30+2

Simplify by combining like terms.

4x = 32

Divide 8 on both sides.

\(\frac{4x}{4} =\frac{32}{4}\)

x = 8

There are 8 boys in the class.

Plug back into the equation or subtract from 30 to solve for the amount of girls.

30 - 8 = 22

8(3) - 2 = 22