Simplify to create an equivalent expression.
−
5
(
1
−
5
k
)
−
4
(
2
k
+
5
)

Answer:

258 ft²

Step-by-step explanation:

This shape is represented as a rectangle with dimensions of 18ft by 21 ft and a portion of it that has been cut out.

Let's find the area of the original rectangle:

Now let's find the area of the part cut out:

Subtract the part cut out from the original rectangle:

-Chetan K

The value of x using the theorem of intersecting secants is 10

From the question, we have the following parameters that can be used in our computation:

intersecting secants

Using the intersecting secants equation, we have

8 * (8 + x) = 6 * (6 + 18)

Evaluate the like terms

So, we have

8 * (8 + x) = 6 * 24

Divide both sides by 8

8 + x = 6 * 3

So, we have

8 + x = 18

Subtract 8 from both sides

x = 10

Hence, the value of x is 10

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The solution set of the system of linear equations is (x1, x2, x3) = (3/2, 3/2, −1/4).

We can solve this system of linear equations using Gaussian elimination method.

Step 1: Add the first row to the second row:

leftbracket3.gif 2 1 −1 3 rightbracket3.gif

1 −1 1 0 2

0 1 2 1

Step 2: Subtract 2 times the second row from the third row:

leftbracket3.gif 2 1 −1 3 rightbracket3.gif

1 −1 1 0 2

0 0 4 −1

Step 3: Divide the third row by 4:

leftbracket3.gif 2 1 −1 3 rightbracket3.gif

1 −1 1 0 2

0 0 1 −1/4

Step 4: Subtract the third row from the first row:

leftbracket3.gif 2 1 −1 3 rightbracket3.gif

1 −1 0 −1/4 7/4

0 0 1 −1/4

Step 5: Add 4 times the second row to the first row:

leftbracket3.gif 2 0 −5/4 3 rightbracket3.gif

1 0 1 −1/4 −1/4

0 0 1 −1/4

This echelon form gives us the solution:

x3 = −1/4

x2 = 7/4 + x3 = 7/4 − 1/4 = 3/2

x1 = 3 − x2 = 3 − 3/2 = 3/2

So, the solution set of the system of linear equations is (x1, x2, x3) = (3/2, 3/2, −1/4).

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Matt ate 1/6 of the bag of peanut

Matt had 4/6 bag of peanut

He ate a quarter of what was in the bag

The amount of peanut he ate can be calculated as follows

= 4/6 × 1/4

= 4/24

= 1/6

Hence Matt ate 1/6 of the bag of peanut

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Answer:

Yes

The inequality of the triangle:

\(a < b+c,\ b< a+c,\ c<a+b\)

Step-by-step explanation:

\(10<3+8\)

\(3<10+8\)

\(8<10+3\)

The inequality works, therefore these sides can make a triangle

The missing code that can be used to replace / missing code / so that the code segment works as intended is x >= 10.

The code segment is intended to store the sum of all multiples of 10 between 10 and 100, inclusive. The value of x starts at 100 and is decremented by 10 on each iteration of the loop, until it reaches 10. The sum of all the multiples of 10 between 10 and 100 is stored in the variable total.

The missing code in the while statement determines when the loop will stop. If we use x >= 10 as a replacement for / missing code /, the loop will run as long as x is greater than or equal to 10. When x reaches 10, the loop will stop.

Here's the complete code:

int x = 100;

int total = 0;

while(x >= 10)

{

   total = total + x;

   x = x - 10;

}

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Your question is incomplete but probably the complete question is:

Consider the following code segment, which is intended to store the sum of all multiples of 10 between 10 and 100, inclusive (10 + 20 + ... + 100), in the variable total.

int x = 100;

int total = 0;

while( / missing code / )

{

total = total + x;

x = x - 10;

}

Which of the following can be used as a replacement for / missing code / so that the code segment works as intended?

A x < 100

B x <= 100

C x > 10

D x >= 10

E x != 10

Answer:

Diagonals of a rhombus bisect each other perpendicularly(at 90°) :therefore

we have a triangle where in we have

\( x + 58 + 90 = 180 \\ \\ x = 180 - 58 - 90 \\ x = 32\)

As per the given rhombus ABCD in the figure, the value of x will be equal to 32°.

A polygon is described in geometry as a compact, two-dimensional shape having three or more straight lines. Poly, which means "many," and gon, which means "angle," make up the Greek word "Polygon." Polygons of several kinds can be seen all around us.

As per the given information in the question,

As we know that the diagonal of a rhombus bisects each other at 90°.

We also know that the sum of all sides of the triangle is 180°.

So, the equation will be,

x + 58° + 90° = 180°

x = 180 - 90 - 58

x = 32°

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Answer: i wouldnt

Step-by-step explanation: while its a good way to get funds since you'd get 10x the amount the people came. But if you were the person buying the ticket you'd have 1 in a thousand chance. Unless less people came but still -

so no.

The correct options include:

b. In the fifth year Mariah's balance will be higher than Colton's

c. Mariahs beginning balance was 400 and coltons beginning balance was 500.

Functions are the fundamental part of the calculus in mathematics. The functions are the special types of relations. A function in math is visualized as a rule, which gives a unique output for every input x.

Here, from the table

(0, 500), (1, 550), (2, 600), (3, 650) and (4, 700)

The equations for the given points is y=500+50t

Put t=0, 1, 2, 3, 4 in f(t)=400(1.15)t

When t=0, f(0)=$0

When t=1,

f(1)=400×1.15×1

= $460

When t=2,

f(2)=400×1.15×2

= $920

When t=3,

f(3)=400×1.15×3

= $1380

When t=4,

f(4)=400×1.15×4

= $1840

Fifth year:

The balance in Mariah account is

f(t)=400(1.15)t

⇒ f(5)=400×1.15×5

= $2300

The balance in Colton account is

y=500+50t

⇒ y=500+50(5)

= $750

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Answer:

1/8

Step-by-step explanation:

The probability of a coin landing heads if it's tossed once is 1/2, we just multiply 1/2 3 times to find the probability:

\((\frac{1}{2})(\frac{1}{2})(\frac{1}{2})=\frac{1}{8}\)

The two phone companies charge the same amount in the line intersection. That is, when x=20

Answer: 20 minutes

The area of the square hole having a side length of 6 inches is 36 inches².

The area of a square is a product of it's any two sides or a product of diagonals divided by two. If side has a length a then diagonal is a√2.

The perimeter of a square is the sum of the lengths of all the sides.

Given, Darius cuts out a square hole that is 6 inches long each side.

We know the area of a square is (side×side).

Therefore, The area of the square hole having a side length of 6 inches is = (6×6) = 36 inch²

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The given passage provides a proof that the Separation Axioms follow from the Replacement Schema.

The proof involves introducing a set F and showing that {a: e X : O(x)} is equal to F (X) for every X. Therefore, the conclusion is that the Separation Axioms can be derived from the Replacement Schema.In the given passage, the author presents a proof that demonstrates a relationship between the Separation Axioms and the Replacement Schema.

The proof involves the introduction of a set F and establishes that the set {a: e X : O(x)} is equivalent to F (X) for any given set X. This implies that the conditions of the Separation Axioms can be satisfied by applying the Replacement Schema. Essentially, the author is showing that the Replacement Schema can be used to derive or prove the Separation Axioms. By providing this proof, the passage establishes a connection between these two concepts in set theory.

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Answer:

Step-by-step explanation:

3.6*

It is very easy to find the perimeter of a square when its area is given in the question. For that, you only ned to know one fomula. That formula is: Area = side^2

For this particular question, the given value for the area of the square is 36 sq.cm. So, we can solve for the side(s) by substituting the given value in the above mentioned formula.

We get

36 = s^2

Now, we need to get the square root of both sides, which gives us

s = √36 s = 6 cm

Since all the sides of a square are equal in length, the side length is 6 cm. Now to determine the perimeter, we must multiply the side length by 4 (because there are 4 equal sides in a square). That gives us Perimeter = 4 x side length Perimeter = 4 x 6 cm.

Therefore, the perimeter of the square is 24 cm.

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Answer:

C

Step-by-step explanation:

the y-intercept is -1

the slope is 2/1

y=2x+-1

2x-y-1=0

-y=-2x+1

divide everything by -1

y=2x+-1

Answer:

1)   2/5

2)  -25

3)  -8 14/15

4)  4/5

5)  7

Step-by-step explanation:

\(\begin{aligned}\textsf{1)} \quad \dfrac{-22+14}{2(-10)}& =\dfrac{-8}{-20}\\\\& = \dfrac{8}{20}\\\\& = \dfrac{8 \div 4}{20 \div 4}\\\\& = \dfrac{2}{5}\end{aligned}\)

\(\begin{aligned}\textsf{2)} \quad -\dfrac{125}{5} &=-\dfrac{125 \div 5}{5 \div 5}\\\\& = -\dfrac{25}{1}\\\\& = -25\end{aligned}\)

\(\begin{aligned}\textsf{3)} \quad -2 \frac{4}{5}-6 \frac{2}{15} & = -\dfrac{2 \times 5+4}{5}-\dfrac{6 \times 15+2}{15}\\\\& = -\dfrac{14}{5}-\dfrac{92}{15}\\\\& = -\dfrac{14 \times 3}{5 \times 3}-\dfrac{92}{15}\\\\& = -\dfrac{42}{15}-\dfrac{92}{15}\\\\& = \dfrac{-42-92}{15}\\\\& = \dfrac{-134}{15}\\\\& = -8 \dfrac{14}{15}\end{aligned}\)

\(\begin{aligned}\textsf{4)} \quad 3 \frac{3}{5} \times \dfrac{2}{9} & = \dfrac{3 \times 5+3}{5} \times \dfrac{2}{9}\\\\& = \dfrac{18}{5}\times \dfrac{2}{9}\\\\& = \dfrac{18 \times 2}{5 \times 9}\\\\& = \dfrac{9 \times 2 \times 2}{5 \times 9}\\\\& = \dfrac{2 \times 2}{5}\\\\& = \dfrac{4}{5}\end{aligned}\)

\(\begin{aligned}\textsf{5)} \quad-3x-21 & =-42\\-3x-21+21 & = -42+21\\-3x & = -21\\\dfrac{-3x}{-3} & = \dfrac{-21}{-3}\\x & = 7\end{aligned}\)

Answer:

the 12 pack is better because u get to pay less money

Step-by-step explanation:

The group of people who should make up a sample that will best answer her question is the 9th graders in her school. The correct option is C.

Subjects are the different sets of information which is studied.

9th graders in her school will be perfect because the question is specifically asking about the opinions of 9th-grade students in the high school, so it makes sense to sample this group directly.

The other options may provide some insights, but they may not be as accurate or representative of the opinions of the 9th-grade students in the school.

Thus, the correct option is C, 9th graders in her school.

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Answer:

84

59

Step-by-step explanation:

In other to have the same number of chayes in both rows and columns ;

If the Number of chairs per row = x ; then number of chairs per column = x

Then the total number of chairs needed = x * x = x²

Hence, if there are 5100 chairs ;

Number of chairs needed more ;

Take the square root of 5100 ;the round to the next whole number :

B.) For number of chairs to be removed ;

Take the square root of 5100 and round down to the whole number.

Hence,

A.) = √5100 = 71.414 = 72

72² - 5100 = 84

B.) 5100 = 71.414 = 71

5100 - 71² =

Answer:

2.3718759×10^9

Step-by-step explanation:

Its the answer

Answer:

2.371875908 × 109 is ur answer.

Step-by-step explanation:

hope this helps!

~mina

Answer:

6

Step-by-step explanation

divide 48/6=6

divide 90/15=6

divide 102/17=6

Answer:

it would be 47. its the same length as <1=47

The area of the lake is 252000 square meters.

In geometry, the dimensions of a rectangle refer to its length and width. The length of a rectangle is its longer side, while the width is its shorter side. The length and width of a rectangle can be thought of as the horizontal and vertical sides of the rectangle, respectively.

A rectangle can be specified by its dimensions in the form (length, width). For example, a rectangle with length equal to 5 units and width equal to 3 units can be written as (5, 3).

It's important to note that the length and width of a rectangle can be interchanged without changing the shape of the rectangle. In other words, a rectangle with dimensions (5, 3) is the same shape as a rectangle with dimensions (3, 5).

To determine the area of the lake, we first need to determine the size of the clay rectangle in terms of meters. We can do this by multiplying the dimensions of the rectangle on the map by 100 (since 1 centimeter on the map represents 100 meters in real life).

So, the dimensions of the clay rectangle in meters would be:

4.5 cm * 100 = 450 meters (width)

5.6 cm * 100 = 560 meters (length)

Next, we can find the area of the rectangle by multiplying its length by its width:

450 meters * 560 meters = 252000 square meters

Therefore, the area of the lake is 252000 square meters.

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Option A is correct that is the results comparing each box size and comparing flashy vs simple graphics.

Given this, a marketing firm tested several package variations, including size, complexity, and simplicity, to determine which would encourage customers to buy more cereal.

Which of the following would be the key conclusions of the study?

We are aware of this since we are comparing various box and graphic sizes.

When contrasting the sizes of each box and the flashy vs. simple images, the influence of the research can be noticed.

The comparison of the sizes of each box and the effectiveness of flashy vs. straightforward images shows that Option A is the best choice.

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Answer:

Step-by-step explanation:

81 texts in 9 hours

So you do 81 divided by 9

Which givrs you 9 text an hour

The equations will be solved by putting the values of the variables in the bracket.

1. (b + a) = 4; use a = 1 and b = 3

( 1 + 3) = 4

2) c(b + b); use b = 1 and c = 5

5(1 + 1)

= 5 × 2 = 10

3) 4+ pm; use m = 4 and p =3

= 4 + (4 × 3)

= 4 + 12

= 16

4) 5+ pm; use m = 4 and p = 2

= 5 + (2 × 4)

= 5 + 8

= 13

5) m(p + 2); use m = 5 and p = 2

= 5(2 + 2)

= 5 × 4

= 20

6) h+j²; use h = 1 and j = 4

= 1 + 4²

= 17

7) y-(x - 5); use x = 5 and y = 6

= 6 - (5 - 5)

= 6 - 0

= 6

8) 4xy; use x = 5 and y = 2

= 4 × 5 × 2

= 40

9) n(p + 3); use n = 2 and p = 2

= 2(2 + 3)

= 10

10) y +x+x; use x = 3 and y=5

= 5 + 3 + 3

= 11

11) 6+ a-b; use a = 4 and b = 4

= 6 + 4 - 4

= 6

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Answer:

(2, 6), (4, 8), (6, 10), (8, 12), (10, 14)