Using the polynomial remainder theoremP(x) = x^2-9x^3-5x^2-4x+5 divided by x + 3

Answer:

$45

Step-by-step explanation:

6 fruits=$3

1 fruit=$0.50

9 fruits=$0.50(9)

9 fruits=$45

Hope this helped! :)

Answer:

(-5,-10)

Step-by-step explanation:

Horizontal shift left 5 units and vertical translation down 10 units.

Answer:

complementary

b = 45 deg

Step-by-step explanation:

Angles b and 45-deg are complementary since their measures ad to 90 deg.

45 + b = 90

b = 45

Answer:

Complementary

45°

Step-by-step explanation:

b + 45° = 90°

b = 90° - 45°

b = 45°

To determine the vertices of image U′V′W′ after a 180° counterclockwise rotation, we can apply the following transformation rules:

Using these rules, we can find the vertices of image U′V′W′ as follows:

Therefore, the vertices of image U′V′W′ after a 180° counterclockwise rotation are U′(0, -2), V′(1, -3), and W′(3, -3).

So, the answer is option (b) U′(0, −2), V′(1, −3), W′(3, −3).

Answer:

C

Step-by-step explanation:

The missing length of an isosceles right triangle with legs that measure 12 cm is given as follows:

17 cm.

The Pythagorean Theorem states that for a right triangle, the length of the hypotenuse squared is equals to the sum of the squared lengths of the sides of the triangle.

In an isosceles right triangle, the two legs have an equal measure, which for this problem is of 12 cm.

Then the missing length is the hypotenuse, obtained with the Pythagorean Theorem as follows:

h² = 12² + 12²

h = sqrt(12² + 12²)

h = 16.97 cm.

h = 17 cm. -> rounded to the nearest tenth.

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The correct interpretation of the U-test comparing the performance of BSc and MEng students on a math exam with a common language effect size (f-value) of 0.4 is:

f. MEng students scored, on average, 0.4 pooled standard deviations higher on the test.

In the U-test, the common language effect size (f-value) of 0.4 indicates that, on average, MEng students scored 0.4 pooled standard deviations higher than BSc students on the math exam. This effect size provides a measure of the difference between the two groups in terms of their performance on the test. It does not directly translate into a specific score or percentage difference.

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Answer: FE  is  7 and RS  is  6.

Step-by-step explanation:

13 - 6 = 7  

11-5= 6

Answer:

FE = 7

RS = 6

Step-by-step explanation:

for the first line, we know that line GE is 13 units long, and segment GF is 6 units. simply subtract 6 from 13 to get the length of segment FE.

13 - 6 = 7

You can do the same thing for the second problem.

11 - 5 = 6

hope it helps!

\(\huge\color{pink}\boxed{\colorbox{black}{Answer♡}}\)

so ,

\(new \: selling \: price = 150 + \frac{26}{100} \times 150 \\ = > 150 + 39 \\ = > 189 \: rs\)

hσpє hєlpful~

Based on the information given the selling price of the pen set is $189.

Using this formula

Selling price=Selling price of pen+(Profit percentage× Selling price of pen)

Let plug in the formula

Selling Price=$150 +( 26% ×$150)

Selling Price=$150 +$39

Selling Price=$189

Inconclusion  the selling price of the pen set is $189.

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Step-by-step explanation:

Area of rectangle =height×base

4 1/2×3 3/7=9/2×24/7=216/14=15 6/14=15 3/7

Answer:

175 tablespoons.

Step-by-step explanation:

250 × 30% = 75

250 - 75 = 175

The length of the diameter is 18 meters

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

SA = 1017.36

The shape is a sphere

So, we have

SA = 4πr²

Substitute the known values in the above equation, so, we have the following representation

4πr² = 1017.36

So, we have

r² = 80.96

Take the square root

r = 9

Multiply by 2

d = 18

Hence, the diameter is 18 meters

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Answer:

the answer is C

Step-by-step explanation:

Okay an explanation:

so basically the graph above shows that for each pancake eaten then 1/4 of a cup of syrup is used

thus 1/4×4=1 (full cup of syrup) meaning that for every cup of syrup, 4 pancakes are eaten

the other answers are incorrect because:

a) answer a describes that for every pancake eaten, one cup of syrup is used this is incorrect as the units on the y axis dont match up with the x axis or the statement claimed.

b) the line for the graph with describes the relation between cup of syrup used per pancake goes up to 2.75 cups of syrup which would only mean that we were ro make an assumption > inaccurate

d) this claims that for every two pancakes, one cup of syrup is used but in actuality, only half a cup is used

Answer:

answer is d

Step-by-step explanation:

got it right

Answer:

\(\large\boxed{x < -3.25}\)

Step-by-step explanation:

3 - 2x(-2) < -10

Multiply 2x(-2)

4x + 3 < -10

Subtract 3 from both sides of the equation

4x < -13

Divide both sides of the equation by 4

\(\large\boxed{x < -3.25}\)

Hope this helps :)

Reason:

The mode is the number that shows up the most.

In this case, it would be 59 because it shows up twice, which is the most compared to any other number (which only show up once).

Answer:

Graph B is different from the others.

Equation for Graph A, C, and D is \( y = 5x \).

Equation of Graph B is \( y = 5.5x \)

Step-by-step explanation:

The equation of each line can be written as \( y = mx \), where m is the slope.

Using each point given in each graph, we can find m and also an equation for each graph:

✍️Graph A Equation and slope:

Using the point given, (0.8, 4), the slope, m, can be calculated as,

\( m = \frac{y}{x} = \frac{4}{0.8} = 5 \)

Substitute m = 5 into \( y = mx \).

✅Equation for graph A would be \( y = 5x \).

✍️Graph B Equation and slope:

Using the point given, (10, 55), the slope, m, can be calculated as,

\( m = \frac{y}{x} = \frac{55}{10} = 5.5 \)

Substitute m = 5.5 into \( y = mx \).

❌Equation for graph B would be \( y = 5.5x \).

✍️Graph C Equation and slope:

Using the point given, (4, 20), the slope, m, can be calculated as,

\( m = \frac{y}{x} = \frac{20}{4} = 5 \)

Substitute m = 5 into \( y = mx \).

✅Equation for graph C would be \( y = 5x \).

✍️Graph D Equation and slope:

Using the point given, (10, 50), the slope, m, can be calculated as,

\( m = \frac{y}{x} = \frac{4}{0.8} = 5 \)

Substitute m = 5 into \( y = mx \).

✅Equation for graph D would be \( y = 5x \).

Equation for Graph A, C, and D is \( y = 5x \).

Equation of Graph B is \( y = 5.5x \)

The probability of obtaining a five-card poker hand that contains two pairs is approximately 0.0475, or 4.75%.

To calculate the probability of obtaining a five-card poker hand with two pairs, we need to determine the number of favorable outcomes (hands with two pairs) and the total number of possible outcomes (all possible five-card hands).

A hand with two pairs consists of two cards of one rank, two cards of another rank, and a fifth card of a different rank. There are 13 ranks to choose from, and for each rank, we can choose 2 out of the 4 cards to form the pairs. The fifth card can be any of the remaining 11 ranks.

The number of ways to select two ranks for the pairs is given by C(13, 2) = 78. For each pair rank, there are C(4, 2) = 6 ways to select the two cards. The fifth card can be chosen from the remaining 11 ranks in C(11, 1) = 11 ways.

Therefore, the number of favorable outcomes is 78 × 6 × 6 × 11 = 37,368.

The total number of possible five-card hands is C(52, 5) = 2,598,960.

Thus, the probability of obtaining a hand with two pairs is 37,368 ÷ 2,598,960 ≈ 0.0475, or 4.75%.

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From Mr. Kelly's longer piece of wood, he can make 55 pieces that are exactly 13 feet long.

To calculate the number of 13-foot pieces that can be made from the longer piece of wood, we need to divide the length of the longer piece by the length of each individual piece. In this case, the longer piece of wood is 716 feet long, and each student needs a piece of wood that is 13 feet long.

Dividing 716 by 13 gives us the quotient of 55.0769. Since we cannot have a fraction of a piece, we round down to the nearest whole number, which is 55. Therefore, Mr. Kelly can make 55 pieces that are exactly 13 feet long from the longer piece of wood.

It's important to note that rounding down means that there may be some leftover wood after making the 55 pieces. In this case, the remaining wood would be less than 13 feet long.

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Therefore, the correct option is G(10)-73, which represents a wage gap of 73% in the year 1990. This statement is false since the wage gap is 64% and not 73% in 1990.

a. We are given that G(x) = -0.01x²+x+65 represents the wage gap as a percent x years after 1980.

We are to find and interpret G(10).G(10) = -0.01(10)²+10+65

= 64

The wage gap 10 years after 1980 is 64%.

Therefore, the correct option is OA.G(10)-74, which represents a wage gap of 74% in the year 1990.

This statement is false since the wage gap is 64% and not 74% in 1990.

b. We are asked to determine the wage gap of the year 1990 from the given graph and function.

From the graph, we can see that the wage gap is approximately 65% in 1990.To confirm this using the function G, we will calculate G(10).G(10) = -0.01(10)²+10+65 = 64%

Option OB and OD are false since they don't represent the wage gap values for 1990. Thus, the correct option is OA G(10)-74, which represents a wage gap of 74% in the year 1990.

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Answer:

The one that makes a circle

Step-by-step explanation:

Answer:

10+12.50h=5+15h

We move all terms to the left:

10+12.50h-(5+15h)=0

We add all the numbers together, and all the variables

12.50h-(15h+5)+10=0

We get rid of parentheses

12.50h-15h-5+10=0

We add all the numbers together, and all the variables

-2.5h+5=0

We move all terms containing h to the left, all other terms to the right

-2.5h=-5

h=-5/-2.5

h=+2

Step-by-step explanation:

please heart and give brainliest

Answer:

  D

Step-by-step explanation:

We expect the height of a helium balloon to be increasing, up to the point where it bursts.

The only graph that shows consistently increasing altitude with a final drop is graph D.

_____

Additional comment

The graph of D shows the altitude increases at an increasing rate. The buoyancy force decreases with altitude, so we expect the balloon would actually have a decreasing rate of altitude increase. The actual curve would likely be concave downward.

Answer:

Okay...................

Answer:

b

Step-by-step explanation:

because b sounds like it lol

The point (1,5) is:

Like it is shown this means that we have to move one unit in the right direction and 5 units up.

Circle 1:

    R- 3cm

    D- 6cm

    C- 18.84cm

Circle 2:

    R- 6in

    D- 12in

    C- 37.68in

Circle 3:

    R- 9mm

    D- 18mm

    C- 56.52mm

your welcome :)

vipengele sita vya kuzingatia katika uchanganuzi wa hadithi

When x = -5 and y = 25, the value of the expression is 120.

To evaluate the expression (5|x| - y²)/x when x = -5 and y = 25, replace x and y in the expression with their respective values.

Substitute the values:

(5|x| - y²)/x

= (5|(-5)| - 25²)/(-5)

Simplify the expression:

First, calculate the absolute value of -5:

|(-5)| = 5

Now, plug in the values:

(5|(-5)| - 25²) / (-5)

= (5 × 5 - 25²)/(-5)

Next, evaluate the square of 25:

25² = 25 × 25

= 625

Substitute the result:

(5 × 5 - 625)/(-5)

Now, perform the arithmetic operations inside the parentheses:

(25 - 625) / (-5)

= (-600) / (-5)

= 120

So, when x = -5 and y = 25, the expression evaluates to 120.

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Answer:

AB║CD

let a & b be length of parallel sides distance between them is h.

area of trapezium =

1/2 ah + 1/2 bh = 1/2 h ( a + b )

hope this answer helps you.....

Answer:

x = √226

Step-by-step explanation:

Pythagorean Theorem: a² + b² = c²

In that case, plug in a and b,

15² + 1² = c²

c = √(15² + 1²)

c = 15.0333

This is NOT a Pythagorean triple.