What is the greatest common factor of 110, 40, and 120?

a
40
b
10
c
220
d
1
pls help

\(p(x)=5x^{3} +8x^{2} -3x+1\\\\p(-2) =5(-2^{3}) + 8(-2^{2}) - 3(-2) + 1\\\\p(-2) = 5(-8) + 8(4) + 6 + 1\\\\p(-2) = -40 + 32 + 7\\\\p(-2) = -1\)

hope that this helps! :)

The value of the function \(p(x) = 5x^3 + 8x^2 - 3x + 1\) at \(x=-2\) is \(-1\).

To find the value of a function \(p(x)\) at \(x=a\), put \(a\) in all the places of \(x\) in the function.

Here, \(p(x)=5x^3+8x^2-3x+1.\)

At \(x=-2\)

\(p(-2)=5(-2)^3+8(-2)^2-3(-2)+1.\)

\(p(-2)=5(-8)+8(4)-3(-2)+1.\)

\(p(-2)=-40+32+6+1.\)

\(p(-2)=-40+32+6+1.\)

\(p(-2)=-40+39.\)

\(p(-2) = -1.\)

So, the value of the function at \(x=-2\) is \(-1\).

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Answer:

convert the lengths to meters

10dm=1m

1dm=0.1m

hence, firs ribbon

2m+0.1m=2.1m

Second Ribbon

3m and 9dm

convert 9dm into Metres we get 0.9m

hence, 3m+0.9m=3.9m

Third Ribbon

6m+0.4m=6.4m

Answer:138.224.23

Step-by-step explanation:

The required rate of simple interest is 1.75%.

Here, we have,

(Principal + Interest) is a straightforward interest equation.

A = P(1 + rt)

Where: A is the sum of the accrued principal and interest.

Principal Amount is P.

I is the interest rate.

r is the annual percentage rate of interest, or R/100.

R is the annual percentage rate of interest; R = r * 100 t is the length of time involved in months or years.

Since I = Prt,

the initial formula A = P(1 + rt) evolved from A = P + I to A = P + Prt,

which may be represented as A = P(1 + rt).

Given: Principal is $1,300

Rate is 7% and the amount earned that is A-P is $159.25.

A = P(1 + rt)

Therefore substituting the values in the above mentioned equation, we get:

159.25= 1300(1+r×7)

On solving we get,

r= 1.75%

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complete question:

At the Blue Bank, Barry would earn $159.25 in simple interest in 7 years after depositing $1,300.

What rate of simple interest is offered at the

Blue Bank?

The arrow is at a height of 48 ft after approx. 3 - √6 s and after 3 + √6 s.

To find the time it takes for the arrow to reach a height of 48 ft, we can use the formula for the height of the arrow:

s = v0t - 16t^2

Here, s represents the height of the arrow, v0 is the initial velocity, and t is the time.

Given that the initial velocity, v0, is 96 ft/s and the height, s, is 48 ft, we can set up the equation:

48 = 96t - 16t^2

Now, let's solve this equation to find the time it takes for the arrow to reach a height of 48 ft.

Rearranging the equation:

16t^2 - 96t + 48 = 0

Dividing the equation by 16 to simplify:

t^2 - 6*t + 3 = 0

We now have a quadratic equation in the form of at^2 + bt + c = 0, where a = 1, b = -6, and c = 3.

Using the quadratic formula:

t = (-b ± √(b^2 - 4ac)) / (2a)

Plugging in the values:

t = (6 ± √((-6)^2 - 413)) / (2*1)

t = (6 ± √(36 - 12)) / 2

t = (6 ± √24) / 2

Simplifying the square root:

t = (6 ± 2√6) / 2

t = 3 ± √6

Therefore, the arrow reaches a height of 48 ft after approximately 3 + √6 seconds and 3 - √6 seconds.

In summary, the arrow takes approximately 3 + √6 seconds and 3 - √6 seconds to reach a height of 48 ft, assuming an initial velocity of 96 ft/s.

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Note the complete question is

The height of an arrow shot upward can be given by the formula s = v0*t - 16*t², where v0 is the initial velocity and t is time.How long does it take for the arrow to reach a height of 48 ft if it has an initial velocity of 96 ft/s?  

Solve (t-3)^2=6

The arrow is at a height of 48 ft after approx. ___ s and after ___ s.

Triangle ABC is rotated 180 degrees around point E, therefore, A maps to D, B maps to C, and C maps to B.

===================================================

Explanation:

If you were to rotate triangle ABC 180 degrees around point E, then it would line up perfectly with triangle DCB

Note how in the sequence ABC we have A first, B second, then C third

Then for the sequence DCB we have D first, C second, then B third

This order matters so we can pair up the points properly

Answer:

Increase the area of the deck by 12 square feet.

Step-by-step explanation:

The area of the deck increased by 12 square feet.

Area is the amount of space occupied by a two-dimensional figure. In other words, it is the quantity that measures the number of unit squares that cover the surface of a closed figure. The standard unit of area is square units which is generally represented as square inches, square feet, etc.

Given that, Chris is constructing a diagram for a deck he is restructuring in his backyard.

The deck will be in the shape of a square, and he has labeled a side length with the equation below, where x represents the original deck area. Side length = V1 + 12

Increase the area of the deck by 12 square feet.

Therefore, the area of the deck increased by 12 square feet.

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The element of A n B is { 7, 8}

A set is the mathematical model for a collection of different things; a set contains elements or members, which can be mathematical objects of any kind.

For example, if the element of P is even numbers from 1 to 20 and element of Q is factor of 6 from 1 to 20 then we can say that set Q is a subset of set P.

The sign 'n' means intersection and this means what is common to two or more set.

If set A = { 1,2,5,7,8}

set B = { 6,7,8,9}

then we can see that 7 and 8 are common to both sides, then

A n B = { 7,8}

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Answer:

1/12

Step-by-step explanation:

Answer:

{x,y} = {19/12,5/6}

Step-by-step explanation:

Answer:

5/8

Step-by-step explanation:

These types of problems only require you to know how to make fractions similar in denominators (or the GCF).

If one-eighth of the store’s books are sold and then the next day 1/4 of the store’s books are sold then we simply only need to add the fractions and minus them from 1.

To do this we need to make 1/4 into an eighth. The GCF between 4 and 8 is 8 because you can multiply 4 by 2 to get 8, therefore you need to multiply 1/4 by 2/1 (or just 2). 1/4*2/1= 2/8.

Now that we know what 1/4 is in eights we want to add 2/8 to 1/8 which would be 2/8+1/8=3/8. Now we minus 3/8 from 1 to get our remaining amount of storage. Now all we need to do is think how much eighths is one, to do this just think what divided by 8 is one, which would be 8. 8/8=1. Therefore, 8/8-3/8=5/8.

Answer:

isosceles trapezoind

Step-by-step explanation:

An isosceles trapezoid is a trapezoid with congruent base angles.

Answer:

5^3 x 5^4 = 5^(3+4)

5^7

4^9/4^3 = 4^9-3

4^6

(7^2)^6

7^12

Let me know if this helps!

Answer:

1) 5^7

2) 4^6

3)7^12

Step-by-step explanation:

1) 5^3(5^4)

=5^3+4

5^7

2) 4^9÷4^3

= 4^9-3

=4^6

3)(7^2)(^6)

=7^2(6)

=7^12

An equation of this line in slope-intercept form is y = x - 1.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical expression:

y - y₁ = m(x - x₁)

Where:

At data point (-1, -2) and a slope of -1, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - (-2) = -1(x - (-1))  

y + 2 = x + 1

y = x + 1 - 2

y = x - 1

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Complete Question:

Write an equation of a line through point (-1, -2) with a slope of -1.

The calculated volume of the prism is 702 cubic cm

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

The trapezoidal prism (see attachment)

The formula of the volume of a trapezoidal prism is

Volume = Base area * Height

Where we have

Base area = 1/2 * (8 + 10) * 6

Evaluate the sum of 8 and 10

Base area = 1/2 * 18 * 6

Evaluate the products of 1/2, 18 and 6

Base area = 54

Also, we have

Height = 13

So, the volume is calculated as

volume = 13 * 54

Evaluate

volume = 702

Hence, the volume of the prism is 702 cubic cm

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The solution to the system of inequalities in interval notation is [-2, 1].

Based on the information provided in the image below, we have the following system of inequalities;

-12 < 3x - 6

-3 ≥ 3x - 6

By adding 6 to both sides of the equation (inequality), we have;

-12 < 3x - 6

-12 + 6 < 3x - 6 + 6

-6 < 3x

-2 < x

x > -2 (flip)

-3 ≥ 3x - 6

-3 + 6 ≥ 3x - 6 + 6

3 ≥ 3x

1 ≥ x

x ≤ 1

Therefore, the solution to the system of inequalities is given by:

-2 < x ≤ 1

In interval notation, we have [-2, 1].

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

The baker can only make peanut butter cookies and cannot make any chocolate chip cookies with the given amount of ingredients.

Let's denote the number of batches of peanut butter cookies as "x" and the number of batches of chocolate chip cookies as "y."

From the given information, we can set up the following system of equations:

For the flour:

2x + 3y = 26

For the butter:

34x + y = 9

To solve this system of equations, we can use the substitution method or the elimination method. Let's use the elimination method:

Multiply the first equation by 17 (to make the coefficients of x in both equations the same):

34x + 51y = 442

Now we have the system of equations:

34x + y = 9

34x + 51y = 442

Subtract the first equation from the second equation:

34x + 51y - (34x + y) = 442 - 9

50y = 433

Divide both sides by 50:

y = 433/50

Since the number of batches of cookies cannot be fractional, we need to find a whole number solution for y. However, in this case, y is a fraction, indicating that the given amount of butter is not sufficient to make even one batch of chocolate chip cookies.

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Despite traditional economic theory suggesting that an increase in the minimum wage should lead to unemployment, the actual impact on employment has been more nuanced. Empirical evidence suggests that moderate increases in the minimum wage have not led to massive job losses, but rather have resulted in small increases in labor costs that are offset by increased productivity and reduced employee turnover. Additionally, higher wages can increase consumer spending, leading to an increase in demand for goods and services, which can ultimately create more jobs.

There are several reasons why the federal minimum wage in the US is lower than in other developed countries. One reason is the political climate in the US, where there is often resistance to government intervention in the labor market. Additionally, many US states have their own minimum wage laws, which can be higher than the federal minimum wage. Finally, the US has a large low-skilled immigrant workforce, which can put downward pressure on wages.

I am not okay with the real minimum wage falling over time with the rise of inflation. Inflation erodes the purchasing power of workers, making it difficult for them to make ends meet. This can lead to increased financial hardship, which can have negative effects on individuals and families. Furthermore, the minimum wage was originally designed to ensure that workers earn a living wage, which is a basic necessity for a decent standard of living. As such, it is important that the minimum wage keep pace with inflation.

According to the Bureau of Labor Statistics, in 2021, about 1.9 million workers in the US earned at or below the federal minimum wage of $7.25 per hour. However, many more workers earn slightly above the minimum wage, and an increase in the minimum wage could potentially raise wages for those workers as well. Additionally, many states have higher minimum wage rates than the federal minimum wage, which means that the number of workers affected by changes to the minimum wage will vary depending on the state.

~~~Harsha~~~

Answer:

Frank scored 10 runs

B) the mean is 20

Step-by-step explanation:

Answer:

5/7

Step-by-step explanation:

3/4-1/28

21/28-1/28

20/28

simplify

5/7

Answer:

C. With a p-value less than 0.0001, there is sufficient evidence to reject the null hypothesis and accept the alternative as true.

Step-by-step explanation:

She performed an hypothesis test with the sample of size n=15 that she takes. The t-statistic has a value of 6.661.

The degrees of freedom for this sample size are:

\(df=n-1=15-1=14\)

The P-value for a statistic t=6.661 and 14 degrees of freedom is:

\(\text{P-value}=P(t>6.661)=0.00001\)

With these P-value we know that the effect is significant and the null hypothesis is rejected. There is enough evidence to support the claim that the mean height of Mountain Ash trees is greater than the coastal Douglas Firs.

The sum of three consecutive numbers for 150 is 49,50,51.

Three consecutive numbers:  x+(x+1)+(x+2)

x+x+1+x+2= 150

3x+3 = 150

3x = 150-3

3x= 147

X = 147/3

49 =x

But we also need to find (x+1) and (x+2)

49+1= 50

49+2= 51

49+50+51 = 150

The three consecutive numbers are 49,50,51.

Meaning: Numbers that follow one another numbers sequentially are known as consecutive numbers. The difference between any two numbers is always 1. A series of numbers' mean and median are equal. If n is a number, then it follows that n, n+1, and n+2 are also numbers. Examples. 1, 2, 3, 4, 5.

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Rewriting 4 x 3/6 as the product of a unit fraction and a whole number is: 12 * 1/6

The parameters are given as:

Number - 4

Fraction - 3/6

The following steps can be used to determine the product as the product of a whole number and a unit fraction:

Step 1 - Remember the whole number are those numbers that involve all positive integers and zero.

Step 2 - Also remember that the unit fraction is nothing but a fraction whose numerator is 1.

Step 3 - Write the given expression.

4 * 3/6

Step 4 - Convert the given fraction into a unit fraction by multiplying 4 by 3 in the above expression.

4 * 3 * 1/6

Step 5 - Simplify the above expression.

12 * 1/6

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Answer:

0.93965

Step-by-step explanation:

The z score when given a random number of samples =

z = (x-μ)/σ/√n, where

x is the raw score

μ is the population mean

σ is the population standard deviation.

n is the random number of samples

x-μ = 3.27

Standard deviation = √Variance

= √484 = 22

n = 109

z = 3.27/22/√109

z = 3.27/2.1072178275

z = 1.55181

Probability value from Z-Table:

P(x< 155.27) = 0.93965

The probability that the sample mean would differ from the true mean by less than 3.27 liters is 0.93965

The linear function y = 2x + 5 shows that Sarah charges $5 as fixed amount before she begins selling newspapers.

The table representing amount of money which Sarah charges her customers to sell newspapers.

Let us consider 'x' represents the time per hour charges taken by Sarah from customers.

In the table,

For zero hours charges are $5.

It means Fixed charges taken by Sarah to sell newspaper.

Difference between the rate per hour is,

$7 - $5 = $2

$9 - $7 = $2

It represents for Sarah charges $2 per hour.

let us consider 'y' that represents total amount charges by Sarah.

Required linear function for selling news paper and charging amount is

y = $5 + 2x

⇒ y = 2x  + 5

Therefore, the linear function y = 2x + 5 represents option 1. Sarah charges $5 before she begins selling newspapers.

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1.  C

2.  A

3. B

Hope This Helped!

(Brainliest will be appreciated)

Answer:

1- distributive property

2- Subtraction.

3- -3/2

Step-by-step explanation:

1- When the given equation is given, the 4 outside the parenthesis multiplied with the variable x and number 1. This process of multiplication between a number and all the variables in parenthesis is called known as the distributive property.

2- As it was adding with 2x on the left side when it passed with Inverse Operation to the right side, its sign change to subtraction.

3- The 2 passes to the other side of the equation with Inverse Operation, therefore dividing. The -3, otherwise, as it didn't move to the other side, has no effect and remains the negative.

Answer:

Intersecting (fourth answer choice)

Step-by-step explanation:

First, let's convert both lines to slope-intercept form, whose general equation is y = mx + b, where

Converting y - 3x = 4x to slope-intercept form:

(y - 3x = 4x) + 3x

y = 7x

Thus, the slope of this line is 7 and the y-intercept is 0.

Converting 6 - 2y = 8x to slope-intercept form:

(6 - 2y = 8x) - 6

(-2y = 8x - 6) / -2

y = -4x + 3

Thus, the slope of this line is -4 and the y-intercept is 3.

Checking if y = 7x and y = -4x + 3 are perpendicular lines:

We can show this in the following formula:

m2 = -1 / m1, where

Thus, we only have to plug in one of the slopes for m1.  Let's do -4.  

m2 = -1 / -4

m2 = 1/4

Thus, the slopes 7 and -4 are not negative reciprocals of each other so the two lines are not perpendicular.

 Checking if y = 7x and y = -4x + 3 are parallel lines:

The slopes of parallel lines are equal to each other.

Because 7 and -4 are not equal, the two lines are not parallel.

Checking if the lines intersect:

Method to solve the system:  Elimination:

We can multiply the first equation by -1 and keep the second equation the same, which will allow us to:

-1 (y = 7x)

-y = -7x

----------------------------------------------------------------------------------------------------------

    -y = -7x

+

    y = -4x + 3

----------------------------------------------------------------------------------------------------------

(0 = -11x + 3) - 3

(-3 = -11x) / 11

3/11 = x

Now we can plug in 3/11 for x in y = 7x to find y:

y = 7(3/11)

y = 21/11

Thus, x = 3/11 and y = 21/11

We can check our answers by plugging in 3/11 for x 21/11 for y in both y = 7x and y = -4x + 3.  If we get the same answer on both sides of the equation for both equations, the lines intersect:

Checking solutions (x = 3/11 and y = 21/11) for y = 7x:

21/11 = 7(3/11)

21/11 = 21/11

Checking solutions (x = 3/11 and y = 21/11) for y = -4x + 3:

21/11 = -4(3/11) + 3

21/11 = -12/11 + (3 * 11/11)

21/11 = -12/11 + 33/11

21/11 = 21/11

Thus, the lines y = 3x = 4x and 6 - 2y = 8x are intersecting lines (the first answer choice).

This also means that lines are not skew since lines had to be neither perpendicular nor parallel nor intersecting to be skew.