i agree with the person who was first

Given that the number 2506 has an exponent of 2, we have to multiply that number by itself twice, as follows

Answer:

48 cupcakes divided by the boys age equals amout of cupcakes per person.

Step-by-step explanation:

Answer:

Step-by-step explanation:

To get the y values all you need to do is substitute the x value in the equation y=-2/3x+7.

For example:

y=-2/3(-6)=7

-2/3x6=-4

-4+7=3

(-6,3)

You can double check your work by filling the x and y coordinates in the equation and when solved if it it true you know you were correct.

To get the x value, you need to fill in the y in the equation y=-2/3x+7

for example:

5=-2/3x+7

-2=-2/3x

3=x

(3,5)

y=-2/3x+7

y=-2/3(15)+7

y=-10+7

y=-3

(15,-3)

y=-2/3x+7

15=-2/3x+7

8=-2/3x

-12=x

(-12,15)

Answer:

the answer is 11/10, but be sure to list the answer choices next time, okay?

Step-by-step explanation:

a p e x :))

Answer:

stan stray kids periodt

Answer:

It would take 24 hours for Max to steal all the gifts himself

Step-by-step explanation:

The together rate is the sum of each separate rate.

In this problem:

Together rate: 1/8

Grinch's rate: 1/12

Max: 1/x

So

\(\frac{1}{8} = \frac{1}{12} + \frac{1}{x}\)

\(\frac{1}{8} = \frac{x + 12}{12x}\)

\(12x = 8(x + 12)\)

\(12x = 8x + 96\)

\(4x = 96\)

\(x = \frac{96}{4}\)

\(x = 24\)

It would take 24 hours for Max to steal all the gifts himself

Below, you'll find a list of all the answers to the questions which are solved by using proportional relationship.

The general equation for a straight line is y=mx + c, where m represents the line's slope and expresses the rate of change of y per unit time with respect to x.

The point where the graph crosses the y-axis is called the y-intercept, or c.

Direct proportionality is also represented by y = mx. We can express m as follows: m = y/x

OR

y₁/x₁ = y₂/x₂

In our cafeteria, lemonade is made using a powdered drink mix. The quantity of water required to manufacture a certain amount of powdered drink mix is proportional to the number of scoops required. For every 2 scoops of mix, 1/2 gallon of water is required, and for every 5 scoops,

1 1/4 gallons of water are required.

The proportional formula is written as y = k x.

Using the information provided, we can now write: 2 scoops require 0.5 gallon of water.

1.25 gallon of water is required for 6 scoops.

This means that k = 2/0.5

k = 2/(1/2)

k = 2 x 2

k= 4

Equations describing the relationship can be expressed as y = 4x + c.

0.5 gallon of water is now required for 2 scoops.

2=4(1/2)+c

2=2+c

c=0

Therefore, the formula will be y = 4x.

The end includes a graph for y = 4x.

12 scoops of water:

12=4x

x=3 gallons of water is needed.

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The zeros of the function f(x) = 2x⁴ + 11x³ + 16x² + x - 6 are x = -3, x = -2,

x = -1 and x = 1/2 respectively

The zero of a real-, complex-, or generally vector-valued function f, is a member x of the domain of f such that f(x) vanishes at x; that is, the function f attains the value of 0 at x, or equivalently, x is the solution to the equation f(x) = 0. Graphically, the real zero of a function is where the graph of the function crosses the x‐axis; that is, the real zero of a function is the x‐intercept(s) of the graph of the function.

In the given problem, the zero of the function;

f(x) = 2x⁴ + 11x³ + 16x² + x - 6; -3 are

f(-3) = 2(-3)⁴ + 11(-3)³ + 16(-3)² -3 - 6 = 0

f(-2) = 2(-2)⁴ + 11(-2)³ + 16(-2)² - 2 - 6 = 0

f(-1) = 2(-1)⁴ + 11(-1)³ + 16(-1)² - 1 - 6 = 0

f(1/2) = 2(1/2)⁴ + 11(1/2)³ + 16(1/2)² - 1/2 - 6 = 0

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Step-by-step explanation:

I just did in the other posting. how often did you post it ?

this is a trick question. the triangle at the top is not an isoceles triangle.

we use Pythagoras for an the steps.

so, the left part of the baseline (split by the height) is calculated by

12² = 10² + part²

144 = 100 + part²

part = sqrt(44) = 6.633249581... ft

the other part is then

20 - 6.633249581... = 13.36675042... ft

and the second leg of the large triangle is

leg² = 10² + 13.36675042...² = 278.6700168...

leg = 16.69341238... ft

P = 12 + 16.69341238... + 8 + 8 + 20 = 64.69341238... ft ≈

≈ 64.69 ft

please see the answer to the other posting for more details.

The inverse of the equation is determined as \(y = \log_{6}(-3x)\).

option D is the correct answer.

The inverse of the equation is calculated by applying the following method;

The given equation;

y = - 6ˣ/3

The inverse of the equation is calculated as;

multiply through by 3

\(-3x = 6^y\)

Take the logarithm of both sides of the equation with base -6:

\(\log_{6}(-3x) = y\)

Finally, replace y with x to obtain the inverse equation as follows;

\(y = \log_{6}(-3x)\)

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Answer:

First, solve for the volume of the tray by the equation V = L x W x H. Convert first all the dimensions to inches. The operation gives an answer of volume equal to 236.22 in³. Converting the amount of paint available to in³. This gives an answer of 231 in³. Hence, the answer is letter B.

Step-by-step explanation:

Answer:

x= 45°

y= 95°

z= 85°

hope this helps <3

Answer:

Step-by-step explanation:

x= 50

y+25=180(because it is on a straight line)

y+25=180

y+25=180

y+25-25= 180-25

y+0= 155

y= 155

z+ y=180

z+ 155= 180

z+ 155- 155 =180-155

z+ 0 =  25

z = 25

x = 50

y = 155

z = 25

Answer:

x = 6

Step-by-step explanation:

first find the angle

51 + 72 + x = 180

123 + x = 180

x = 180 - 123

x = 57

so the third angle is 57

now find the value of x in the given expression

8x + 9 = 57

8x = 57 - 9

8x = 48

x = 48/8

x = 6

now check whether the value of x is correct or not by evaluating the value of x in expression

8x + 9 = 57

8(6) + 9 = 57

48 + 9 = 57

57 = 57

so its true

Method 2

51 + 72 + (8x + 9) = 180

123 + 8x + 9 = 180

132 + 8x = 180

8x = 180-132

8x = 48

x = 48/8

x = 6

now again you can check by evaluating the value of x in the above expression

Answer

240cm^2 (i think)

Step-by-step explanation:

find the area of each side then add

The difference of the algebraic expressions is 3x² - 11x + 4

An algebraic expression is an expression that is made up of variables and constants, along with algebraic operations like addition, subtraction, square root, etc.

The difference of two algebraic expressions means the subtraction of the expressions. That is:

(-4x+3) - (7x - 3x² - 1) = -4x+3 -7x+3x²+1

                                 =  3x² - 11x + 4

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Step-by-step explanation:

use distributive property to multiply x by 4x-5

\(4x ^{2} - 5\)

Answer:

BRAINLEST

Step-by-step explanation:

\(4 { \times }^{2} - 5x\)

this is the answer

Answer:

-11

Step-by-step explanation:

Answer:

-11

Step-by-step explanation:

f(3) means that you plug in 3 for x in the entire equation of f(x)

This means when f(x) = -3x - 2

f(3) = -(3)(3) - 2

= -9 -2

= -11

Answer:

\(y=-x+1\)

Step-by-step explanation:

It helps to write the equation in slope-intercept formula to find the slope of an equation in the form: \(y=mx+b\) where "m" is the slope of the equation. We can take the equation given: \(-7x-7y=7\) and solve for "y" to get the equation in slope-intercept form:

\(-7x-7y=7\)

add 7x to both sides:

\(-7y=7x+7\)

Divide both sides by -7

\(y=-x-1\)

Now in this form we can tell that the coefficient of "x" (the m value) is our slope, which is -1. We need this slope to determine a parallel line as parallel lines share the same slope but different y-intercepts. So a general equation for a parallel line would be:

\(y=-x+b\text{ where b }\ne -1\)

We're given the point (-1, 2) and we can use it to solve for that "b" value.

We plug in -1 as x and 2 as y

\(2=-1(-1)+b\implies 2=1+b\implies 1=b\)

Now we just plug this into the general equation to get: \(y=-x+1\)

Answer:

i'd say A.

Step-by-step explanation:

The equation √(x + 1) + 4 = 6x has a solution of x = (49 ± √241) / 72

An equation that has the highest degree of 1 is known as a linear equation. This means that no variable in a linear equation has an exponent more than 1. The graph of a linear equation always forms a straight line.

Linear Equation Definition: A linear equation is an algebraic equation where each term has an exponent of 1 and when this equation is graphed, it always results in a straight line. This is the reason why it is named as a 'linear equation'.

The equation given is

√(x + 1) + 4 = 6x

Collect like terms

√(x + 1) = 6x - 4

Square both sides

x + 1 = (6x - 4)²

x + 1 = 36x² - 48x + 16

36x² - 49x - 15 = 0

Using quadratic formula;

x = -b±√b² - 4ac / 2a

x = [-(-49)±√49² - 4(36)(-15)] / 2(36)

x = 49 ± √241 / 72

x = (49 ± √241) / 72

The solution to the quadratic equation is x = (49 ± √241) / 72

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Answer:

LCM = 6

Explanation:

First, list 7 multiples of 2:

Next, list 7 multiples of 3:

The least common multiple (LCM) of 2 and 3 is 6.

Note: Circle 6 in the multiples.

List 7 multiples. circle the LCM. of 2 and 3

Answer: 6

Answer:

c=38

Step-by-step explanation:

6x5=30, 30+8=38 solve it again to check and its 38-8÷6= 5

c÷6+8=5

c÷6=5-8

c=-3×6

c=-18

now,

-18÷6+8=5

-3+8=5

5=5

A) The percentage of nurses completing the task in less than 5 minutes is approximately 4.75%. b) The percentage of nurses requiring more than 10 minutes to complete the task is approximately 50%

To solve this problem, we will use the properties of the normal distribution and z-scores. Given that the average completion time for the task is 10 minutes and the standard deviation is 3 minutes, we can proceed with the following calculations:

a) To find the percentage of nurses completing the task in less than 5 minutes, we need to calculate the z-score corresponding to a time of 5 minutes and then determine the area under the normal distribution curve to the left of that z-score.

The z-score formula is given by: z = (x - μ) / σ

where x is the time in question (5 minutes), μ is the mean (10 minutes), and σ is the standard deviation (3 minutes).

z = (5 - 10) / 3 = -5/3 ≈ -1.67

Using a standard normal distribution table or a calculator, we can find that the area to the left of -1.67 is approximately 0.0475 or 4.75%. Therefore, approximately 4.75% of nurses complete the task in less than 5 minutes.

b) To find the percentage of nurses requiring more than 10 minutes to complete the task, we calculate the z-score for a time of 10 minutes and find the area to the right of that z-score.

z = (10 - 10) / 3 = 0

The area to the right of z = 0 is 0.5 or 50%. Therefore, approximately 50% of nurses require more than 10 minutes to complete the task.

c) To find the probability that a nurse will take between 8 and 12 minutes to complete the task, we need to find the area under the curve between the z-scores for 8 and 12 minutes.

z1 = (8 - 10) / 3 = -2/3 ≈ -0.67

z2 = (12 - 10) / 3 = 2/3 ≈ 0.67

Using a standard normal distribution table or a calculator, we find the area to the left of z = -0.67 as approximately 0.2514, and the area to the left of z = 0.67 as approximately 0.7514. Therefore, the probability that a nurse will take between 8 and 12 minutes to complete the task is approximately 0.7514 - 0.2514 = 0.5 or 50%.

d) To find the task times that qualify staff nurses for additional training, we need to determine the z-score corresponding to the slowest 20% of completion times and then convert it back to the original time scale.

The z-score corresponding to the slowest 20% is found by locating the z-score that has an area of 0.2 to its left. Using a standard normal distribution table or a calculator, we find this z-score to be approximately -0.84.

Now, we can convert the z-score back to the original time scale:

z = (x - μ) / σ

-0.84 = (x - 10) / 3

Solving for x, we have:

-0.84 * 3 = x - 10

-2.52 = x - 10

x = 10 - 2.52

x ≈ 7.48

Therefore, the task times that qualify staff nurses for additional training are approximately greater than 7.48 minutes.

In summary:

a) The percentage of nurses completing the task in less than 5 minutes is approximately 4.75%.

b) The percentage of nurses requiring more than 10 minutes to complete the task is approximately 50%

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Answer: Few phrases make me cringe the way I do when I hear, “Ours is not to reason why; just invert and multiply.” A student’s job in math class is to reason, and a teacher’s job is to help the students see that math makes sense. Understanding division of fractions is complicated, bringing together many ideas that build up to a method that makes sense, especially in the tricky case of a fraction divided by a fraction. Liping Ma writes about research asking teachers to explain what it means to divide by a fraction. Most U.S. teachers were startled to find how difficult this was for them. What if we start with the simpler case of a whole number divided by a fraction?

Answer:

  D.  75 ft

Step-by-step explanation:

Line DE parallel to line CB makes triangle ADE similar to triangle ACB. This means corresponding sides are proportional:

  DE/AD = CB/AC

  DE = AD×CB/AC = (70 ft)×(225 ft)/(70 ft +140 ft) = (225 ft)/3

  DE = 75 ft

The distance across the lake is 75 feet.

The rate is the following:

this rate is called speed.

Now, a unit rate is a rate with 1 in the denominator. Since 150 over 3 is 50, the unit rate is

326 divided by 0.24 to the nearest hundredth is 1358.33

To divide 326 by 0.24 and round the result to the nearest hundredth, we can perform the following calculation:

326 ÷ 0.24 = 1358.3333

Rounding to the nearest hundredth means we need to look at the third decimal place.

So 326 divided by 0.24 to the nearest hundredth is 1358.33.

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La variable x asociada al sistema geométrico con dos ángulos alternos externos es igual a 23.

En esta pregunta tenemos un sistema geométrico conformado por dos líneas paralelas atravesadas por una tercera línea. Este conjunto incluye dos ángulos alternos externos, que guardan la siguiente relación según la geometría euclídea:

6 · x - 28 = 4 · x + 18

A continuación, despejamos la variable x:

6 · x - 4 · x = 28 + 18

2 · x = 46

x = 23

El valor de la variable x es 23.

No existen preguntas en español sobre ángulos alternos externos, por lo que se añade una pregunta en inglés.

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