12x – 6 + 4 – 5x = 26

Answer: B

Step-by-step explanation:

Dont trust me

Answer:

The system has no solutions

Step-by-step explanation:

Answer:

392

Step-by-step explanation:

Total no = 2n²

= 2X14²

= 392

Answer:

Is the question where they intersect? If so which points?

Step-by-step explanation:

‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎‏‏‎ ‎

Answer:

20°

Step-by-step explanation:

A full circle is 360°

So at B,

angle a + 30 + 160 + 90(right angle) = 360

angle a + 280 = 360

angle a = 360 - 280 = 80

Now the markings indicate that side AC = side AB (you have been told it's isosceles right and isoceles triangles have two equal sides and two equal angles)

This also implies that angle a = angle b.

So, angle a is 80°

angle b is 80°

angle x = 180 - (80+80) = 180 - 160 = 20°

Note that the sum of all interior angles of a triangle is always 180

Answer:

median: 104.5

mean: 102.4

mode: 95

Step-by-step explanation:

On Julie's door, the images will span 210 square inches.

As Julie printed six images, the total space that the images cover is:

6 x 35 square inches = 210 square inches

Inches are measured as 1/36 of a yard in both British Imperial and American Customary measurement systems. According to some sources, the term "inch" comes from the Old English "ince" or "ynce," which in turn is said to have originated from the Roman "uncia" unit.

The name of another English unit, the ounce, is derived from the Roman word uncia. According to legend, King David I of Scotland defined the old English word "ynce" as the width of a man's thumb at the base of the nail in the year or thereabouts 1150 AD.

From the question:

Six images total, each measuring 5 by 7 inches, were printed by Julie. We must first calculate the area of each image in order to add up the overall area that these photographs cover.

One image's area is as follows:

5 inches x 7 inches = 35 square inches

As Julie printed six images, the total space that the images cover is:

6 x 35 square inches = 210 square inches

Consequently, 210 square inches of Julie's door will be covered by the images.

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Answer:

8 square = b square + 4 square

This is the answer to your question

Answer:

I think this is right lol

Step-by-step explanation:

f(x)=49+x

Answer:

Volume: 1135.82 yd³

Surface Area: 657.12 yd²

Step-by-step explanation:

V = whl

12.2 · 9.8 · 9.5

1135.82

A = 2(wl + hl + hw)

2 · (12.2 · 9.5 + 9.8 · 9.5 + 9.8 · 12.2)

657.12

Answer:It would be 40•.25=10

Step-by-step explanation: which means 40-10=30 so it’d be .25 and you’d move the decimal over 2 spots so it’d be 25% off

Answer:

A function is defined as an equation in which no x value has two y values.  You can find the answer to this via the vertical line test.  If you move a pencil across a graph and it does not touch the graph at two points, then it is a function.  Utilizing this logic, the correct answer is yes, this is a function.

Step-by-step explanation:

Answer:

11 1/4

Step-by-step explanation:

9/2/4/10

9/2/2/5

9/2*5/2

45/4

11 1/4

Final Answer:

45/4

Step-by-step explanation:

9/2 ÷ 4/10

90/8 ⇒ 45/4

Answer:

False

Step-by-step explanation:

This is false although most prime numbers are not divisible two, but there is one exception to this... the number 2! The number 2 is prime and is divisible by 2. All other prime numbers cannot be divisible by 2 otherwise they would not be prime as prime numbers are only divisible by 1 and the number it self (this excludes 1).

Answer:

See image

Step-by-step explanation:

It cant be wrong

Answer:

X       H(x)=2x+3

-4       -5

0        3

1         5

2        7

3        9

(f/g)(-5) is equal to 1/4, and the value -1 is not in the domain of f/g.

To find (f/g)(-5), we need to substitute -5 into the functions f(x) and g(x) and then divide f(-5) by g(-5).

Given:

f(x) = (4+x)(6+x)

g(x) = 1+x

Substituting -5 into the functions:

f(-5) = (4+(-5))(6+(-5)) = (-1)(1) = -1

g(-5) = 1+(-5) = -4

Now, we can calculate (f/g)(-5):

(f/g)(-5) = f(-5) / g(-5) = -1 / -4 = 1/4

Therefore, (f/g)(-5) equals 1/4.

Now let's determine the values that are not in the domain of f/g. The values that are not in the domain of f/g are the values that make the denominator g(x) equal to zero. In this case, the denominator is g(x) = 1+x.

To find the values that make the denominator zero, we solve the equation:

1 + x = 0

Subtracting 1 from both sides, we get:

x = -1

So, the value x = -1 is not in the domain of f/g because it would make the denominator equal to zero.

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The inequality that represents the line in the figure will be y > - (2/3) x + 3.

Inequality is defined as an equation that does not contain an equal sign. Inequality is a term that describes a statement's relative size and can be used to compare these two claims.

From the figure, the points of the line are (0, 3) and (3, 1). And the region above the line is a consideration. Then the equation of the line is given as,

(y - 3) > [(3 - 1) / (0 - 3)](x - 0)

Simplify the equation, then we have

(y - 3) > [(3 - 1) / (0 - 3)](x - 0)

(y - 3) > - (2/3)x

y > - (2/3) x + 3

The disparity that addresses the line in the figure will be y > - (2/3) x + 3.

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Step-by-step explanation:

3^2x = 11

we take the logarithm (to the base of 3) of both sides.

log3(3^2x) = log3(11)

2x = log3(11) = log(11)/log(3)

x = log(11)/log(3) / 2 = log(11)/(2×log(3)) =

= 1.091329169... ≈ 1.09

Answer:

3^2x = 11

we take the logarithm (to the base of 3) of both sides.

log3(3^2x) = log3(11)

2x = log3(11) = log(11)/log(3)

x = log(11)/log(3) / 2 = log(11)/(2×log(3)) =

= 1.091329169... ≈ 1.09

Step-by-step explanation:

Answer:

2401

Step-by-step explanation:

khan

Answer:

See Explanation

Answer: \( \boxed{ {7}^{14}} .50\)

Step-by-step explanation:

\({7}^{16} + {7}^{14} \\ \\ = {7}^{14} ( {7}^{2} + 1) \\ \\ = {7}^{14} (49 + 1) \\ \\ = {7}^{14}.50\)

Since, one factor of \( {7}^{16}+ {7}^{14}\) is 50.

Therefore, \( {7}^{16}+ {7}^{14}\) is divisible by 50.

Hence proved.

1. It is false that when non-Standard unit used is small few unit's are

needed .

2. Objects with different shapes can have the same volume. True

3. Length, width and height and multiplied to find volume of a rectangular prism. True

4. It is false that volume is measured in square unit.

5. It is true that Volume is a measure of the amount of space inside an object.

6. The formula for volume of a rectangular prism is V = l × w × h. True

7. It is true that Standard units give a consistent and accurate measure of a container.

8. It is false that Non-Standard units cannot be used to measure volume.

9. Volume is measured in cubic units. True

Volume can be defined as the amount of space inside and object. the object can be in different form such as cone, rectangular prism, cylinder and many other shapes. Even though shapes are different, It is possible for different shapes or objects to have the same volume when measure.

Measurement of volume can be through standard measurement and non standard measurements such as a cup of rice. However, for consistency and the sake of accuracy, it is advisable to always use standard measurements of volume where possible to avoid error that may occur in non standard measurement. The acceptable and recognized unit of volume is cubic meter (\(m^3\)).

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Answer:

the answers are <1 = 118°, <2 = 62°

Answer:

∠ 1 = 118° , ∠ 2 = 62°

Step-by-step explanation:

∠ 1 and 118° are corresponding angles and are congruent, then

∠ 1 = 118°

∠ 1 and ∠ 2 are adjacent angles on a straight line and sum to 180°

∠ 2 + 118° = 180° ( subtract 118° from both sides )

∠ 2 = 62°

Math instructor may provide feedback on Prudence's solution by advising her to check her solutions for extraneous solutions, showing more detailed work, and continuing to practice solving challenging problems to improve her skills for equation.

One possible comment the math instructor could make about Prudence's solution is that it is important to check the solutions she obtained to make sure they are valid. When solving rational equations, it is possible to obtain extraneous solutions, which are solutions that do not work in the original equation. Therefore, the instructor may advise Prudence to substitute her solutions back into the original equation and verify that they satisfy the equation.

Another comment the instructor could make is that Prudence should show her work and steps in more detail, especially if she is turning in her solution for a graded assignment. By showing more detailed work, Prudence can demonstrate a deeper understanding of the problem and how she arrived at her solution.

The instructor may also commend Prudence on her ability to solve a complex rational equation with multiple variables and parentheses. This shows that she has a strong grasp of algebraic concepts and can apply them effectively. However, the instructor may also suggest that Prudence continue to practice solving more challenging problems to further improve her skills.

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Answer:

10

Step-by-step explanation:

I simply divided 140/14 and got 10! Hope this helps :)

The 140 percentage of the number 10 is 14

Given data ,

To find the number that is 140% of another number, we can set up the equation:

140% of x = 14

So , 140 percentage of the number x = 14

To solve for x, we need to convert 140% to its decimal form, which is 1.40:

1.40 * x = 14

Now we can solve for x by dividing both sides of the equation by 1.40:

x = 14 / 1.40

Dividing 14 by 1.40 gives us:

On simplifying , we get

x = 10

Therefore , the value of x = 10

Hence , 140 percentage of 10 is equal to 14

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On solving the provided question, we can say that by percentage, 19.7% 0f female = 19.7/100 * 54 = 10.638

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.

by percentage,

male = 2139

female  = 54

19.7% 0f female = 19.7/100 * 54 = 10.638

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Answer:0

Step-by-step explanation:

0