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4. Find 39% of 65.
What is the answer

Answer:

a = -3

Step-by-step explanation:

-3(a-6)=-(4a-6)-3a

-3a+18 = -4a+6-3a

-3a+18 = -4a-3a+6

-3a+18 = -7a+6

-3a+7a = 6-18

4a = -12

4a/4 = -12/4

a = -3

Answer:

i believe the missing value is (3,-2)

Step-by-step explanation:

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Brandon have to pay  $28.75 to buy 5 pounds of walnuts.

By problem;

Price per pound= $6.50

Quantity to be purchased = 5 pounds

Discount available= $3.75

Expression:- 6.50pp-3.75     (where pp is a variable for pounds of walnut)

Amount to be paid= 6.50 * 5 - 3.75

Amount to be paid  =$28.75

Therefore, Brandon has to pay $28.75 to purchase 5 pound of walnuts.

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Answer:

The answer is D

hope this helped :)

Answer:

A because X<-2

Step-by-step explanation:

You subtract 6, then you divide the result which is 6 by -3, which will give you -2. And you go in the direction that the <or> is pointing

Answer:

\(\frac{11}{4}\) or 2 \(\frac{3}{4}\)

Step-by-step explanation:

Here is one way to solve this problem

2x - \(\frac{7}{4}\) = x + 1  (3/3 is another way to write one)  Multiply all the way through by 4

4(2x - \(\frac{7}{4}\)) = 4(x + 1)  Distributive property

8x -7 = 4x +4  Subtract 4x from both sides

4x - 7 = 4  Add 11 to both sides

4x = 11  Divide both sides by 4

x = \(\frac{11}{4}\)

Answer:

The answer is 5 3/4

Step-by-step explanation:

13/4 = 3 1/4

3 1/4 + 2 2/4 = 5 3/4

Hope this helped you!

Answer:

22.05 mi.²

Step-by-step explanation:

A = bh

A = (4.5 mi)(4.9 mi)

A = 22.05 mi.²

Answer:

13 P

Step-by-step explanation:

Answer: 13p

Step-by-step explanation:

All three terms have the same variable. Therefore, you can add all three terms together into a singular term (below).

5p + 2p + 6p = 13p

Answer: 1.  x = 2

2. x = -2

Step-by-step explanation:

The number that we added to complete the square is (15/2)² = 225/4.

A quadratic equation is a polynomial equation of degree 2, which means that the highest power of the variable is 2. The general form of a quadratic equation is:

ax² + bx + c = 0

x²– 15x – 23 = 0

x² + 15x + (15/2)² - (15/2)² - 23 = 0

(x + 15/2)² - (23 + 225/4) = 0

(x + 15/2)² - 394/4 = 0

Now we can simplify the equation:

(x + 15/2)² = 394/4

(x + 15/2)² = 98.5

Finally, we can take the square root of both sides and solve for x:

x + 15/2 = ±√(98.5)

x = -15/2 ± √(98.5)

Therefore, the number that we added to complete the square is (15/2)² = 225/4.

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There is  mBOM + mBON = -60° and mBOM + mOXA + mOXB = 148°,

we can subtract these two equations to eliminate mBOM:  (mBOM + mOXA + m.

To find mP, a, and b, we will analyze the given information and apply the properties of circles and tangents.

First, let's focus on finding mP. We know that tangent lines to a circle from the same external point have equal lengths. In this case, the tangents are BP and PA, and they are tangent to the inner circle at points N and M, respectively.

Since tangents from the same external point are equal in length, we can conclude that BN = AM.

Next, we observe that triangles BON and AOM are congruent by the Side-Angle-Side (SAS) congruence criterion.

Therefore, we have:

mBON = mAOM (congruent angles due to congruent triangles)

mBON + mMON = mAOM + mMON (adding 120° to both sides)

mBOM = mAON (combining angles)

Now, we consider the angles in the outer circle. Since mAX = mBY = 106°, we can infer that mAXO = mBYO = 106° as well.

Furthermore, we know that the sum of the angles in a triangle is 180°. Hence, in triangle AXO, we have:

mAXO + mAOX + mOXA = 180°

106° + mAOX + mOXA = 180°

Simplifying, we find:

mAOX + mOXA = 74°

Similarly, in triangle BYO, we have:

mBYO + mBOY + mOYB = 180°

106° + mBOY + mOYB = 180

Simplifying, we find:

mBOY + mOYB = 74°

Now, we can analyze triangle PON. The sum of its angles is also 180°:

mPON + mOPN + mONP = 180°

Substituting known values, we have:

mPON + mBON + mOBN = 180°

mPON + mAOM + mBOM = 180°

Since we know that mBOM = mAON, we can rewrite the equation as:

mPON + mAOM + mAON = 180°

Substituting mBOM + mBON + mMON for mPON + mAOM + mAON (from earlier deductions), we get:

mBOM + mBON + mMON + mMON = 180°

Simplifying, we find:

2mMON + mBOM + mBON = 180°

Substituting the given value mMON = 120°:

2(120°) + mBOM + mBON = 180°

240° + mBOM + mBON = 180°

Simplifying further:

mBOM + mBON = -60°

Now, let's consider the angles in the outer circle again. Since mBOM + mBON = -60°, we have:

mBOM + mAXO + mOXA + mOXB + mBYO = 360°

mBOM + 106° + mOXA + mOXB + 106° = 360°

Simplifying, we find:

mBOM + mOXA + mOXB = 148°

Since mBOM + mBON = -60° and mBOM + mOXA + mOXB = 148°, we can subtract these two equations to eliminate mBOM:

(mBOM + mOXA + m

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By answering the presented question, we may conclude that the student parallel lines might subtract the known measure of that angle from 180 to determine the measure of 5.

In geometry, parallel lines are coplanar infinite lines that do not cross anywhere. Parallel planes are ones that never intersect in a given three-dimensional space. Parallel curves have a constant minimum distance between them and no points of touch or junction. In geometry, parallel lines are two lines that are in the same plane, equally spaced apart, and never overlap. It is possible to apply either horizontally or vertically. Parallel lines may be found in common items such as train tracks, notebook rows, and pedestrian crossings.

When a straight line meets two parallel lines, corresponding angles are generated. They are congruent (have the same measure) and are positioned in the same location at each junction.

The learner must seek for alternative angles that are congruent to 5 in order to obtain its measure. For example, if another angle in the diagram is vertical (opposite) to 5, it will have the same measurement as 5. If another angle in the diagram is supplemental (adds up to 180 degrees) to 5, the student might subtract the known measure of that angle from 180 to determine the measure of 5.

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ANSWER :

The answer is B. y = (x + 4)^2 + 9

EXPLANATION :

From the problem, we have :

Group the terms in which the constant term and the terms with variables are separated.

add and subtract a variable m to the parenthesis to maintain equivalency.

Calculate the value of m using b^2/4a^2 with a = 1 and b = 8

Then :

The first parenthesis will be a perfect square trinomial.

Factor and simplify :

Answer:

Step-by-step explanation:

To find the smallest possible difference between two different nine-digit integers that include all the digits 1 to 9, we can start by arranging the digits in ascending order to form the smaller number and in descending order to form the larger number.

The smallest possible nine-digit integer that includes all the digits 1 to 9 is 123456789, and the largest possible nine-digit integer is 987654321.

To calculate the difference, we subtract the smaller number from the larger number is

987654321 - 123456789 = 864197532

Therefore, the smallest possible difference between two different nine-digit integers, each of which includes all the digits 1 to 9, is 864,197,532

In number theory, the smallest possible difference between two different nine-digit integers, each of which includes all of the digits from 1 to 9, is 1.

The subject matter of this question belongs to Mathematics, specifically, number theory. The smallest possible difference between two different nine-digit integers, each of which includes all of the digits 1 to 9, is 1. For instance, consider the two numbers

123456789

and

123456790

. Both numbers use each of the digits 1 to 9 once. The difference between these two numbers is 123456790 - 123456789 = 1. This is the smallest difference that can be achieved under the given conditions.

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Jebb is 6 feet 4.5 inches tall.

What is height?

The distance between the bottom and top of an object or person is a measurement of its height.

Height, altitude, and elevation all refer to the vertical distance, either between the top and bottom of something or between its base and something above it. Height is a term for something that can be high or low and is measured vertically.

Given: Jebb is the tallest player on the basketball team.

He is 1 1 /2 times as tall as the shortest girl in the sixth grade, who is 4 1 /4 feet tall.

Here

1 1/2 times 4 1/4

change to improper fractions

\(1\frac{1}{2} = \frac{(2)(1)+1}{2}= \frac{3}{2}\)

\(4\frac{1}{4}= \frac{(4)(4)+1}{4} = \frac{17}{4}\)

⇒  1 1/2 times 4 1/4  is (3/2)*(17/4)

\(\frac{3}{2}(\frac{17}{4})=\frac{51}{8}\)

Convert 51/8 into improper fraction.

\(\frac{51}{8} = 6\frac{3}{8}\)  feet tall.

3/8 of 12 inches is,

\(\frac{3}{8}(12) = \frac{36}{8}\)

Convert 36/8 into improper fraction

\(\frac{36}{8} = 4\frac{4}{8}\)  inches

Here 4/8 = 0.5

⇒ \(4\frac{4}{8} = 4.5\)

Hence, Jebb is 6 feet 4.5 inches tall.

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Answer:

Two triangles are congruent if they meet one of the following criteria. : All three pairs of corresponding sides are equal. : Two pairs of corresponding sides and the corresponding angles between them are equal. ... and another pair of corresponding sides are equal in two right triangles.

B. 9.1 because |-9.1| = 9.1

Magnitude of -9.1 is 9.1

Magnitude of a number

A magnitude is the measurement or absolute value of a quantity. A magnitude is represented by a positive real number. Put simply, a magnitude is the size of some quantity. For example, the magnitude of an earthquake, measured on the Richter scale, usually varies between 1 and 10 and represents the size of the earthquake. An earthquake with a magnitude of 8 is much more trouble than an earthquake with a magnitude of 3.

The magnitude of a negative number, say -6? It is (positive) 6. Magnitudes cannot be negative. Consider the idea of a magnitude as a measure of size: there doesn't seem to be a coherent idea of negative size. To make sense of this is to understand that -6 is greater in magnitude than -5 even though -6 is a lower number. For negative numbers the order of magnitude is reversed, just as one counts in the opposite direction on the number line for negative numbers.

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Answer:

N=11/5

Step-by-step explanation:

Answer:

n = 2.2

Step-by-step explanation:

Given

- 6.5(n - 5) = 18.2 ( divide both sides by - 6.5 )

n - 5 = - 2.8 ( add 5 to both sides )

n = 2.2

Answer: 34x+22z-77-99=23c

Step-by-step explanation:

Answer:

the trig function you would use to find x would be cosine becuase its adjacent/ hypotenuse.

solving it would give you 49 becuase its cosine(x)=13/20 and you have to multiply by the inverse of cosine

to solve for y you would use sine of y which would be opposite/ hypotenuse = 13/20

The lengths of the sides that could be for a 45°-45°-90° triangle are 3, 4, 5

A triangle is a three-sided polygon that consists of three edges and three vertices.

The lengths of the sides of a 45°-45°-90° triangle have a specific relationship.

In such a triangle, the ratio of the lengths of the sides is 1:1:√2.

√3/2, √3/2, √2

The ratio of the lengths is √3/2 : √3/2 : √2.

This does not match the 1:1:√2 ratio, so it is not a valid option.

3√2, 3√2, 6

The ratio of the lengths is 3√2 : 3√2 : 6.

This does not match the 1:1:√2 ratio, so it is not a valid option.

√3, 3, 2√3

The ratio of the lengths is √3 : 3 : 2√3. This does not match the 1:1:√2 ratio, so it is not a valid option.

3, 4, 5

The ratio of the lengths is 3 : 4 : 5.

This does match the 1:1:√2 ratio, so it is a valid option.

Therefore, the lengths of the sides that could be for a 45°-45°-90° triangle are 3, 4, 5.

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Answer:

75 shots and 15.1%

Step-by-step explanation:

Answer:

the ordered pair (0, 1/6)

Step-by-step explanation:

To reflect a function across the y-axis, we replace every occurrence of x with -x. Therefore, the function g(x) is given by:

g(x) = f(-x) = 1/6(2/5)^(-x)

To find an ordered pair on g(x), we need to choose a value of x and evaluate g(x). For example, if we choose x = 0, then:

g(0) = 1/6(2/5)^(-0) = 1/6

Therefore, the ordered pair (0, 1/6) is on the graph of g(x).

Answer:

12.2

Step-by-step explanation:

Let C be the last angle c + 55° + 35° = 180° (sum of angles in a triangle)

C + 90° = 180°

C = 180° - 90°

C = 90°

Let c be the last side

Using the sine rule a/sinA = b/sinB = c/sinC

Using any of the other two sides,

10/sin55° = c/sin90°

c = 10/sin55° × sin90°

c = 10/0.8192 × 1

c = 12.21

c ≅ 12.2

The volume of the space outside the pyramid but inside the prism is 250 cubic centimeters.

To find the volume of the space outside the pyramid but inside the prism, we need to subtract the volume of the pyramid from the volume of the prism.

The volume of a rectangular prism is given by the formula: Volume = base area × height.

The base area of the prism is a square with sides measuring 5 centimeters, so the base area is 5 cm × 5 cm = 25 square centimeters.

The height of the prism is given as 12 centimeters.

Therefore, the volume of the prism is 25 square centimeters × 12 centimeters = 300 cubic centimeters.

The volume of a pyramid is given by the formula: Volume = (1/3) × base area × height.

The base area of the pyramid is the same as the base area of the prism, which is 25 square centimeters.

The height of the pyramid is half the height of the prism, which is 12 centimeters ÷ 2 = 6 centimeters.

Therefore, the volume of the pyramid is (1/3) × 25 square centimeters × 6 centimeters = 50 cubic centimeters.

To find the volume of the space outside the pyramid but inside the prism, we subtract the volume of the pyramid from the volume of the prism:

Volume of space = Volume of prism - Volume of a pyramid

= 300 - 50

= 250

Therefore, the volume of the space outside the pyramid but inside the prism is 250 cubic centimeters.

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Answer:

24 and yes

Step-by-step explanation:

Here, we want to find the value of x

the side facing the right angle is the side measured 26 and that is the hypotenuse

According to Pythagoras’ theorem, the square of the hypotenuse equals the sum of the squares of the two other sides

Thus;

26^2 = 10^2 + x^2

x^2= 26^2-10^2

x^2 = 676-100

x^2 = 576

x= √576

x = 24

Yes, they form a pythagorean triple as the square of the two smaller numbers will give the biggest number at all times

Average velocity is a fundamental concept in physics, and is used in a wide range of fields including mechanics, kinematics, and fluid dynamics. It is also used in everyday life to describe the motion of objects such as cars, planes, and people.

We calculate average velocity to measure the rate of change of an object's position over time. Average velocity is calculated by dividing the displacement of the object by the time it took to make that displacement. It tells us the object's overall speed and direction of motion during a given time interval.

Average velocity is particularly useful for describing the motion of objects that undergo non-uniform or changing motion, since it takes into account both the speed and direction of the motion. It can also be used to compare the motion of different objects or the same object at different times.

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The error that Amanda made is claiming that the expanded form of \(log4(c^2d^5)\) is:

\(log4(c^2d^5) = log4(c^2)log4(d^5)\)

The logarithmic expression \(log4(c^2d^5)\) represents the power to which 4 must be raised to get the value of \(c^2d^5\). That is:

\(log4(c^2d^5) = y\)if and only if \(4^y = c^2d^5\)

Now, to expand this logarithmic expression, we can use the logarithmic identity:

log(ab) = log(a) + log(b)

Applying this identity to the given expression, we get:

\(log4(c^2d^5) = log4(c^2) + log4(d^5)\)

So, the error that Amanda made is claiming that the expanded form of \(log4(c^2d^5)\) is:

\(log4(c^2d^5) = log4(c^2)log4(d^5)\)

This is incorrect because we cannot use the product rule of logarithms in this case. The product rule is applicable only when we are taking the logarithm of the product of two or more terms. In this case, we are taking the logarithm of a single term \((c^2d^5)\) and therefore, we need to use the power rule of logarithms to expand it into two separate logarithmic terms as shown above.

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a. The quotient ring Z/2Z consists of two elements: [0] and [1].

b. The quotient ring Z/6Z consists of six elements: [0], [1], [2], [3], [4], and [5].

c. The quotient ring of polynomials of degree n is denoted as F[x]/(p(x)), where F is a field and p(x) is a polynomial of degree n.

In abstract algebra, a quotient ring is formed by taking a ring and factoring out a two-sided ideal. The resulting elements in the quotient ring are the cosets of the ideal. In the case of Z/2Z, the elements [0] and [1] represent the cosets of the ideal 2Z in the ring of integers. Since the ideal 2Z contains all even integers, the quotient ring Z/2Z reduces the integers modulo 2, yielding only two possible remainders, 0 and 1. Similarly, in Z/6Z, the elements [0], [1], [2], [3], [4], and [5] represent the cosets of the ideal 6Z in the ring of integers. The quotient ring Z/6Z reduces the integers modulo 6, resulting in six possible remainders, from 0 to 5.

Quotient rings of polynomials, denoted as F[x]/(p(x)), involve factoring out an ideal generated by a polynomial p(x). The resulting elements in the quotient ring are the cosets of the ideal. The degree of p(x) determines the degree of polynomials in the quotient ring. For example, if we consider the quotient ring F[x]/(x^2 + 1), the elements in the ring are of the form a + bx, where a and b are elements from the field F. The polynomial x^2 + 1 is irreducible, and by factoring it out, we obtain a quotient ring with polynomials of degree at most 1.

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