Solve. 5x < -10

A) x < -2
B) x > -2
C) x < -15
D) x < -50

a²b is the same thing as ba²

b and a are two separate variables lets pretend a is 2 and b is 3

2² * 3 = 4 * 3 = 12

3 * 2² = 3 * 4 = 12

this is the commutative property of multiplication

An expression is defined as a set of numbers, variables, and mathematical operations. The two of the given expressions a²b and ba² are the same.

In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.

The two of the given expressions a²b and ba² are the same because if the two of the expressions are expanded then the value of the two expressions will be equal to each other.

Therefore, the two expressions are expanded as shown below,

a²b = a × a × b

ba² = b × a × a

Therefore, the two of the given expressions a²b and ba² are the same.

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Answer:

22 (I think)

Step-by-step explanation:

The picture is a lil blurry so I'm not sure if I counted the squares right. But basically, you count the squares from one dot to the next. For example, the one on the top that goes in a horizontal line is 6 squares. As for the other two lines, you count from the dot you're starting at and count VERTICALLY until you reach the same line as the point of the triangle. Like with the left side, it starts at point -5, 4 and you'll count how many squares it takes until you reach the same y-axis line as the tip of the triangle. So you should get to -5, -4 for the left side which counts to 8 squares. Same for the other side, also being 8 squares. Then just add it up. 8+8+6=22.

Answer:

50%

Step-by-step explanation:

If there's only either a gray piece or a white piece on the spinner and you spun it once, the probability of it landing on gray or white is 50%. But if there are more pieces the answer will be incorrect.

Step-by-step explanation:

The function is as follows :

\(f(x) = x^2 + 5x + 5\)

We need to find the zeroes of the function in the simplest radical form.The zero of the above function is given by :

\(x=\dfrac{-b\pm \sqrt{b^2-4ac} }{2a}\)

Here,

b = 5

a = 1

c = 5

So,

\(x=\dfrac{-5\pm \sqrt{5^2-4\times 1\times 5} }{2(1)}\\\\x=\dfrac{-5\pm \sqrt{25-20} }{2(1)}\\\\x=\dfrac{-5\pm \sqrt{5} }{2}\)

Hence, the correct option is (c).

The possible lengths of the path are (2,3,5)

Any side of a triangle must be shorter than the other two sides added together. If a side is equal to the other two sides it is not a triangle.

Given here: A 9 mile long triangular path.

In Euclidean geometry, triangle inequlaity theorem that the sum of any two sides of a triangle is greater than or equal to the third side; in symbols, a + b ≥ c.

Thus we have

a) 1+1=2<7 (False)

b)1+2=3<6 (False)

c)2+2=4<5 (False)

d) 2+3=5>4 ( True)

Therefore the possible lengths of the paths are (2,3,5)

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A triangular bike path is exactly  miles long. If each of the three connecting paths is a whole-number of miles long, which could be the lengths of the paths? (1 Point)

1mile,  1mile,  7miles

1 mile, 2 miles, 6 miles

2 miles,  2miles, 5 miles

2 miles,  3miles, 5 miles

Answer:

2 squared - 7 + -4

Step-by-step explanation:

Answer: B)310

Step-by-step explanation:

Add up all the students from the different types of transportation to get to school.

Bus=150

Car=40

Bicycle=70

Walk=50

=310

Answer:

39.70 + 6 equals, (45.7)

Step-by-step explanation:

By simply adding them is how you get your answer.

Answer: 180 gallons needed

Step-by-step explanation:

Zykeith,

Assume x gallons of 50% antifreeze is needed

Final mixture is x + 60 gallons

Amount of antifreeze in mixture is 0.4*(x+60)

Amount of antifreeze added is .5x + .1*60 = .5x + 6

so .5x + 6 = .4(x + 60)

.5x -.4x = 24 -6

.1x = 18

x = 180

Let x be the number of gallons of the 50% antifreeze solution needed. We know that the resulting mixture will be 70 + x gallons. To get a 40% antifreeze mixture, we can set up the following equation:

\({\implies 0.5x + 0.1(70) = 0.4(70 + x)}\)

Simplifying the equation:

\(\qquad\implies 0.5x + 7 = 28 + 0.4x\)

\(\qquad\quad\implies 0.1x = 21\)

\(\qquad\qquad\implies \bold{x = 210}\)

\(\therefore\) We need 210 gallons of the 50% antifreeze solution to mix with 70 gallons of 10% antifreeze to get a mixture that is 40% antifreeze.

\(\blue{\overline{\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad\qquad}}\)

Answer:

 5.04 m²

Step-by-step explanation:

The unmarked vertical edge is 2-1.2 = 0.8 m, so the cut-out rectangle at upper right has an area of ...

  A = LW

  A = (1.2 m)(0.8 m) = 0.96 m²

This area is cut out of a rectangle that is 2 m × 3 m. The area of the shape is then ...

  area = (2 m)(3 m) -0.96 m² = 5.04 m²

The linear factors of the given polynomial is (2x+1)(4x+3) and (3x-2).

The factorization method uses basic factorization formula to reduce any algebraic or quadratic equation into its simpler form, where the equations are represented as the product of factors instead of expanding the brackets. The factors of any equation can be an integer, a variable, or an algebraic expression itself.

The given function is f(x)=24x³+14x²-11x-6 and one of the factor is (2x+1).

Here, 24x³+14x²-11x-6 can be written as 24x³+12x²+2x²+1x-12x-6

12x²(2x+1)+1x(2x+1)-6(2x+1)

= (2x+1)(12x²+1x-6)

= (2x+1)(12x²+1x-6)

= (2x+1)(12x²+9x-8x-6)

= (2x+1)[3x(4x+3)-2(4x+3)]

= (2x+1)(4x+3)(3x-2)

Therefore, the linear factors of the given polynomial is (2x+1)(4x+3) and (3x-2).

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kigegvdvdjsjshdbdhdhhdh

Answer:

The answer to the question is the third answer

The sixth term of the geometric sequence is 2048.

The given geometric sequence is 2, 8, 32, 128. We can observe that each term is obtained by multiplying the previous term by 4. Therefore, the common ratio (r) of the sequence is 4.

The formula for the nth term (an) of a geometric sequence is given by:

an = a1 * r^(n-1)

where a1 is the first term and r is the common ratio.

For this sequence, a1 = 2 and r = 4. Plugging in these values into the formula, we get:

an = 2 * 4^(n-1)

To find a6, we substitute n = 6 into the formula:

a6 = 2 * 4^(6-1)

  = 2 * 4^5

  = 2 * 1024

  = 2048

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The Probable question may be:
Write an equation for the nth term of the geometric sequence 2, 8, 32, 128,

Then find a6. Round to the nearest tenth if necessary.

a = 5×4 X

a1 = n-1 X

Answer: we dont understand cfjsylukyxydoydodkzlslyldl

Step-by-step explanation:

If D be a region bounded by a simple closed path C in the xy-plane, then the centroid of the quarter circle is  (4a/3π , 4a/3π)   .

In the question ,

it is given that D is the region bounded by a simple closed path C in the xy-plane .

the radius of the circle is = "a" ,

let the equation of the circle be x² + y² = a² ,

So , the area of the quarter circle is (A)  = (1/4)*πa²

The coordinate of the centroid x will be :

x = \(\frac{1}{2A} \int\limits x^{2} dy\)

x = \(\frac{1}{2(\frac{\pi a^{2} }{4})} \int\limits^a_0 {a^{2} -y^{2} } \, dy\)

Simplifying further ,

we get ,

x = 2/πa² [{a²(a) - a³/3} - 0 ]

x = 2/πa² [a³ - a³/3 ]

x = 4a/3π

The coordinate of the centroid y will be :

y = \(\frac{1}{2A} \int\limits y^{2} dx\)

y = \(\frac{1}{2(\frac{\pi a^{2} }{4})} \int\limits^a_0 {a^{2} -x^{2} } \, dx\)

Simplifying further ,

we get ,

y = 2/πa² [{a²(a) - a³/3} - 0 ]

y = 2/πa² [a³ - a³/3 ]

y = 4a/3π

Therefore , the coordinates of the centroid is (4a/3π , 4a/3π) .

The given question is incomplete , the complete question is

Let D be a region bounded by a simple closed path C in the xy-plane. The coordinates of the centroid x, y of D are x = \(\frac{1}{2A} \int\limits x^{2} dy\)  ,  y = \(\frac{1}{2A} \int\limits y^{2} dx\) ?  

Find the centroid of a quarter-circular region of radius a.

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Answer: x = - 10

Step-by-step explanation:

    We will use the equation given, substitute -1,000 in for y, and solve.

y = x³

(1,000) = x³

\(\sqrt[3]{ (1,000)} = \sqrt[3]{x^3}\)

- 10 = x

x = - 10

Answer:

x = 11

Step-by-step explanation:

The two angles measuring (7x + 14)° and (9x - 8)° are corresponding angles, which are always congruent to each other and thus equal to each other.  

Step 1:  Thus, we can find the value of x by setting the two angles equal to each other:

7x + 14 = 9x - 8

7x + 22 = 9x

22 = 2x

11 = x

Optional Step 2:  We can check that we've found the correct answer by plugging in 11 for x in both (7x + 14) and (9x - 8) and checking that we get the same number:

7(11) + 14 = 9(11) - 8

77 + 14 = 99 - 8

91 = 91

Answer:

The slope is -5

Answer:

C. 101 3/4; $1017.50

Step-by-step explanation:

Correct on E2020!

Answer:

f(x) + g(x) = (-2x + 8)+ 3x

f(x) + g(x) = -2x + 8 + 3x   Combine like terms.

f(x) + g(x) = x + 8        

f(x) + g(x) = (f+g)(x) = x + 8

(f + g)(-1) = -1 + 8

(f + g)(-1) = 7

Step-by-step explanation:

Step-by-step explanation:

Area of triangle = 1/2×base×height

= 1/2×7×8

= 28cm²

Answer:

32

Step-by-step explanation:

From the chart

Male: Female=5:4

Number of Males in Electrical Engineering=40

Let the total population of the student=x

Therefore:

\(\dfrac59 \times 20\%$ of x=40\)

5*0.2x=40*9

x=360

Number of Females in the Civil Department

\(=\dfrac49 \times 30\%$ of 360\)

=48

Number of Females in the Mechanical Department

\(=\dfrac49 \times 10\%$ of 360\)

=16

Difference in the number of females

=48-16

=32

Answer: The Pacing Method:

Use Edulastic to help convey weekly expectations and track student progress along the way

You can set up Edulastic to function as your check-in-tool with students, and Edulastic will help you in gathering student data during this process (#Edulasticforthewin!). This can help in estimating student participation grades and preparing reports to supervisors. It can also help with pacing and students staying on task.

When I was a high school science teacher I would structure “Check ins” with my students on written handouts that students had to present to me for my signature (upon meeting and discussing project updates, hearing feedback from me etc.). If I had access to Edulastic tools then, I could have instead coordinated these check ins digitally and privately using Edulastic. They could check-in on their own time, at home or at school. That makes things a heck of a lot more efficient than having students form a line waiting to talk to me at my desk! You can set this up to occur at the every other day mark, weekly mark, biweekly, or even monthly mark depending upon length and scope of a project in place.

Check out how this might look in Edulastic:

Step-by-step explanation:

Answer:

See comment

Step-by-step explanation:

13 lawns

The relation which are function are (1) and (2).

An expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

To test the whether the given relation is function or not we can

Use the vertical line test to determine whether or not a graph represents a function.

If a vertical line is moved across the graph and, at any time, touches the graph at only one point, then the graph is a function.

If the vertical line touches the graph at more than one point, then the graph is not a function.

From above,

Graph (1), (2) passes the vertical line test and are the function. But the graph (3) and (4) is not a function.

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Answer:

Step-by-step explanation:

y keeps adding 6 while x keeps adding 3

The second differences for the relation is -2 which is option A.

To find the second differences, we need to calculate the difference between consecutive differences of the 'y' values in the given relation.

First, let's calculate the first differences:

-9 - (-4) = -5

-4 - (-1) = -3

-1 - 0 = -1

0 - (-1) = 1

-1 - (-4) = 3

-4 - (-9) = 5

Now, let's calculate the second differences:

-5 - (-3) = -2

-3 - (-1) = -2

-1 - 1 = -2

1 - 3 = -2

3 - 5 = -2

The second differences for the given relation are all -2.

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Question⬇️  

              subtracting fractions with unlike denominators​

Answer⬇️

           13/24

Further Explanation⬇️

                                 For the problem:

2

3

+  

1

8

= ?

The Least Common Multiple (LCM) of 3 and 8 is 24. Multiply the numerator and denominator of each fraction by whatever value will result in the denominator of each fraction being equal to the LCM:

2

3

+  

1

8

=  

2 × 8

3 × 8

+  

1 × 3

8 × 3

=  

16

24

+  

3

24

Now that the fractions have like denominators, add the numerators:

16

24

+  

3

24

=  

16 + 3

24

=  

19

24

The result is:

2

3

+  

1

8

=  

13

24