Answers
Answer:
90
Step-by-step explanation:
x•y-z²
x=9,y=14,z=6
9 • 14 - 6²
126-36=90
Related Questions
The average blink last one-tenth of a second. If you blink 14,000 times per day, for how many seconds are your eyes closed while you’re awake? Divide this number by 60 to determine the number of minutes per day your eyes are closed while awake. (2 pts.)
Answers
Answer:
14?
Step-by-step explanation:
Noah says that to find 20% of a number he divides the number by 5. For example, 20% of 60 is 12, because . Does Noah's method always work? Explain why or why not.
Answers
Answer:
Yes Noah's method will always work
Step-by-step explanation:
Noah's method states that:
To find 20% of a number he divides the number by 5. For example, 20% of 60 is 12.
Noah's method will always work because:
20% = 20/100
Simplifying 20/100 to the least fraction = 20/100 = 1/5
20% of x = 1/5 × x
= x/5 = x ÷ 5
Applying this to the examples
20% of 60 = 1/5 × 60
= 60/5 = 12.
Therefore, Noah's method will always work.
what is the rate of change ?
y=-5x-3
Answers
Answer:
the rate of change is -5.
Step-by-step explanation:
y = -5x - 3
-5 = rate of change
-3 = x intercept
The rate of change is -5
Step by step explanation
Y=5x-3
-5=rate of change
-3=x intercept
Lorelei knows that the mass of one dime is about 2.3 grams. She needs to find the mass of 4 dimes. Which equation shows how to use the Distributive Property to solve?
Answers
Answer:
Step-by-step explanation:
(4 × 2) + (4 × 0.3) = 9.2 grams
What is the equivalent of 6x - 12 ?
Answers
Answer:
6(x−2)
Step-by-step explanation:
Factor 6x−12
6x−12
=6(x−2)
The perimeter of a square can be expressed by the function f(s) = 4s, where s is the length of the side in inches.
How do the mathematical domain and reasonable domain compare?
Answers
Answer:
Mathematical domain is all numbers, as all numbers can be multiplied by 4. However, this is not reasonable as negative lengths don't exist, so the reasonable domain would be all positive numbers.
Find the area of 6cm 13cm
Answers
Answer:
the area of this rectangle is 78cm
Step-by-step explanation:
formula;
area=length ×width
a=13×6
a=78cm
Whoever gets this correct gets marked brainlest
Answers
Answer:
60 i think
Step-by-step explanation:
(8b^2/3*9t^3/5)(8b^5/3*9t^3/5)
Answers
Answer:
5,184•b•t^6/5
Step-by-step explanation:
Here, we want to multiply the expressions
According to indices law, if we have same bases, we add up the exponents
Thus, we have that;
8 *8b^(2/3+5/3) * 9 * 9 * t^(3/5+3/5)
= 64 * b * 81 * t^6/5
= 5,184bt^6/5
Identify all of the root(s) of g(x) = (x2 + 3x - 4)(x2 - 4x + 29).
-1
1
-4
4
2 + 5i
2-5i
-2 + 10i
-2 - 10i
Answers
Answer:
B, C, E, F
1, -4, 2+5i, 2-5i
Step-by-step explanation:
The roots of the function g(x) are -4 and 1.
What is a function?A function has an input and an output.
A function can be one-to-one or onto one.
It simply indicated the relationships between the input and the output.
Example:
f(x) = 2x + 1
f(1) = 2 + 1 = 3
f(2) = 2 x 2 + 1 = 4 + 1 = 5
The outputs of the functions are 3 and 5
The inputs of the function are 1 and 2.
We have,
To find the roots of the given function, we need to find the values of x that make the function equal to zero.
This can be done by factoring the function and setting each factor equal to zero.
g(x) = (x² + 3x - 4) (x² - 4x + 29)
Setting each factor equal to zero.
x² + 3x - 4 = 0
(x + 4)(x - 1) = 0
x² - 4x + 29 = 0
This quadratic has no real roots since its discriminant is negative.
The roots of g(x) are the values of x that satisfy either of these equations, which are:
x = -4 or x = 1
Thus,
The roots of the function g(x) are -4 and 1.
Learn more about functions here:
https://brainly.com/question/28533782
#SPJ5
brainly and points :)
Answers
Answer:
Step-by-step explanation:
the volume of the cone=1/3 * 3.14*h*r^2= aprox 226 cubic inches
choice 3
Answer:
C
Step-by-step explanation:
I hope this helps you :)
what is the anser to the equation 2^{2x+2} = 2^{3x}
A) x = 2.5
B) x = 1
C) x = 2
D) x = -2
Answers
Answer: C) x = 2
2^{2x + 2} = 2^{3x}
Since both terms (above) have the same base, set the exponents to be equal:
2x + 2 = 3x (Rearrange to solve for x)
x = 2
∴ x = 2
2,034627 rounded to the nearest hundread thousand
Answers
Answer:
2,000,000
Plzzzzz give me Brainliest!!!!!
(b)
Work out the value of
3 x 10 x 40 000 000
Give your answer in standard form,
Answers
3 * 10 = 30
30 * 40,000,000 = 1,200,000,000
ONE BILLION TWO HUNDRED MILLION
Multiply 3 times 10 first, then 30 times 40,000,000 and you get 1,200,000,000
Hope this helps ^-^
help read the instructions
Answers
Answer:
Step-by-step explanation:
1. Fig.2 is harder to drive on. Because the gravity is pulling you to opposite direction. Thats why there's no such roads on hills, they always go round and round to make the roads easier to drive on.
2. Fig.2 will build up more speed, because gravity will pull unidirectional from you.
3. (Realitiscally) no, DONT TEXT AND DRIVE. Even if you are driving on a flat ground.
4. No, of course not. In situation no.1 and 2, you can drive like that because there is gravitational pull coming from x and y axis. But from situation no.4, the gravitational pull is from y axis only, so it will only pull you down.
Angles X and Y form a linear pair. If the measure of angle X = 3x + 127 and the measure of angle Y = 5x - 11, find the measure of angle Y.
A)8
B)29
C)53
D)161
Answers
Solve the following equation.
-12d - 6 = -2(d + 3) - 10d
Answers
Answer:
All real numbers
Step-by-step explanation:
Distribute the -2 to the parentheses:
-12d - 6 = -2(d + 3) - 10d
-12d - 6 = -2d - 6 - 10d
Add like terms:
-12d - 6 = -12d - 6
Since each side is equivalent to -12d - 6, the answer is all real numbers
Answer:
This is true for any value of d. (d ∈ Set of All Real Numbers (I couldn't find the symbol))
Step-by-step explanation:
1. Simplify both sides. You cannot simplify -12d - 6, but you can simplify -2(d + 3) - 10d. Use the distributive property to simplify this. It would be -2d + -2 * 3 -10d, which is equal to -12d - 6. If you simplify both sides, you would get that d=d, which would be true for all values of d, which means that d is equal to all real numbers, meaning that for any value for d, this would be true (d ∈ Set of All Real Numbers (I couldn't find the symbol)).
solve -3 + 1/2n = 1/2 (-n + 14) in 2 different ways 30 points if u answer and show your work.
Answers
Answer:
3
Step-by-step explanation:
I need to find the missing exterior angle
Answers
Answer:
the mystery angle is 137
Step-by-step explanation:
45+60=105
180-105=75
37
137
180-137
43
180-43=137
the mystery angle is 137
12.12 ounces for 3 cups Unit rate
Answers
Answer:
4.04 oz per cup
Step-by-step explanation:
sry fam im not gonna give a step by step explanation cuz im in a rush, hope this is enough gl.
Hope it helps!!
PLZ HELPPP The statement below represents an equation.
Which equation is represented by this statemen
1. 1/n+6=1/4÷2
2. n/6=1/4+n/2
3. 1/n+6=1/4+n/2
4. n/6=1/4xn/2
/ is fractions
Answers
Answer: It number 4
Step-by-step explanation:
Does 2+1= 18? thank youuuu
Answers
Answer:
2 + 1 = 3
Step-by-step explanation:
Can anyone help mee!!!
Answers
Answer: I want to say 30 degrees you have to put the degree simble
Step-by-step explanation:
Explanation: all of the angles added together in a triangle is equivalent to 180 degrees
180-130-20=30
is -5(x-8)+2 equivalent to -5x-38
Answers
Answer:
Step-by-step explanation:
Yes!
What percent of classes have at least 21 students first block brainly
Answers
Help me and cute animes girls will be in ur bedroom tonight
Answers
Answer:
The answer is 60 degrees
Step-by-step explanation:
x+20 = 80 (alternate angle)
x=60
Hello! Help please 5 questions for 17 points
Answers
1. 1/35 it goes up 35 and goes right 1
|-1
someone please answer this!!
Answers
Answer:
-1
Step-by-step explanation:
Answer:
1
Step-by-step explanation:
Im guessing abs value so 1?
Choose which expression doesn’t belong? State your reasoning.
Answers
Answer:
Step-by-step explanation:
This warm-up prompts students to carefully analyze and compare quadratic expressions. In making comparisons, students need to look for common structure and have a reason to use language precisely (MP7, MP6). The activity also enables the teacher to hear the terminology students know and how they talk about characteristics of the different forms of expressions.
As students discuss in groups, listen for rationales that are based on the structure of the expressions. Select those students or groups to share their thinking during class discussion.
Launch
Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time and then time to share their thinking with their small group. In their small groups, ask each student to share their reasoning about why a particular item does not belong, and together find at least one reason each item doesn't belong.
Student Facing
Which one doesn’t belong?
A.
B.
C.
ΔΔΔ⇔∈㏒㏒∞⇅⊃⊂↓∵↔→∨∧±×∛√ФπFind the slope of each line.
6)
Answers
Answer:
(4,7)
Step-by-step explanation: