HELP!
4(2x-3)=6x+2
I thought when I simplify it 22x=14 but its wrong

If his growth spurt continued at the same rate Andrew will grow 26/7 inches per month during that growth spurt.

To calculate someone's age, you would subtract their birth year from the current year. For example, if someone was born in 1995 and it is now 2020, their age would be calculated as 2020 - 1995 = 25 years old.

If you have a birthdate, you can use a date calculator to find the exact age in years, months and days.

It's also important to note that, if the person's birthday hasn't occurred yet in the current year, you would subtract the birth year from the current year minus one.

We can start by converting the mixed number 4 1/3 to an improper fraction by multiplying the whole number by the denominator and adding the numerator: 4 x 3 + 1 / 3 = 13/3

To find out how much Andrew grew per month, we need to divide the total growth by the number of months.

13/3 inches / 3 1/2 months = (13/3) / (7/2) = (13/3) x (2/7) = 26/7 inches/month.

So, Andrew grew 26/7 inches per month during that growth spurt.

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The age group that falls between two standard deviations is 20 to 28.

The standard deviation is a statistic that expresses how much variance or dispersion there is in a group of numbers. While a high standard deviation suggests that the values are dispersed over a wider range, a low standard deviation suggests that the values tend to be close to the mean.

Given, The average age of a university student was found to be 24 with a standard deviation of 2.

Therefore, age group is within 2 standard deviations of the mean is,

24 + 2×2 = 24 + 4 = 28,

And 24 - 2×2 = 24 - 4 = 20.

So, The age group between 20 to 28 falls within 2 standard deviations of the mean.

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Answer:

[tex] \sf \: \frac{75}{12} \: (or) \: 6.25[/tex]

Step-by-step explanation:

Given problem,

[tex] \sf \rightarrow \: 15 \times \frac{5}{12} [/tex]

Let's solve the problem,

[tex] \sf \rightarrow \: 15 \times \frac{5}{12} [/tex]

[tex] \sf \rightarrow \: \frac{(15 \times 5)}{12} [/tex]

[tex] \sf \rightarrow \: \frac{75}{12} = 6.25[/tex]

Hence, the product is 6.25.

No, the sum of the angles of a triangle must add up to 180 degrees. 30 + 60 + 90 = 180, so these angles cannot form a triangle.

The sum of the angles of a triangle must always add up to 180 degrees. To determine if a set of angles can form a triangle, add the angles together. If the sum is 180, the angles can form a triangle. In this case, 30 + 60 + 90 = 180, which does not equal 180. Therefore, these angles cannot form a triangle.

No, the sum of the angles of a triangle must add up to 180 degrees. 30 + 60 + 90 = 180, so these angles cannot form a triangle.

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x = 5

AB = 6

BC = 13

A line can be defined as a straight set of points that extend in opposite directions, It has no ends in both directions(infinite). It has no thickness. It is one-dimensional.

Given,

AB = 2x - 4

BC = 3x - 2

AC = 19

By the figure

AB + BC = AC

2x - 4 + 3x - 2 = 19

5x - 6 = 19

5x = 25

x = 5

AB = 2 × 5 - 4 = 10 - 4 = 6

BC = 3 × 5 - 2 = 15 - 2 = 13

Hence the value of x, AB and BC is 5, 6, 13 respectively.

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well, what's 230% of $480?

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{230\% of 480}}{\left( \cfrac{230}{100} \right)480}\implies \text{\LARGE 1104}[/tex]

The measure of the length MP is equal to 6.

Two triangles are similar triangles if they have the same corresponding angle measures and proportional side lengths.

Given is a triangle ΔOMN.

Now, ΔOMN and ΔOPQ are similar. This means that the side lengths are proportional to each other. We can write -

OP/OM = PQ/MN

12/OM = PQ/MN

12/(OP + PM) = PQ/MN

It is given that -

PQ = MP + 2

12/(OP + PM) = (MP + 2)/MN

12MN = (MP + 2)(OP + PM)

12 x 12 = (MP + 2)(MP + 12)

(MP)² + 12MP + 2MP + 24 = 144

(MP)² + 14(MP) - 120 = 0

Let MP = x, then we can write -

x² + 14x - 120 = 0

(x + 20)(x - 6) = 0

(x + 20) = 0   and    (x - 6) = 0

x = - 20   and   x = 6

x = 6      {Lengths cannot be negative}

Therefore, the measure of the length MP is equal to 6.

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Answer:

203412

Step-by-step explanation:

253

*804

___

16

  40

    32

      20

         12

______

 203412

This is a Vedic Math trick you can use to multiply fast, called the criss-cross method.

Answer:

-25, -19, -15, -4, 5, 7, 22

Step-by-step explanation:

-25, -19, -15, -4, 5, 7, 22 is the order from least to greatest

The bigger the negative number, the smaller it is; that is why the order is

-25, -19, -15, -4, 5, 7, 22

Jamal’s test scores are 84, 88, 92, and 94. Natalia’s test scores are 86, 88, 90, 92. Jamal has a greater test average than Natalia. Natalia has more consistent test scores than Jamal.

To find the test average, you add up all the test scores and divide by the number of test scores.

Jamal's average: (84+88+92+94) / 4 = 89.50

Natalia's average: (86+88+90+92) / 4 = 89

Jamal has a greater test average.

To find the consistency of test scores, you can use the range, which is the difference between the highest and lowest scores.

Jamal's range: 94-84=10

Natalia's range: 92-86 = 6

Natalia has the most consistent test scores, as the range of her scores is smaller than Jamal's.

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The product of (2x-3y)(2x+3y) is 4x^2-9y^2

Product= (2x-3y)(2x+3y)

Let the product of (2x-3y)(2x+3y) be P

P=2x(2x+3y)-3y(2x+3y)

P= 2x(2x)+2x(3y)-3y(2x)-3y(3y) {using distributive property of multiplication}

This property states that  multiplying the sum of two or more addends by a number will give the same result as multiplying each addend individually by the number and then adding the products together. The multiplication of (a-b)(a+b) is equal to a^2 - b^2. This result is used as an identity.

P= 4x^2 +6xy - 6xy -9y^2

solving 6xy-6xy=0

P= 4x^2 - 9y^2

4x^2-9y^2 is the product of (2x-3y)(2x+3y).

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Option C is correct. The coordinates of ADE'F' after dilation by a scale factor of 4 are A'(8,0), D'(8,0), E'(12,12), and F'(16,4).

Using one or more numbers, or coordinates, a coordinate system in geometry establishes a unique way to locate points or other geometrical objects on a manifold, such Euclidean space. The order of the coordinates is important, and they can sometimes be distinguished by their place in an ordered tuple or by a letter, such as "the x-coordinate." In simple mathematics, the coordinates are assumed to be real numbers, while they could also be complex numbers or components of a more abstract structure, such a commutative ring. Analytic geometry is based on the usage of coordinate systems, which make it possible to convert geometry-related problems into numerical problems and vice versa.

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The inverse of the function f(x) =√x - 2 + 3 is (x - 3)² + 2 so, option B is correct.

An expression, rule, or law in mathematics that specifies the relationship between an independent variable and a dependent variable (the dependent variable). In mathematics and the sciences, functions are fundamental for constructing physical relationships.

Given:

f(x)=√x - 2 + 3.

The inverse function can be found as shown below,

f⁻(x) = √(y - 2) + 3  (Replace x by y)

x = √(y - 2) + 3

solve the equation as shown below,

x - 3 = √(y - 2)

Squaring both sides,

(x - 3)² = [√(y - 2)]²

x² + 9 - 6x = y - 2

x² + 9 - 6x + 2 = y

y = x² - 6x + 11 or y = (x - 3)² + 2

Thus, the inverse of the function is  (x - 3)² + 2.

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The degree of the polynomial √3 is 1.

Polynomial is an expression consisting of variables and coefficients, that involves only the operations of addition, subtraction, multiplication and non-negative integer exponents of variables. Polynomials are often used to solve problems in algebra, geometry, calculus and other branches of mathematics.

A polynomial is an expression made up of variables, constants, and exponents.

A polynomial is said to have a degree when the highest degree of any of its terms is known.

The degree of a polynomial is determined by the highest exponent of a given term. In the case of √3, the exponent is 1, making the degree 1.

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The total number of pizzas consumed by the 10 members of the club is 2.5 and 3.5 pizzas remain, as Mr. Cam bought 6 pizzas and each of the 10 members ate 1/4 of a pizza.

Mr. Cam bought 6 pizzas for the club and each of the 10 members ate 1/4 of the pizza. To find out how many pizzas were eaten, we can use the formula:

Number of members x Pizza per member = Total Pizzas Consumed

In this case, we can substitute the given values in the formula:

10 members x 1/4 pizza/member = 10/4 = 2.5 pizzas

This means 2.5 pizzas were consumed by the members. Since Mr. Cam bought 6 pizzas and 2.5 pizzas were eaten, the total number of pizzas remaining is 6 - 2.5 = 3.5 pizzas.

This equation works because it uses the concept of the unitary method, where we find the total number of pizzas consumed by multiplying the number of members by the number of pizzas each member ate. This way we can find the total amount of pizza consumed.

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The coordinate of N' is (2, -3)

Now, According to the question:

We have the point n (-2, -3) and we need to rotate it 270 degrees clockwise about the origin.

When rotating 270 clockwise about the origin you switch the x and y coordinate and use the opposite sign of the original y coordinate.

A(x, y) becomes A' (-y, x)

This means that point N becomes:

N (-2, -3) => N'(-(-2), (-3))

              => N'(2,- 3)

Hence, The coordinate of N' is (2, -3)

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The value of x and y in triangles AEB and BCD is 40° and 50°.

A triangle is a three-sided closed-plane figure formed by joining three noncolinear points. Based on the side property triangles are of three types they are Equilateral triangle, Scalene triangle, and Isosceles triangle.

We know the sum of all the interior angles in a triangle is 180°.

Therefore, In ΔAEB,

(2x + 5)° + 50° + 45° = 180°.

2x + 100° = 180°.

2x = 180° - 100°.

2x = 80°.

x = 40°.

Now, ΔBCD,

x + y + 90° = 180°.

40° + y + 90° = 180°.

y = 180° - 130°.

y = 50°.

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The expression for f(x) using exponent properties is 8x+11.

Let's first simplify the following statement in order to determine f(x):

[tex]\[\left(\frac{1}{49}\right)^x \cdot \left(\frac{1}{7}\right)^{6x + 11}\][/tex]

Rewrite now with [tex]\(\left(\frac{1}{49}\right)^x\)[/tex] and [tex]\(\left(\frac{1}{7}\right)^{6x + 11}\)[/tex] as a single term's powers:

[tex]\[\left(\frac{1}{7^2}\right)^x \cdot \left(\frac{1}{7}\right)^{6x + 11} \][/tex]

Now, using the rule for exponents [tex](a^{(m*n)} = (a^m)^n)[/tex],

Combine the following words using the same base (1/7 in this case):

[tex]\[ \left(\frac{1}{7}\right)^{2x} \cdot \left(\frac{1}{7}\right)^{6x + 11} \][/tex]

Add their exponents to multiply phrases with the same base:

[tex]\[ \left(\frac{1}{7}\right)^{2x + (6x + 11)} \][/tex]

[tex]\[ \left(\frac{1}{7}\right)^{(8x + 11)} \][/tex]

Now, the given expression becomes:

[tex]\[ \left(\frac{1}{7}\right)^{(8x + 11)} \][/tex]

Now, compare  [tex]\(\left(\frac{1}{7}\right)^{f(x)}\)[/tex],and [tex]\(f(x) = 8x + 11\)[/tex] gives f(x) = 8x+ 11.

So, the expression for f(x) is: [tex]\[ f(x) = 8x + 11 \][/tex].

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The question attached here is in appropriate form the appropriate form is

Find the expression for f(x) when rewriting the following expression in the form [tex]\(\left(\dfrac{1}{7}\right)^{f(x)}(7^1) ^{\dfrac{1}{49}^x \cdot \dfrac{1}{7}^{6x+11}}\):[/tex]

[tex]\(\left(\frac{1}{49}\right)^x \cdot \left(\frac{1}{7}\right)^{6x + 11}\)[/tex]

Answer:

There are 47 dimes and 2 pennies.

Step-by-step explanation:

10¢ = 1 dime

$4.70 = 470 ¢

470 dimes = 47 dimes

and 2 pennies

On solving the expression for (y), we get two possible values, one real and one complex as -

y = √{ (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)}    -- Real

y = i√{(a{x/c + 1})² + (x² + c² + 2xc)}    -- Complex

Given is the expression as follows -

√{(x + c)² + y²} = x (a/c) + a

√{(x + c)² + y²} = xa/c + a

√{(x + c)² + y²} = a{x/c + 1}

√{x² + c² + 2xc + y²} = a{x/c + 1}

{x² + c² + 2xc + y²} = ± (a{x/c + 1})²

Now, we can write -

{x² + c² + 2xc + y²} = (a{x/c + 1})²              ...... (1)

and

{x² + c² + 2xc + y²} = - (a{x/c + 1})²                 ......... (2)

Solving (1) as -

{x² + c² + 2xc + y²} = (a{x/c + 1})²    

{x² + c² + 2xc + y²} = a²(x/c + 1)²

{x² + c² + 2xc + y²} = a²(x²/c² + 1 + 2x/c)

{x² + c² + 2xc + y²} = (a²x²/c² + a² + 2a²x/c)

y² = (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)

y = √{ (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)}

Solving (2) as -

{x² + c² + 2xc + y²} = - (a{x/c + 1})²                

y² =  - (a{x/c + 1})² - (x² + c² + 2xc)

y² = - {(a{x/c + 1})² + (x² + c² + 2xc)}

y = √- {(a{x/c + 1})² + (x² + c² + 2xc)}

y = i√{(a{x/c + 1})² + (x² + c² + 2xc)}

Therefore, on solving the expression for (y), we get two possible values, one real and one complex as -

y = √{ (a²x²/c² + a² + 2a²x/c) - (x² + c² + 2xc)}    -- Real

y = i√{(a{x/c + 1})² + (x² + c² + 2xc)}    -- Complex

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A situation where there might be a causal relationship could be the amount of fertilizer utilized in proportion to the kilograms of pumpkins harvested on the farm.

A scatter plot with a trendline along which the data points are situated can be used to demonstrate the relationship between correlated variables.

Indicating a positive correlation is when the trendline slopes higher from left to right, while the opposite is true.

Part A:

The correlation coefficient of r = 0.51 is valid based on the provided scatter plot.

Part B:

The amount of fertilizer applied in connection to the kilograms of pumpkins harvested on the farm can be a scenario where a causal relationship exists.

Hence, A situation where there might be a causal relationship could be the amount of fertilizer utilized in proportion to the kilograms of pumpkins harvested on the farm.

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Yes, it is a perfect square trinomial.

Perfect squares are numbers that are the product of a number multiplied by itself. Examples of perfect squares include 4 (2 x 2), 9 (3 x 3), 16 (4 x 4), 25 (5 x 5), 36 (6 x 6), 49 (7 x 7), and 64 (8 x 8). Perfect squares are also referred to as "square numbers" or "whole-number squares."

The equation X² + 10X + 25 can be factored into (X + 5)²,

which is a perfect square trinomial. In general, a perfect square trinomial is any polynomial of the form A² + 2AB + B² where A and B are constants or variables.

This is because such a polynomial can be factored into (A + B)².

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Answer:

Step-by-step explanation:

SQR-PRQ-SRP

SP/RP=RP/PQ

QP/QR=RQ/SQ

Answer:

It will take approximately 14.2 years for April’s money to double.

Step-by-step explanation:

Since the tallest man is a lone individual, he can only take a seat in the center. The four other men can sit in 4! = 24 different positions.

We'll take pictures of five people standing in a row, all of varying heights. The tallest individual must be in the middle, so. A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.

The likelihood that an event will take place. the proportion between the total number of conceivable outcomes and the number of outcomes in a comprehensive collection of equally likely alternatives that result in a given occurrence. Probability is a measure of the likelihood that an event will occur or the likelihood that something will happen. If we throw a coin into the air,

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To find the unknown part of a right triangle, you can use the Pythagorean theorem or the trigonometric ratios.

A right triangle is a triangle that has one angle measuring exactly 90 degrees, this angle is called the right angle.

To find the unknown part of a right triangle, you can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the lengths of the two shorter sides (legs) is equal to the square of the length of the longest side (the hypotenuse). The formula is:

a² + b² = c²

Where c is the length of the hypotenuse and a and b are the lengths of the legs.

You can use this theorem to find the length of a missing side, if you know the length of the other two sides. For example, if you know the lengths of the two legs (a and b) and you need to find the length of the hypotenuse (c), you can use the formula:

c = √(a² + b²)

Alternatively, if you know the length of the hypotenuse (c) and one leg (a), you can use the formula to find the length of the other leg (b):

b = √(c² - a²)

Another way to find the unknown part of a right triangle is the use of trigonometric ratios. As you know, in a right triangle, there are three main ratios: sine, cosine, and tangent. These ratios are defined as follows:

Sin(A) = a/c

Cos(A) = b/c

Tan(A) = a/b

Where A is one of the acute angles of the triangle, and a,b,c are the sides of the triangle. By using the known side and the known angle you could find the unknown side.

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The volume of the can based on mentioned radius and height of can is 471 inches³.

Volume of cylinder is defined the capacity or amount of fluid that can be held in the object. The mentioned object is can which is cylindrical in shape.

Use the below mentioned formula to calculate the volume -

V = πr²h, where V is volume, r is radius and h is height.

Keep the values in formula to find the value of volume of cylinder

V = 3.14×5²×6

Next step is to perform multiplication on Right Hand Side of the equation

V = 471 inches³

The obtained volume is already rounded off. Thus, the volume of the can is 471 inches³.

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Rongopai's age is equal to the total number of candles on the cake, thus I need to determine what that is.

What I need to figure out because I am aware that Rongopai's age is equal to the total number of candles on the cake.

The number of pieces the cake was sliced into must first be determined. A quarter has a specific appearance to me. This is how it would seem (the teacher traces a quarter shape on the circle). There must have been more than four pieces since this one seems a little smaller.

Each cut's location may be identified using my finger. Given that all the pieces must be the same size, I'm predicting the locations of each line using the first piece as a reference.

Here would be the approximate location of the first line, followed by here and here (the teacher draws a line with her finger) (tracing two more lines). the third line. In my mind, the lines and parts are somewhat "visible." Four "invisible" pieces plus the one drawn in are present when I count backward.

The complete question is:

A teacher wants a student to see how visualising the size of a share (in this case, a piece of cake) can be used to work out how many shares are needed to make a whole:

“Here is a piece of Rongopai’s birthday cake. Each piece of cake has the same number of candles. How old is Rongopai?”

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Age of Rongopai is 20 years.

One fifth of a circle means if a circle can be divided into five equal parts, then one fifth is one of them.

As per the figure given, there is shown a 1 fifth of a circular birthday cake.

As all the piece of cake is equal in size so the total number of cake piece is five.

the number of candles in each piece is four.

the total number of candles present in the whole cake is = 5 × 4

the total number of candles = 20

Therefore, Rongopai is 20 years old.

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The of the function a remainderre 3, 2,1,0

You should understand that substitution means replacing figures in a variable to get a value

the given function is

y=-x/3 +2

The given parameter or table to be completed is

x  -6    -3    0    3    6    

y   4      3    2    1     0  

The table above was completed in the following ways

1)  y= 6/3 +2 = 2+2 4

2) y = 3/3 + 2 = 1+2 = 3

3) 0/2 + 2 = 2

4)  -3/3 +2 = -1+2 = 1

5) y = -6/3+2 = -2+2 = 0

Therefore the table has values descending from 4 to 0

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