How do I do this problem?

To rewrite an expression in equivalent form, you can use the distributive property, combine like terms, apply the commutative property, or use identities to simplify and rearrange the expression.

The distributive property states that multiplying a term and a sum of two or more terms is the same as multiplying each individual term and then adding the products together. It can be used to simplify expressions by breaking down larger terms into smaller ones. For example, 8(x + 2) can be rewritten as 8x + 16.Combining like terms is another way to rewrite expressions in equivalent form. This involves adding (or subtracting) two or more terms with the same variables. For example, 5x + 3x can be rewritten as 8x.The commutative property states that changing the order of two numbers or variables does not change their value. This can be used to rearrange expressions in equivalent forms. For example, 5x + 2y can be rewritten as 2y + 5x.Finally, identities are equations that are always true. They can be used to simplify and rearrange expressions in equivalent form. For example, (x + y)2 can be rewritten as x2 + 2xy + y2 using the identity (x + y)2 = x2 + 2xy + y2.

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The factor form of 3x² 10x 3 is 3x(x+3)(x-3). This is because 3x² 10x 3 can be factored into three linear terms: 3x(x+3)(x-3).

Factor is a quantity or an expression that is multiplied to another quantity or expression to obtain a product. Factors are used in mathematics to solve problems involving multiplication, division, and equations. Factors can also be used in financial analysis to calculate interest payments, loan repayments, and other financial transactions. Factors can also be used to analyze supply and demand, market trends, and other economic indicators.
This is achieved by using the 'FOIL' method, which stands for First, Outer, Inner, Last. The first two terms, 3x and x+3, are multiplied together to give 3x². The outer two terms, 3x and x-3, are multiplied together to give 3x-9. The inner two terms, x+3 and x-3, are multiplied together to give x²-3. The last two terms, 3x² and x²-3, are added together to give 3x² + x²-3 = 3x² + 10x - 3.
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The solutions of the given quadratic equation are -1/2 and 4

The meaning of quadratic equation is any equation containing one term in which the unknown is squared and no term in which it is raised to a higher power.

Given is a quadratic equation, 2x²-7x-4 = 0

Factoring,

2x²-8x+x-4 = 0

2x(x-4)+1(x-4) = 0

(2x+1)(x-4) = 0

x = -1/2

x = 4

Hence, The solutions of the given quadratic equation are -1/2 and 4

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Answer: The rate of change of the distancebetween the bottom of the ladder and the wall at that instant is 6.67 meter per minute.Let us consider that distance between the top of the ladder and the ground is x meterand distance between the bottom of the ladder and the wall is y meter.So, A right angle triangle is formed.Since, the bottom of the ladder is 21 meters from the wall.So,    Applying Pythagoras theorem,                         Given that,   the distance between the top of the ladder and the ground is decreasing at 7 meters per minute.                           Differentiate below equation with respect to time.                     Thus, the rate of change of the distance between the bottom of the ladder and the wall at that instant is 6.67 meter per minute

Step-by-step explanation:

Mean of the given numbers is 5.

What are the mean, median, and example?

The most frequent number, or the one that happens the most frequently, is known as the mode.

                     Example: Since the number 2 appears three times, more than any other number, it is the mode of the numbers 4, 2, 4, 3, and 2.

given numbers are 2 3 5 7 8

Mean is given by the formula

       Mean = Sum of all the items/Number of items

           x = 2 +3 + 5 + 7 + 8/5

           x = 25/5

           x = 5

Mean of the given numbers is 5.

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​

Answer:

Step-by-step explanation:

If you're wondering about what percent of 212 is 400, the answer is 189.3%. This means that 400 is 89.3% higher than 212. It’s easy to see that, when compared side by side, 400 is a much bigger number, almost twice as great as 212. Put another way, if you divide 400 by 212, you get 1.89—that’s your answer! Clearly, 400 is a great deal larger than 212 and this difference in size can be expressed as a percentage increase of 189.3%.

Approximately 19.05% of 212 is 400.

Answer:

Step-by-step explanation:

Solution for 212 is what percent of 400:

212:400*100 =

(212*100):400 =

21200:400 = 53

Now we have: 212 is what percent of 400 = 53

Question: 212 is what percent of 400?

Percentage solution with steps:

Step 1: We make the assumption that 400 is 100% since it is our output value.

Step 2: We next represent the value we seek with $x$.

Step 3: From step 1, it follows that $100\%=400$.

Step 4: In the same vein, $x\%=212$.

Step 5: This gives us a pair of simple equations:

$100\%=400(1)$.

$x\%=212(2)$.

Step 6: By simply dividing equation 1 by equation 2 and taking note of the fact that both the LHS

(left hand side) of both equations have the same unit (%); we have

$\frac{100\%}{x\%}=\frac{400}{212}$

Step 7: Taking the inverse (or reciprocal) of both sides yields

$\frac{x\%}{100\%}=\frac{212}{400}$

$\Rightarrow x=53\%$

Therefore, $212$ is $53\%$ of $400$.  

the answer is 53 or 188.68%

Information can not be determined by histogram.

What is histogram?

A histogram is an approximation of the distribution of numerical data. This term was first introduced by Karl Pearson. The first step in creating a histogram is to "bin" (or "bucket") the range of values. That is, divide the entire range of values ​​into a series of intervals and count the number of values. At each interval fall. Bins are usually specified as consecutive, non-overlapping intervals of a variable. The bins (intervals) must be contiguous and often (but not necessarily) the same size.

If the bins are the same size, bars are drawn across the bins, with heights proportional to frequencies (number of cases in each bin). Histograms can also be normalized to display "relative" counts, which indicate the proportion of cases falling into each of multiple categories with sum of heights equal to 1.

Information can not be determined by histogram.

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After solving the equation, the time in minutes Bob rides the scooter will be equal to 97 minutes.

Mathematical expressions with two algebraic symbols on either side of the equal (=) sign are called equations.

This relationship is illustrated by the left and right expressions being equal to one another. The left-hand side equals the right-hand side is a basic, straightforward equation.

As per the given information in the question,

Total price paid to start the scooter = $3

Price of ride per minute = 11 cents

1 dollar  = 100 cents

So, 11 cents = 11/100 = $0.11 per minute

Then, the equation will be,

$3 + $0.11(x) = $13.67

Here, x is the total number of minutes.

0.11x = 13.67 - 3

0.11x = 10.67

x = 97 minutes.

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Yes, a function can have no holes when it has no common factor at both numerator and denominator.

In Mathematics, a function can be defined as a mathematical expression which is typically used for defining and representing the relationship that exists between two or more variables.

This ultimately implies that, a function is typically used in mathematics for uniquely mapping an input variable (domain) to an output variable (range).

In Mathematics, a hole can be defined as a point on the graph wherein the input value of a given function is undefined or not defined. This ultimately implies that, a hole is a point on the graph of a rational function where the input value causes both its numerator and denominator to be equal to zero (0).

In conclusion, we can reasonably infer and logically deduce that it is very possible for a function to have no holes.

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To find the zeros and poles of a function, you can use the following steps:

Generally, It's also important to note that a function can have multiple zeros and poles, and they can be complex numbers as well as real numbers. In that case, you can use the same steps above to find all of the zeros and poles.

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CQ

How do you find the zeros and poles of a function?

Answer:

Thus there are 3150 ways to select the 2 faculty members and 4 students for the committee.

Step-by-step explanation:

Answer:

3 (for the box), p=1

Step-by-step explanation:

Since they want you to follow the instructions, divide by 2 to get (5p-2p) alone.

6p/2 = 3p (exactly like 6/2)

You will get 3p=5-2p

To solve the rest of the equation, add 2p to both sides (once you add 2p to the left side, it gets rid of it on the right side by canceling it out)

3p=5-2p

+2p  +2p

5p=5

Divide 5p by 5 to get p by itself.

5p/5 = 5/5

That is p = 1

Answer: 22.5 gallons of gas

Step-by-step explanation:

1 1/2 = 3/2 or 1.5

Take 1.5 divided by 10 = 0.15 gallon per mile

Then take 0.15 times 150 miles = 22.5 gallons of gas

Answer:

The transformed function is

g(x)=2*|x-4|-6

Step-by-step explanation:

First, you would have to stretch it vertically which is g(x)=2*f(x)

Then you would have to move it 6 units down and 4 units to the right which is g(x)=2*f(x-4)-6

resulting in the actual function

g(x)=2*|x-4|-6

Just type that function into the DESMOS calculator and you should be good

Answer:

To find the mean height of all 10 children, we need to find the total height of all the children and divide it by the number of children. The total height of the four girls is 4 * 1.4 = <<41.4=5.6>>5.6m

The total height of the six boys is 6 * 1.7 = <<61.7=10.2>>10.2m

The total height of all 10 children is 5.6 + 10.2 = <<5.6+10.2=15.8>>15.8m

The mean height of all 10 children is 15.8/10 = <<15.8/10=1.58>>1.58m. Answer: \boxed{1.58}.

Step-by-step explanation:

Answer:

Step-by-step explanation:

(6t - 3ax)(t+ ax)

use FOIL

6[tex]t^{2}[/tex] +6tax - 3tax -3[tex](ax)^{2}[/tex]

6[tex]t^{2}[/tex] + 3tax - 3[tex](ax)^{2}[/tex]

Answer:

Step-by-step explanation:

answer is 3 because formula of mean is Mean = {Sum of Observation} ÷ {Total numbers of Observations}.

so 1+2+3+4+5=15/5=3

so 3

The mean or arithmetic mean* is represented with this symbol [tex]\boldsymbol{\sf{\overline{x}}}[/tex], and it is calculated by adding all the data, and dividing them in total, by the total number of data there is.

The mode of 1,2,3,4,5 is 3✅.

If any two angles and side included between the angles of one triangle are equivalent to the corresponding two angles and side included between the angles of the second triangle, then the two triangles are said to be congruent.

There are 5 main rules of congruency for triangles:

Three Ways To Prove Triangles Congruent:

SSS (Side-Side-Side) Postulate: If there exists a correspondence between the vertices of two triangles such that three sides of one triangle are congruent to the corresponding sides of the other triangle, the two triangles are congruent.

SAS (Side-Angle-Side) Postulate: If there exists a correspondence between the vertices of two triangles such that the two sides and the included angle of one triangle are congruent to the corresponding parts of the other triangle, the two triangles are congruent.

ASA (Angle-Angle-Side)Postulate: If there exits a correspondence between the vertices of two triangles such that two angles and the included side of one triangle are congruent to the corresponding parts of the other triangle, the two triangles are congruent.

By using these rules, If two angles and one side of a triangle are respectively equal to two angles and the matching side of another triangle, then the two triangles are congruent.

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In math set refers the collection of unique objects that is no two objects can be the same.

In a set, the objects that belong in a set are called members or elements. And the elements of set can be anything that is numbers, animals, sport teams.

In order to represent the Sets either we have to List out the elements that are separated by commas and enclosed by curly brackets

For example,

W = {Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}

Otherwise, we have to specify in words that objects in the set must have certain characteristics/properties by describing elements using words proves useful when we are describing sets of large sizes.

For example,

N = {Even numbers between 1 and 25}

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Answer: 3.6

Step-by-step explanation:

20/100= 1/5

1/5*18=18/5 or 3.6

Answer:

Twenty percent of 18 is 3.6. To find 20% of a number, simply multiply the number by 0.20. For example, 20% of 18 can be calculated by multiplying 18 by 0.20, which gives us 3.6.

Step-by-step explanation:

The six steps to solve inequality are -:

Add the same number to both sides.

Subtract the same number from both sides.

Multiply both sides by the same positive number.

Divide both sides by the same positive number.

Multiply both sides by the same negative number and reverse the sign.

Divide both sides by the same negative number and reverse the sign.

Inequality—the state of not being equal, especially in status, rights, and opportunities1—is a concept very much at the heart of social justice theories. However, it is prone to confusion in public debate as it tends to mean different things to different people. Some distinctions are common though.

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Add the same number to both sides.

Subtract the same number from both sides.

Multiply both sides by the same positive number.

Divide both sides by the same positive number.

Multiply both sides by the same negative number and reverse the sign.

Divide both sides by the same negative number and reverse the sign.

Answer:

Hello,

Step-by-step explanation:

Just find the longest measure.

Answer:

∠ 6 = 38°

Step-by-step explanation:

∠ 6 and 38° are vertically opposite angles and are congruent , then

∠ 6 = 38°

Answer:

  22098

Step-by-step explanation:

You want the difference between the largest and smallest 5-digit numbers whose digits are from the set {1, 2, 3} and include each of these at least once. The numbers cannot be divisible by 2 or 3.

The number will be divisible by 3 when its sum of digits is a multiple of 3. Since 1, 2, and 3 are prescribed digits, the remaining two digits must not have a total of 3 or 6. The largest possible remaining digits are {2, 3}, and the smallest remaining digits are {1, 1}. (Using {3, 3} for the largest digits would give a number divisible by 3.)

The number will be divisible by 2 if the least significant digit is 2. The largest and smallest digits are not 2, so that will not be an issue.

The largest number will place the largest available digit in the place with the highest place value: 33221.

The smallest number will place the smallest available digit in the place with the highest place value: 11123.

The desired difference is the difference of these numbers:

  33221 -11123 = 22098 . . . . difference of largest and smallest

The difference between the two numbers will be 1998.

A numeral system is a writing system for expressing numbers; that is, a mathematical notation for representing numbers of a given set in a consistent manner using digits or other symbols. In different numeral systems, the same sequence of symbols can represent different numbers.

Given that Consider five-digit integers that have the following properties. Each of the digits is 1, 2 or 3, and each of 1, 2, 3 occurs at least once as a digit; also, the number is not divisible by 2 nor divisible by 3.

The largest number will be 3211.

The smallest number will be 1213.

The difference between the largest and the smallest number will be calculated as,

D = 3211 - 1213

D = 1998

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Answer:

Step-by-step explanation:

84848093

Answer: 6.3 hours

Step-by-step explanation:

I have attached an image of how I solved it!

continuous function can be represented by a graph without holes. A function whose graph has holes is a discontinuous function

Hole is a point on the graph where the value of the function is not defined. If the numerator and denominator of a rational function have a common factor they will cancel when simplifying.

Therefore to find the hole of a function is to consider numerator and denominator. If there is the same factor in the numerator and denominator there is a hole.

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Let x be the coefficient of y^2 in the expression 2x^2y+10xy^2-5y^2. So x=5.

A coefficient is a multiplicative factor in a polynomial, series, or expression in mathematics. It is typically a number, although it can also be any expression (including variables such as a, b and c). They may also be referred to as parameters if the coefficients are variables in and of themselves.

As an illustration, 6z stands for 6 times z. Since z is a variable, 6 is a coefficient. For variables without a value, the coefficient is 1.

The given algebraic expression is 2yx^2+10xy^2-5y^2.

The terms are xy^2, yx^2 any y^2

So the co-efficient of y^2 is 5.

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A function can have an asymptote if it approaches a horizontal or vertical line but never touches it. There are several types of functions that can have asymptotes, including rational functions, exponential functions, and logarithmic functions.

A continuous function in mathematics is a function without discontinuities, or any sudden changes in value. If we can guarantee arbitrarily small changes in the input of a function by limiting small enough changes, then the function is continuous.

There is no function that is always discontinuous. A function is either continuous or discontinuous at a particular point, but it is not necessarily either one at all points.

For example, the function f(x) = x^2 is continuous at all points, but the function g(x) = |x| is discontinuous at x=0.

On the other hand, there are functions that are discontinuous at an infinite number of points, such as the Dirichlet function, which is defined as follows:

f(x) = { 1 if x is irrational

{ 0 if x is rational

This function is discontinuous at all rational points, but it is continuous at all irrational points

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The function f(x) = x^2 is continuous at all points, but the function g(x) = |x| is discontinuous at x=0.

On the other hand, there are functions that are discontinuous at an infinite number of points, such as the Dirichlet function, which is defined as follows:

f(x) = { 1 if x is irrational

{ 0 if x is rational

This function is discontinuous at all rational points, but it is continuous at all irrational points