Answer:
A. [tex]4x[/tex]
B. [tex]16x[/tex]
C. [tex]16x+20[/tex]
Step-by-step explanation:
A square's area will be the length of each side squared (that's why it's called squared).
Since we know the area, we can find the square root of [tex]16x^2[/tex] to find the length of each side.
We know that [tex]4^2 = 16[/tex] and [tex]x^2 = x^2[/tex], so [tex]4x\cdot 4x[/tex] should be equal to [tex]16x^2[/tex].
This means the side length is [tex]4x[/tex].
The perimeter of a square will be 4 times it's side length. We know the side length, so the perimeter is [tex]4x \cdot 4 = 16x[/tex].
If we added 5 to the length of each side, the new side length would be [tex]4x + 5[/tex]. Again, the perimeter is 4 times the side length so the perimeter would be [tex]4(4x + 5) = 16x + 20[/tex].
Hope this helped!
Can someone help find the value of x?
Answer:
38 deg
Step-by-step explanation:
The measures of complementary angles have a sum of 90 deg.
x + 52 = 90
x = 38
Answer: 38 deg
WILL GIVE BRANLIEST AND 100 POINTS
Identify the factors of x2 + 36y2.
Prime
(x + 6y)(x - 6y)
(X + 6y)(x + 6y)
(X - 6y)(x - 6y)
Answer: It is prime
Step-by-step explanation: hope this helps have a good day :)
pLEASE HELP ME I DONT UNderstande this at all
Answer:
Use this trick. PEMDAS.
P- parenthises. if there is something in the parenthises, you know you need to start with that first. Do the equatoin in the () parenthisis.
E- Exponents. If there is exponents in your equation, make sure you do them afteryou have done the steps in the parenthesis.
M- Multiply. Always multiply left to right. Always multiply after you have done the first two steps.
D- Divide. Divide the numbers left to right. Very simular to the multiplication.
A- Add. Always add left to right.
S- Subtract. Always subtract left to right.
------
Always do these steps in this order. If there is no addition, skip to subtraction.
Answer:
it's all about Order of Operations (lots of caveats here)
Step-by-step explanation:
These are exercises in the use of the Order of Operations.
The Order of Operations is a set of rules for how to evaluate an arithmetic expression. It tells you which operations to perform first, so that expressions like 1+2×3 are properly evaluated to 1+6 = 7, rather than incorrectly to 3×3 = 9, for example.
(Please be aware that some calculators do this incorrectly.)
__
In most cases involving numerical expressions, such as the ones shown, the rules are summarized by the mnemonics BEDMAS or BIDMAS or PEMDAS. The first two are more often used where British English is spoken. The meaning of these mnemonics is as follows:
B/P -- "brackets" or "parentheses". Expressions inside parentheses are evaluated first. Innermost parentheses are evaluated before enclosing parentheses. Your first expression shows an example of this:
4 ÷2 +5(10 -6)
has the expression (10 -6) evaluated first. The result is then the expression ...
4÷2 + 5×4
Note that in your last expression, the fraction bar effectively serves as parentheses for both the numerator and denominator. If this were written in plain text, it would be written as ...
(2^3 -5)/(15 +9)
__
E/I -- "exponents" or "indices". Anything with an exponent (index) is evaluated after parentheses are eliminated. Your second expression is an example of this:
(2+3)² first has the parentheses removed so you have
5²
Then the exponent is evaluated. Of course the exponent, or index, tells you how many times 5 is a factor in the product:
5·5 = 25
As with fraction bars, the typography of a typeset expression can imply grouping (parentheses). If the expression ...
[tex]2^{x+5}[/tex]
were written in plain text, it would have to be written with parentheses around the exponent:
2^(x+5)
__
D/M and M/D -- "division" and "multiplication". Here is where confusion may arise. Multiplication and division have the same priority, so are evaluated in the order they are found, left to right. The sequence of letters D or M in the mnemonic does not mean that one is performed before the other. Your first expression is an example of this:
4÷2 + 5×4 = 2 + 5×4 = 2 + 20
Here, the division happens to be first, so it is evaluated first. The multiplication is then evaluated second, because it appears to the right of the division.
__
AS -- "addition" and "subtraction". Again, confusion sometimes arises because the A appears before the S in the mnemonic. The operations of addition and subtraction have the same priority, so are evaluated in the order they are found, left to right.
_____
These are the rules. They can be modified somewhat by the properties of multiplication and addition when you actually perform the math.
For example, the expression 2×3×5 evaluated according to the rules would be = 6×5 = 30. However, we know that multiplication has associative and commutative properties, so we could evaluate this as 2×5×3 = 10×3 = 30. Similarly, we know that multiplication and division are inverse operations, so division by 2 is the same as multiplication by (1/2). Then we could evaluate ...
4÷2 = 4×0.5 = 2
This knowledge can let us rearrange an expression such as ...
5÷2×6 = 5×(1/2)×6 = 6×(1/2)×5 = 3×5 = 15
While this is a correct evaluation of the expression, you need to be careful. If your work is supposed to show an understanding of Order of Operations, you may be required to show your work as 5÷2×6 = 2.5×6 = 15.
_____
Additional comment on plain-text expressions
When in doubt, add parentheses around anything you want to consider to be a unit: numerators, denominators, exponents, fractions. Here's an example where grouping can be troublesome:
[tex]\boxed{9-3\div\dfrac{1}{3}+1} = 9-3\times3+1=9-9+1=0+1=1[/tex]
(division by 1/3 is the same as multiplication by 3/1)
When written in plain text, this is often written as ...
9 - 3 ÷ 1/3 + 1
which must be evaluated as ...
9 - 3/3 +1 = 9 -1 +1 = 9 . . . . . . the division 3÷1 is performed first
The key here is that 1/3 is intended to be treated as a fraction, so it needs to be in parentheses in plain text:
9 - 3 ÷ (1/3) + 1
This last example also shows that the order of operations treats ÷ and / and "over" and "divided by" as meaning the exact same thing: whatever is on the immediate left is divided by whatever is on the immediate right.* If that "whatever" is intended to be more than a single number or variable, it must be in parentheses.
__
* Yet another caveat: some authors consider "/" to always be a fraction bar, and ÷ to have the more conventional interpretation. Some authors consider ÷ to mean (everything to the left) divided by (everything to the right). The reason for the Order of Operations is to specify a standard interpretation of these symbols and their use.
8 fewer than twice a number is 10. What is the number? *
Answer:
9
Step-by-step explanation:
Let x represent the number.
2x -8 = 10 . . . . . . . 8 fewer than twice the number is 10
x - 4 = 5 . . . . . . . . divide by 2
x = 9 . . . . . . . . . . . add 4
Te number is 9.
What is the value of (3 x 10-2)?
Answer:
28
Step-by-step explanation:
3x10-2
Because of order of ops, you multiply first
30-2
Finally, you subtract
28
Answer:
[tex]\frac{3}{100}[/tex] = 0.03
Step-by-step explanation:
Using the rule of exponents
[tex]a^{-m}[/tex] ⇔ [tex]\frac{1}{a^{m} }[/tex]
Given
3 × [tex]10^{-2}[/tex]
= 3 × [tex]\frac{1}{10^{2} }[/tex]
= 3 × [tex]\frac{1}{100}[/tex]
= [tex]\frac{3}{100}[/tex] = 0.03
Tyra buys 14 gallons of gas for $35. How could she figure out how much 1 gallon of gas cost
Answer:
The cost of 1 gallon is $2.5
Step-by-step explanation:
Given
Cost of 14 gallons = $35
Required
Determine the cost of 1 gallon
From the given parameters, we have:
[tex]14\ gallons = \$35[/tex]
Divide both sides by 14
[tex]\frac{14\ gallons}{14} = \frac{\$35}{14}[/tex]
[tex]1\ gallon = \frac{\$35}{14}[/tex]
[tex]1\ gallon = \$2.5[/tex]
Hence,
The cost of 1 gallon is $2.5
A fisherman caught one fish that was 12/5 feet long and a second fish that was 9/4 feet long. How much longer was the first fish? *
1.There were 12 people on the jury. There are 4 more men than women. How many men were there?
2.Larry has twice as much money has Jack. Together they have $63. How much money does each have?
3.Bill drove three times as far as Donald. Bill drove 24 more miles than Donald. How far did Donald drive?
what is 24% of 180 A. 75 B. 43.2 C. 4.32 D. 7.5
Answer:
B. 43.2
Step-by-step explanation:
Find the value of x in the triangle shown below.
x=
Answer:
x = 61°
Step-by-step explanation:
From the image, we can see that we have an isosceles triangle.
We know that the other 2 angles will be equivalent to each other.
We also know that the sum of angles in a triangle adds up to 180°.
Step 1: Set up equation
58 + x + x = 180
Step 2: Solve
58 + 2x = 180
2x = 122
x = 61°
A truck driver travels at an average speed of 65 miles per hour on a 200-mile trip to pick up a load of freight. On the return trip (with the truck fully loaded), the average speed is 45 miles per hour. What is the average speed for the round trip? (Round your answer to one decimal place.)
Answer:
53.2 mph
Step-by-step explanation:
A truck driver travels at an average speed of 65 miles per hour on a 200 miles trip to collect a load of freight
On the return trip the average speed is 45 miles per hour
Average speed= total distance/total time
The first step is to calculate the total time
Time spent when going on the trip(t1) can be calculated as follows
200 = 65 × t1
t1= 200/65
t1= 3.0769 hrs
The time spent when returning from the trip can be calculated as follows
200 = 45 × t2
t2= 200/45
t2= 4.44 hrs
Total time = 3.0769 hrs + 4.44hrs
= 7.521 hrs
The total distance can be calculated as follows
= 2×200
= 400
Therefore the average speed for the round trip can be calculated as follows
= 400/7.521
= 53.2 mph
Hence the average speed for the round trip is 53.2 mph
What is the product for -3/9 and -56/80
Answer:
7/30
Step-by-step explanation:
-3/9 * -56/80
-3/9= -1/3
-56/80 = -7/10
-1/3(-7/10)
1(7) / 3(10)
7/30 or 0.2333
Haley has 16 waking hours each day to divide between working and relaxing. She currently has a job working at Chipotle, where she earns $10 per hour. For Haley, the opportunity cost of spending 1 hour of relaxing
Answer:10
Step-by-step explanation:
I would say 10 because she is sacrificing that 1 hour of pay
(-8) + (-7) =
please help me i do not understand this
the answer is -15. negative - negative = negative.
Answer:
(-8)+(-7).
-8-7= -15.
Answer the questions about the following polynomial. plz help!
Step-by-step explanation:
nose nesesito puntos
What is the equation of a line that is perpendicular to y = -1/5x + 1 and passes through point (0, -2)?
Answer:
y = 5x - 2
Step-by-step explanation:
The slope will be 5, because that is the opposite reciprocal of the original slope, -1/5
Then, plug the slope and the given point into y = mx + b to find b:
y = mx + b
-2 = 5(0) + b
-2 = 0 + b
-2 = b
Then, plug the y-intercept and the slope into the equation:
y = 5x - 2 will be the equation
What term describes the set of all points, in a plane, equidistant from a single point?
Answer:
A circle.
Step-by-step explanation:
Answer:
Circle mate
Step-by-step explanation:
Xoxoxo hope it’s correct luv
For which equations is x = 9 a possible solution? Check all that apply
|x| =9
-|x|=9
-|-x|=9
-|-x|=-9
|x|=-9
|-x|=9
|-x|=-9
Answer:
|x| =9 yes
-|x|=9 no
-|-x|=9 no
-|-x|=-9 yes
|x|=-9 no
|-x|=9 yes
|-x|=-9 no
x=9 is a possible solution for
|x|=9-|-x|=-9|-x|=9What is the modulus function?A modulus function is a function that returns a number's or variable's absolute value. It generates the number's or the variable's magnitude.
It is represented by |x|.
How to solve the problem?Let us check for each equation.
|x|=9 is possible. -|x|=9 is not possible because -|x| must be negative.-|-x|=9 is not possible because -|-x| must be negative.-|-x|=-9 is possible because -|-x| must be negative here we took it to be -9. |x|=-9 is not possible because |x| must be positive but -9 is negative.|-x|=9 is possible because |-x| must be positive.|-x|=-9 is not possible because |-x| must be positive while -9 is negative.Hence among the possible equations, x=9 is a possible solution for
|x|=9-|-x|=-9|-x|=9Learn more about the modulus function in- https://brainly.com/question/13103168?referrer=searchResults
#SPJ2
1. A cosmetologist must double his/her salary before the employer con realize any profit from
his/her work,
Miss, Mead paid Miss, Adams $125,00 per week to start. The first week Miss, Adams' services
amounted to $162.00. How much did Miss, Meod lose on the first week's work of Miss, Adams
a, 384.00 b.$63.00 c. $28.00 d. $75.00
Answer:
Miss Meod lost $88 from Adams' first week of services.
Step-by-step explanation:
Assuming the first sentence stand
As Adams received $125 of wages the break-point is at $250 dollars
which is double of Adams' wage. Below this point the employe cannot realize a gain.
The services performed were $162 we subtract the break even point:
162 - 250 = -88
Durign the first week Miss Adams services generate a variable loss for $88
Find the sum of 2x^2 - 6x - 2 and x^2 + 4x
Answer:
3x^2-2x-2
Step-by-step explanation:
2x^2 - 6x - 2 and x^2 + 4x
2x^2 - 6x - 2 +x^2 + 4x
Combine like terms
2x^2 +x^2- 6x + 4x- 2
3x^2 -2x -2
Based on the calculations, the sum of 2x² - 6x - 2 and x² + 4x is equal to 3x² - 2x - 2.
How to solve a quadratic equation?In Mathematics, the standard form of a quadratic equation is given by this mathematical expression:
ax² + bx + c = 0.
In this exercise, you're required to determine the sum of the given quadratic equations. Thus, we would add the equations together as follows:
2x² - 6x - 2 + x² + 4x
Combining like terms, we have:
2x² + x² + 4x - 6x - 2
3x² - 2x - 2
Read more on quadratic equation here: brainly.com/question/1214333
#SPJ2
Given f(x) = 4x - 3 and g(x) = 7x +5, find f(x) + g(x).
Answer:
Given f(x) = 2x + 3 and g(x) = –x2 + 5, find (g o f )(x).
(g o f )(x) = g( f(x))
= g(2x + 3)
= –( )2 + 5 ... setting up to insert the input
= –(2x + 3)2 + 5
= –(4x2 + 12x + 9) + 5
= –4x2 – 12x – 9 + 5
= –4x2 – 12x – 4
Step-by-step explanation:
Answer:
11x +2Step-by-step explanation:
[tex]f(x) = 4x - 3 \\g(x) = 7x +5\\\\f(x)+g(x) = \\\\4x-3 +(7x +5)\\\\=4x-3+7x+5\\\\=4x+7x-3+5\\\\=11x-3+5\\\\=11x+2[/tex]
What is the value of X in the equation negative 6X = 5X +22
Answer:
22
Step-by-step explanation:
6x-5x=1x
1x =22
Which whole number property was used?
23 + 2 = 2 + 23
Commutative Property of Addition
Associative Property of Addition
Identity Property of Addition
Answer:
Commutative property of addition is the correct option.
Answer:
the answer commutative my friend
Find the product. (3x2 + 2y) (5x2 + y) A. 15x4 + 13x2y + 2y2 B. 15x4 + 13x2y2 + 2y2 C. 8x4 + 10x2y.+ 3y2 D. 15x4 + 10x2y + 2y2
Answer:
[tex] \boxed{ \bold{ \boxed{ \sf{15 {x}^{4} + 13 {x}^{2} y + 2 {y}^{2} }}}}[/tex]
Option A is the correct option.
Step-by-step explanation:
[tex] \sf{(3 {x}^{2} + 2y)(5 {x}^{2} + y)}[/tex]
Use the distributive property to multiply each term of the first binomial by each term of the second binomial.
Thenafter, Simplify
[tex] \dashrightarrow{ \sf{3 {x}^{2} (5 {x}^{2} + y) + 2y(5 {x}^{2} + y)}}[/tex]
[tex] \dashrightarrow{ \sf{15 {x}^{4} + 3 {x}^{2} y + 10 {x}^{2} y + 2 {y}^{2} }}[/tex]
[tex] \dashrightarrow{ \sf{15 {x}^{4} + 13 {x}^{2} y + 2 {y}^{2} }}[/tex]
Hope I helped!
Best regards! :D
Benito embroiders and sells T-shirts. The graph shows his profit as a function of the number of shirts sold. After selling a certain number of shirts, Benito uses some earnings to buy more materials and then increases the price of the shirts. Which of the following correctly compares the two parts of the function in Part A, over the intervals [0, 7] and [8, 11]? . . Benito made an extra $25 after selling 7 shirts. The price of one shirt increases from $10 to $15. Benito spent $1 after selling 50 shirts Benito's profit per shirt increases from $10 to $15.
Answer:
The correct option is;
Benito's profit per shirt increased from $10 to $15
Step-by-step explanation:
Over the interval [0, 7] from 0 to 7 on the x axis, we have;
At x = 0, y = -20, therefore the y-intercept = -20
At y = 0, x = 2 which is the x-intercept
The slope, m₁ of the straight line plotted dots on the interval from 0 to 7 on the x axis is found as follows;
m = (y₂ - y₁)/(x₂ - x₁)
m₁ = (0 - (-20))/(2 - 0) = 10
The equation of the interval is therefore;
y - 0 = 10×(x - 2)
y = 10·x - 20
Therefore, the profit, y increases by $10, for each shirt, x, sold over the interval from 0 to 7 on the x axis
Over the interval [8, 11] from 8 to 11 on the x axis, we have;
At x = 9, y = 40,
At x = 11, y = 70
The slope, m₂ of the straight line plotted dots on the interval from 8 to 11 on the x axis is found as follows;
m = (y₂ - y₁)/(x₂ - x₁)
m₂ = (70 - 40)/(11 - 2) = 15
The equation of the interval is therefore;
y - 70 = 15×(x - 11)
y = 15·x - 165
Therefore, the profit, y increases by $15, for each shirt, x, sold over the interval from 8 to 11 on the x axis.
Is j+j+j+j and j with the power of four equivalent
Answer:
The joule (/ dʒ aʊ l, dʒ uː l / jawl, jool; symbol: J) is a derived unit of energy in the International System of Units. It is equal to the energy transferred to (or work done on) an object when a force of one newton acts on that object in the direction of the force's motion through a distance of one metre (1 newton metre or N⋅m). It is also the energy dissipated as heat when an electric ...
Step-by-step explanation:
Answer:
bro i dont get this but i bet the guy in top of me it is right in deed
Step-by-step explanation:
Translate the following
The product of 2 and a number increased by 9 is the same as 7.
Multiply and write the answer in
proper scientific notation: (1.9 x
10.) x (5.8 x 10)
A) 11.02 x 1011
B) 1.102 x 1012
C) 1.102 x 1010
D) 1.102 x 10-11
E) NOTA
Answer:
e. not answer
Step-by-step explanation:
(1.9 x 10) x (5.8 x 10)
19 x 58
1102 = 1.102 x 10^3
What is the value of |-7 |?
Answer:
7
Step-by-step explanation:
For 3,4 identify the property of equality that would be used to solve the equation
3) k-10=14
A) additive property of equality
B) subtraction property of equality
C) mulitipliction property of equality
D) division property of equality
4) g/5=6
A) additive property of equality
B) subtraction property of equality
C) mulitipliction property of equality
D) division property of equality
First questions: A
You will add the 10.
Second questions: C
You will multiply the 5.