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Answer:

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

Step-by-step explanation:

Dividing:

x - 4)6x^3 - 23x^2 - 6x + 8 (6x^2 + x- 2 <----Quotient

        6x^3 -24x^2

                       x^2 - 6x

                       x^2 - 4x

                              -2x + 8

                              -2x + 8

6x^2 + x - 2

= 6x^2 - 3x + 4x - 2

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

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

The researchers use inferential statistics.

Inferential statistics uses measurement from a sample, comparing groups and making generalizations about the large population. Inferential statistics are based on a test statistic calculated based on a formula. The test statistic along with degrees of freedom to determine the difference between the study population. With inferential statistics, the researcher will draw conclusions from extrapolations.  

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The zero of a function is the value of x of the point on which the value of y is equal to zero.

You can observe in the graph the such a point is the point (1,0).

Hence, the zero of the function is x = 0

Highest possible whole number is 3.

A triangle has three sides, three angles, and three vertices, which are its characteristics. A triangle's total internal angles are always equal to 180 degrees. This is referred to as the triangle's angle sum property. Any two triangle sides can add up to a length that is longer than the third side.

Given Data

Sum of length of any two sides of a triangle is always equal to the third side.

For sides a, b and c

We must have, a + b > c

Sides of triangle are x, x +3 and 10cm

So,

x + x+ 3 > 10

2x > 10 - 3

2x> 7

x > [tex]\frac{7}{2}[/tex]

Possible values of x are 3.5, 3, and so on.

Highest possible whole number is 3.

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Answer: 7

Step-by-step explanation: 7 + 13 = 20

20 + 6 = 26

26 + 2 = 28

28/4 = 7

Answer:

Mean = 7

Step-by-step explanation:

[tex]\boxed{\sf Mean=\dfrac{\textsf{sum of all the numbers}}{\textsf{amount of numbers}}}[/tex]

Given data set:  7, 13, 6, 2

Therefore:

[tex]\implies \sf Mean=\dfrac{\textsf{7+13+6+2}}{4}=\dfrac{28}{4}=7[/tex]

When we add or subtract fractions, we always have to make sure that all the fractions involved have a common denominator.

We're given:

To find the fraction representing the remaining time, subtract [tex]\dfrac{1}{6}[/tex] from [tex]\dfrac{2}{3}[/tex]:

[tex]\dfrac{2}{3}-\dfrac{1}{6}[/tex]

⇒ Make both denominators the same; multiply [tex]\dfrac{2}{3}[/tex] by [tex]\dfrac{2}{2}[/tex] to change its denominator to 6:

[tex]= \dfrac{4}{6}-\dfrac{1}{6}\\\\= \dfrac{3}{6}[/tex]

⇒ Simplify the fraction:

[tex]= \dfrac{1}{2}[/tex]

Therefore, [tex]\dfrac{1}{2}[/tex] the hour remained.

[tex]\dfrac{1}{2}[/tex] the hour remained

Answer: The answer is x-y = -2

ANSWER

B. 10 laps in 205 seconds

EXPLANATION

If we write the rate of laps to seconds as a fraction we have:

I simplified the fraction and got 2/41. An equivalent rate must give the same simplified fraction. For option B:

We can reduce both rates to the same rate: 2 laps every 41 seconds. Therefore, these two rates are equivalent.

Answer:

1) 1 m² = 10.75 tiles

2) 10 m² = 107.5 tiles

3) 9.3 m² of tiles = 100 tiles

4) a m² = 10.5a tiles

Step-by-step explanation:

The table is missing and so i have attached it.

From the question, we are told that each square meter of ceiling requires 10.75 tiles. Thus on the first row;

1 m² = 10.75 tiles

The second row of the table shows 10 m² of tiles.

Thus, by proportion, 10 m² of tiles will require; 10 × 10.75 tiles = 107.5 tiles

The third row shows us 100 tiles required.

Since 10.75 tiles is for 1  m² , then by proportion, we can find the square meters of tiling of 100 tiles. Thus;

100 tiles will use; 100 × 1/10.75 = 9.3 m² of tiles

The fourth row shows us square meter of tiles to be a.

Thus by proportion, number of tiles required for this square meter of tile is;

a × 10.75/1 = 10.75a tiles

Answer:

Step-by-step explanation:

f(15) = F(75-2times 5)

Answer: f(15) = F(75-2times 5)

Step-by-step explanation: f(15) = F(75-2times 5)

Answer:

It's 3.4

Step-by-step explanation:

get sum of 18 and 24

=42

18/42=3/7

24/42=4/7

Take the numerators which are 3and4

the answer is no.

because 47 times 3 gives 141

where 3 is a non-decimal

Answer:

141/47 Is not a repeating decimal.

Step-by-step explanation:

141 ÷ 47 Is not a repeating decimal because 47 × 3 = 141

Answer:

The average change is -0.7 per hour.

Step-by-step explanation:

-2.8/4

Answer:

Step-by-step explanation:

23. 16 divided by 8 is 2, which means he spent 2 dollars on 1 wing. So 46 divided by 2 is 23.

For 46 dollars, Tyler can buy 23 chicken wings.

The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.

Given that, Tyler bought 8 chicken wings for $16.00.

To find the number of chicken wings, first find the cost of one chicken wing and to find number of chicken wings divide total cost by cost of one chicken wing.

So, the cost of each chicken wing is 16/8

= $2

So, the cost of each chicken wing is 2 dollars.

Tyler spent $46.00 on chicken wings.

Number of chicken wings = 46/2

= 23

So, the number of chicken wings are 23.

Therefore, Tyler can buy 23 chicken wings for $46.

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Answer:

17 miles

Step-by-step explanation:

5 1/2 + 3= 8 1/2 x 2 = 17

Answer:

Formula for length between coordinates is given as √(x1-x2)²+(y1-y2)², which x and y being the coordinates of the points.

Length of RS = √(9-9)²+(-9-10)²

= √0+(-19)²

= √361

= 19 units

Answer:

Step-by-step explanation:

Since both of the points have same x- coordinate of 9, the distance between the points is the absolute value of the difference of y-coordinates:

Answer:

88 g

Step-by-step explanation:

zinc : copper

4 : 17

? : 374

374 ÷ 17 = 22

22 × 4 = 88

Answer:

A. standard form.

Step-by-step explanation:

Standard form = 750,000

Expanded form = 700,000 + 50,000

It is possible that Mrs. Chow gives them both full credit for completing the problem correctly because they correctly used relevant properties of equality

We are given the algebraic expression as;

2(x - 4) + 4 = 16

Now according to Melissa, her first step is to divide everything by 2 to get; (x - 4) + 2 = 8

Now, what Melissa has done is to use division property of equality to get that solution.

Whereas, Kristina solved the fitrst step by expanding the bracket to get;

2x - 8 + 4 = 16

Kristina used the algebraic property known as distributive property of equality.

Since they both used correct properties of equality, then they are both correct.

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Using a system of equations, the amounts of each coin that he has is given as follows:

The variables to the system of equations are given as follows:

Nicholas has nickels, dimes and quarters that total $12.30, hence, considering the value of each coin:

0.05x + 0.1y + 0.25z = 12.30.

The number of dimes is 3 more than twice the number of nickels, hence:

y = 2x + 3.

The number of quarters is three times the number of nickles, hence:

z = 3x.

Then we can solve for x as follows:

0.05x + 0.1y + 0.25z = 12.30.

0.05x + 0.1(2x + 3) + 0.25(3x) = 12.30.

x = 12. (nickels)

Then the other amounts are as follows:

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Answer:

$125

Step-by-step explanation:

Find out what the percentage increase is in ten years.

2.5%->change to decimal thingy (divide by 100) 0.025 then multiply it by the total amount of years(10): 0.025(10)= 0.25- 25%

The cost percentage in 10 years is 25%

Next multiply your new percentage by the jacket's original cost: 0.25(100)=25

So $25 is the amount that the jacket has increased over ten years

Add 25 to 100 to fin the cost of the jacket in 10 years.

Kinda a confusing explanation but the answer is right.

The total number of lions that were surveyed is 18.

It should be noted that based on the information given in the survey, 2/3 of the lions said that they were happy to serve as King of the forest, while another 1/9 thought it was way too much responsibility and 14 lions gave one of these two answers.

The total lions that were surveyed will be illustrated thus:

Let the total number of lions be x.

Therefore, (2/3 + 1/9)x = 14

= 7x/9 = 14

Cross multiply

7x = 9 × 14

x = (9 × 14) / 7

x = 9 × 2

x = 18

Therefore, the total number of lions is 18.

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A school's fifth graders prepare a paper about a historical figure for a contest. The total number of students who participated in the contest is 153.

Given that,

A school's fifth graders prepare a paper about a historical figure for a contest.

The contest is being competed in by $5 classes of $25 students and $1 classes of $28 students.

We have to calculate the number of students who enter the contest.

We get

=5×25+1×28

Multiply the terms

=125+28

Adding the terms

=153

Therefore, the total number of students who participated in the contest is 153.

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Answer: 3 km

Step-by-step explanation: (included in picture) the 0.5 represents 30 minutes because 30 minutes is 0.5 of an hour. the x represents how far Majid can walk in 30 minutes

The explicit formula for the sequence is aₙ = 80 (0.5)ⁿ⁻¹

Given,

The sequence = 80, 40, 20, 10, ...

We have to find the explicit formula for the above sequence.

Explicit formula for a sequence: aₙ = a₁ (r)ⁿ⁻¹

That is,

a₁ = first term

r = common ratio

Lets check:

The sequence is 80, 40, 20, 10,....

a₁ = 80

a₂ = 40

a₃ = 20

a₄ = 10

Now, lets find the common ratio:

a₂/a₁ = 40/80 = 1/2

a₃/a₂ = 20/40 = 1/2

a₄/a₃ = 10/20 = 1/2

That is, the common ratio, r for the sequence is 1/2 which equals 0.5

Then, the explicit formula for the sequence is aₙ = 80 (0.5)ⁿ⁻¹

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The value of HJ in the line segment  = 20

How to find the value of HJ?

Points H, I, J, K  lie on the same line segment in order.

HI : IJ : JK = 1: 3: 1

HK = 25

Let us consider the ratios,

Let H I = x

Let IJ = 3x

Let JK = x

⇒In the line segment,

HK = HI+ IJ+ JK

25  = x +3x +x

25  = 5x

x = 5

⇒In the line segment,

HJ = HI +IJ

HI = x

IJ = 3x

HJ = HI +IJ

    =  x + 3x

    = 4x

    = 4*5

HJ = 20

What is a line segment?

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From the relations between matrices and system of equations, we have that:

1. The matrix is:

[tex]\left[\begin{array}{ccc}2&-3&6\\1&1&2\end{array}\right][/tex]

2. The system is:

A system of equations is when multiple variables are related, and equations are built to find the numeric values of each variable, according to the relations built in the problem.

There are multiple ways to represent a system, and one way is using matrices, in which:

For item 1, the system is:

Hence the matrix is:

[tex]\left[\begin{array}{ccc}2&-3&6\\1&1&2\end{array}\right][/tex]

In item b, we have the matrix and want to build the system, hence:

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The equation of parabola is  (x − 3)² = −8(y − 2).

A parabola is a U-shaped curve that is drawn for a quadratic function, f(x) = ax²+ bx + c. The graph of the parabola is downward (or opens down), when the value of a is less than 0, a < 0. The graph of parabola is upward (or opens up) when the value of a is more than 0, a > 0.

Given:

Vertex = (3, 2)

Directrix, y =4

line of symmetry is the Y value in the vertex = 2

directrix, y= 2 - p

  p = -2

and, a= 1/4p = -1/8

and, focus = (3, (2-2)) = (2, 0)

Now, equation of parabola

y= -1/8 (x- 3)² + 2

-8y = (x- 3)² + 2

(x − 3)² = −8(y − 2)

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