(4x-1)(3x^2+3x-5) (4x−1)(3x 2 +3x−5)

From the two methods to find the surface area, the method used by student 2 is most desirable as the smaller regular objects are easily interpreted to solve.

We want to find the area of the irregular composite polygon figure. Now, there are two ways to do this which are;

1) To divide the internal part of the irregular polygon into regular shapes and find the respective areas and add up to get the total area.

2) To inscribe the irregular polygon into a regular shape like a rectangle or square, Then divide into regular shapes the external parts of the irregular polygon that share boundary with the bigger regular shape. Then add up the areas and subtract from the area of the big regular shape.

Now, looking at the two options to find the surface area, the method used by student 2 is most desirable as the smaller regular objects are easily interpreted to solve.

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Answer:

1. i

2. -1

Step-by-step explanation:

The length of the line segment RS is 33 ;By considering the line segment RT of length 46 units and line segment ST of  length 46 units.

Given a line segment RT of length 46 units and line segment ST of  length 46 units and asked to find the length of line segment RS.

Given the number line RT;

RT=RS+ST

⇒46=RS+13

⇒RS=33

The length of line segment RS is 33 units.

Therefore,The length of the line segment RS is 33 ;By considering the line segment RT of length 46 units and line segment ST of  length 46 units.

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The number of times the number 8.4493E13 isgreater than the number 7.994E-2 when displayed on a calculator is 1.05696E15.

8.4493E13 = 84,493,000,000,000

7.994E-2 = 0.07994

The number of times the number 8.4493E13 isgreater than the number 7.994E-2 can be obtained by dividing 8.4493E13 by 7.994E-2 as follows:

Number of times greater = 8.4493E13 / 7.994E-2 = 84,493,000,000,000 / 0.07994

Number of times greater = 1,056,955,216,412,310

When displayed on a calculator, we will have:

Number of times greater = 1.05696E15

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The quotient of the given problem using laws of exponents is; 6 * 10⁰

We want to express the quotient of the quantity 30 times ten raised to the negative twenty fourth power end quantity divided by the quantity 5 times ten raised to the negative twenty fourth power end quantity.

This is;

(30 * 10⁻²⁴)/(5 * 10⁻²⁴)

Now, we can break this down into like terms to get;

(30/5) * (10⁻²⁴/10⁻²⁴)

= 6 * 1

Now, 1 can also be written as;

10⁰ = 1

Thus, the solution of the given problem is; 6 * 10⁰

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The mean of distribution will be 60, standard deviation will be 5 and variance will be 24

Given,

The total number of students (n)= 100

The probability of students, completing their homework on time (p)= 60%

= 60 / 100

= 0.6

According to the binomial distribution,

mean = np

= 100 × 0.6

= 60.

Variance = np× (1 - p)

= 100 × 0.6 × 0.4

= 24

Standard deviation = [tex]\sqrt{variance}[/tex]

= [tex]\sqrt{24}[/tex]

= 4.89 or 5

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Answer:

Below in bold.

Step-by-step explanation:

The slope = rise / run

= 5/10

= 1/2.

General form of the straight line is

y = mx + c   where m = the slope and C is the y-intercept

Here m = 1/2. and c = 0

So, the answer is y = 1/2 x.

Step-by-step explanation:

use distance formula for answer

To solve the inequality, multiply both sides by (-5). The solution is b  ≤ 30 or (∞, 30]

Tips to solve linear inequalities:

Interval notation is often used for the solution(s). Recall the differences between a bracket [ or ], and a parenthesis (  or ). A bracket means the endpoint is included in the solution while a parenthesis means the endpoint is not included in the solution. Remember, infinity ∞ always use a parenthesis.

Example:  x ≥ 2 can be written as [2, ∞), while

                x > 0 is written as (2, ∞)

The given problem:

-b/5 ≥ -6

Notice that the variable, b, is already isolated on the left side. Multiply both sides by (-5) and flip the sign of the inequality ( since we multiply it by a negative number):

-b/5 . (-5) ≤ -6 . (-5)

b  ≤ 30

Using the interval notation, the solution is (∞, 30]

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Answer: $0.39

Step-by-step explanation:

3.09/8=

0.38625=

0.38625=$0.39

The median and mode of the data set is

This is further explained below.

Generally, median = value of [tex]$\left(\frac{n+1}{2}\right)^{\text {th }}$[/tex] the position

- the value of [tex]$\left(\frac{20+1}{2}\right)^{\text {th }}$[/tex] the position

= value of the position

= value of [tex]$10^{\text {th }}$[/tex] position +0.5 (value of 10^th  position - value of 9th position)

Arranging the data below.

8,10,13,15,15,15,15,15,16,16,16$, $17,18,19,20,20,21,29,28,30

median =16+0.5(16-16)

median =16

mode = { value of maximum frequency }

mode =15

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The data set represents the number of students per faculty member for 20 public colleges 13 15 15 8 16 20 28 19 18 15 21 23 30 17 10 16 15 16 2[tex]$(10.5)^{\text {th }}$[/tex]0 15. Use five classes.

What is the median and mode of the data

Answer:

rotate 180

Step-by-step explanation:

because you can try it urself

The significant digits from the product of the values are 7

It is important to note the following;

Given the values;

Let's find the product

4.514 x 10^−3 × 3.09 x 10^7 × 2.80 x 10^3

39. 055128 × 10^-3 + 7 + 3

39. 055128  × 10^7

The significant digits are 7

Thus, the significant digits from the product of the values are 7

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Answer:Your answer would be 11.686

Step-by-step explanation:Please give brainliest if right.

Answer:

The answer is or, should be 11.686

8) The part shared by vector BC and vector CB is called the magnitude of the line segment.

9) (a) Another name for ∠C is ∠ACB.

(b) ∠ADF and ∠BDC are two angles with point D as the vertex.

(c) Another name for ∠1 is ∠FBD.

(d) Another name for ∠2 is ∠FDB.

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Answer:437.019

Step-by-step explanation:

If you add together

4 hundreds-400

3 tens-30

7 ones-7

19 thousandths-0.019

It equals 437.019

Answer:

Step-by-step explanation:

x^2 cannot be negative so the minimum value of x^2 is at (0.0)

When x = -1 y = 1 and when x = 1 y = 1

- and so on for all values of x

SO, y = x^2 is symmetrical about the y axis.

and the axis of symmetry is the y axis or we can write it as the line x = 0.

The perimeter of the rectangle is 4 + 4w, where w is the width of the rectangle.

In this question,

a rectangle has a width w

Let l be the length of the rectangle.

A  length that is two more than its width.

⇒ l = 2 + w

We know that the perimeter of the rectangle is P = 2 × (length + width)

So, for the length l = 2 + w and width w, the perimeter of the rectangle would be,

P = 2 × (w + (2 + w))

We simplify above expression.

P = 2 × (2 + 2w)

P = 4 + 4w

Therefore, the perimeter of the rectangle is 4 + 4w, where w is the width of the rectangle.

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Answer: 3.08

Step-by-step explanation: hope this helps!!!!

Answer:

3.08 or 77/25

Step-by-step explanation:

I find answering this problem easiest if you use paper and Thats what I used

2 1/5/ 5/7 = 77/25= 3 2/25= 3.08

Spelled result in words is seventy-seven twenty-fifths (or three and two twenty-fifths).

A numerical data is also referred to as a quantitative data and it can be defined as a data set that is primarily expressed in numbers (numerals) only. This ultimately implies that, a numerical data refers to a type of data set consisting of numbers (numerals) rather than words.

Based on the information provided, the number of cards (c) in each pack can be modeled by the following mathematical expression (equation):

Note: 100 cent is equal to 1 dollar.

First pack:        0.25c = 3

Second pack:  0.3c = 3

Now, we can determine the number of cards (c) in the first pack as follows:

0.25c = 3

c = 3/0.25

Number of cards, c = 12 cards.

For the second pack, we have:

0.3c = 3

c = 3/0.3

Number of cards, c = 10 cards.

Therefore, there are 12 cards in the first pack, and there are 10 cards in the second pack.

Difference = First pack - Second pack

Difference = 12 - 10

Difference = 2 cards.

In conclusion, the first pack has 2 more cards than the second pack.

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Answer:that is the slope intercept form

Step-by-step explanation: slope intercept form is y=mx+b

Answer:

-6n = 30

Step-by-step explanation:

Answer: 60m

Step-by-step explanation: The formula is 1/2(bxh)

the base is 10m and the height is 12m.

1/2(10 x 12) =

1/2(120) = 60

Using proportions, it is found that he would have to ride his bike 3 miles a day to meet his goal.

A proportion is a fraction of a total amount, and the measures are related using a rule of three. Due to this, relations between variables, either direct(when both increase or both decrease) or inverse proportional(when one increases and the other decreases, or vice versa), can be built to find the desired measures in the problem, or equations to find these measures.

He has already ridden the bike for 6 miles, and needs to run 21 - 6 = 15 miles in 5 days, hence the average is given by:

x = 15/5 = 3 miles a day.

He would have to ride his bike 3 miles a day to meet his goal.

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Answer: 38

Step-by-step explanation:

4*8 =32

32/2=16

16*3=48

48-10=38

Answer:

0=18

Step-by-step explanation:

-3(3 - 4x) = 5(x - 1) + 7(x + 2)

-3( -4x + 3) = 5(x - 1) + 7(x + 2)

Answer:

Step-by-step explanation:

Answer

the number of arrow in inner ring is i don't know

Stepby-step explanation:

Based on the calculations, the number of student tickets and adult tickets that were sold are 225 tickets and 425 tickets respectively.

Given the following data:

Total ticket receipts = 650 tickets.

The price for a student ticket = $11.50.

The price for an adult ticket = $13.00.

Total revenue = $8,112.50.

An expression can be defined as a mathematical equation which is used to show the relationship existing between two or more variables and numerical quantities.

In order to determine the number of student tickets and adult tickets that were sold, we would translate the word problem into an algebraic expression as follows:

A + S = 650                              ......equation 1.

11.5S + 13A = 8,112.50              ......equation 2.

From eqn. 1, we have:

S = 650 - A                          ......equation 3.

Substituting eqn. 3 into eqn. 2, we have:

11.5(650 - A) + 13A = 8,112.50

7,475 - 11.5 A + 13A = 8,112.50

1.5A = 8,112.50 - 7,475

1.5A = 637.5

A = 637.5/1.5

A = 425 tickets.

For the student tickets, we have:

S = 650 - A

S = 650 - 425

S = 225 tickets.

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The function f(x) = 3[tex]x^{5}[/tex] -9 given in the question is neither an even function nor an odd function

The function f(x) = 3[tex]x^{5}[/tex] -9 cannot be an even function because the exponential power is not in the multiples of 2 and there is second step to check whether the function is even function or not if f(x)= f(-x) but this cannot be checked here because it proved not be an even function in the first step itself

The function f(x) = 3[tex]x^{5}[/tex] -9  is odd function only if -f(x) = f(-x)

so lets check f(1)= 3([tex]1^{5}[/tex]) -9 = 3-9 = -6

now f(-1) = 3(-[tex]1^{5}[/tex]) -9 =-3-9=-12

and -f(1) = 6

Hence the function given in the question is neither an even function nor an odd function

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