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Answer:

Are there any numbers?

Step-by-step explanation:

Answer:

A. Negative

Step-by-step explanation:

This line cannot have a slope of zero or undefined because it's a linear negative line. This line is not positive because it's not heading to the right, it's heading to the left which is the negative side, the slope Rise/Run goes up 1 and left 1, which means the slope for this equation is possibly -1x.

Answer:

Negative

Step-by-step explanation:

We can see that as x increases, y decreases. Therefore, the change in y over the change in x is negative. The line goes down from left to right.

Answer:

The change in value is 19,000 altogether and 1900/year

Step-by-step explanation:

Change in value:

initial value - final value

= $26,000 - $7000

= $19,000

Change in value/year:

change in value/time

= $19,000/10

= $1900/year

Answer:

wheres the figure

aaah

good morning

Answer:

Consider a big number 3,400,000. To convert this number into scientific notation:

Place a decimal by counting the steps to the left until the coefficient of the number is between 1 and 9.

Count the number of steps moved. This will be the power of the base 10.

In this case, the coefficient is 3.4 and the 6 steps are moved.

Multiply the coefficient by 106,

Therefore, the answer is 3. 4 x 10 6

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

Answer:

225/10=441/l

cross multiply

225l=10*441

225l=4410

l=4410/225

l=19.6 liters of gas

Step-by-step explanation:

l=19.6 liters of gas

Answer:

y=4x+18

Step-by-step explanation:

HOPE THIS HELPS :)

The pattern in the given series of amount in the account are in the form of

arithmetic and geometric progression.

Reasons:

The given table of values is presented as follows;

[tex]\begin{tabular}{c|c|c|c|}Number of years&1&2&3\\Option 1 (Amount in dollars)&1,100&1,200&1,300\\Option 2 (Amount in dollars)&1,100&1,210&1,331\end{array}\right][/tex]

In Option 1, the amount in dollars for each year has a common difference of d = 100

The first term, a = 1,100

Therefore;

The Option 1 can be represented as an arithmetic progression , A.P. in the

form, tₙ = a + (n - 1)·d as follows;

For the Option 1, we have;

For Option 2, it is possible to find;

1,331 ÷ 1,210 = 1,210 ÷ 1,100 = 1.1

Therefore;

The terms in the Option 2 have a common ratio of r = 1.1

The Option 2 is a geometric progression, G.P.

The first term in Option 2 is a = 1,100

Which gives, the nth term, tₙ = a·r⁽ⁿ ⁻ ¹⁾

Therefor;

Learn more about arithmetic and geometric progression here:

https://brainly.com/question/8932895

https://brainly.com/question/22977503

Answer:

The equation of the line is- y = x + 13

Hi,

if c = 8 and d = -5:

3*(c + d) <=> 3*(8 + (-5))

= 3*(8 - 5)

= 3*3

= 9

✅^_^

To evaluate an expression in maths, plug in he value of the variable, then simplify the expression following the order of operation.

Assuming we are given the expression, 3x + (2x - 1), and we are required to evaluate the expression, the following shown below is how to evaluate the expression if we are told that x = 1.

3(1) + (2(1) - 1)

3 + 2 - 1

4

Therefore, to evaluate an expression in maths, plug in he value of the variable, then simplify the expression following the order of operation.

Learn more about evaluation on:

https://brainly.com/question/3590570

Answer:

3 cups

Step-by-step explanation:

3/4 times 4 equals 12/4. divide and get 3.

Answer:

No Solution.

Step-by-step explanation:

3x+4y=4

12x+16y=8

--------------

-4(3x+4y)=-4(4)

12x+16y=8

--------------------

-12x-16y=-16

12x+16y=8

-----------------

0=-8

no solution

Answer:

Our material is 54" wide. Here is a helpful chart to help you quickly convert linear yards into inches and feet.

How big is one linear yard of fabric?

Yards Length Width

3 108 Inches (9 Feet) 54 Inches (4.5 Feet)

4 144 Inches (12 Feet) 54 Inches (4.5 Feet)

Step-by-step explanation:

C A R R Y

O N

L E A R N I N G

Answer:

The given lines are parallel.

Step-by-step explanation:

3y=2-x

y=-1/3x+4

-------------

y=2/3-1/3x

y=-1/3x+2/3

y=-1/3x+4

----------------

Since the two lines have exact same slopes, it follows that these two lines are parallel.

Answer:

(7,7.5)

Step-by-step explanation:

midpoint formula:

(10+4)/2=7

(6+9)/2=7.5

(7,7.5)

Answer:

0.56

it's basically the number closest to 50. Don't get tricked by the 0.05 because that's only 5% not 50%

Answer:

The answer is B --> [tex]\frac{x^{2} }{3x^{2} -1}[/tex]

How I got that:

These are really easy, you're simply looking for numbers that you can factor down. Like here:

I took:

[tex]\frac{4x^{2} }{12x^{2} -4}[/tex]

and saw that I could factor out 4 from the denominator:

[tex]\frac{4x^{2} }{4(3x^{2} -1)}[/tex]

and then I canceled out the common factor (4 because its on both sides):

[tex]\frac{x^{2} }{3x^{2} -1}[/tex]

And there ya go!

~That's All Folks~

-Siascon

Answer: It's B

Step-by-step explanation:          

            22x2  

Simplify   ————————

           12x2 - 4

4.1     Pull out like factors :

  12x2 - 4  =   4 • (3x2 - 1)

-1=0

0.5=4.5

3=3.1

this is the answer

Answer:

a is greater than or equal to 140

Step-by-step explanation:

Multiply both sides by 7, which cancels out the 7 and turns 20 into 140

Answer:

i believe its -4 and -2

Step-by-step explanation:

hope tha work

Hey there!

44(4 - 7)(4)

= 44(-3)(4)

= -132(4)

= -528

Therefore, your answer is: -528

Good luck on your assignment and enjoy your day!

~Amphitrite1040:)

Answer:

000000004.8

Hope it help!

Answer:

m = 8

General Formulas and Concepts:

Algebra I

Slope-Intercept Form: y = mx + b

Step-by-step explanation:

When any 2 lines are parallel, they will have the same slope but different y-intercepts.

∴ Our parallel line's slope will be 8.

Answer: 5x^3 + 3x^2

Step-by-step explanation:

Answer:

Step-by-step explanation:

           6x2 - 8x - 2

Simplify   ————————————

              x - 1    

STEP

3

:

Pulling out like terms

3.1     Pull out like factors :

  6x2 - 8x - 2  =   2 • (3x2 - 4x - 1)

Trying to factor by splitting the middle term

3.2     Factoring  3x2 - 4x - 1

The first term is,  3x2  its coefficient is  3 .

The middle term is,  -4x  its coefficient is  -4 .

The last term, "the constant", is  -1

Step-1 : Multiply the coefficient of the first term by the constant   3 • -1 = -3

Step-2 : Find two factors of  -3  whose sum equals the coefficient of the middle term, which is   -4 .

     -3    +    1    =    -2

     -1    +    3    =    2

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Polynomial Long Division :

3.3    Polynomial Long Division

Dividing :  3x2-4x-1

                             ("Dividend")

By         :    x-1    ("Divisor")

dividend     3x2  -  4x  -  1

- divisor  * 3x1     3x2  -  3x    

remainder      -  x  -  1

- divisor  * -x0      -  x  +  1

remainder          -  2

Quotient :  3x-1

Remainder :  -2

Final result :

 2 • (3x2 - 4x - 1)

 ——————————————————

       x - 1      

See results of polynomial long division:

1. In step #03.03

Answer:

1296cm².

Step-by-step explanation:

= 12×36×6÷2 ................

plz check weather correct or notn

Answer: Factoring is essentially the reverse of the distributive property. You are basically trying to simplify the polynomial by taking out common factors. You also may try reducing the power (or the highest exponent) of the polynomial with factoring. I would say that factoring is the breaking down of a bigger polynomial into a product of two expressions that are usually multiplied by each other. One specific use of factoring we see a lot is the quadratic formula.

1. Quadratic Factoring --> [tex]x^2+2x-15[/tex] --> we have an [tex]x^2[/tex] but we want there to only be "[tex]x[/tex]"s. Here we need to constant numbers (integers), that multiply together to get [tex]-15[/tex], and add up to [tex]+2[/tex]. (5 and -3)

    - [tex]x^2+2x-15[/tex] ==> [tex]x^2+5x-3x-15[/tex] ==> [tex]x(x+5)-3(x+5)[/tex] ==> [tex](x-3)(x+5)[/tex]

Above: We can see that we factor out [tex]x[/tex] from [tex]x^2+5x[/tex] (This shows that we are aiming to break it down to make it easier to evaluate).

Remember: Factoring does not always mean that the polynomial is in a simpler form. There are many situations where factoring is totally unnecessary and complicates the polynomial even more.

--------------------------------------------------------------------------------------------------------------On a separate note: Distributive Property, if you are unsure or not fully sure on what that means, is when you multiply two expressions together to create one expression. Multiple expressions are combining into one.

Usando conjuntos de Venn, se encuentra que 7 estudiantes practican solo atletismo.

Los conjuntos son:

Hay que:

La cantidad que practica ambos es:

[tex]A \cap B = A + B - A \cup B[/tex]

[tex]A \cap B = 13 + 10 - 20[/tex]

[tex]A \cap B = 3[/tex]

Solo atletismo es:

[tex]B - A \cap B = 10 - 3 = 7[/tex]

7 estudiantes practican solo atletismo.

Más informaciones a cerca de conjuntos de Venn pueden ser obtenidas en https://brainly.com/question/24388608