2+3x4+5= help me ples me need hlep pleas

Answer: 621 miles on the third day

to find 15% of 540 multiply 540 by .15

540 x .15 = 81

Add 81 to 540

540 + 81 = 621

Answer:

Step-by-step explanation:

ondvosnvsonvjvnojvnsdvwnvwdnjonv

The solution of the function 3f(1) - 4g(-2)  is -19.

The functions can be solved as follows;

f(x) = 7x - 4

g(x) = 11 - x²

Therefore, let's solve the composite function as follows:

A composite function is generally a function that is written inside another function.

Hence,

3f(1) - 4g(-2) = ?

f(1) = 7(1) - 4 = 7 - 4 = 3

g(-2) = 11 - (-2)² = 11 - 4 = 7

Therefore,

3f(1) - 4g(-2) = 3(3) - 4(7) = 9 - 28 = -19

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There will be 12 slices of pizza left over, which can be expressed as 3/2 or 1 1/2 slices in fraction form.

To find out how much pizza will be left over, we need to calculate the total number of slices available and subtract the number of slices consumed by the players.

Given that there are six pizzas and each pizza has eight slices, the total number of slices available is 6 pizzas * 8 slices/pizza = 48 slices.

Since there are 36 players on the team, and each player has one slice, the total number of slices consumed is 36 slices.

To determine the remaining slices, we subtract the consumed slices from the total available slices: 48 slices - 36 slices = 12 slices.

Therefore, there will be 12 slices of pizza left over.

To express this as a fraction, we can write it as 12/1, which simplifies to 12. This means there will be 12 whole slices of pizza left over.

If you would like to express it as a fraction in its simplest form, you can write it as 12/8. By dividing both the numerator and denominator by their greatest common divisor, which is 4, we get 3/2. So, in fraction form, there will be 3/2 or 1 1/2 slices of pizza left over.

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Answer:

I would say A

Step-by-step explanation:I took the test and it was right

Answer:

D.  The scale on the y-axis is very small.

Step-by-step explanation:

Answer on Edge.

Answer:

Step-by-step explanation:

Answer:

\(A=202\ cm^2\)

Step-by-step explanation:

Given that,

The dimensions of the prism are 4 cm, 9 cm and 5 cm respectively.

The formula for the surface area of the prism is given by :

\(A=2(lb+bh+hl)\)

Put all the values,

\(A=2(4(9)+9(5)+5(4))\\\\A=2(36+45+20)\\\\A=202\ cm^2\)

So, the required surface area of the prism is equal to \(202\ cm^2\).

Answer:

either or super sore

Step-by-step explanation:

The system of equations have no solution.

Given is a system of linear equations as -

x = -4

y = 2x + 1

y = 3

Refer to the graph of the linear equations plotted. We can write -

2x + 1 = y

2x + 1 = 3

2x = 2

x = 1

but

x = - 4

There cannot be two possible values of {x}. So, this system of equations have no solution.

Therefore, the system of equations have no solution.

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the solution of the given derivative will be y = k/2(1±√(1-4h/rk))

What is derivative?

A function's varied rate of change with respect to an independent variable is referred to as a derivative. When there is a variable quantity and the rate of change is irregular, the derivative is most frequently utilised. The derivative is used to assess how sensitive a dependent variable is to an independent variable (independent variable). In mathematics, a quantity's instantaneous rate of change with respect to another is referred to as its derivative. Investigating the fluctuating nature of an amount is beneficial.

dy/dt = 0

-r/k y²+ry-h=0

y = k/2(1±√(1-4h/rk))

Hence the solution of the given derivative will be y = k/2(1±√(1-4h/rk))

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The expression (-9x)^4 can be represented as -6561x^3 without using exponents.

To express the expression (-9x)^4 without using exponents, we can expand it by multiplying the base (-9x) four times using the multiplication property.

(-9x)^4 = (-9x) * (-9x) * (-9x) * (-9x)

To simplify this expression, we can multiply the terms together, taking care to apply the rules of multiplication:

(-9x) * (-9x) = (-9 * -9) * (x * x) = 81 * x^2 = 81x^2

So, by substituting this result back into the original expression, we get:

(-9x)^4 = 81x^2 * (-9x) = -6561 x^3

Therefore, the expression (-9x)^4 can be represented as -6561x^3 without using exponents.

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Answer:

hshsjajasnjakaaiz8is

Step-by-step explanation:

hsha

jjsjaja

A tessellation is a pattern made by repeating geometric shapes without any gaps or overlaps. These shapes, called tiles or polygons, fit together perfectly to cover a plane or a surface. Tessellations can be found in various forms of art, architecture, and design. They are used to create visually appealing patterns and decorations, as well as to explore mathematical concepts.

Tessellations are utilized in various practical applications, such as tiling floors, walls, and pavements, designing mosaics and quilts, and creating computer graphics and textile patterns. They are also studied in mathematics to understand concepts like symmetry, geometry, and transformations.

For polygons to tessellate, certain conditions must be met at their vertices. At each vertex, the angles formed by the polygons must add up to a whole number of degrees, typically 360 degrees. In other words, the sum of the interior angles of each polygon meeting at a vertex must be a multiple of 360 degrees.

This ensures that the polygons can fit together seamlessly without leaving any gaps or overlaps. Examples of polygons that tessellate include equilateral triangles, squares, and hexagons, as their angles add up to 360 degrees at each vertex.

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Answer:

DO NOT ask questions here its a full scam my guy I for asking a hard question TRY Khan or RBL Groups

Step-by-step explanation:

I GOT 100+ HELP ON RBLX GROUPS IN 24 HOURS

Answer:

7/20

Step-by-step explanation:

Because 35% is 35/100 and then you it and you get 7/20

Answer:

The length of third side is 4 units

Step-by-step explanation:

In a right angle triangle

AB = 2√3, BC = 2 and m∠B = 90°

Now, By Pythagoras Theorem

(AC)² = (AB)² + (BC)²

(AC)² = (2√3)² + (2)²

(AC)² = 12 + 4

(AC)² = 16

√(AC)² = √16

AC = 4

Thus, The length of third side is 4 units

-TheUnknownScientist 72

Matrices are a type of data structure that can be used to represent and manipulate data in a variety of ways.

One way to use matrices to represent data is to store the data in the form of a matrix. For example, a matrix could be used to represent a table of values, where each row represents a different data point and each column represents a different attribute or feature of the data.

Matrices can also be used to manipulate data by performing mathematical operations on the matrix elements. For example, matrices can be added, subtracted, and multiplied to perform operations such as matrix addition, matrix subtraction, and matrix multiplication. These operations can be used to perform various types of data manipulation, such as combining data from different sources, transforming data, or calculating statistics.

In addition to performing mathematical operations, matrices can also be used to store and manipulate data in other ways. For example, matrices can be used to represent and manipulate images and other types of data that have a two-dimensional structure. Matrices can also be used to represent and manipulate data in higher dimensions, such as data with a three-dimensional structure.

Overall, matrices are a powerful tool for representing and manipulating data in a variety of contexts, and they are widely used in a range of fields including mathematics, computer science, engineering, and data analysis.

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Matrices are a type of data structure that can be used in a variety of ways to represent and manipulate data.

One method for utilizing grids to address information is to store the information as a framework. A table of values, for instance, could be represented by a matrix, with each row representing a distinct data point and each column representing a distinct attribute or feature of the data.

The plural form of a matrix, a rectangular array or table in which numbers or elements are arranged in rows and columns, is referred to as a matrices. They can have as many columns and rows as you want. Matrix operations include addition, scalar multiplication, multiplication, transposition, and others.

When performing these matrix operations, certain rules must be followed. For example, they can only be multiplied if the first and second columns are exactly the same, and they can only be added or subtracted if they have the same number of rows and columns.

Matrices can also be used to manipulate data by performing mathematical operations on the matrix elements. For example, matrices can be added, subtracted, and multiplied to perform operations such as matrix addition, matrix subtraction, and matrix multiplication. These operations can be used to perform various types of data manipulation, such as combining data from different sources, transforming data, or calculating statistics.

In addition to performing mathematical operations, matrices can also be used to store and manipulate data in other ways. For example, matrices can be used to represent and manipulate images and other types of data that have a two-dimensional structure. Matrices can also be used to represent and manipulate data in higher dimensions, such as data with a three-dimensional structure.

In general, matrices are extensively utilized in a variety of fields, including mathematics, computer science, engineering, and data analysis. They are a powerful tool for representing and manipulating data in a variety of contexts.

Hence the matrices be used to represent and manipulate data.

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Based on the information provided, it is expected that after 18 months, the difference in the cost of the two plants is 240.

By following the sequence provided on the table, let's calculate the cost for each plant:

Plant A: 75, 110, 145, 180, 215, 250, 285, 320, 355, 390, 425, 460, 495, 530, 565, 600, 635, 670.

Plant B: 60, 110, 160, 210, 260, 310, 360, 410, 460, 510, 560, 610, 660, 710, 760, 810. 860, 910

Now, let's calculate the difference in cost:

910 - 670 = 240

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Answer:

77.47°

75.96°

26.57°

Step-by-step explanation:

Given vertices of the triangle:

Find the vectors from A to B, B to C and A to C:

\(\begin{aligned}AB = B - A &=(x_B-x_A,y_B-y_A) \\&=(-3-(-2), 8-4)\\& = (-1, 4) \end{aligned}\)

\(\begin{aligned}BC=C-B &=(x_C-x_B,y_C-y_B)\\ &=(6-(-3),8-8)\\&=(9,0)\end{aligned}\)

\(\begin{aligned}AC = C - A &=(x_C-x_A,y_C-x_A)\\&= (6-(-2), 8-4) \\&= (8, 4)\end{aligned}\)

Use Pythagoras Theorem to calculate the magnitudes of the vectors:

\(|AB| = \sqrt{(-1)^2+4^2}=\sqrt{17}\)

\(|BC|=\sqrt{9^2+0^2}=9\)

\(|AC| = \sqrt{8^2+4^2}=4\sqrt{5}\)

\(\boxed{\begin{minipage}{6 cm}\underline{Dot Product of two vectors}\\\\$a \cdot b=|a||b| \cos \theta$\\\\where:\\ \phantom{ww}$\bullet$ $|a|$ is the magnitude of vector a. \\ \phantom{ww}$\bullet$ $|b|$ is the magnitude of vector b. \\ \phantom{ww}$\bullet$ $\theta$ is the angle between $a$ and $b$. \\ \end{minipage}}\)

Rearrange the dot product formula to make θ the subject:

\(\implies \theta=\cos^{-1}\left(\dfrac{a \cdot b}{|a||b|}\right)\)

Use the rearranged dot product formula to find the angles between two pairs of vectors.

\(\boxed{\begin{minipage}{4 cm}\underline{Dot Product}\\\\$\textbf{u} \cdot \textbf{v}=u_1v_1+u_2v_2$\\\\where:\\ \phantom{ww}$\bullet$ $\textbf{u}=\left\langle u_1,u_2 \right\rangle$ \\\phantom{ww}$\bullet$ $\textbf{v}= \left\langle v_1,v_2 \right\rangle$ \\ \end{minipage}}\)

Angle A

\(\implies A=\cos^{-1}\left(\dfrac{AB \cdot AC}{|AB||AC|}\right)\)

\(\implies A=\cos^{-1}\left(\dfrac{-1 \cdot 8+4 \cdot4}{\sqrt{17} \cdot 4 \sqrt{5}}\right)\)

\(\implies A=\cos^{-1}\left(\dfrac{8}{4 \sqrt{85}}\right)\)

\(\implies A=77.47^{\circ}\; \sf (2 \; d.p.)\)

Angle C

\(\implies C=\cos^{-1}\left(\dfrac{BC \cdot AC}{|BC||AC|}\right)\)

\(\implies C=\cos^{-1}\left(\dfrac{9 \cdot 8+0 \cdot4}{9 \cdot 4 \sqrt{5}}\right)\)

\(\implies C=\cos^{-1}\left(\dfrac{72}{36 \sqrt{5}}\right)\)

\(\implies C=26.57^{\circ}\; \sf (2 \; d.p.)\)

Interior angles of a triangle sum to 180°.

\(\implies B=180^{\circ}-A-C\)

\(\implies B=180^{\circ}-77.47^{\circ}-26.57^{\circ}\)

\(\implies B=75.96^{\circ}\)

Therefore, the interior angles of the triangle with the given vertices are:

Answer:

  m = 20

Step-by-step explanation:

You want the value of m when (4m +10)° represents an angle of 90°.

The perpendicular bisector XZ intersects segment WY at right angles. The measure of a right angle is 90°, so we have ...

  (4m +10)° = 90°

Dividing by ° and subtracting 10 gives ...

  4m +10 = 90

  4m = 80

  m = 20 . . . . . . divide by 4

The value of m is 20.

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Answer:

Step-by-step explanation:

First, let us substitute x and y values: -7 = -2(-5) + 4

Next, let us simplify using the substitution property of equality: 14 = -7 (SEE BELOW MORE INFO).

Now, this does not make sense yet because 14 cannot possibly equal -7. Therefore, we must add a b value, therefore leading us to the equation:

14 + b = -7

by simplifying, we can conclude that b = -21

Finally, we can plug in the b-value into our original equation:

y = -2x + 4 - 21

After simplifying, we get y = -2x - 17. When this is graphed, we can see that -2x - 17 intersects (-5, -7).

The false statement from the stem-and-leaf plot is given as follows:

b. The data for Paul’s group has two modes.

The stem-and-leaf plot lists all the measures in a data-set, with the first number as the key, for example:

4|5 = 45.

The mode of a data-set is the data-set that appears the most times in a data-set.

Hence, for Paul's group, the mode is given as follows:

44.

As it is the only observation that appears the times, hence the data has one mode, and option b gives the false statement.

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Answer:

56 square meters I Think

Answer:

4 inches

Step-by-step explanation:

h=V/lw

=

160/8x5=4in

Answer:

4 inc

Step-by-step explanation:

SEE THE IMAGE FOR SOLUTION

HOPE IT HELPS

HAVE A GREAT DAY

Answer:

4.8

...

....

....

....

....

.

.

....

Step-by-step explanation:

TSA=2(l x b) +2(l x h) +2(b x h)

= 2x2x5+2x2x9+2x5x9

=20+36+90

=146mm squared

A small 2 on top of mm

Hope answer helps

Answer:

x=62

Step-by-step explanation:

all angles should add to 180

180-56=124

124÷2=62

Answer:

Step-by-step explanation:

1st notice that two of the sides are the same length?   ( isosceles ) that mean the two angles at the "base" which is the side that both of the same size legs tie into... that's the side that is 4.5 in the picture.  soooo if both of those angles are the same.. and we know that the angles are going to add to 180 then....  we can say    the the 56° is the same as the one at the other end of the 4.5 side (base) so  2*56°=112°

and then 112° + x = 180°

x = 180-112

x = 68°

:)

Answer:

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

Initial value of the toy is €450.

After 10% increase the value is:

After further 10% decrease the value becomes:

The final value of the toy is €445.50.

The best statement that describes the amount of water in the pool is that it is decreasing during the time interval 4. That is option 3.

To determine the time interval of the water in the pool the following is carried out.

At 0 hour, the water is at the level of = 40 gallons

At 1 hour, the water decreased to = 25 gallons.

At 2 hours, the water decreased to = 10 gallons.

The water remained at a constant level till 4 hours.

Therefore, the amount of water in the pool is that it is decreasing during the time interval 4.

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Answer:

3x+12

Step-by-step explanation:

Triple is 3 times a number which we will call “x” and sonce it is the sum, it is addition :)