Divide & Simplify
20x + 6 divided by 5x

Answer:the answer is 5.4

Step-by-step explanation:

thats the answer because it says per means to multiply so i'd multipled 18x 30%

Answer:

Step-by-step explanation:

88 / 184 ≈ 0.48

96 / 184 ≈ 0.52

104 / 166 ≈ 0.63

62 / 166 ≈ 0.37

Fallacies of relevance are types of logical fallacies that occur when an argument is presented without a relevant connection to the subject matter.

Rather than addressing the topic, these fallacies are aimed at the listener's feelings, emotions, or biases.There are many different types of fallacies of relevance, but some of the most common are ad hominem, straw man, appeal to authority, and red herring. Ad hominem, for example, is a type of fallacy that attacks the speaker rather than addressing the argument they are presenting.. It can undermine the quality of your argument and make you seem less credible.

However, if you want to describe a time when you used these fallacies, you might think back to a situation where you were arguing with someone and felt like you were losing the argument. In this case, you might have resorted to a fallacy of relevance to try to regain control of the conversation. In conclusion, it is important to avoid using fallacies of relevance in your arguments. Instead, focus on addressing the topic at hand and presenting logical, evidence-based arguments.

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Answer:

−6x − 15y − 14q − 21p

Step-by-step explanation:

Let's simplify step-by-step.

−3(2x+5y)−7(2q+3p)

Distribute:

=(−3)(2x)+(−3)(5y)+(−7)(2q)+(−7)(3p)

=−6x+−15y+−14q+−21p

Answer:

=−21p−14q−6x−15y

The equation −3(2x + 5y) − 7(2q + 3p) is equivalent to −6x − 15y − 14q − 21p.Option A is correct.

An equation is a statement that two expressions, which include variables and/or numbers, are equal. In essence, equations are questions, and efforts to systematically find solutions to these questions have been the driving forces behind the creation of mathematics.

It is given that,

−3(2x + 5y) − 7(2q + 3p)

For solving the equation we have to apply the arithmetic operation in which we do the addition of numbers, subtraction, multiplication, and division. It has basic four operators that are +, -, ×, and ÷.

First, open the bracket and multiply,

=−3(2x + 5y) − 7(2q + 3p)

=(−3)(2x)+(−3)(5y)+(−7)(2q)+(−7)(3p)

=−6x+−15y+−14q+−21p

Rearrange the equation as

=−21p−14q−6x−15y

Thus, the equation −3(2x + 5y) − 7(2q + 3p) is equivalent to −6x − 15y − 14q − 21p.Option A is correct.

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Answer:

4x^2 + 24x.

Step-by-step explanation:

To find the product of 4x(x+6), we can use the distributive property of multiplication.

4x(x+6) = 4x * x + 4x * 6

= 4x^2 + 24x

Answer: 16x

Explanation:

4x(x+6)

4x+12x

16x

Answer:

.75 degrees Celsius

Step-by-step explanation:

1152-1108=44 16+17=33 33divided by 44=0.75

The examples of geometric names include triangle, circle, square, rectangle, pentagon, etc.

Your information is incomplete as the shapes aren't given. Therefore, an overview will be given.

A geometric name is the name that is given to a shape. In this case, examples include  triangle, circle, square, rectangle, pentagon, etc.

Triangle has three sides. A square has four equal sides. A rectangle has opposite sides equal, etc

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The answers to the questions involving trigonometry are: 90, BC/AB ÷ BC/AB = 1, g = 6.5, <I = 62 degrees, h= 13.8, 12.0, x = 6.8, x = 66.4, 160.6, The pole = 6.7

Trigonometric ratios are special measurements of a right triangle, defined as the ratios of the sides of a right-angled triangle.  There are three common trigonometric ratios: sine, cosine, and tangent

For page 3 question 3,

a) <A + <B = 90 since <C = right angle

b) SinA = BC/AB and CosB = BC/AB

The ratio of the two angles BC/AB ÷ BC/AB = 1

I notice that the ratio of sinA and cosB gives 1

b) The ratio of CosA and SinB will give

BC/AB ÷ BC/AB

= BC/AB * AB/BC = 1

For page 5 number 3

Tan28 = g/i

g/12.2 = tan28

cross multiplying to have

g = 12.2*tan28

g = 12.2 * 0.5317

g = 6.5

b) the angle I is given as 90-28 degrees

<I = 62 degrees

To find the side h we use the Pythagoras theorem

h² = (12.2)² + (6.5)²

h² = 148.84 +42.25

h²= 191.09

h=√191.09

h= 13.8

For page 6

1) Sin42 = x/18

x=18*sin42

x = 18*0.6691

x = 12.0

2) cos28 = 6/x

xcos28 = 6

x = 6/cos28

x [= 6/0.8829

x = 6.8

3)  Tan63 = x/34

x = 34*tan63

x= 34*1.9526

x = 66.4

4) Sin50 123/x

xsin50 = 123

x = 123/sin50

x = 123/0.7660

x =160.6

5)  Sin57 = P/8

Pole = 8sin57

the pole = 8*0.8387

The pole = 6.7

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Answer:

1.   d = 40; 2 irrational

Step-by-step explanation:

\(\boxed{\begin{minipage}{7.6 cm}\underline{Discriminant}\\\\$b^2-4ac$ \quad when $ax^2+bx+c=0$\\\\when $b^2-4ac > 0 \implies$ two real solutions.\\when $b^2-4ac=0 \implies$ one real solution.\\when $b^2-4ac < 0 \implies$ no real solutions.\\\end{minipage}}\)

Given quadratic equation:

\(3x^2+4x-2=0\)

Therefore:

Substitute the values of a, b and c into the discriminant formula:

\(\begin{aligned}\implies b^2-4ac&=(4)^2-4(3)(-2)\\&=16-12(-2)\\&=16+24\\&=40\end{aligned}\)

Therefore, as d = 40 and 40 > 0:

\(\implies b^2 - 4ac > 0 \implies \text{two real solutions}.\)

To determine if the solutions are irrational or rational, simply square root the discriminant.

\(\implies \sqrt{d}=\sqrt{40}=2 \sqrt{10}\)

As the discriminant is not a perfect square, then its square root is irrational and so the solutions of the quadratic equation are irrational.

Answer:

To find the point of intersection, we can equate the two equations to eliminate either x or y. For example, let's equate them for y:

100 + 65x = 40 + 80x

Solving for x:

60 = 15x

x = 4

Substituting x = 4 into one of the equations, say Mikes repair shop:

y = 100 + 65x

y = 100 + 65 * 4

y = 100 + 260

y = 360

So the point of intersection is (4, 360).

The point of intersection (4, 360) represents the hours and cost at which both repair shops charge the same amount. In other words, if it takes 4 hours to repair your car, then both Mikes repair shop and Amy's auto repair will charge you the same amount of $360.

If it takes 3 hours to fix your car, then the cost at Mikes repair shop will be:

y = 100 + 65x

y = 100 + 65 * 3

y = 100 + 195

y = 295

And the cost at Amy's auto repair will be:

y = 40 + 80x

y = 40 + 80 * 3

y = 40 + 240

y = 280

So Amy's auto repair is cheaper and the cost will be $280.

Hope this helps!

Answer:

17x+11

Step-by-step explanation:

-10x+20-9+27x

-10x+27=17x

20-9=11

17x+11

Answer:

Step-by-step explanation:

Here you go :)

Step 1

5(-2x + 4) - 9(1 - 3x)  Question

Step 2

5(-2x + 4) - 9(1 - 3x)  Remove parenthesis

-10x+20+-9+27x

Step 3

-10x+20+-9+27x  combine terms

17x+11

Answer

17x+11

Answer:

-72

Step-by-step explanation:

If they descend, this can be represented by a negative number.

Since they descended 72 feet, the worker's change in position can be represented by -72.

So, the answer is -72

The salt will acquire octahedral hole. Thus option B is correct .

Given,

\(r^{+} = 165\\ r^{-} = 297\)

Now,

Find the coordination number ,

Radius ratio = \(r^{+} / r^{-}\)

Substitute the values of radius of salt to get the coordination number .

Radius ratio = 165/297

Radius ratio = 0.556 .

If the radius ratio is between 0.414 and 0.732

Range of radius ratio : 0.414 < r < 0.732

Then coordination number is 6 . If the coordination number is 6 then it will acquire octahedral void .

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The rate of increase of the y-coordinate as it approaches the point (1, 5) is 4 cm/s.At that instant, the x-coordinate of the point is not changing; it is staying at 1.

When a point reaches a certain coordinate, it means that the point is not changing anymore. In this case, the point has reached the coordinate (1, 5), which means that the x-coordinate (1) is not changing, while the y-coordinate (5) is increasing at a rate of 4 cm/s. Therefore, the x-coordinate of the point is not changing at that instant.

x = 1

Rate of Change (x-coordinate) = 0 cm/s

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There are 250 students enrolled in Math 1105 this semester at UMSL. The population in this situation is all UMSL students, so the correct option is c.

In this situation, the population refers to the entire group of interest from which the sample is drawn. It represents the larger group to which the findings are intended to be generalized.

The population in this scenario is C. All UMSL students. The goal is to determine the average number of hours a typical student has studied for Exam 3 for all students enrolled in Math 1105 at UMSL.

The survey was conducted among a sample of 40 classmates, which is a subset of the population. The findings from the sample are used to make inferences about the population as a whole.

By surveying a representative sample, the aim is to obtain insights that can be applied to the broader student population at UMSL.

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Answer:

17.25

Step-by-step explanation:

Answer:

$17.25

Step-by-step explanation:

You need to find the tip and add it to the original $15

15 + 15 x 15%

= 15 x 115%

= 15 x 115/100

= 1725/100

= 17.25

Answer:

$8,580,000 (rounded) = $9,000,000

Step-by-step explanation:

Keep in mind, 2007 is four years after 2003.

So, 8(%) • 4 = 32(%)

Over the course of 4 years, the companies profits increased by a total of 32 percent.

(*Write 6.5m in standard form)

6,500,000 + 32% = $8,580,000

8,580,000 (rounded up) = 9,000,000

At a constant rate of 400 miles per hour travel, the plane would be travelling from 32000 feet above the land.

The speed of an object is the ratio of distance and time it takes for the object to travel that distance.

Mathematically,

S = D/T

where

S is velocity

D is the distance traveled or distance traveled

T is the time it takes to travel that distance

Velocity is considered a scalar quantity. A scalar size only has a size. It does not provide information about the direction of object movement.

If an object moves at a constant speed, it means that the object moves the same distance in the same time interval.

Acceleration of an object is the ratio of velocity and time. vector size. Vector quantities have both magnitude and direction.

Mathematics,

a = v/t

When an object is in motion, its acceleration is never zero.

When an object moves, it moves a constant distance over time. Therefore, body positions cannot be the same from the same coordinate system.

Given in the question:

First the plane was travelling at a constant rate of 250  miles per hour.

Initial height was 20000 feet

Now,

As the speed increases and travels at a constant rate of 400 miles per hour.

Now,

   (400 /250 ) × 20000

=  1.6 × 20000

= 32000 feet

Thus, At a constant rate of 400 miles per hour travel, the plane would be travelling from 32000 feet above the land.

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Answer:

$3045

Step-by-step explanation:

You need to find 13% of 3500, and subtract it from 3500.

13% of 3500 = 455

3500 - 455 = 3045

Answer:  The number, x, is -7

Step-by-step explanation:

"The difference of a number and 20"  = x - 20

"is equal to the product of the same number and 6" = 6y

"increased by 15." = + 16

Now put these together:

(x - 20) = 6x + 15

Solve:

-5x = 35

x = -7

===

Check:

(-7 - 20) = 6(-7) + 15

-27 = -42 + 15

-27 = -27  Correct

The deciphered message is: "XOZXBXPPIUDXOQHRDCQGHXHPPAGHNRAXTXL".

To decipher the given statement using a St. Cyr slide, we need to determine the correct length of the slide. Since we know that the length of the slide is a prime number, we can try different prime numbers as the length and see which one produces a meaningful decryption.

Let's try the prime numbers from 2 to 23 and see which one gives us a readable message.

Using a St. Cyr slide with a length of 2:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

DRDVORDQRBKZRSXOHOBMSBOCRROEUXFYEDQ

Using a St. Cyr slide with a length of 3:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

CSDVNDRRQBIARSBXOHNLRACNQQBNTWEYDCQ

Using a St. Cyr slide with a length of 5:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

BSDLMBNNOZHRMVXLKMLQZBMNPPAMSVEXCBP

Using a St. Cyr slide with a length of 7:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

ARCKLAMMNYGQLUKWJLKPYALMOOZLRUDWBAO

Using a St. Cyr slide with a length of 11:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

ZQBZDZRRJWFZQSJTEJTLWZJRRCCJPTCVZAN

Using a St. Cyr slide with a length of 13:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

YPAYCYQQIVEYPRISEDSKIYIQQBHIOSBUYZM

Using a St. Cyr slide with a length of 17:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

XOZXBXPPIUDXOQHRDCQGHXHPPAGHNRAXTXL

Using a St. Cyr slide with a length of 19:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

WNYWAWOOTHWCNPGRCBPFGWGOOZFGMQWWSWK

Using a St. Cyr slide with a length of 23:

ETEWPESPRCLASTYPIPCNTDPESCPPFYGZETYR

VMXVZVNNSGVBMOFQBAOEVVNNYDPELVPVUVJ

Out of the attempted prime lengths, the decryption using a St. Cyr slide of length 17 produces a readable message: "XOZXBXPPIUDXOQHRDCQGHXHPPAGHNRAXTXL".

Therefore, the deciphered message is: "XOZXBXPPIUDXOQHRDCQGHXHPPAGHNRAXTXL".

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To provide Logical Proofs with line-by-line justifications for the following arguments,

Let's use the first 4 rules of inference.

Given below is the justification for each step of the proof with the applicable rule of Inference.

E > M1. A > (E > ~F) Premise2. H v (~F > M) Premise3. A Premise4. ~H  Premise5. A > E > ~F 1, Hypothetical syllogism6.

E > ~F 5,3 Modus Ponens 7 .

~F > M 2,3 Disjunctive Syllogism 8.

E > M 6,7 Hypothetical SyllogismIf

A is true, then E must be true because A > E > ~F.

Also, if ~H is true, then ~F must be true because H v (~F > M). And if ~F is true,

Then M must be true because ~F > M. Therefore, E > M is a valid  based on the given premises using the first four rules of inference.

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Answer:

40,608,000 km or 4.0608×\(10^{7}\) km

Step-by-step explanation:

Speed(km/h) = Distance(km)/Time(Hours)

Distance = Speed × Time

6 days = 24 × 6 = 144 hours

282,000 km/h × 144 hours =  40,608,000 km

This directly proportional relationship between p and q is written as p∝q  where that middle sign is the sign of proportionality. The value of x is 6.

Let there are two variables p and q

Then, p and q are said to be directly proportional to each other if

 p = kq

where k is some constant number called the constant of proportionality.

This directly proportional relationship between p and q is written as

 p ∝ q  where that middle sign is the sign of proportionality.

In a directly proportional relationship, increasing one variable will increase another.

Now let m and n be two variables.

Then m and n are said to be inversely proportional to each other if

\(m = \dfrac{c}{n} \\\\ \text{or} \\\\ n = \dfrac{c}{m}\)

(both are equal)

where c is a constant number called the constant of proportionality.

This inversely proportional relationship is denoted by

\(m \propto \dfrac{1}{n} \\\\ \text{or} \\\\n \propto \dfrac{1}{m}\)

As visible, increasing one variable will decrease the other variable if both are inversely proportional.

Let the days to set up with entries be represented by a, while the number of concerts is represented by b. Now, It is known that the days to set up with entries and the number of the concert are in a relationship. Therefore, we can write the relationship as,

a ∝ b

a = k b

Now, if we substitute the values from the first row, we will get,

1.5 = k × 1

1.5 = k

Thus, the value of k is 1.5.

Now, if we substitute the entries from the 4th row, we will get,

a = k × b

x = 1.5 × 4

x = 6

Hence, the value of x is 6.

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Answer:  6 is your answer have a great day/night or evening!

Step-by-step explanation:

Answer:

\(sin^2x\)

Step-by-step explanation:

To simplify the expression (1 - cos x)(1 + cos x), we can use the difference of squares identity, which states that \(a^2 - b^2 = (a + b)(a - b).\)

Let's apply this identity to the given expression:

\((1 - cos x)(1 + cos x) = 1^2 - (cos x)^2\)

Now, we can simplify further by using the trigonometric identity \(cos^2(x) + sin^2(x) = 1.\) By rearranging this identity, we have \(cos^2(x) = 1 - sin^2(x).\)

Substituting this into our expression, we get:

\(1^2 - (cos x)^2 = 1 - (1 - sin^2(x))\)

Simplifying further:

\(1 - (1 - sin^2(x)) = 1 - 1 + sin^2(x)\)

Finally, we get the simplified expression:

\((1 - cos x)(1 + cos x) = sin^2(x)\)

To simplify the expression \(\sf\:(1-\cos x)(1+\cos x)\\\), follow these steps:

Step 1: Apply the distributive property.

\(\longrightarrow\sf\:(1-\cos x)(1+\cos x) = 1 \cdot 1 + 1 \cdot \\\)\(\sf\: \cos x -\cos x \cdot 1 - \cos x \cdot \cos x\\\)

Step 2: Simplify the terms.

\(\longrightarrow\sf\:1 + \cos x - \cos x - \cos^2 x\\\)

Step 3: Combine like terms.

\(\longrightarrow\sf\:1 - \cos^2 x\\\)

Step 4: Apply the identity \(\sf\:\cos^2 x = 1 - \sin^2 x\\\).

\(\sf\:1 - (1 - \sin^2 x)\\\)

Step 5: Simplify further.

\(\longrightarrow\sf\:1 - 1 + \sin^2 x\\\)

Step 6: Final result.

\(\sf\red\bigstar{\boxed{\sin^2 x}}\\\)

\(\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}\)

♥️ \(\large{\textcolor{red}{\underline{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}\)

The second solution to this differential equation problem is 2 * u' - (5/4) * (u / \(x^{(3/2)}\)) + u'' = 0.

To find a second solution to the given differential equation using the reduction of order method, assume the second solution has the form:

y = u(x) * y₁(x),

where y₁(x) is the known solution, in this case, y₁(x) = \(x^{(1/2)}.\)

Differentiating y with respect to x:

y' = u' * y₁ + u * y₁',

where u' represents the derivative of u(x) with respect to x, and y₁' represents the derivative of y₁(x) with respect to x.

Similarly, differentiating y' with respect to x:

y'' = u'' * y₁ + 2 * u' * y₁' + u * y₁''.

Now substitute these expressions into the original differential equation:

\(x^2 * y'' + x * y' - y = 0.\)

\((x^2 * (u'' * y₁ + 2 * u' * y₁' + u * y₁'') + x * (u' * y₁ + u * y₁') - u * y₁) = 0.\)

Simplifying and collecting like terms:

\(x^2\) * u'' * y₁ + 2 * \(x^2\) * u' * y₁' + x * u' * y₁ + \(x^2\) * u * y₁'' - u * y₁ = 0.

Grouping terms containing u' and y₁' together:

2 * \(x^2\)* u' * y₁' + x * u' * y₁ - u * y₁ + \(x^2\) * u * y₁'' + \(x^2\) * u'' * y₁ = 0.

Since y₁ = \(x^{(1/2)}\), y₁' = (1/2) * \(x^{(-1/2)}\), and y₁'' = (-1/4) *\(x^{(-3/2)}\), substitute these values into the equation:

2 * \(x^2\) * u' * (1/2) *\(x^{(-1/2)}\) + x * u' * \(x^{(1/2)}\) - u * \(x^{(1/2)}\) + \(x^2\)* u * (-1/4) * \(x^{(-3/2) }\)+ \(x^2\) * u'' * \(x^{(1/2)}\) = 0.

Simplifying:

x * u' + x * u' - u * \(x^{(1/2)}\) - (1/4) * u + x * u'' *\(x^{(1/2)}\) = 0.

2 * x * u' - u * \(x^{(1/2)}\) - (1/4) * u +\(x^{(3/2)}\) * u'' = 0.

Now, divide the equation by\(x^{(3/2)}\) to obtain a second-order linear homogeneous equation:

2 * u' - (u / \(x^{(3/2)}\)) - (1/4) * (u /\(x^{(3/2)}\)) + u'' = 0.

Simplifying further:

2 * u' - (5/4) * (u /\(x^{(3/2)}\)) + u'' = 0.

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Answer:

The graph increases

Step-by-step explanation:

a) The set {1, 2, 3} does not represent vectors, but rather a collection of scalars. Therefore, there are no vectors in {1, 2, 3}.

b) The number of vectors in "col a" cannot be determined without additional context or information. "Col a" could refer to a column vector or a collection of vectors associated with a variable "a," but without further details, the exact number of vectors in "col a" cannot be determined.

c) Without knowing the specific context of "p" and "col a," it is impossible to determine if "p" is in "col a." The inclusion of "p" in "col a" would depend on the definition and properties of "col a" and the specific value of "p."

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The sampling method used by the researchers from the Department of Education in order to obtain a sample representative of all students is stratified random sampling.

A stratified random sample is a probability sampling method that involves dividing the population into non-overlapping groups, known as strata. The strata are formed based on some variable of interest that is thought to be related to the study's research question, such as age, gender, or geographic location. Within each stratum, a random sample is then selected. By using a stratified random sampling technique.

This method also provides greater precision and reduces the sampling error by taking into account the variability within each stratum separately .The use of stratified random sampling has ensured that the sample taken by the researchers from the Department of Education is more representative of all students. They divided college students into the four classes (freshman, sophomore, junior, and senior) and then took a random sample of students from each class. Hence, the sampling method used by the researchers is stratified random sampling.

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First you will get 4dz