I NEED HELP ASAP NO LINKS !!!
Which expression represents this word phrase?
five more than the product of x and 6
6x + 5
5(x + 6)
(x + 6) + 5
5x + 6

The correct answer is: " \(- \frac{7}{15}\) " ;  or, write as:  " \(\frac{-7}{15}\) " .

________________________________________

Step-by-step explanation:

   →   -1/6 * 7 * 2/5 ; \(\frac{-7}{15}\)

         =  "  \(\frac{-1}{6} *\frac{7}{1} *\frac{2}{5} = \frac{(-1*7*2)}{(6*1*5)} = \frac{-14}{30}\) " ;

Now, simplify the value:  " \(\frac{-14}{30}\) " ;

_______

→  "    \(\frac{-14}{30} = \frac{(-14/2)}{(30/2)} = - \frac{7}{15}\) " ;

_______

The correct answer is:  " \(- \frac{7}{15}\) " ; or, write as: " \(\frac{-7}{15}\) " .

_______

Hope this is helpful to you!

  Wishing you well !

_______

Answer:

15

Step-by-step explanation:

5x3 = 15 It's Simple Hope it helps

The length of CD is 6.32 units.

From the question, we have

CB / AB = DB / CB

CB / 14 = 10 / CB

CB² = 14 × 10

CB = √140

using the Pythagorean theorem,

AB² = CB² + AC²

14² = (√140)² + AC²

196 - 140 = AC²

AC = √56

Using the ratio of the similar triangle,

CD / AC = DB / CB

CD / √56 = 10 / √140

CD = (√56 × 10)/√140

CD = 6.32 units

the length of CD is 6.32 units.

Divide:

Repetitive subtraction is the process of division. It is the multiplication operation's opposite. It is described as the process of creating equitable groups. When dividing numbers, we divide a larger number down into smaller ones such that the larger number obtained will be equal to the multiplication of the smaller numbers. One of the four fundamental mathematical operations, along with addition, subtraction, and multiplication, is division. Division is the process of dividing a larger group into smaller groups so that each group contains an equal number of things. It is a mathematical operation used for equal distribution and equal grouping.

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Answer:

b

Step-by-step explanation:

(x.y)

3 is on the x axis

-2 is on the y

Answer: look at the picture it have the answer hope you understand this is how I can find the answer...

Step-by-step explanation:

Point A: ( -1, 4 )

Point B: ( 1 ,0 )

To get from Point B to Point A, we must rise 4 and run -2 So using rise over run we have m = -2

Explanation:

After observing:

And

\(\sf slope \ (m) : \dfrac{y_2 - y_1}{x_2- x_1} = \dfrac{rise}{run} \ \ \ where \ (x_1 , \ y_1), ( x_2 , \ y_2) \ are \ points\)

\(\rightarrow \sf slope \ (m) = \dfrac{rise}{run} = \dfrac{4-0}{-1-1} = \dfrac{4}{-2} = -2\)

Answer: x=3

Step-by-step explanation:

\(g(x)=x^3-3\\\\g(x)=24\\\\Hence,\\\\x^3-3=24\\\\x^3-3+3=24+3\\\\x^3=27\\\\x^3=3^3\\\\Thus,\\\\x=3\)

Answer:

1/3

Step-by-step explanation:

Factors of 6 are 1, 2, 3, 6.

Even numbers are 2, 4, 6

3/6 * 4/6 = 12/36 or 1/3

Answer:

b = 131

Step-by-step explanation:

The two angles form a straight line so they add to 180 degrees

b+49 = 180

Subtract 49 from each side

b = 180-49

b =131

Answer:

Angle b is 131°

Step-by-step explanation:

Angles on a straight line add up to 180°

To find b add 49 and b and equate it to 180°

That's

b + 49 = 180

b= 180 - 49

b = 131°

Hope this helps you

The value obtained for f(3) after substituting x = 3 in the function f(x) is 0.0067.

A function from a set X to a set Y assigns exactly one element of Y to each element of X. The set X is known as the function's domain, and the set Y is known as the function's codomain.

The list of function formulas is divided into two categories: formulas for performing numerous arithmetic operations across functions and formulas for performing combined operations involving two or more functions.

The given function is f(x) = (1/7)/(7x)

We need to find the value of f(3) so we will substitute x = 3 in the given function as follows:

f(3) = (1/7)/(7×3)

∴ f(3) = (1/7)/21

∴ f(3) = 0.142/21

∴ f(3) = 0.0067

Therefore, after substituting x = 3 in the function f(x), the value obtained for f(3) is 0.0067.

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The bug changes direction at t = 4. This can be answered by the concept of velocity.

To determine when the bug changes direction, we need to find when its velocity changes sign from positive to negative. From the graph, we see that the bug's velocity is positive for t < 4 and negative for t > 4. Therefore, the bug changes direction at t = 4.

To verify this, we can look at the behavior of the bug's velocity as it approaches t = 4. From the graph, we see that the bug's velocity is increasing as it approaches t = 4 from the left, and decreasing as it approaches t = 4 from the right. This indicates that the bug is reaching a maximum velocity at t = 4, which is when it changes direction.

Therefore, the bug changes direction at t = 4.

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Answer:

10 x plus 20 x -7=0

23 x

Step-by-step explanation:

10 plus 20-7

23

y = 1

8-2y - 8 = 4y - 6

-2y = 4y - 6

-6y = -6

y = 1

Answer:

Step-by-step explanation:

8 - 2y - 8 = 4y - 6

-2y = 4y - 6

6y = -6

y = -1

Answer:

r = sq rt [v/(h x Pi)]

r = 1.69

Step-by-step explanation:

v=h x Pi x r^2

r^2 = v/(h x Pi)

r = sq rt [v/(h x Pi)]

r = sq rt [67.57 / (7.5 x 3.14)]

r = sq rt 2.8692

r = 1.69

The graph of the system is added as an attachment

From the question, we have the following parameters that can be used in our computation:

f(x) = 2x + 8 for x < -1

      -2x + 7 for x > 3

The above system is a piece wise fucntion that include

Two linear equations

Next, we plot the graph

See attachment for the graph of the equation

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The normality assumption is valid.

The librarian can proceed to create a confidence interval for the population proportion of students in the school who have read the book.

The school librarian has a goal of estimating the proportion of students in the school who have read a particular book. The librarian sampled 50 students from the senior English classes, and out of those 50 students, 35 of them had read the book.

The question at hand is whether the conditions for creating a confidence interval for the population proportion have been satisfied.

Firstly, it is essential to establish that the sample was selected at random.

According to the question, this has been done.

It is a crucial condition because it helps to avoid bias in the sample.

If the sample had not been selected at random, there would be a risk of under- or over-representing certain groups, leading to an inaccurate estimation of the proportion of students who have read the book.

Secondly, sampling distributions of proportions are modeled with the normal model.

This condition has been met because the sample size (50 students) is greater than or equal to 30.

When the sample size is this large, the sampling distribution of proportions can be approximated to the normal distribution.

The normality assumption is valid when the sample size is large enough to satisfy the rule of thumb of np≥10 and nq≥10.

Thus, both conditions for creating a confidence interval for the population proportion have been met.

The sample was selected at random, and the sample size is greater than or equal to 30.

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Sierra and Keaton are both engaged in constructing inscribed shapes, but there is a notable difference in their construction steps. Sierra is constructing an inscribed square, while Keaton is constructing an inscribed regular hexagon.

In Sierra's construction, she begins by drawing a circle and then proceeds to find the center of the circle.

From the center, Sierra marks two points on the circumference, which serve as opposite corners of the square.

Next, she draws lines connecting these points to create the square, ensuring that the lines intersect at right angles.

On the other hand, Keaton's construction of an inscribed regular hexagon follows a distinct procedure.

He starts by drawing a circle and locating its center. Keaton then marks six equally spaced points along the circumference of the circle.

These points will be the vertices of the hexagon.

Finally, he connects these points with straight lines to form the regular hexagon inscribed within the circle.

Thus, the key difference lies in the number of sides and the specific geometric arrangement of the vertices in the shapes they construct.

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The value of x that satisfies the original equation is 7.

In the given equation, x + (-8) = 3x + 6, Sherry follows a series of steps to solve it. In step 1, she adds 1 negative x-tile to both sides to create zero pairs, resulting in -8 = 2x + 6.

Step 2 involves adding 8 positive unit tiles to both sides, again creating zero pairs and simplifying the equation to -8 + 8 = 2x + 6 + 8, which further simplifies to 0 = 2x + 14. In step 3, Sherry divides the 14 units evenly among the 2 x-tiles, leading to 0 = x + 7. Finally, in step 4, she identifies the solution as x = 7.

To explain this process further, Sherry uses algebraic manipulations to isolate the variable x. By performing the same operation on both sides of the equation, she ensures that the equation remains balanced.

In step 1, she cancels out one x on the left side by adding a negative x, and in step 2, she cancels out the constant term (-8) on the left side by adding its additive inverse, which is 8.

This allows her to simplify the equation and eliminate the constant term on the left side. In step 3, Sherry divides the coefficient of x, which is 2, by the constant term on the right side, which is 14, to isolate x.

Finally, she arrives at the solution x = 7 by recognizing that the remaining x term is equivalent to zero. Therefore, the value of x that satisfies the original equation is 7.

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Answer:2

2b√5ab

Step-by-step explanation:

Answer:

\( \sqrt{20a {b}^{3} } \\ = \sqrt{4 \times 5 \times ab {b}^{2} } \\ = 2b \sqrt{5ab} \\ thank \: you\)

Answer:

28

Step-by-step explanation:

used a calculator

if there appears to be a relationship in scatterplot 4,The linear relationship in scatterplot 4 appears to be negative.

When examining scatterplot 4, we can see that as the values of the x-axis increase, the values of the y-axis decrease in a linear relationship. This implies that as the values of the x-axis increase, the values of the y-axis decrease at a constant rate. This indicates a negative linear relationship between the two variables, meaning that as one variable increases, the other variable decreases in a linear fashion.

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Answer:

13

Step-by-step explanation:

We can simplify it:

(2x9)-(15/3)

(18)-(5)

18-5

13

We would need a sample size of at least 1073 children under age 6 in Washington to estimate the true proportion of children living in poverty with 95% confidence and a margin of error of 2%.

To estimate the true proportion of children under age 6 living in poverty in Washington with 95% confidence and a margin of error of 2%, we can use the formula:

n = (Z² * p * q) / E²

where:

Z = the Z-score corresponding to the desired confidence level (1.96 for 95% confidence)

p = the estimated proportion (0.17 based on the federal report)

q = 1 - p

E = the desired margin of error (0.02)

Plugging in these values, we get:

n = (1.96² * 0.17 * 0.83) / 0.02²

n = 1072.45

Rounding up to the next whole number, we would need a sample size of at least 1073 children under age 6 in Washington to estimate the true proportion of children living in poverty with 95% confidence and a margin of error of 2%.

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Answer: 2m + c  =4

Step-by-step explanation:

Let m = Number of multiple-choice questions

c = Number of constructed response questions

For Summer,

Total marks = 12m + 4c

For kerry,

Total marks = 10m+3c

Summer scored eight points more than Kerry implies

12m + 4c = 4+(10m+3c)

⇒ 12m + 4c =  4+ 10m+3c

⇒  12m + 4c - 10m-3c =4

⇒  2m + c  =4

Hence, required equation that shows how much each multiple-choice question (m) and each constructed response question (c) is worth. :

2m + c  =4

Answer:

D. -3 < x

Step-by-step explanation:

-18 < 5x - 3

-18 + 3 < 5x

-15/5 < 5x/5

-3 < x

Answer:

126

Step-by-step explanation:

360 x 35%= 126

360 x 0.35 = 126

In my knowledge

360° × 35%= 126

Answer:

2 1/2

Step-by-step explanation:

The heaviest bag weighs 4 pounds, and the lightest bag weighs 1 1/2.

4 can be converted to 8/2 and 1 1/2 can be converted to 3/2.

8/2-3/2=5/2.

5/2 converts to 2 and 1/2 or 2.5

The heaviest bags weigh than one of the lightest bags by 2.5 pounds.

A number expressed as a quotient, in which a numerator is divided by a denominator.

The heaviest bag weighs 4 pounds,

and the lightest one weighs 3/2 pounds

The difference between the heaviest and lightest one is:

= 4-3/2

= 8/2-3/2

=5/2 pounds

= 2.5 pounds

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Answer:

24 ft

Step-by-step explanation:

Use proportions! The old tent has sides of 10ft, and a base of 15ft. The new tent has sides of 16ft and a base of ____ ft.

So, 10/15 = 16/___. Cross multiple and you get 24ft!