what the answer for the thing

The given fraction (x^2-25)/(x^2-x-20) expressed in simplest form is (x+5)/(x+4). (Option C)

A fraction is in simplest form if the numerator and denominator have no common factors other than 1. In order to solve the given fraction, the numerator and denominator must be factorized, and the common factor will be canceled out.

Factoring x^2 – 25 using the difference of squares formula that states that a^2 – b^2 = (a + b)(a - b)

x^2 – 25 = x^2 – 5^2 = (x + 5)(x – 5)

Factoring x^2 – x – 20,

x^2 – x – 20 = x^2 + 4x – 5x – 20 = x(x + 4) -5(x + 4) = (x + 4)(x – 5)

Hence, factor (x – 5) is there in both numerator and denominator, it is canceled out. Hence the fraction in the simplest form is:

(x + 5)(x – 5)/ (x + 4)(x – 5) = (x + 5)/(x + 4)

Note: The question is incomplete.  The complete question probably is:  What fraction represents(x^2-25)/(x^2-x-20) expressed in simplest form. A) 5/4 B) (x-5)/(x-4) C) (x+5)/(x+4) D)25/(x+20)

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Answer:

6

Step-by-step explanation:

Let the number of seats in one row be \(x\), then the number of rows will be \(5x\).

So the total number of seats will be \(x*5x=5x^2\), and that's equal to 180.

We have

\(5x^2=180\\x^2=36\)

And since \(x\) has to be a positive number because it represents the number of seats, we know that \(x=6\).

So the number of seats in one row is 6.

Answer:

65 passengers

At hour six, about 54 passengers will be on the boat.

A straight line that minimizes the gap between it and certain data is called a line of best fit. In a scatter plot containing several data points, a relationship is expressed using the line of best fit. It is a result of regression analysis and a tool for forecasting indicators and price changes.

Sum of X = 15

Sum of Y = 195

Mean X = 3

Mean Y = 39

The sum of squares (SSX) = 10

The sum of products (SP) = 50

Regression Equation = ŷ = bX + a

b = SP/SSX = 50/10 = 5

a = MY - bMX = 39 - (5*3) = 24

ŷ = 5X + 24

When x = 6,

we get ŷ = 5(6) + 24 = 54

Therefore, the approximate number of passengers is 54.

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Answer:

A and D

Step-by-step explanation:

it is really not complicated :

in a function every valid x value has exactly one (and only 1) assigned y value.

if an x value has 2 or more different y values, then it is not a function.

but 2 it more x values can have the same y value. that is not a problem.

A

4 different x values with assigned y values.

function.

B

the x value 15 appears twice with different y values.

not a function.

C

the x value 15 appears twice with different y values.

not a function.

D

4 different x values with assigned y values.

function.

Answer: x= 55°

Step-by-step explanation:

Angles in a triangle always add up to 180°.

As you are already given 2 of the 3 angles, all you need to do is add up the 2 given angles and take them away from the total (180°) to find the last angle.

75+50= 125

180-125= 55°

Answer:

Perimeter of the rectangle is 29x + 1 feet

Step-by-step explanation:

Length of the rectangle = 9.5x + 10 feet

Width of the rectangle = 5x - 9.5 feet

perimeter of rectangle = 2 ( length + width )

perimeter = 2 { (9.5x + 10) + (5x-9.5) }

perimeter = 2 ( 9.5x + 5x + 10 - 9.5 )

perimeter = 2 (14.5x + 0.5)

perimeter =29x + 1 feet

Answer:

t= -13

Step-by-step explanation:

divide t by -0.2 to remove the number from t. Divide 2.6 by -0.2 because what is done on one side must be done on the other.

The converse of the statement "If a figure is a square, its diagonals divide it into isosceles triangles" would be:

"If a figure's diagonals divide it into isosceles triangles, then the figure is a square."

The converse statement is not necessarily true. While it is true that in a square, the diagonals divide it into isosceles triangles, the converse does not hold. There are other shapes, such as rectangles and rhombuses, whose diagonals also divide them into isosceles triangles, but they are not squares. Therefore, the converse of the statement is not always true.

Therefore, the converse of the given statement is not true. The existence of diagonals dividing a figure into isosceles triangles does not guarantee that the figure is a square. It is possible for other shapes to exhibit this property as well.

In conclusion, the converse statement does not hold for all figures. It is important to note that the converse of a true statement is not always true, and separate analysis is required to determine the validity of the converse in specific cases.

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Answer:

The value of AM = 43

Step-by-step explanation:

As point M is the midpoint of AB, so

Given

AB = 8x - 50

AM = 2x + 9

so substituting AB = 8x - 50 and AM = 2x + 9 in the equation AB = AM + BM

AB = AM + BM

8x - 50 = 2x + 9 + BM

8x - 2x - 50 - 9 = BM

6x - 50 = BM

Thus,

BM = 6x - 59

As

AM = BM

so substituting AM = 2x + 9 and BM = 6x - 59 in the equation AM = BM

2x + 9 = 6x - 59

switch sides

6x - 59 = 2x + 9

subtract 2x from both sides

6x - 2x - 59 = 2x + 9 - 2x

4x - 59 = 9

add 59 to both sides

4x - 59 + 59 = 9 + 59

4x = 68

divide both sides by 4

4x/4 = 68/4

x = 17

Thus, the value of x = 17

Therefore, the value of AM will be:

AM = 2x + 9 = 2(17) + 9 = 34 + 9 = 43

Hence, the value of AM = 43

Verification:

AM = BM

2x + 9 = 6x - 59

2(17) + 9 = 6(17) - 59

34 + 9 = 102 - 59

43 = 43

and

AB = 8x - 50 = 8(17) - 50 = 86

The correct answer is c. an experiment. An experiment is a process or procedure that is carried out to generate outcomes, often to test a hypothesis or answer a research question. These outcomes are usually well-defined and measurable, and can be used to draw conclusions or make predictions.

An experiment is any process that generates well-defined outcomes. In the context of probability and statistics, an experiment is a procedure or action that produces a specific and identifiable result. The term "outcomes" refers to the possible results of an experiment. Each experiment may have one or more possible outcomes, and the collection of these outcomes is known as the sample space. The outcomes of an experiment must be well-defined and measurable to be properly analyzed and to draw meaningful conclusions.

In statistics and probability theory, an experiment is often used to refer to a controlled test or study in which one or more variables are manipulated to observe the effect on the outcome. The results of an experiment can be used to inform decisions, improve processes, or develop new products or services. Therefore, any process that generates well-defined outcomes can be considered an experiment, as long as it involves some form of systematic observation or measurement.
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The equation, rearranged to isolate c, is: c = (a + bd) / b

In order to isolate c, we need to get c by itself on one side of the equation. Here's how we can do that:

First, we can distribute the b to get:
a = bc - bd

Next, we can add bd to both sides of the equation:
a + bd = bc

Finally, we can divide both sides by b to isolate c:
(a + bd) / b = c

The equation, rearranged to isolate c, is: c = (a + bd) / b

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Answer:

2 remaining slices

Step-by-step explanation:

It sounds complicated so firstly, let's break it down.

Ron and two of his friends

There are three people involved in this question.

ate one fourth each

These three people ate one fourth of the pizza each

of an eight slice pizza.

From a pizza with eight slices

Find remaining slice of the pizza ​

The main question : remaining slice of the pizza

So since there were three people and they ate one fourth of the pizza

( One fourth's \(\frac{1}{4}\) by the way )

We need to find out how much have they ate.

Simply multiply 3 with \(\frac{1}{4}\) .

3 × \(\frac{1}{4}\) = \(\frac{12}{4}\) × \(\frac{1}{4}\)

= \(\frac{3}{4}\)

And there you go! Ron and his friends ate \(\frac{3}{4}\) of the pizza.

But that's not the end.

The main question : Remaining slice of the pizza

It's an eight slice pizza, so a slice would be : \(\frac{1}{8}\)

A full eight slice pizza would be one.

So, to find the remaining slice of pizza, simply subtract \(\frac{3}{4}\) from 1.

1 -  \(\frac{3}{4}\) =  \(\frac{4}{4}\) -  \(\frac{3}{4}\)

= \(\frac{1}{4}\)

Now there's a remainding of \(\frac{1}{4}\) of the pizza.

But the question asked for remaining slices.

So, simply convert the denominator into 8!

( Just in case you don't know what's a denominator )

\(\frac{numerator}{denominator}\)

So, simply multiply the denominator by 2 to turn 4 into 8!

And also, whenever the denominator is multiplied/ divided by any number, so do the numerator.

\(\frac{1 times 2}{4 times 2}\) = \(\frac{2}{8}\)

Your answer's the numerator, 2!

So your final answer should be 2 remaining slices out of the eight sliced pizza.

Answer:

72 points

Step-by-step explanation:

To find the final score, add the score of correct answers with score of incorrect answers.

Score of 1 incorrect answer = -2

Score of 6 incorrect answers = 6 * (-2)

                                                 = -12

Total questions = 20

number of questions he answered correctly  = Total questions - incorrect answers

                         = 20 - 6

                         = 14

Score for 1 correct answer = 6 points

Score for 12 correct answers = 14 * 6

                                                = 84 points

Final score = Score for correct answers + score for incorrect answers

                   = 84 + (-12)

                  = 72 points

Answer:

C.72

Step-by-step explanation:

If Freddie got six problems incorrect, you multiply six times two to get twelve as your product. Then, you find the number of questions Freddie got right by subtracting the number he got wrong from the total number of questions… fourteen. Multiply fourteen by the points earned for each correct answer, six, to get eighty-four. then you take away 12 to get 72 as Freddie's answer. hope this helps.

Answer:

x(x - 4)(x + 1)

Step-by-step explanation:

x³ - 3x² - 4x ← factor out x from each term

= x(x² - 3x - 4) ← factor the quadratic

consider the factors of the constant term (- 4) which sum to give the coefficient of the x- term (- 3)

the required factors are - 4 and + 1 , since

- 4 × + 1 = - 4 and - 4 + 1 = - 3 , then

x²- 3x - 4 = (x - 4)(x + 1)

and

x³ - 3x² - 4x = x(x - 4)(x + 1)

Answer:

4/9

Step-by-step explanation:

The gradient of the perpendicular line is -1/m

The perpendicular to a given slope is its negative reciprocal. This means the fraction is flipped and multiplied by −1.

Solution

Firstly, we will find the third angles of both triangles,

The sum of angles in a triangle is 180 degrees.

If we know that two angles of one triangle are 112° and 39°

Let the third angle be x

The third angle is 29 degrees

And two angles of another triangle are 39° and 29°

Let the third angle be y

The third angle is 112 degrees

Two triangles are similar if their corresponding angles are equal.

Since, their corresponding angles are equal

Hence, then the two triangles must be similar (option d)

Step-by-step explanation:

1.3×2×a×b

=6ab

2.c5×c

=c5+1

=c6

3.2y4×5y3

=10y4+3

=10y7

4.3gh2×4g3h3

=12g1+3h2+3

=12g4h5

The length of an alpha helix with 31 amino acids is approximately 50.6 angstroms.

An alpha helix is a common secondary structure in proteins where the polypeptide chain forms a tightly coiled helical structure. The length of an alpha helix can be calculated using the formula:

Length = (3.6 * number of amino acids)^(1/2)

In this case, the number of amino acids is 31. Plugging this value into the formula, we get:

Length = (3.6 * 31)^(1/2)

      = (111.6)^(1/2)

      ≈ 10.56

However, this value is in units of turns, where one turn is equal to 3.6 amino acids. To convert it to length, we need to multiply by the pitch of the helix. The pitch is the vertical distance between one complete turn of the helix.

The average pitch of an alpha helix is approximately 5.4 angstroms per turn. Multiplying the number of turns by the pitch, we get:

Length = 10.56 * 5.4

      ≈ 57.02

Therefore, the length of an alpha helix with 31 amino acids is approximately 57.02 angstroms.

The length of an alpha helix with 31 amino acids is approximately 57.02 angstroms. This calculation takes into account the formula for calculating the length of an alpha helix and the average pitch of the helix. It is important to note that this is an approximation as the actual length can vary depending on factors such as the specific amino acid sequence and the presence of any structural constraints within the protein.

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Government can help reduce greenhouse gas emissions by addressing market failures. These taxes internalize the external costs associated with emissions, providing economic incentives for polluters.

When greenhouse gas emissions occur, they often impose external costs on society in the form of environmental damage and climate change. However, in a free market, these costs are not taken into account by polluters, resulting in an overproduction of emissions, which is a market failure.

To address this market failure, government intervention in the form of permissible taxes can be implemented. These taxes are designed to reflect the external costs associated with emissions. By levying taxes on polluters based on the quantity of emissions they produce, the government internalizes the external costs and creates economic incentives for polluters to reduce their emissions.

The economic diagram illustrating this intervention would show the supply and demand curves for the good or service that generates emissions. Initially, the supply curve would not account for the external costs, resulting in a market equilibrium that leads to excessive emissions.

With the introduction of permissible taxes, the supply curve would shift upward, reflecting the additional costs imposed by emissions. This shift would increase the price of the good or service, reducing the quantity demanded and incentivizing producers to find cleaner and more efficient production methods.

The new equilibrium would result in a lower level of emissions and a more efficient allocation of resources. Overall, permissible taxes help internalize the external costs of emissions, encouraging polluters to reduce their emissions and mitigating the negative environmental impacts.

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Answer: answer one is hard to read             Answer 2: 0.0020661157

Step-by-step explanation:

Answer:

1. 2.5% of 14000= 350

2. 27.5% of 1760= 484

Answer: 4°F

Step-by-step explanation:

8-4=4

Answer:

That sounds like an awesome book idea; then you go on to explain the adventures in the library.

Step-by-step explanation:

Answer:

What are the codes....or are you just putting that out there?

Step-by-step explanation:

Answer: ? = 50, same side interior angles

? = 84, alternate interior angles

Step-by-step explanation:

130 + x = 180

-130   =    -130

x = 50

alternate interior angles are congruent

50° is the value of the missing angle.

Since u and v lines are parallel so the angle asked and the angle with the value of 130° are alternate interior angle.

Alternate interior angles have the following characteristics:

Therefore,

x+130 = 180

x =180-130

x =50°

therefore, the missing angle is 50°.

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Answer:

43.98

Step-by-step explanation:

Answer:

wowowowowowow cool

Step-by-step explanation:

the answer is easy nobody cares :)

Answer:

The point is at about (4.5, 100).

Step-by-step explanation:

Minka's line is p = 22t, which has a y-intercept of 0.

Kenji's line is p = 50 + 11t, which has a y-intercept of 50.

Find the line with y-intercept at 0 and the line with y-intercept at 50. Follow the two lines until they intersect. The point of intersection is about (4.5, 100).

You can find this point by setting the two equations equal to each other:

22t = 50 + 11t

Subtract 11t from both sides.

11t = 50

t = 50/11 ≈ 4.545

Then you can find the p value for this point by plugging t = 4.545 into either equation.

p = 22(4.545) = 99.99

p = 50 + 11(4.545) = 99.995

On the graph the point is about (4.5, 100).