(-2x)² - (- 3x)²

simplify​

[tex]\textit{area of a semicircle}\\\\ A=\cfrac{\pi r^2}{2} ~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ A=0.1413 \end{cases}\implies 0.1413=\cfrac{\pi r^2}{2}\implies 0.2826=\pi r^2 \\\\\\ \cfrac{0.2826}{\pi }=r^2\implies \sqrt{\cfrac{0.2826}{\pi }}=r\implies 0.30\approx r[/tex]

The length of BC is 19/8.

A right triangle, also known as a right-angled triangle, is a triangle in which one of its angles measures exactly 90 degrees (a right angle). The other two angles are acute angles, which means they measure less than 90 degrees.

The side opposite the right angle is called the hypotenuse, and it is the longest side of the triangle. The other two sides are called legs, and they form the right angle.

We can start by using the Pythagorean theorem in each of the triangles to find the lengths of the sides.

In triangle ABE, we have:

AB² = AE² + BE²

AB² = (2BE)² + BE² (since AE = 2BE, as angle AEB = 60 degrees)

AB² = 5BE²

BE = AB/√5

In triangle BED, we have:

BE² = BD² + DE²

AB²/⁵ = BD² + (BD/√2)² (since BE = AB/√5 and angle EBD = 45 degrees)

AB²/5 = 3BD²/2

BD = AB/√(10/3)

In triangle BCD, we have:

BC² = BD² + CD²

BC² = (AB/√(10/3))² + (AB/2)² (since angle BCD = 30 degrees and BD = AB/√(10/3))

BC² = (19/4)² * (1/10 + 1/4)

BC² = (19/4) * (3/20)

BC² = (361/80)

BC = √(361/80)

Therefore, BC = (19/4) * √(1/80) * √361 = (19/4) * (19/40) * √361 = 19/8. So the length of BC is 19/8.

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When we solve for x and z if bc =ad, We can start by cross-multiplying to get rid of the denominators: d(a+bz) = b(c+d)z + ac, then the linear equation has infinitely many solutions for any values of x and z.

Multiplying both sides by (a + b)(d + c) to remove  the denominators, we get:

(a + bz)(d + c) = (c + dz)(a + b)

If z = 0, then we can substitute back into the original equation and solve for x:

a/b = (c - 1)/(1 - c).

thus, the solutions are:

If bc =ad, then the equation has infinitely many solutions for any values of x and z.

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Answer - −2x^2(x+7)(x+10)

Answer:

The answer would not be 0, it would be -12, and here is why.

4x^4+ 16x+31x^2=62x-90.

In thia case i ignpored the variable, i think its a variable..

You woulkd add 62+16, you get 78.

78-90= -12

There is a 1.8 N difference between the two forces

To find the difference between the size of the forces applied to two areas with different pressures, we need to use the formula:

Force = Pressure x Area

For the first force, with a pressure of 90 N/m² and an area of 0.09 m², the force can be calculated as:

Force1 = 90 N/m² x 0.09 m² = 8.1 N

For the second force, with a pressure of 70 N/m² and the same area of 0.09 m², the force can be calculated as:

Force2 = 70 N/m² x 0.09 m² = 6.3 N

Therefore, the difference between the size of the two forces is:

Force1 - Force2 = 8.1 N - 6.3 N = 1.8 N

So, the difference between the two forces is 1.8 N. The force with the higher pressure applies a larger force to the area, resulting in a larger force being applied overall.

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The solution to the given expression [tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5}[/tex] when simplified is 3x + 21.

To simplify the expression [tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5}[/tex],

We can first combine like terms in the numerator to get [tex]\frac{3x + 21}{3}[/tex]

We can then simplify this further by dividing both the numerator and denominator by 3, which gives us x + 7 in the numerator.

Next, we can simplify the fraction 15/5 by dividing both the numerator and denominator by 5, which gives us 3

So, we have

[tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5} = \frac{3x + 21}{3} \cdot 3[/tex]

[tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5} = 3x + 21[/tex]

Hence, [tex]\frac{6x + 5 - 3x + 16}{3} \cdot \frac{15}{5}[/tex] simplifies to 3x + 21.

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Complete question

Simplify (6x + 5 - 3x + 16)/3 * 15/5

Answer:

When you rewrite a percent as a decimal, you need to move the decimal point two places to the left because a percent is a ratio that compares a number to 100. For example, 50% is the same as 50/100 or 0.5. To convert 50% to a decimal, you need to divide 50 by 100, which gives you 0.5. Moving the decimal point two places to the left achieves the same result.

Similarly, when you rewrite a decimal as a percent, you need to move the decimal point two places to the right because a percent expresses a number as a fraction of 100. For example, 0.75 is the same as 75/100 or 75%. To convert 0.75 to a percent, you need to multiply it by 100, which gives you 75. Moving the decimal point two places to the right achieves the same result.

Step-by-step explanation:

Sam is 10 years old, and Gina is 15 years old.

Here's a table to represent the situation:

Person ║   Age

Sam      ║    x

Gina     ║    x+5

In this table, the first column lists the two people in the situation, Sam and Gina. The second column shows their ages in years. According to the problem statement, Gina is 5 years older than Sam, so we can represent Gina's age as x + 5, where x is Sam's age.

To find the solution, we need to use the information given in the problem statement to solve for x, which represents Sam's age. We know that Gina's age is x + 5, so we can set up an equation:

Gina's age = Sam's age + 5

x + 5 = x + 5

Simplifying the equation, we can see that x cancels out:

x + 5 - x = 5

5 = 5

This equation is always true, which means that there are infinitely many possible solutions. However, we can find a specific solution if we are given additional information. For example, if we are told that Gina is 15 years old, we can substitute x + 5 = 15 into the equation and solve for x:

x + 5 = 15

x = 10

Therefore, Sam is 10 years old, and Gina is 15 years old.

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The length of the longer piece is 93 inches.

Let x be the length of the shorter piece in inches.

Then the length of the longer piece is 3x inches.

The sum of the lengths of the two pieces is equal to the length of the board, which is 124 inches:

x + 3x = 124

Simplifying the left-hand side:

4x = 124

Dividing both sides by 4:

x = 31

So the length of the shorter piece is 31 inches.

The length of the longer piece is three times this length:

3x = 3(31) = 93

So the length of the longer piece is 93 inches.

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The value of cos B in proper fraction is 12 / 35.

The value of cos B is determined by applying the principles of congruent angles and similar triangles as shown below.

Congruent angles are angles that have the same measure in degrees or radians. In other words, if two angles have the same size and shape, they are congruent. This means that their corresponding sides and vertices are in the same position, and they can be superimposed on each other by a rotation, translation or reflection without changing their size or shape.

angle B is congruent to angle A;

cos A = 24 / 70

So the value of cos B is calculated as;

cos B ≅ cos A = 24 / 70

cos B = 12 / 35

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The probability that Bill does not serve an ace or a double fault is 0.6.Option E (0.6) is the correct answer.

The probability of bill serving an ace in tennis is 0.15, and the probability that he double faults is 0.25. The probability that Bill does not serve an ace or a double fault is 0.6.What is probability?Probability refers to the chance that an event or circumstance will happen. It's the likelihood of something happening. Probability is usually expressed as a fraction or percentage. In many everyday situations, probability is used to make informed decisions. A probability of 1 indicates that an event is guaranteed to happen, while a probability of 0 indicates that an event is impossible to occur. A probability of 0.5 or 50% implies that an event is equally likely to happen or not. Probabilities can range from 0 to 1.What is the probability that Bill does not serve an ace or a double fault?The probability of Bill serving an ace is 0.15. The probability that he double faults is 0.25. The probability that he serves neither an ace nor a double fault is therefore 1 - (0.15 + 0.25) = 0.6Therefore, the probability that Bill does not serve an ace or a double fault is 0.6.Option E (0.6) is the correct answer.

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The scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG is √11 / 11. This means that the cοrrespοnding sides οf the twο pοlygοns are in the ratiο οf √11 : 1.

A pοlygοn is a 2-dimensiοnal clοsed geοmetric figure that is made up οf three οr mοre straight sides that meet at pοints called vertices. Pοlygοns can have different numbers οf sides and angles, which can help classify them intο different types.

Based οn their number οf sides, pοlygοns can be classified as triangles (3 sides), quadrilaterals (4 sides), pentagοns (5 sides), hexagοns (6 sides), and sο οn.

Tο find the scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG, we can use the fοrmula that relates the areas οf similar pοlygοns. Similar pοlygοns have the same shape but may have different sizes, and their cοrrespοnding sides are prοpοrtiοnal.

Let x be the scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG. Since the scale factοr is a length ratiο, it alsο applies tο the areas οf the pοlygοns, since the area is a measure οf the 2-dimensiοnal space inside the pοlygοn. Therefοre, we have:

Area οf Pοlygοn GG = (scale factοr)² * Area οf Pοlygοn FF

Substituting the given values, we get:

4/44 = x² * 36/36

Simplifying, we get:

4/44 = x²

Dividing bοth sides by 4, we get:

1/11 = x²

Taking the square rοοt οf bοth sides, we get:

x = sqrt(1/11)

x = 1/√11

Ratiοnalizing the denοminatοr, we get:

x = √11 / 11

Therefοre, the scale factοr that Aimar used tο gο frοm Pοlygοn FF tο Pοlygοn GG is √11 / 11. This means that the cοrrespοnding sides οf the twο pοlygοns are in the ratiο οf √11 : 1.

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Answer:

[tex]4t^{2}+4t-35[/tex]

Step-by-step explanation:

[tex](2t+7)(2t-5)\\4t^{2}-10t+14t-35\\4t^{2}+4t-35[/tex]

The gradient at the given point (1, 1/2) is the one in option B; -1/8.

To find the gradient at the given point, we need to find the derivative and evaluate it in x = 1.

The rational function is:

y = 2/(x + 3)

And the derivative of the rational function is the following:

y' = -2/(x + 3)²

Evaluating this in x = 1 (replace the variable by the correspondent number) will give us:

y' = -2/(1 + 3)² = -2/16

y' = -1/8

That is the gradient of the rational function at the point (1, 1/2).

The correct option is B.

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The points (7,9), (9,7), (0,6), (3,8), (7,5), (8,3), (6,0), (9,10), (5,2), and (2,5) can be represented in a table with two columns - one for the x-coordinate and one for the y-coordinate. This format is useful for organizing and manipulating data, but it does not provide a visual representation of the location of the points.

On the other hand, a coordinate plane is a visual tool that allows us to plot and view the location of points in two-dimensional space. The x-axis and y-axis intersect at the origin (0,0), and each point is represented by a unique combination of x and y coordinates. This format is particularly useful for understanding the relationships and patterns among the points.

A table lists the coordinates of points in a tabular format, a coordinate plane allows us to plot and visualize the location of points in two-dimensional space.

Representing points in a table and in a coordinate plane are two common ways to visually display data. While a table lists the coordinates of points in a tabular format, a coordinate plane is a graphical representation that allows us to plot and visualize the location of points in two-dimensional space.

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Thus, a. 0.09 and b. 0.43 are the correct answers to this question. We must study a bit about set theory in order to understand this.

A and B are the two sites that are accessible. As A and B are both distinct entities, they are both exploring oil at different locations.

Oil is discovered at the site

A with a probability of P(A) = 0.25, and oil is discovered at the site

B with a probability of P(B) = 0.36.

In two iterations of the experiment, when they are separate entities, they do not change the likelihood that others will happen.

a. Probability of oil found at both the sites = P(A ∩ B)

P(A ∩ B)=[tex]P(A)*P(B)=0.25*0.36=0.09[/tex]

b. Now if A finds oil in site A and not in site B  and B finds oil in site B and does not find oil in site A,

[tex]P(A')=1-P(A)=1-0.25=0.75[/tex]

[tex]P(B')=1-P(b)=1-0.36=0.64[/tex]

P(A ∩ B') ∪ (A' ∩ B)=P(A ∩ B')+P(A' ∩ B)

=[tex][P(A)*P(B')][/tex] + [tex][P(A')*P(B)][/tex]

=[tex](0.25*0.65)+(0.75*0.37)[/tex]

=0.16+0.27=0.43

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Answer:

228

Step-by-step explanation:

sum of the first n term = (n/2) [ 2a +(n-1)d]

sum of the first 36 terms =(36/2)[ 2×0+ (36-1)6]

= 228

Therefore , the solution of the given problem of area comes out to be 4-cm by 8-cm rectangle, we can keep adding rows of four-square units.

Its total size can be determined by figuring out how much room would be required to completely cover the outside. The surroundings are also taken into consideration when determining this same surface that has a trapezoidal shape. Something's total dimensions are determined by its surface area. The volume of water that a cuboid can contain inside depends on the number of edges that are present between its four trapezoidal extremities.

Here,

A 4-cm by 8-cm rectangle has an area

=> 4⋅8=32

square centimetres when its length and breadth are multiplied. Starting with a row of four tiny squares,

we can then layer another row of four tiny squares on top of it. We now have a total of 8 tiny squares, which together measure 4 by 2 centimetres.

Then, after the first two rows, add a third row of four little squares to complete the procedure.

We now have a total of 12 little squares, which together make a rectangle measuring 4 centimetre by 3 cm.

Up until we have 32 small squares in total, which make up the complete 4-cm by 8-cm rectangle, we can keep adding rows of four-square units.

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Here are the expressions and their respective categories:

314: Whole Number

7: Whole Number

35: Whole Number

10.5: Not a Whole Number (because 7 x 1.5 = 10.5, which is not a whole number)

7 x 1.5: Not a Whole Number (for the same reason as above)

100: Whole Number

67: Whole Number

9 x 210: Whole Number

26: Whole Number

To determine whether a product is a whole number or not, we can multiply the two factors and check if the result is an integer (i.e., a whole number). If it is, then the product is a whole number; otherwise, it's not.

For example, in the case of 10.5, it's not a whole number because after the product has been gotten, it is found to contain decimals which makes it a fraction.

On the other hand, when we multiply 9 and 210, we get 1890, which is a whole number.

Therefore, we can classify the expressions into two categories: "Whole Number" and "Not a Whole Number," depending on whether their product is a whole number or not.

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The approximate value of x is 5.89.

We need to utilise trigonometric functions to estimate the value of x. The tangent of the angle opposite the side of length x in the right triangle in the diagram is represented by:

tan(26°) = x/12

When we multiply both sides by 12, we obtain:

x ≈ 12 × tan(26°) ≈ 5.89

Hence, x has a rough value of 5.89.

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Answer:

A=Alternate angles are equal

B=Alternate angles are equal

C=Angles which make a straight line sum to 180°

Step-by-step explanation:

A and B: if two lines are parallel and are intersected by a line then the angles on the opposite sides are equal to each other

C: a flat line is equal to 180 degrees

Answer:

X. Alternate angles are equal.

Y. Alternate angles are equal

Z. Angles on a straight line add up to 180°

The expression that correctly represents the statement "the product of 4 and a number, n, subtracted from 10" is 10 - 4n.

In general, a statement is a declarative sentence that is either true or false. It is a sentence that makes a claim or assertion about something, and it can be either a simple statement or a complex one.

The statement "the product of 4 and a number, n, subtracted from 10" is an example of a mathematical expression that involves a variable, which is represented by the letter "n". In this expression, we are asked to find the difference between the number 10 and the product of 4 and the variable "n".

To simplify this expression, we can use the order of operations, which tells us to perform the multiplication before subtraction. Therefore, we first multiply 4 and n to get the product of 4n. Then, we subtract that product from 10 to get the final expression:

[tex]$10 - 4n$[/tex]

This expression represents the result of subtracting the product of 4 and the variable "n" from the number 10. We can evaluate this expression for different values of "n" to find the corresponding result. For example, if we substitute "n" with 2, we get:

[tex]$10 - 4(2) = 10 - 8 = 2$[/tex]

This means that when "n" is equal to 2, the result of subtracting the product of 4 and "n" from 10 is equal to 2. Similarly, we can substitute different values of "n" into the expression to find their corresponding results.

Therefore, The expression that correctly represents the statement "the product of 4 and a number, n, subtracted from 10" is 10 - 4n.

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Answer:

Step-by-step explanation:

Post a link to the paper then i will edit it and send it back and then give you the answers on the paper you share with me

upper limit with 3

To obtain the upper limit with 3 decimal places, use the following formula for the confidence interval with a population mean.In this case, n = 18, sample mean = 34.8, sample standard deviation = 9.05, and confidence level = 99%. {z }_{\frac{\alpha}{2}}=\frac{\text{critical value}}{\sqrt{n}}Therefore, 99% confidence interval is {34.8 ± 3.053}. The upper limit of the confidence interval is obtained as 34.8 + 3.053 = 37.853 (rounded to three decimal places). Therefore, the upper limit with three decimal places is 37.853.A confidence interval is an estimated range of scores or values used to estimate the true population value. A confidence interval provides a range of values within which the true value is expected to fall with a certain degree of confidence. In the given question, we have to find the upper limit with 3 decimal places.

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Answer:

189 chips are estimated to be in the bag.

Step-by-step explanation:

Mass of Chips = Mass of Chips + Bag - Mass of Bag

Mass of Chips = 369 g - 28 g

Mass of Chips = 341 g

Mass of 1 Chip = Mass of 25 Chips / 25

Mass of 1 Chip = 45 g / 25

Mass of 1 Chip = 1.8 g

Number of Chips = Mass of Chips / Mass of 1 Chip

Number of Chips = 341 g / 1.8 g

Number of Chips ≈ 189

triangles are similar, angles are all the same or congruent.

Check the picture below.

The correct proportion for corresponding sides is option C.

In geometry, corresponding sides are sides of two or more geometric figures that are in the same relative position, shape, and orientation. More specifically, corresponding sides are sides that are opposite or facing each other in congruent or similar figures. Corresponding sides have the same length and are parallel to each other. For example, if we have two congruent triangles, the corresponding sides of each triangle are the sides that are opposite to the same angle in both triangles. Similarly, if we have two similar polygons, the corresponding sides of each polygon are the sides that have the same relative position, shape, and orientation in both polygons. Corresponding sides can be used to determine whether two figures are congruent or similar, as well as to find the length of unknown sides in geometric figures using proportions.

For example, consider two similar triangles ABC and DEF. The sides of triangle ABC are AB, BC, and AC, while the corresponding sides of triangle DEF are DE, EF, and DF. The side AB corresponds to the side DE, the side BC corresponds to the side EF, and the side AC corresponds to the side DF. The ratios of the lengths of corresponding sides are equal:

AB/DE = BC/EF = AC/DF

This property of corresponding sides is important in solving problems involving similar figures, such as finding missing side lengths or areas. By setting up and solving ratios of corresponding sides, we can determine the relationship between the sizes of the figures and their corresponding parts.

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Answer:

[tex]2(x+1)(2x+5)[/tex]

Step-by-step explanation:

First, factor out 2:

[tex]2(2x^2+7x+5)[/tex]

Consider [tex]2(2x^2+7x+5)[/tex]. Factor the expression by grouping. First, the expression needs to be rewritten as [tex]2x^2+ax+bx+5[/tex]. To find a and b, set up a system to be solved:

[tex]a + b = 7[/tex]

[tex]ab = 2 * 5 = 10[/tex]

Since ab is positive, a and b have the same sign. Since a + b is positive, a and b are both positive. List all such integer pairs that give product 10:

[tex]1, 10[/tex]

[tex]2, 5[/tex]

Calculate the sum for each pair:

[tex]1 + 10 = 11[/tex]

[tex]2 + 5 = 7[/tex]

The solution is the pair that gives sum 7:

[tex]a = 2[/tex]

[tex]b = 5[/tex]

Rewrite [tex]2x^2+7x+5[/tex] as [tex](2x^2+2x)+(5x+5):[/tex]

[tex](2x^2+2x)+(5x+5)[/tex]

Factor out 2x in the first and 5 in the second group:

[tex]2x(x+1)+5(x+1)[/tex]

Factor out common term x + 1 by using distributive property:

[tex](x+1)(2x+5)[/tex]

Rewrite the complete factored expression:

[tex]2(x+1)(2x+5)[/tex]

The constant proportionality is 15, which means that for every box of candy, there are 15 pieces of candy. The equation is 15x.

A variable in mathematics is a sign that denotes a value that may vary, as opposed to a constant, which is a set number that never changes. Variables are used to represent unknown or changing quantities, such as time (t) or the distance (d) travelled by an item, whereas constants are used to represent fixed numerical values, such as pi or the speed of light (c). In contrast to variables, which are often represented by lowercase letters, constants are typically represented by capital letters. In mathematical equations and formulae, the distinction between constants and variables establishes which values are fixed and which values are subject to change.

The slope of line is given as:

m = (change in y) / (change in x)

Substitute the values from the table:

m = (135 - 150) / (9 - 10) = -15/-1 = 15

For the equation to be of the form y = mx we have:

y = mx + b

150 = 15(10) + b

b = 0

Substituting the values the equation is:

y = 15x

Hence, the constant proportionality is 15, which means that for every box of candy, there are 15 pieces of candy. The equation is 15x.

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