30 point!!!! Help me fast!!!PLS!!Question is attached!!!

Answer:

1073

Step-by-step explanation:

it's simple addition

Answer:

( 8x - 4 ) ( x - 2 )

Step-by-step explanation:

8x² - 12x - 8

8x² - 16x + 4x - 8

8x ( x - 2 ) - 4 ( x - 2 )

( 8x - 4 ) ( x - 2 )

Answer:

⇒ [tex]4(x-2)(2x+1)[/tex]

Step-by-step explanation:

1) Common factor

⇒ [tex]8x^2-12x-8\\[/tex]

⇒ [tex]4(2x^2-3x-2)[/tex]

2) Use the sum-product pattern

⇒ [tex]4(2x^2-3x-2)[/tex]

⇒ [tex]4(2x^2+x-4x-2)[/tex]

3) Common factor from the two pairs

⇒ [tex]4(2x^2+x-4x-2)[/tex]

⇒ [tex]4(x(2x+1)-2(2x+1))[/tex]

4) Rewrite in factored form

⇒ [tex]4(x(2x+1)-2(2x+1))[/tex]

⇒ [tex]4(x-2)(2x+1)[/tex]

Answer:

3 ÷ y

Step-by-step explanation:

Quotient refers to the division of two values, in this case 3 and y.

Answer:

3/y

Step-by-step explanation:

The area of the square is 16 square inches and its perimeter is 16 inches.

What is Area of square ?

A square is a two-dimensional geometric shape with four equal sides and four right angles. The area of a square is the measure of the region enclosed by the square. The area is expressed in square units, such as square inches, square meters, or square feet.

The area of a square is given by the formula:

A = s²

where A is the area and s is the length of a side.

If the side length of the square is 4 inches, the area can be calculated as:

A = 4² = 16 square inches.

The perimeter of a square is given by the formula:

P = 4s

where P is the perimeter and s is the length of a side.

If the side length of the square is 4 inches, the perimeter can be calculated as:

P = 4 x 4 = 16 inches.

Therefore, the area of the square is 16 square inches and its perimeter is 16 inches.

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Answer:

y = 4

Step-by-step explanation:

1) Simplify [tex]3^5[/tex] to 243.

[tex]{9}^{y}=\frac{243\times {9}^{6}}{{27}^{3}}[/tex]

2) Simplify [tex]{9}^{6}[/tex] to 531441.

[tex]{9}^{y}=\frac{243\times 531441}{{27}^{3}}[/tex]

3)  Simplify  [tex]243\times 531441[/tex] to  129140163.

[tex]{9}^{y}=\frac{129140163}{{27}^{3}}[/tex]

4) Simplify  [tex]{27}^{3}[/tex]  to  19683.

[tex]{9}^{y}=\frac{129140163}{19683}[/tex]

5) Simplify  [tex]\frac{129140163}{19683}[/tex] to 6561.

[tex]{9}^{y}=6561[/tex]

6) Convert both sides to the same base.

[tex]9^y=9^4[/tex]

7)  Cancel the base of 9 on both sides.

[tex]y=4[/tex]

Cheers,

ROR

Answer:

y = 4

Step-by-step explanation:

Decompose  in base 3

[tex]9^{y} =\frac{3^{5} (3^{2})^{6} }{(3^{3})^{3} } =\frac{3^{5}3^{12} }{3^{9} } =\frac{3^{17} }{3^{9} } =3^{17-9} =3^{8}[/tex]

if

[tex]3^{8} =(3^{2} )^{4} =9^{4}[/tex]

then

[tex]9^{y} =9^{4}[/tex]

[tex]y=4[/tex]

Hope this helps

Answer:

5

Step-by-step explanation:

median basically means the number which is in the middle so 8,8,9, 5 ,10,4,9

the median is 5 because left and right middle is 5 that's why it is median

The triangle ABE and triangle DEC are similar by AAA option third is correct.

It is defined as the law to prove that the two triangles have the same shape, but it is not compulsory to have the same size. The ratio of the corresponding sides is in the same proportions and the corresponding angles are congruent.

We have given two triangles in the picture.

As we can see in the triangle ABE

Angle ABE = 90 degree or right angle

Similarly, in a triangle DEC

Angle DEC = 90 degree or right angle

Angle ABE = Angle DEC

Angle EAB = Angle CDE

If the corresponding two angles are the same as two triangles then the third the angle will be the same.

Angle AEB = Angle DCE

The triangle ABE and triangle DEC are similar to AAA

Thus, the triangle ABE and triangle DEC are similar by AAA option third is correct.

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To determine whether more families of students at the school would attend a musical or a comedy , she should Assign a number to each family, use a computer program to select 20 random numbers , Option A is the right answer.

Some of the survey methods are Online Survey , Telephonic survey , Kiosk Survey , Face to Face Survey etc.

It is given that there are n number of families ,

To determine whether more families of students at the school would attend a musical or a comedy.

To do so she has to do random sampling from the group of families.

So , she should Assign a number to each family, use a computer program to select 20 random numbers.

Therefore Option A is the right answer.

The complete question is

The drama teacher wants to know whether more families of students at the school would attend a musical

or a comedy.

Which of the following survey methods will allow the drama teacher to make a valid conclusion about

which genre of performance more families would attend?

Choose 1 answer:

Assign a number to each family, use a computer program to select 20 random numbers

between 1 and the total number of families, and ask the families selected.

For each letter of the alphabet, assign a number to each family whose last name begins with

that letter, use a computer program to select a random number between 1 and the total

number of families whose last name begins with that letter, and ask the family selected.

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Answer:

183

Step-by-step explanation:

The absolute value of a number is the number's distance from zero, which will always be a positive value. To find the absolute value of a number, drop the negative sign if there is one to make the number positive.

Answer: 183 ✅

Step-by-step explanation:

Hii, do you need to know the absolute value of "-183"? No problem! (:

The absolute value of a number is that number's distance from zero.

That's why absolute value is always positive, because negative distances don't exist.

That's why the absolute value of a number is always positive.

| | denotes absolute value

[tex]\large\boldsymbol{\therefore,\;the\;absolute\;value\;of\;-183\;is\;183}}[/tex]

Voila! There's our answer, cheers! (:

Hope that this helped! Best wishes.      

[tex]\bigstar\underbrace[/tex]

Answer:

y= -x-7

Step-by-step explanation:

Slope intercept form: y = mx + b

m = slope

b = y intercept

The first thing you must do is isolate y so that it is by itself on the left side of the equation:

-x = y + 7

Subtract 7 to both sides:

-x - 7 = y + 7 - 7

-x - 7 = y

Flip:

y = -x - 7

-x = y + 7 in slope intercept form is y = -x - 7

This means the slope is -1 and the y-intercept of the equation is (0, -7)

Step-by-step explanation:

[tex] = (f + g)(4)[/tex]

[tex] = f(4) + g(4)[/tex]

The answer is A.

Answer:

a and b

Step-by-step explanation: you can move the exponent to the front and lne is also equal to one times 2 = 2

Answer:

the answer to that is B. 5 cells

Answer:

-20

2(xy-7)=-20 with x=-1 y=3

Step-by-step explanation:

2(xy-7)=?

When variables are connected such as xy, this means to multiply.

x=-1

y=3

Multiply the x and the y together.

-1*3=-3. Plug that into the equation.

2(-3-7)=?

Subtract the inside the parenthesis.

2(-10)=?

Multiply. Remember when multiplying a positive and a negative the answer will always be a negative.

2(-10)=-20

This means that 2(xy-7)=-20 with the x=-1 and y=3.

Hope this helps!

If not, I am sorry.

60 forks 60÷3=$20

60 spoons 60÷4=$15

$20+$15=$35 total spent for forks and spoons

Answer:

x = 12 half page advertisements

y = 8 full page advertisements

Step-by-step explanation:

42x + 86y = 1192

x + y = 20

y = 20 - x

Input (20-x) as y into the first equation

42x + 86(20-x)=1192

42x + 1720 - 86x = 1192

(42x - 86x) 1720 -1720= 1192-1720

-44x = -528

x = 12

12 + y = 20

y=8

a. 'x' represents half page advertisement and 'y' represents full page advertisement.

System of equation is given by 42x + 86y = 1192 , x + y =20.

b. Number of full page advertisement  Kathryn purchase is equals to 8.

c.  Number of half page advertisement  Kathryn purchase is equals to 12.

" System of equation is defined as the finite set of equations for which we find a common solution."

According to the question,

Cost of half page advertisement = $42

Cost of full page advertisement = $86

Number of advertisement Kathryn could purchase = 20

Total budget of Kathryn to purchase advertisement = $1192

'x' represents half page advertisement

'y' represents full page advertisement

As per the situation given system of equation we have,

42x + 86y = 1192                                 ______(1)

x + y = 20                        

x = 20 - y                                             _____(2)

Substitute the value of 'x' from  system of equation (2) in (1) we get,

[tex]42( 20 -y) +86y =1192\\\\\implies 840 - 42y +86y =1192\\\\\implies 44y = 1192-840\\\\\implies y = \frac{352}{44}\\ \\\implies y =8[/tex]

Substitute the value of y in (2) to get 'x' ,

[tex]x=20-8[/tex]

  = 12

Hence,

a. 'x' represents half page advertisement and 'y' represents full page advertisement.

System of equation is given by 42x + 86y = 1192 , x + y =20.

b. Number of full page advertisement  Kathryn purchase is equals to 8.

c.  Number of half page advertisement  Kathryn purchase is equals to 12.

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Answer:

See below ~

Step-by-step explanation:

Linear pairs add up to 180 degrees.

⇒ 4x - 10 + 3x + 43 = 180

⇒ 7x + 33 = 180

⇒ 7x = 147

⇒ x = 21

∠A = 4(21) - 10

∠A = 84 - 10

∠A = 74°

∠B = 3(21) + 43

∠B = 63 + 43

∠B = 106°

Answer:

y = 7/6x - 62/3

Step-by-step explanation:

The equation for slope:

y = mx + b

m is the slope and b is the y-intercept

y = 7/6x + b

-9 = 7/6(10) + b

-9 = 35/3 + b

-62/3 = b

Answer:

yes

Step-by-step explanation:

Women had a much higher chance of survival — regardless of what class they were in — then men did. Of the 466 women on board, 339 survived. Of the 843 men on board, only 161 survived — a measly 19% compared to the 73% of women who made it safely back to shore.

Answer:

-6, -4

Step-by-step explanation:

Answer:

80.6ft/s

Step-by-step explanation:

[tex]\frac{55mi}{h} * \frac{5280ft}{1 mi}* \frac{1h}{3600s} = 80.6ft/s[/tex]

Answer:

$15,539.67

Step-by-step explanation:

Compound Interest Formula

[tex]\large \text{$ \sf A=P\left(1+\frac{r}{n}\right)^{nt} $}[/tex]

where:

Given:

Substitute the given values into the formula and solve for A:

[tex]\implies \sf A=11000\left(1+\frac{0.058}{4}\right)^{(4 \times 6)}[/tex]

[tex]\implies \sf A=11000(1.0145)^{24}[/tex]

[tex]\implies \sf A=15539.67451...[/tex]

Therefore, the value of the investment after 6 years will be $15,539.67 to the nearest cent.

Answer:

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Answer:

xhdvuvzxvzvkkzv jzh jhj,

Step-by-step explanation:

Answer:

x = 4  &  x = -2

Step-by-step explanation:

For rational functions (functions which themselves are a fraction, with polynomial pieces in the numerator and polynomial pieces in the denominator), these functions have "discontinuities" anywhere the denominator is equal to zero.  Usually, those discontinuities are "vertical asymptotes".  Occasionally, those discontinuities are "holes".

A discontinuity is a "hole," only if both the numerator AND the denominator are zero for that same value of x.  If that value of x doesn't make the numerator zero (it only makes the denominator zero), the discontinuity is just a vertical asymptote.

To find the discontinuities, we'll be making an entirely separate equation.  It's not the function, it's not using algebra to change both sides of the equation/function we started with ... it's pretty much just like scratch work to figure out something that you can use later (although, your teacher may want to see your work on how you found them).

The equation we need for this is the denominator of our rational function set equal to zero:

[tex](x-4)(x+2)=0[/tex]

Note, this equation doesn't have a denominator.  It's not the original function.  It's like scratch work.  This equation is designed as if we want the denominator of our function to be zero, and to find the values of x that will make us divide by zero in the original function.

There are many ways to solve this equation.  The easiest is remembering the zero product property.  The Zero Product property states that if the product of two things is equal to zero, then at least one of the original things had to be zero:  [tex]\text{If }a*b=0,\text{ then }a=0\text{ or }b=0 \text{ (or both)}[/tex]

Noting that our equation is a product of two things, and is equal to zero, the zero product property allows us to separate our equation into two equations:

[tex]x-4=0, \text{ or } x+2=0[/tex]

Solving each equation by isolating x, by adding or subtracting the relevant number from both sides of the equations:

[tex]x=4, \text{ or } x=-2[/tex]

So these values of x will make the denominator of the original function zero.  These are both discontinuities of the function, so while when we were solving for values of x that would make the denominator zero, it was appropriate to say "or", we know that both of these values are discontinuities and now we list them both saying "and":

Discontinuities: [tex]x=4 \text{ and } x=-2[/tex]

But wait!  Are they holes, or are they just vertical asymptotes?  Do we have one of each?

Testing to see if the discontinuities are asymptotes:

To test and see if the discontinuities we've found are holes, we need to substitute them into the numerator of the original function, and see the result.... but just the numerator (we already know they will make the denominator zero, and we can't divide by zero)

Since the numerator is just x, we're checking to see if 4=0, or if -2=0.  They don't.  So, for this function, both of the discontinuities are vertical asymptotes.

Listing the asymptotes

Vertical asymptotes at [tex]x=4 \text{ and } x=-2[/tex]