Factor completely. 2x³ - 4x² 30x
A (x+3)(x - 5)
B 2x(x² - 2x - 15)
2x(x+3)(x - 5)
- 5)
D 2x(x-3)(x
-

Answer:

17. Invalid

Step-by-step explanation:

It is invalid because not only the angles matter but also the measurement of the sides, if one side is bigger than the other, it cannot be a square.

Answer:

(- 8) × (- 2/3) = 16/3 = 5 1/3

Hope this helps :)

Answer:

-2.6

Step-by-step explanation:

Construct an acute triangle and find the centroid (medians), circumcenter (perpendicular bisectors), and orthocenter (altitudes). Take note of how these three centers interact with one another from the figure.

An acute angle triangle (also known as an acute-angled triangle) is a triangle with all of its interior angles being acute angles. Remember that an acute angle is one that is less than 90°.

A triangle with three acute angles is known as an acute triangle. An obtuse triangle has one obtuse angle and two acute angles. Because the angles of a triangle in Euclidean geometry must sum to 180°, no Euclidean triangle can have more than one obtuse angle.

Construct an acute triangle and find the centroid (medians), circumcenter (perpendicular bisectors), and orthocenter (altitudes). Take note of how these three centers interact with one another from the figure.

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The diameter is the length of the line passing through the center and touching two points on the circle's edge.

In geometry, a circle's diameter is any straight line segment that passes through the center of the circle and has endpoints on the circle. It is also referred to as the circle's longest chord. Both definitions apply to a sphere's diameter.

The diameter is defined as the length of a line passing through the center and touching two points on the circle's rim.

A circle's diameter extends from one side to the other, with its midpoint in the center. Divide the radius of the circle by two to get the diameter.

A circle's diameter divides the shape in half. The radius of a circle is half the length of its diameter (or, conversely, the diameter of a circle is twice the length of its radius).

The complete question is:

Identify each

b. a diameter

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Translate each sentence into an equation. which are as follows the value of a is 2, the value of m is 13.71 and the value of w is the root of 5.

1. The sum of three times a and four is the same as five times a.

3a+4 = 5a

3a = 5a -4

4 = 5a-3a

4= 2a

2 =a

2. One-fourth of m minus six is equal to two times the sum of m and 9.

1/4m - 6 = 2 (m+9)

1/4m = 2m +18+6

1/4m = 2m + 24

2m -1/4 m = -24

7/4 m = -24

m = -24*4/7 = 13.71

The value of m is 13.71

3. The product of five and w is the same as w to the third power.

5*w = w.w.w

5 = w.w.w/w

5 = w.w

root of 5 = w

The value of w is the root of 5

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For the given equation, the value of d = 30

To solve linear equations, utilize the steps that are provided below. Remove parenthesis from either side of the equation and combine similar phrases to make it simpler. To separate the variable term on one side of the equation, use addition or subtraction. To find the variable, use division or multiplication.

Divide both sides of the equation by the coefficient of variable: d-12 = 10÷ 5/9

Divide a fraction by multiplying its reciprocal: d 9 -12=10 x 9/5

Write as a single fraction: d-12 = (10 x 9) / 5

Calculate the product or quotient: d-12= 90 / 5

Reduce fraction to the lowest term by canceling the greatest common factor: d-12 = 18

Rearrange unknown terms to the left side of the equation: d=18+12

Calculate the sum or difference: d=30

Answer: d=30

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Answer: god please help the world

Step-by-step explanation: we are struggling

Answer: -6/7p+1/7

Step-by-step explanation: thank god I'm smart lol... I'm a big brain!!!

Answer:

23+15 or 2/3+1/5

Step-by-step explanation:

23+15=48

2/3+1/5= 13/15

Add all numerators above the least common denominator then add the numbers

Answer:

Perimeter of a square is proportional to side length

Step-by-step explanation:

We have the relation p = 4a, p = perimeter, a = side length

This is the equation for a proportionate relationship of the form y = k.x where y ∝ x , y directly proportional to x => y varies as x varies and always by the same constant

k is known as constant of proportionality

Here k = 4

Let's say the side of square is 1. Then perimeter = 4

If side is increased to 2, then perimeter = 4 x 2 = 8

If side is increased to 3, then perimeter is 4 x 3 = 12

So perimeter increases by a factor of 4 for every unit increase in side length

Answer:

we are not in school

Step-by-step explanation:

Conditional: If it is a Thanksgiving, then we are not in school.

Hypothesis: If it is a Thanksgiving, then we are not in school.

Conclusion: If it is a Thanksgiving, then we are not in school.

Answer: we are not in school

A composite number is one that is greater than one and contains more than 2 factors.

For the given statement;

9 is divisible by 3 can be written as;

9/3  = 3 ; as 3 is the prime number, the statement is regarded as prime statement.

For, 9 is odd.

As, 9 is not a prime but a composite number, the statement is considered as the compound statement.

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The image of the point (3,4)(3,4) after a rotation of 90^{\circ}90 ∘ counterclockwise about the origin is (-3,4).

A point's reflection

The mirror's "reflection" of the specified point P causes it to appear at an equal distance away on the other side of the line. To view this, move the point P. According to tradition, the "image" of point P is the reflection of point P across the line, which is designated by the term P' (pronounced "P prime").

As the rotation is counterclockwise around the origin,

the coordinates of the image will be - (-3,4)

The graph is attached at the end of the solution.

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Answer:

-4, 3

Step-by-step explanation:

Answer: C

Step-by-step explanation:

180° = 96° + 8y + 12

180° = angles on a straight line

180 - 96 - 12 = 8y

8y = 180 - 96 - 12

8y = 72

y = 72 / 8

y = 9

Answer:

[tex]K^{4} -5k^{3} -10k-4[/tex]

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

2/.03 = 66.66...7 times .09 = 6

The number is 66.67. And the 9% of the number 66.67 will be 6.

The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates to one hundred percent. It is symbolized by the character '%'.

The percentage is given as,

Percentage (P) = [Final value - Initial value] / Initial value x 100

Let the number be 'x'. Then the equation is given as,

3% of x = 2

0.03 x = 2

x = 2 / 0.03

x = 66.67

Then the 9% of that number is calculated as,

⇒ 9% of 66.67

⇒ 0.09 x 66.67

⇒ 6

The number is 66.67. And the 9% of the number 66.67 will be 6.

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(0,-4) , (0,-1) , (4,-1) are the ordered pairs are solutions to the inequality

y − 3x < 10 which is option (A) , (D) and (E) .

We have to check whether the given options are the solutions to the inequality y− 3x < 10 .    ...(1)

(A) If (0,-4) is the solution of given inequality y− 3x < 10 then it must satisfy the equation .

Putting x = 0 and y = -4 in equation (1) , we get

[tex]-4-3(0) < 10\\-4 < 10[/tex]

As the above condition is true so (0,-4) is the solution of given inequality

(B)  If (-6,0) is the solution of given inequality y− 3x < 10 then it must satisfy the equation .

Putting x = -6 and y = 0 in equation (1) , we get

[tex]0-3(-6) < 10\\18 < 10[/tex]

As the above condition is not true so (-6,0) is not the solution of given inequality .

(C)  If (-1,7) is the solution of given inequality y− 3x < 10 then it must satisfy the equation .

Putting x = -1 and y = 7 in equation (1) , we get

[tex]7-3(-1) < 10\\7+3 < 10\\10 < 10[/tex]

As the above condition is not true so (-1,7) is the not the solution of given inequality .

(D)  If (0,-1) is the solution of given inequality y− 3x < 10 then it must satisfy the equation .

Putting x = 0 and y = -1 in equation (1) , we get

[tex]-1-3(0) < 10\\-1 < 10[/tex]

As the above condition is true so (0,-1) is the solution of given inequality.

(E)  If (4,-1) is the solution of given inequality y− 3x < 10 then it must satisfy the equation .

Putting x = 4 and y = -1 in equation (1) , we get

[tex]-1-3(4) < 10\\-1-12 < 10\\-13 < 10[/tex]

As the above condition is true so (4,-1) is the solution of given inequality.

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Answer:

-2

Step-by-step explanation:

Slope = rise/run

[tex]\mathrm{Slope} = \frac{y_2-y_1}{x_2-x_1}\\m=\frac{1-5}{4-2}\\1 - 5 = -4\\4 - 2 = 2\\=\frac{-4}{2}\\ =-2[/tex]

Answer:

Step-by-step explanation:

to find the bottom base you add the two numbers that make it

5+18=23

now put everything in the formula

[tex]\frac{1}{2}*12(12+23)\\[/tex]

parathesis first

12+23=35

[tex]\frac{1}{2} *12*35[/tex]

multiply in order

6*35

210

Step-by-step explanation:

i’m doing my geometry homework with the equation 1/2h(b1+b2) but i can’t figure this one out. please help

1/2h (b1 + b2) is the formula for finding the area of ​​the figure (trapezoid)

1/2 * 12 (18 + 5 + 12)=

6 * 35=

210 units²

It should be noted that the distance of

Bellevue from the office be located will be 13.85 miles.

It should be noted that based on the information, the handyman company serves customers from two cities 60 miles apart, Jonesville and Bellevue and the vompany would like to position a new office between the two cities using weighted averages based on the typical number of calls received from each city.

From the information, Jonesville has a weight of 3 and Bellevue has a weight of 5, the distance of

Bellevue from the office be located will be:

= (0 × 5 + 60 × 4) / (5 × 8)

= 180 / 13

= 13.85

The office should be 13.85 miles from Bellevue.

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Each assertion is backed up by property. This same transitive property of equality supports this.

If x, y, and z are really the three quantities, as well as x is connected with y by some rule, and y is connected to z by the same rule, we can say x is connected to z using the same rule.

x=5

b=5

x=b.

That transitive property that equality justifies this.

because :

Transitive Property of Equality  show  If a = b and b = c, then a = c.

so in the given statement the   x=5  and b=5  so x=b.

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Yes, the given set of numbers can be the measures of the sides of a triangle. The triangle is acute.

By the triangle inequality theorem, the sum of the lengths of any two sides should be greater than the length of the third side.

16 + 18 > 26

18 + 26 > 16

26 + 16 > 18

Hence, these set of numbers can be the measures of the sides of a triangle.

According to the Pythagorean Inequality Theorem, a triangle whose sides measure a, b, and c where c is the largest, the triangle can be characterized as:

acute if [tex]a^{2} + b^{2} < c^{2}[/tex]

obtuse if  [tex]a^{2} + b^{2} > c^{2}[/tex]

right if  [tex]a^{2} + b^{2} = c^{2}[/tex]

∴The longest side is 26.

Hence, a = 16, b = 18 and c = 26;

Consider [tex]a^{2} + b^{2[/tex]  :

= [tex]16^{2} + 18^{2}[/tex]

= 580.

Now consider [tex]c^{2}[/tex] :

= [tex]26^{2}[/tex]

= 676.

Thus, [tex]a^{2} + b^{2} < c^{2}[/tex].

Hence, the triangle is acute.

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The total amount raised is the same for both Roxy and Randy if they sell 50 Plates.

Let the number of plate = 'p'

Roxy :

Selling price of plates = $5.00

Raised = $175

Total plates sold = 5.00p

Total amount raised = 5.00p + 175  ...eq.(1)

Randy :

Selling price of plates = $3.50

Raised = $250

Total plates sold = 3.50p

Total amount raised = 3.50p + 250  ...eq.(2)

Now we will equate the eq.(1) and eq.(2) to find the same amount raised by both Roxy and Randy ,

5.00p + 175 = 3.50p + 250

5.00p - 3.50p =250 - 175

              1.5p = 75

                   p = 75/1.5

                   p = 50

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Applying the segment addition postulate, the value of r is determined as: A. 10.

A perpendicular bisector is a line segment which divides another line segment into two equal parts, that is, the segments formed have equal lengths.

Since point G lies on the perpendicular bisector of segment DM, therefore:

DG = GM

Given the following:

DM = 25

GM = 4r - 28

DG = r + 3

Therefore:

DG + GM = DM [segment addition postulate]

Substitute

r + 3 + 4r - 28 = 25

Combine like terms

5r - 25 = 25

5r = 25 + 25

5r = 50

5r/5 = 50/5

r = 10

Thus, applying the segment addition postulate, the value of r is determined as: A. 10.

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The situation given that can be represented by a graph with a y-intercept of -8 is A. Hal bought $8 worth of supplies, then sold x buttons for $3 each. His profit is y dollars.

The y-intercept is a figure in the linear equation that shows the original number of units before the value of x either started to increase or to decrease and therefore cause a change in x.

The situation where Hal bought $8 worth of supplies would be represented by the y-intercept of -8 because the $8 that Hal bought represents his total profit before he sells anything. That total profit is -8 because Hal has spent -$8 but has not sold anything.

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The value of x is 280

From the information given, we have that;

It is important to note that, the angle subtended by an arc at the center is twice the angle subtended at the circumference.

Example;

If AOB  is the angle at the circumference and ACB is the angle at the center

Then, we have that;

Angle AOB = 2 × Angle ACB

2(140) = x

expand the bracket

x = 280

Thus, the value of x is 280

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The values of the function for x = 2.

Part a: y = 7- |x|

The modulus function returns the magnitude and absolute value of a number, regardless of whether it is positive or negative. The modulus function is represented by y = |x| or f(x) = |x|, where f: R ---> R and x ∈ R.

Put x = 2 in the function;

y = 7- |2|

y = 7 - 2

y = 5

Part b: y = x²-1

put x = 2

y = 2²-1

y = 3

Part c: y = √x+14​

Put x = 2

y = √2+14​

y = √16​

Squaring both side;

y = 4

Thus, the values for the function are obtained.

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Based on the given conditions, formulate: 9÷(6+10+9)

Calculate the sum or difference: 9/16+9

Calculate the sum or difference:9/25

Multiply a number to both the numerator and the denominator:9 x 4/25 x 4

Calculate the product or quotient: 36/100

Rewrite a fraction with denominator equals 100 to a percentage is 36%

therefore  the percentage of the students preferred netball is 36%.

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