Sol divided the following polynomial and made a mistake (x³ + 8x - 16) + (x-2)​

Using the pythagorean theorem: The length of the sides of a 45-45-90 triangle can be easily solved using the pythagorean theorem because it is a right angle triangle.

Recall the formula for the Pythagorean theorem: a 2 + b 2 = c 2; a 2 + b 2 = c2.

To determine the value of (mostly) the hypotenuse in a right triangle, the Pythagorean theorem uses the formula a2+b2=c2. The "non-hypotenuse" sides of the triangle (opposite and adjacent) are a and b.

The well-known geometric theorem known as the Pythagorean theorem states that the square on the hypotenuse (the side opposite the right angle) is equal to the sum of the squares on the legs of a right triangle. This is known as a2 + b2 = c2.

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Answer:14

40 skittles times the percent of red40 * 0.35 = 14We then take that then subtract that from the total.40 - 14 = 2626 skittles were red.0.35 is equivalent to 35%Leave a thanks or a brainliest if this helped.

Answer:

Step-by-step explanation:

Equiangular triangle

Answer:

(- 6, 0 )

Step-by-step explanation:

x - 4y = - 6 → (1)

2x - 12y = - 12 → (2)

multiplying (1) by - 2 and adding to (2) will eliminate x

- 2x + 8y = 12 → (3)

add (2) and (3) term by term to eliminate x

(2x - 2x) + (- 12y + 8y) = - 12 + 12

0 - 4y = 0

- 4y = 0 , then

y = 0

substitute y = 0 into either of the 2 equations and solve for x

substituting into (1)

x - 4(0) = - 6

x - 0 = - 6

x = - 6

solution is (- 6, 0 )

Answer:

x = -6

y = 0

Step-by-step explanation:

For the first equation, x - 4y = -6, we can move -4y to isolate x. Then, the equation will be: x = -6 + 4y. Now, we can use that x to solve for the second equation, 2x - 12y = -12. Let's plug in x from the first equation down to the second one:

2(-6 + 4y) - 12y = -12

Let's solve:

-12 + 8y - 12y = -12

-4y = 0

y = 0

Now that we have y, we can solve for x. Let's plug in y = 0 for the first problem: x-4(0) = -6

x = -6

Answer:

[tex] 2\sqrt[3]{12} [/tex]

Or in decimal notation 4.6

Step-by-step explanation:

[tex] \sqrt[3]{6} \times \sqrt[3]{16} \\ = \sqrt[3]{6} \times 2 \sqrt[3]{2} \\ = \sqrt[3]{6 \times 2} \times 2 \\ = \sqrt[3]{12} \times 2 \\ = 2 \sqrt[3]{12} \\ = 4.57885...[/tex]

to get the slope of any straight line, we simply need two points off of it, let's use those two in the picture below.

[tex](\stackrel{x_1}{2}~,~\stackrel{y_1}{6})\qquad (\stackrel{x_2}{6}~,~\stackrel{y_2}{2}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{2}-\stackrel{y1}{6}}}{\underset{\textit{\large run}} {\underset{x_2}{6}-\underset{x_1}{2}}} \implies \cfrac{ -4 }{ 4 } \implies \text{\LARGE - 1}[/tex]

391 children swam at the public pool that day and 667 - 391 = 276 adults swam.

What is algebraic equation ?

An algebraic equation or polynomial equation is an equation of the form P=0 where P is a polynomial with coefficients in some field, often the field of the rational numbers.

Let's call the number of children that swam "x". The number of adults that swam would then be 667 - x.

The total revenue from the children was 1.75x and the total revenue from the adults was 2.25(667 - x).

set up an equation to represent the total revenue from both groups of swimmers

1.75x + 2.25(667 - x) = 1312.25

Expanding the second term on the left-hand side:

1.75x + 1507.75 - 2.25x = 1312.25

Combining like terms:

-0.5x + 1507.75 = 1312.25

Solving for x:

-0.5x = -195.5

x = 391

So, 391 children swam at the public pool that day and 667 - 391 = 276 adults swam.

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199 children and 468 adults swam at the public pool that day.

Let x be the number of children and y be the number of adults. Then we have the following two equations:

x + y = 667 (the total number of people)

1.75x + 2.25y = 1312.25 (the total amount of money collected)

We can substitute the first equation into the second to eliminate x:

1.75x + 2.25y = 1312.25

1.75(667 - y) + 2.25y = 1312.25

1175 - 1.75y + 2.25y = 1312.25

1175 = 1312.25 - 1.75y + 2.25y

1175 = 1312.25 - 1.75y + 2.25y

1175 = 1312.25 - 4y/2 + 9y/4

1175 = 1312.25 - (4/2)y + (9/4)y

1175 = 1312.25 - (6/4)y + (9/4)y

1175 = 1312.25 - (15/4)y

1175 + (15/4)y = 1312.25 + (15/4)y

15/4y = 137.25

y = 468

So there were 468 adults and 667 - 468 = 199 children.

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To write algebraic expression for an equivalent expressions, we need to be sure that each side of the equal sign amounts to the same number. An example of an equivalent equation would be:

4x + 2 = 2(2x + 1)

An algebraic expression is a sequence of numbers, variables, mathematical operations, and sometimes exponents. For example, 4x + 3 is a basic algebraic expression. Also see there is no equal sign in the algebraic expression. If so, it can be an equation or set of numbers containing one or more variables.

Equivalent Expressions: Equivalent expressions are expressions that look different but have the same value. Writing the equivalent formula makes it easier to work with and solve. Two Ways to Write the Equivalent Expressions :

1) Write expression using the distributed property:

2) Write equivalent expressions by combining same terms. Same terms are terms that have the same variables raised to the same powers. For example, the list shows several pairs of similar terms, 4t and 5t ; 9k³and 2k³ ; 1.4xy and 6.7xy.

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Step-by-step explanation:

48 miles in 1 hour 30 minutes (1.5 hours = 3/2 hours).

speed = distance/time

as mph is requested, the time is 1 hour.

in our case the direct speed ratio is

48/1.5

to bring that to the regular miles per 1 hour we need to transform it. here I would use fractions and simplify :

48/1.5 = 48/ 3/2 = (2×48)/(3×1) = 96/3 =

= 32/1 = 32 mph

the speed of the bus was 32 mph.

Answer:

Step-by-step explanation:

all 3 angles on a triangle add up to 180 degrees, so all triangles are 180 degrees.

No, a star does not have 5 angles.

A star is a two-dimensional shape that is made up of multiple straight lines. Each straight line must meet at a point, known as a vertex, which forms an angle.

The number of angles in a star depends on the number of points or vertices it has. A five-pointed star, for example, has five angles, each of which is equal to 36 degrees.

However, stars can have any number of vertices, meaning the angles may vary depending on the star.

A star is a two-dimensional shape that has a symmetrical arrangement of points. The points can vary in number, but typically a star has five or more points.

Each point corresponds to a corner of the star, but since a star does not have any sides, it is not possible for it to have five angles. Instead, the corners of the star form vertices, but no angles.

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Answer:

For 1st triangle value of BC side =9CM

For 2nd triangle value of  EF side =6FT

For 3rd triangle  value of CE side=13.03YD

Using Pythagorean theorem which gives the formula of deriving Hypotenuse in an equilateral triangle.

Formula

c²= a² + b²

using this formula

AB= 12CM

BC=xCM

AC=15CM

AC²= AB² + BC²

BC²= AC²-AB²

x²CM= 225CM - 144CM

X²= 81CM

X=9 CM

Similarly  

EF²= GE² - GF²

x²FT= 100FT - 64FT

x²= 36 FT

x= 6FT

For the last

CE²  YD=  CD² YD + CE² YD

x² YD= 49 YD + 121 YD

x² YD= 170 YD

x YD= 13.03 YD

Step-by-step explanation:

The profit of the sales is (a) $27

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

This means that

Profit = 6x + 6 - x + 1

Evaluate the like terms

Profit = 5x + 7

When x = 4, we have

Profit = 5 * 4 + 7

Evaluate

Progit = 27

Hence, the profit is $27

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Answer:

A:$27

Step-by-step explanation:

i took the test and got it right

The employer of Bill’s FICA  should withhold D. $24.92 in taxes

Percentage is defined as the number that represents a ratio of a total that is divided by 100 equal parts. It is represented by the symbol %.

To solve this exercise, the percentage formula and the procedure to be applied is as follows:

n= (% * nt) / 100

Where:

Information about the problem:

Using the percentage formulate, we get how much FICA tax should his employer withhold:

n= (% * nt) / 100

n = (7.65 * $325.78)/100

n = $2492.22/100

n = $24.92

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Answer:

this is answer ️️️️️️

The zeros of polynomial 4x² - 1 are x = 1/2 and x = -1/2

Let us assume that given polynomial be p(x) = 4x² - 1

We know that from the definition of zeros , the zeros of a polynomial are nothing but the values of the variable of the polynomial that makes the polynomial value equal to 0.

To find the zeros of polynomial p(x), we need to equate p(x) to zero then solve it for x.

⇒ p(x) = 0

⇒ 4x² - 1 = 0

⇒ 4x² = 1

⇒ x² = 1/4

⇒ x = ±(1/2)

Thus x = 1/2 and x = -1/2 are zeros of given polynomial.

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The complete question is:

What are the zeros of the polynomial 4x² - 1 ?.

Answer:

x-intercept: (2,0)

y-intercept: (0,-4/3)

vertical asymptote: x = -3

Step-by-step explanation:

To find the x-intercepts, we can set f(x) to 0, which is y=0:

2x-4/x+3 = 0

2x-4 = 0

2x = 4

x = 2

To find the y-intercepts, we can set x to 0:

2(0)-4/(0)+3 = y

y = -4/3

To find the vertical asymptote, we can set the denominator equal to 0:

x+3 = 0

x = -3

There are 20 pink flowers in Mr. Elliot's garden.

We can start by using the information provided to figure out how many flowers are not red or purple. We know that 1/8 of the flowers are red, and 1/4 of them are purple, so:

(1/8) * 128 flowers = 16 red flowers

(1/4) * 128 flowers = 32 purple flowers

So, 16 + 32 = 48 flowers are red or purple.

This means that 128 - 48 = 80 flowers are not red or purple.

Then we know that 1/4 of the remaining flowers are pink, so:

(1/4) * 80 flowers = 20 pink flowers

So, there are 20 pink flowers in Mr. Elliot's garden.

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The new current in the circuit is 2.0 amps, which is 1/4th of the original current of 8.0 amps

The relationship between current, resistance, and voltage in an electrical circuit is governed by Ohm's Law, which states that current (I) is equal to voltage (V) divided by resistance (R).

This relationship is represented by the equation I = V/R.

If we know the current and the resistance in a circuit, we can use Ohm's Law to calculate the voltage. For example, if a circuit has a current of 8.0 amps and a resistance of R, then the voltage in the circuit is V = IR = 8.0R.

Now, let's consider the situation where the resistance in the circuit is increased by a factor of 4. If the original resistance was R, then the new resistance is 4*R. Therefore, the new resistance is 4 times greater than the original resistance.

Since Ohm's Law states that current is inversely proportional to resistance, when the resistance is increased by a factor of 4, the current will decrease by a factor of 1/4.

To find the new current, we can use the equation I = V/R, and knowing that V = IR = 8.0R. Then, we can solve for I:

I = V/R = 8.0R / (4R) = 8.0/4 = 2.0 amps

Thus, the new current in the circuit is 2.0 amps, which is 1/4th of the original current of 8.0 amps.

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The equation, y = mx + b, is the slope-intercept form of a straight line.

Here, x and y are the coordinates of the points, m is the gradient, and b is the intercept of the y-axis.

y = mx + b is the slope-intercept form of the equation of a straight line. In the equation y = mx + b, m is the slope of the line and b is the intercept.

The value of b is equal to y when x = 0, and m shows how steep the line is. The slope of the line is also called the gradient.

To find the equation of the straight line, we use the slope-intercept form, y = mx + b, where m is the slope of the line, b is the y-intercept of the line.

We can find the equation of a line in the form of y = mx + b, if the coordinates of points forming the line are known to us.

Thus, The equation, y = mx + b, is the slope-intercept form of a straight line.

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To graph a two step inequality solution boundary line is dashed for > and < and solid for ≤ and ≥.

These steps will be used to graphically solve a set of linear inequalities:

1. Find y's inequality solution.

2. Represent the inequality as a linear equation and, depending on the inequality sign, graph the line as either a solid line or a dashed line.

a. Draw the line as a dashed line if the inequality symbol is missing an equals sign ( or >).

b. Draw the line as a solid line if the inequality sign contains an equals sign (or ).

3. Darken the area when the inequality is satisfied.

4. For every disparity, repeat steps 1 through -3.

5. The region where all of the inequalities intersect will be the solution set.

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Answer:

y = -5/2x + 31

Step-by-step explanation:

The slope of the line parallel to the given line has the same slope, m = -5/2

Use the point-slope form:  y - y1 = m(x - x1) and the given point (10,6)

y - 6 = -5/2(x - 10)

y - 6 = -5/2(x + 50/2)

y - 6 = -5/2x + 25

y = -5/2x + 31

The difference in income between the richest and poorest Citi zen I

called the wealth gap.

The unequal distribution of money and assets among the people is known as the wealth gap or wealth inequality. For instance, in 2014, the wealthiest 1% of Americans controlled 40% of the country's wealth, while the lowest 80% owned just 7%. It goes without saying that the wealth gap reinforces inequality, especially along racial and class lines.

The wealth gap, or economic or wealth inequality, is the solution. It is often quantified using many indicators, including consumption, income, and asset wealth.

Indices, such as the Gini coefficient, are used to represent the gap's size. National wealth discrepancies vary greatly across several nations. According to the global wealth gap, the richest 1% of the world's population would own two-thirds of the world's wealth by 2030.

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Answer:

75

Step-by-step explanation:

First, we solve

y - 16= 4

y = 20

Now we put 20 in for y and solve 3(y+5)

3(20+5)

3(25)

75

So, the answer is 75.

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{y - 16 = 4 \rightarrow 3(y + 5)}\\\\\text{FIRST: Let us solve for the first equation}\\\mathsf{y - 16 = 4}\\\textbf{ADD 16 to BOTH SIDES}\\\mathsf{y - 16 + 16 = 4 + 16}\\\textbf{SIMPLIFY it}\\\mathsf{y = 4 + 16}}\\\mathsf{y = 20}\\\\\text{SECOND: Let us plug the value of y into our second equation}\\\mathsf{3(y + 5)}\\\mathsf{= 3(25 + 5)}}\\\mathsf{= 3(25) + 3(5)}\\\mathsf{= 75 + 15}}\\\mathsf{= 90}\\\\\huge\text{Therefore, your answer should be:}[/tex]

[tex]{\mathsf{y = 25 \ when\ we\ found\ \ the\ y-value\ we\ got \ 90 \ for \ the \ answer\ for the \ 2^{nd} \ equation}}}[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

It is means the temperature of the water does not fall below [tex]$10^{\circ} \mathrm{C}$[/tex].

The exponential function, which develops exponentially, is a concept in mathematics. More exactly, it is the function, where e is the irrational Euler's constant, or about 2.71828.

where x is a variable and an is a fixed amount known as the function's base. The transcendental number e, or roughly 2.71828, is the most often encountered exponential-function base.

A function that has a positive constant increased to a variable exponent, other than 1, is referred to as an exponential function. A function is assessed by being solved at a certain input value. When the growth rate and initial value are known, an exponential model can be found.

(a) initial temperature: [tex]$30^{\circ} \mathrm{C}$[/tex] it is y-intercept of the graph.

(b) For the first 30 minutes, as time inverses, the temperature decreases.

(c) the horizontal asymptote: y = 10

It is means the temperature of the water does not fall below [tex]$10^{\circ} \mathrm{C}$[/tex].

The complete question is:

Some water is placed in a bottle inside a refrigerator. Suppose the water's temperature [tex]$\left(n^{\circ} \mathrm{C}\right)$[/tex] after minutes can be modeled with an exponential function. The graph of this function is shown below. Use the model to answer the parts to the right.

(a) What is the initial temperature [tex]$\times_6$[/tex] of the water? [tex]$\square^{\circ} C$[/tex] The initial temperature is represented by the (Choose one) of the graph.

(b) For the first so minutes, as time increases, the temperature (Choose one) Temperature

(c) Give the equation of the asymptote. [tex]$y-a l^{\circ} \mathrm{Cl}$[/tex]

Choose the statement that best describes the meaning of the asymptote.

The temperature of the water Time (minutes) does not fall below [tex]$10^{\circ} \mathrm{C}$[/tex].

The water cannot be in the bottle for more than so minutes.

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In a factorial design study, (B) the interaction effect is often viewed as the most important influence.

In statistics, a full factorial experiment is one in which all potential combinations of the levels across all of the factors are taken into account by the experimental units.

A full factorial experiment has two or more factors with discrete possible values or "levels" in its design.

A fully crossed design is another name for a full factorial design.

The interaction effect in a factorial design study is typically regarded as the most significant effect.

Using such an experiment, the researcher can examine how each element affects the response variable as well as how different factors interact with one another.

Therefore, in a factorial design study, (B) the interaction effect is often viewed as the most important influence.

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Answer:

Solving a system of equations by substitution involves isolating a variable in one equation, then substituting that expression into the other equation. This allows you to solve for the remaining variable in one equation and then substitute it back into the first equation to find the solution for the other variable.

Here is the general process for solving a system of equations by substitution:

Isolate a variable in one of the equations. This is typically done by adding or subtracting one of the variables from both sides of the equation.

Substitute the isolated expression into the other equation by replacing the corresponding variable with the expression you found in step 1.

Solve the new equation for the remaining variable.

Substitute the value you found for the remaining variable back into the first equation and solve for the other variable.

Check your solution by substituting the values you found for the variables back into both equations to make sure they are true statements.

Write your solution in the form of an ordered pair (x, y)

An example of solving a system of equation by substitution :

2x + 3y = 8

4x - 3y = 2

Isolate a variable in one of the equations, for example:

3y = 8 - 2x

Substitute this expression into the other equation:

4x - 3(8 - 2x) = 2

Solve the new equation for the remaining variable:

4x - 24 + 6x = 2

10x = 26

x = 2.6

Substitute the value you found for x back into the first equation and solve for y:

2(2.6) + 3y = 8

5.2 + 3y = 8

3y = 2.8

y = 0.93

Check your solution by substituting the values you found for the variables back into both

Answer:

1) x = 4, 2) x = 9, 3) x = 9

Step-by-step explanation:

Since you give no other context my guy I am assuming this is a similar triangles kind of thing. Comparing the triangles you can create what is known as a scale factor, (Ex: 10/2 = 5) and then multiple/divide by this scale factor to get the unknown number (Ex: 20/5 = 4)

Repeat with all three triangles

The length of the line segment separating two places is the measure of distance between them. Calculating the length of the line segment that connects the two points in the provided coordinates will tell you the distance between them.

The length of the section of a line connecting any two places represents their distance. Only one line connects the two places, and it passes through both.

The length of the line segment that connects the two places may therefore be used to compute the distance between them. The distance between A and B, for instance, is 10 cm if A and B are two points and [Math Processing Error] cm.

The length of the line segment connecting two places serves as the measure of their distance (but this CANNOT be the length of the curve joining them). You should be aware that a distance between two points is always positive.

The Complete Question is distance.

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To complete the project in 36 days, the construction manager would need to add at least 8 more workers to his current team of 12 workers.

If 12 workers can complete a building project in 54 days, to determine this we can divide the rate of work by the number of workers by the number of days: 12 workers / 54 days = 0.2222 workers/day.

If the construction manager wants to complete the project in 36 days, he needs to increase the rate of work to complete the project in that shorter timeframe. To do this, he can add more workers or increase the productivity of the current workers.

To determine how many more workers the manager needs, we can use the formula:

(number of workers) = (rate of work) x (number of days)

By plugging in the desired rate of work and number of days, we get:

(number of workers) = (0.2222 workers/day) x (36 days) = 7.999 workers

To complete the project in 36 days, the construction manager would need to add at least 8 more workers to his current team of 12 workers.

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