What do you do with the exponents when dividing powers with the same base
Answer:
When dividing numbers with the same base, you subtract the exponents.
Step-by-step explanation:
For example, 8^5/8^3 = 8^2 or 64
5) 1 - 13 x 2 + 25 - 3+15 - 3
Answer:
if u need to evaluate or simplify its -13×to the 2nd power +35
Is the relation a function?
y = 2(x +1)^2- 8
Find the domain of the function. (Enter your answer using interval notation.)
g(x) =
4
x2 + 9x
angle a and b are supplementary, The measure of Angle B is 10 degrees less than 4 times of the measure of A. What is the measure of Angle A?
Answer:
a=23°45'
Step-by-step explanation:
a+b=180°
b=a•4-10°
a+a•4-10°=180°
2a•4-10°=180°
2a•4= 190°
2a=190°/4
2a= 47°30'
a=47°30'/2
a= 23°45'
solve for Y!!!!!!!
12x+16y=96
12x + 16y = 96
Subtract 12x from both sides
16y = 96 - 12x
Divide each side by 16
y = 6 - 0.75x
34,776 is divisible by: 2 3 9 6 pick the right answers.
[tex]\tt Step-by-step~exlpanation:[/tex]
To find out the answer, we would have to try and divide all the numbers.
[tex]\tt \frac{34,776}{2}= 17,388\\ YES[/tex]
[tex]\tt \frac{34,776}{3}= 11,592\\YES[/tex]
[tex]\tt \frac{34,776}{9}=3,864\\ YES[/tex]
[tex]\tt \frac{34,776}{6}= 5,796\\YES[/tex]
[tex]\large\boxed{\tt Our~final~answer:~ALL ~(2,3,9,6)}[/tex]
The table shows the height of the tree that Margo planted over an 11-month period. A 2-column table with 6 rows titled Growth of Margo's Tree. The first column is labeled Month with entries 1, 3, 5, 7, 9, 11. The second column is labeled Height of Tree (feet) with entries 1.4, 1.5, 2.1, 2.7, 3.0, 1.8. Which statement can be supported by the information in the table?
Answer:
3. The tree increased in height each month until the time period between month 9 and month 11.
The statement that can be supported by the information in the table is that the tree increased in height each month until the time period between month 9 and month 11.
What is s table?It should be noted that a table simply means a list of numbers to that depicts a particular information.
In this case, the statement that can be supported by the information in the table is that the tree increased in height each month until the time period between month 9 and month 11.
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If a dog needs to eat 1 3/4 of dry food 3 times a day. How much does he eat in 1 feeding
Answer:.583
Step-by-step explanation:
what is the cube root of 8/27
Answer:
Cube root of 8/27 is 2/3
[tex] \sqrt{ \frac{8}{27} } [/tex]
[tex] = \sqrt{ (\frac{2}{3} {)}^{2} } [/tex]
[tex] = \frac{2}{3} [/tex]
I only have 5 minutes. plz help
Answer:
+0.05 the correct answer.so choose fourth option
Answer:
Your answer is a
Step-by-step explanation:
Can someone help me with this
Answer:
3/1
Step-by-step explanation:
3/1 is also equal to 3. 3 is a counting/whole number, so it Is not Rational.
what is the coefficient of the y-term in the expression 4x+5xy+2y
Answer:
2 is the coefficient y term
Step-by-step explanation:
2y
the coefficient is the # in front of the term being asked for
12. The ratio of z and 2 is
represented as...
a. 32
b. 2/2
c. 22
d. 2+2
Answer:
b
Step-by-step explanation:
If A, B,C are the angles of a triangle then prove: (the following in picture)
Please help me to prove this.
The proof for this is simple. Let's say that A + B + C = π. From here on we require several trigonometric identities that must be applied.
[tex]\cos \left(A\right)+\cos \left(B\right)+\cos \left(C\right) \\= 2 * cos((A + B) / 2) * cos((A - B) / 2) + \cos C \\= 2 * cos((\pi /2) - (C/2)) * cos((A - B) / 2) +\cos C \\= 2 * sin(C/2) * cos((A - B) / 2) + (1 - 2 * sin^2 (C/2)) \\= 1 + 2 sin (C/2) * cos((A - B) / 2) - sin (C/2) \\= 1 + 2 sin (C/2) * cos((A - B) / 2) - sin((\pi /2) - (A + B)/2 ))\\= 1 + 2 sin (C/2) * cos((A - B) / 2) - cos((A + B)/ 2)\\= 1 + 2 sin (C/2) * 2 sin (A/2) * sin(B/2) \\= 1 + 4 sin(A/2) sin(B/2) sin(C/2)[/tex]
Hope that helps!
Answer: see proof below
Step-by-step explanation:
Given: A + B + C = π → A + B = π - C
→ C = π - (A + B)
Use Sum to Product Identity: cos A + cos B = 2 cos [(A + B)/2] · cos [(A - B)/2]
Use Product to Sum Identity: 2 sin A · sin B = cos [(A + B)/2] - cos [(A - B)/2]
Use the Double Angle Identity: cos 2A = 1 - 2 sin² A
Use the Cofunction Identity: cos (π/2 - A) = sin A
Proof LHS → RHS:
LHS: cos A + cos B + cos C
= (cos A + cos B) + cos C
[tex]\text{Sum to Product:}\qquad 2\cos \bigg(\dfrac{A+B}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C[/tex]
[tex]\text{Given:}\qquad 2\cos \bigg(\dfrac{\pi -C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C\\\\\\.\qquad \qquad =2\cos \bigg(\dfrac{\pi}{2} -\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C[/tex]
[tex]\text{Cofunction:}\qquad 2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C[/tex]
[tex]\text{Double Angle:}\qquad 2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos\bigg(2\cdot \dfrac{C}{2}\bigg)\\\\\\.\qquad \qquad \qquad =2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+1-2\sin^2 \bigg(\dfrac{C}{2}\bigg)\\\\\\.\qquad \qquad \qquad =1+2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)-2\sin^2\bigg(\dfrac{C}{2}\bigg)[/tex]
[tex]\text{Factor:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\sin\bigg(\dfrac{C}{2}\bigg)\bigg][/tex]
[tex]\text{Given:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\sin\bigg(\dfrac{\pi-(A+B)}{2}\bigg)\bigg]\\\\\\.\qquad \qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\sin\bigg(\dfrac{\pi}{2}-\dfrac{A+B}{2}\bigg)\bigg][/tex]
[tex]\text{Cofunction:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\cos\bigg(\dfrac{A+B}{2}\bigg)\bigg][/tex]
[tex]\text{Product to Sum:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[2\sin \bigg(\dfrac{A}{2}\bigg)\cdot \sin\bigg(\dfrac{B}{2}\bigg)\bigg]\\\\\\.\qquad \qquad \qquad \qquad =1+4\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\sin \bigg(\dfrac{A}{2}\bigg)\cdot \sin\bigg(\dfrac{B}{2}\bigg)\bigg]\\\\\\.\qquad \qquad \qquad \qquad =1+4\sin \bigg(\dfrac{A}{2}\bigg)\sin \bigg(\dfrac{B}{2}\bigg) \sin\bigg(\dfrac{C}{2}\bigg)[/tex]
[tex]\text{LHS = RHS:}\ 1+4\sin \bigg(\dfrac{A}{2}\bigg)\sin \bigg(\dfrac{B}{2}\bigg) \sin\bigg(\dfrac{C}{2}\bigg)=1+4\sin \bigg(\dfrac{A}{2}\bigg)\sin \bigg(\dfrac{B}{2}\bigg) \sin\bigg(\dfrac{C}{2}\bigg)\quad \checkmark[/tex]
do you inverse to slove
Answer: Yes, In mathematics, an inverse function (or anti-function) is a function that "reverses" another function: if the function f applied to an input x gives a result of y, then applying its inverse function g to y gives the result x, and vice versa, i.e., f(x) = y if and only if g(y) = x.
True or False: The variables in the equation 4x-(5y)2=64x-(5y)2=6 are 4, 5, and 6
Solve for n.
d=2m +3n
Answer:
n= 1/3d - 2/3m
Step-by-step explanation:
d=2m+3n
Step 1: Flip the equation.
2m+3n=d
Step 2: Add -2m to both sides.
2m+3n+−2m=d+−2m
3n=d−2m
Step 3: Divide both sides by 3.
3n/3 = d-2m/3
Therefore
n= 1/3d - 2/3m
Hope this helps!
Plz name brainliest if possible.
Answer:
n = d - 2m
3*
Step-by-step explanation:
First we want to get n alone on one side, so we should subtract 2m from both side;
d = 2m + 3n
3n = d - 2m
Now to get n by itself, we need to divide by 3 from both sides;
3n = d - 2m
n = d - 2m
3*
*Pretend there is a fraction bar between d - 2m and 3
Which of the following statements best gives the reasons that a data usage bill for a smart phone is an essential (variable) expense? a. It is an obligation to pay, but the spender has some control over its amount. b. It cannot be eliminated in a later budget, in order to save money. c. It is expected to be the same amount every month. d. Bills for services rendered have a higher priority than any other type of expense. Please select the best answer from the choices provided A B C D
Answer: I’m pretty sure its A on e2020
Step-by-step explanation:
It is an obligation to pay, but the spender has some control over the amount.
Option A is the correct answer.
We have,
The reason that a data usage bill for a smartphone is an essential (variable) expense is that it is an obligation to pay.
In other words, the phone service is necessary for the phone to function properly, and therefore, the bill must be paid.
However, the spender has some control over its amount by managing their data usage, such as turning off data for certain apps or using Wi-Fi instead of cellular data.
This means that while the bill cannot be eliminated entirely, the spender can take steps to reduce the amount owed.
Statement b is incorrect because while the bill cannot be eliminated entirely, it can be reduced by managing data usage.
Statement c is incorrect because the amount of the bill is not expected to be the same every month, as it will depend on how much data is used. Statement d is incorrect because while bills for services rendered may be a priority, they do not necessarily have a higher priority than other types of essential expenses, such as food or housing.
Thus,
It is an obligation to pay, but the spender has some control over the amount.
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the difference between objects being "similar" vs. "congruent
Answer: See below
Step-by-step explanation:
The difference between similar and congruent is the size and shape.
If two objects are similar, they look similar to each other, meaning they look the same, but not exactly the same. It can be 2 stuffed animals that look the same, but different sizes. One can be large and other can be small.
If two objects are comgruent, you know that they are EXACTLY the same. They are the same size, shape, etc. Using the example from above, you have either two large stuffed animals, or two small stuffed animals. The two large animals would be congruent to each other, same for the small animals.
Congruent means that they are identical. They are exactly the same in every way.
Similar can mean they look the same but they are not identical.
For example, a triangle that has been scaled down in size is still similar to the original triangle but they are not congruent.
I believe thats what it is.
Mrs. Trobiano regularly works 40 hours per week, at a rate of d dollars
per hour. Last week she worked h overtime hours at double time.
Express her total weekly salary algebraically.
Answer:
d = 40w x 2
Step-by-step explanation:
Help I am kinda confused on this!
Armando started the school year with 15 pencils and gave away 3 pencils every month. Daniel started the school year with 7
pencils and bought 1 every month.
After how many months did Armando have the same number of pencils as Daniel?
A-8
B-2
C-12
D-5
Answer:
B-2
Step-by-step explanation:
It is B, because On the first month, Armando has 12 and Daniel has 8, now on the 2nd month Armando has 9 because he gives away 3 each month and Daniel now has 9 because he adds one each month, so all in all, they have the same exact number of pencils on the 2nd month
After 5 months is when Armando and Daniel had the same number of pencils.
help me!!!!!!!! Evaluate: 30 - 12÷3×2
Answer:
22
Step-by-step explanation:
30 - 12 :3 ×2
30 - 4 ×2
30 - 8
22
Answer:
22
Step-by-step explanation:
The order of operations states that 12÷3×2 (division and multiplication) is done first from left to right .
12÷3×2 = 4 × 2 = 8
Therefore , 30 - 12 ÷ 3 × 2 = 30 - 8 = 22.
So, the answer is 22. Hope this helps!
3 units, 2units, 2 units the area of the figure square units
Answer:
12
Step-by-step explanation:
im taking the test jjiiiuy teñido itself
Can you please solve this as soon as you can? Thank you!
Step-by-step explanation:
x=120⁰
hdbdbdddfhcydhgdjvds
Expand.
If necessary, combine like terms.
(2x + 5)(x – 5) =
To Expand: (2x + 5)(x - 5).
(2x + 5)(x - 5)
= 2x(x - 5) + 5(x - 5)
= 2x² - 10x + 5x - 25
= 2x² - 5x - 25 Ans.
(Combined the like terms)
Answer:
2x² - 5x - 25
Step-by-step explanation:
Use FOIL method
(2x + 5)(x - 5) = 2x*x + 2x*[-5] + 5*x + 5*[-5]
= 2x² -10x + 5x - 25 {add like terms}
= 2x² - 5x - 25
Mrs. Johnson wants to take her class to the fair. The bus will cost $200 and the fair charges $4 per student. She has a $300 budget, what is the maximum number of students she can take to the fair.
Answer:
This is simple,
Step-by-step explanation:
If the bus costs 200$ and the fair charges 4$ per students that means you have to do this:
300$ budget - 200 of the bus = 100$ left
and if $4 per student:
100 divided by 4 = 25
she can take 25 students
Hope this helps!
Which choice is the correct graph of|xl> 5?
Answer:
c
Step-by-step explanation:
What is the slope and y-intercept of the equation 6x - 1 = 3y - 10?*
(1 Point)
Om = 2, b = 3
O m = 3, b = 4
m = 6, b = 9
Answer:
m = 2, b = 3
Step-by-step explanation:
The equation of a line in slope- intercept form is
y = mx + b ( m is the slope and b the y- intercept )
Given
6x - 1 = 3y - 10 ( add 10 to both sides )
6x + 9 = 3y ( divide all terms by 3 )
2x + 3 = y , that is
y = 2x + 3 ← in slope- intercept form
with slope m = 2 and y- intercept b = 3
