Answer these questions

Answer: X=10

Step-by-step explanation:

Answer:

que pasa parsero deja de esta mostrando el manda aquí vale

Answer:

B. √x.

Step-by-step explanation:

That would be B - the square root of x.

The answer is 104°.

.. .. ..

Answer:

Step-by-step explanation:

A line is always equal to 180. So if angle POR is 76, you would do 180-76 which equals 104.

Answer:

-33.

Step-by-step explanation:

[12 -5 x 9]

= 12 - 45

= -33.

Answer:

-36

Step-by-step explanation:

[12-45]=3

-33=3

-33-3=-36

Given:

The functions are:

[tex]f(x)=2x+1[/tex]

[tex]g(x)=x^2[/tex]

To find:

The value of [tex]fg(3)[/tex].

Solution:

We have,

[tex]f(x)=2x+1[/tex]

[tex]g(x)=x^2[/tex]

Substitute [tex]x=3[/tex] in each function.

[tex]f(3)=2(3)+1[/tex]

[tex]f(3)=6+1[/tex]

[tex]f(3)=7[/tex]

And,

[tex]g(3)=(3)^2[/tex]

[tex]g(3)=9[/tex]

We know that, product of two functions is defined as:

[tex]fg(x)=f(x)\times g(x)[/tex]

Using this rule, we get

[tex]fg(3)=f(3)\times g(3)[/tex]

[tex]fg(3)=7\times 9[/tex]

[tex]fg(3)=63[/tex]

Therefore, the value of [tex]fg(3)[/tex] is 63.

Answer:

x = 3, JL = 17, MN = 13

Step-by-step explanation:

Given 2 intersecting chords in a circle , then

The product of the parts of one chord is equal to the product of the parts of the other chord, that is

14x = 7 × 6 = 42 ( divide both sides by 14 )

x = 3

Then

JL = x + 14 = 3 + 14 = 17

MN = 6 + 7 = 13

Answer:

m<1 = 48°

m<2 = 132°

m<3 = 132°

m<5 = 48°

Step-by-step explanation:

Given:

m<4 = 48°

Required:

m<1, m<2, m<3, and m<5

Solution:

m<1 = m<4 (alternate exterior angles are congruent)

m<1 = 48° (substitution)

m<2 = 180° - (m<1) (linear pair theorem)

m<2 = 180° - 48° (substitution)

m<2 = 132°

m<3 = m<2 (alternate interior angles are congruent)

m<3 = 132° (substitution)

m<5 = m<4 (corresponding angles are congruent)

m<5 = 48° (substitution)

Answer:

117π=367.38

Step-by-step explanation:

r=d/2=3

V=πr2h=π·3²·13=117π=367.38

The correct letter that match each summation expression are;

[tex]\displaystyle \sum\limits_{i=1}^n[/tex] is equal to c

[tex]\displaystyle {\sum\limits_{i=1}^n i}[/tex] is equal to b

[tex]\displaystyle \sum_{i=1}^n c[/tex] is equal to d

[tex]\displaystyle\sum_{i=1}^n i^3[/tex] is equal to e

[tex]\displaystyle \sum\limits_{i=1}^n i^2[/tex]is equal to a

The summation expression indicates the sum of all values of a series of a function within a specified limit of values.

The equation for the sum of a constant c and the ith term of an of a sequence of numbers is equivalent to the product of the constant and the sum of the terms of the sequence as follows;

[tex]\sum\limits_{i=1} ^n {c\cdot a_i} = c\cdot \sum\limits_{i=1} ^n {a_i}[/tex] the correct option is c

The sum of ith terms from i = 1 to i = n is an arithmetic series with the formula;

Sₙ = (n/2)·[2·a + (n - 1)·d]

Where; a = The first term = 1

d = The common difference = 1

Therefore;

Sₙ = (n/2)·[2 + (n - 1)] = n + n·(n - 1)/2 = (2·n + n² - n)/2

(2·n + n² - n)/2 = (n² + n)/2 = n·(n + 1)/2

Therefore;

[tex]\sum\limits_{i=1}^n i = \dfrac{n\cdot (n + 1)}{2}[/tex] The correct option is b

The sum of n number of a constant, c is c·n, therefore;

[tex]\sum\limits_{i = 1}^n c = c\cdot n[/tex] The correct option is d

[tex]\sum\limits_{i=1}^n [(1 + i)^3-i^3[/tex] = (2³ - 1³) + (3³ - 2³) + ... + ((n + 1)³ - n³) = (n + 1)³ - 1³

(n + 1)³ - 1³ = n³ + 3·n² + 3·n

[tex]\sum\limits_{i=1}^n [(1 + i)^3-i^3[/tex] = n³ + 3·n² + 3·n

However, we get;'

[tex]\sum\limits_{i=1}^n [(1 + i)^3-i^3[/tex] = [tex]\sum\limits_{i=1}^n [ i^3 + 3\cdot i^2 + 3\cdot i+ 1-i^3][/tex]

[tex]\sum\limits_{i=1}^n [ i^3 + 3\cdot i^2 + 3\cdot i+ 1-i^3][/tex] = [tex]\sum\limits_{i=1}^n [ 3\cdot i^2 + 3\cdot i+ 1][/tex] = 3·S₂ + 3·S₁ + n

Where;

[tex]S_2 = \sum\limits_{i=1}^n i^2[/tex]

[tex]S_1 = \sum\limits_{i=1}^n i[/tex] = n·(n + 1)/2

[tex]\sum\limits_{i=1}^n [ 3\cdot i^2 + 3\cdot i+ 1][/tex] = n³ + 3·n² + 3·n = 3·S₂ + 3·S₁ + n

3·S₂ = n³ + 3·n² + 3·n - (3·S₁ + n) = n³ + 3·n² + 3·n - (3·(n·(n + 1)/2) + n)

n³ + 3·n² + 3·n - (3·(n·(n + 1)/2) + n) = n³ + 3·n²/2 + n/2

3·S₂ = n³ + 3·n²/2 + n/2

S₂ = n³/3 + 3·n²/6 + n/6 = (2·n³ + 3·n² + n)/6

S₂ = (2·n³ + 3·n² + n)/6 = n·(2·n² + 3·n + 1)/6

S₂ = n·(2·n² + 3·n + 1)/6 = n·(2·n + 1)·(n + 1)/6

S₂ = n·(2·n + 1)·(n + 1)/6

[tex]S_2 = \sum\limits_{i=1}^n i^2 = \dfrac{n\cdot (2\cdot n + 1)\cdot (n + 1)}{6}[/tex] The correct option is; a

(n + 1)⁴ - n⁴ = 4·n³ + 6·n² + 4·n + 1

Therefore;

(n + 1)⁴ - 1⁴ = 4·S₃ + 6·S₂ + 4·S₁ + n

4·S₃ = (n + 1)⁴ - 1⁴ - (6·S₂ + 4·S₁ + n)

(n + 1)⁴ - 1⁴- (6·(n·(2·n + 1)·(n + 2)/6) + 4·(n·(n + 1)/2) + n) = (n + 1)·(3·n² - n + 1)

4·S₃ = n²·(n + 1)²

S₃ = n²·(n + 1)²/4

[tex]S_3 = \sum\limits_{i=1}^n i^3 = \dfrac{n^2\cdot (n+1)^2}{4}[/tex] The correct option is e

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Answer:

1.10 2.158 3.157 4.100. 5.32 6. 168 7.99 8.46 9.3

Step-by-step explanation:

Answer:

9, 84, 30, 10, 157, 45, 168, 3, 100, 99

Step-by-step explanation:

Answer:

Disjointed

Step-by-step explanation:

Their economy and a lot of structures were destroyed which left them struggling to recover.

Answer:

$62

Step-by-step explanation:

Hello it's $62 because 31 x 2 = 62 and it was half off so that is why its $62

Answer:

The original price is 62 dollars.

Answer:

8 battery =12

20 battery =?(x)

8x=240

x=240÷8

x=30

for 20 battery..it would cost 30

Step-by-step explanation:

The cost of 20 rechargeable batteries will be $30.

What is Division method?

Division method is used to distributing a group of things into equal parts. Division is just opposite of multiplications.

For example, dividing 20 by 2 means splitting 20 into 2 equal groups of 10.

Given that;

The cost of A package of 8 rechargeable batteries = $12.

Now,

Since, The cost of A package of 8 rechargeable batteries = $12.

So, The cost of A package of 1 rechargeable batteries = $12/8

Hence, The cost of A package of 20 rechargeable batteries is,

= $12/8  x 20

= $30

Thus, The cost of 20 rechargeable batteries will be $30.

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La respuesta correcta para esta pregunta abierta es la siguiente.

Desafortunadamente, no nos especificas a qué escuela te refieres, ni al lugar, condado, pueblo, región o ciudad. Hay miles de grupos de"5to Grado." ¿A cuál de todos te refieres?

Tampoco especificas si esta es una pregunta de cultura en general, de música, o es algún problema de matemáticas o estadística.

Si fuera de matemáticas, también se te olvidó incluir todos los datos, números y nombres para ayudarte a responder.

Sin embargo, con la idea de ayudarte un poquito, podemos comentarte lo siguiente de manera general.

El tipo de música grupera de banda gusta más entre los alumnos de quinto grado es generalmente la música de banda como la Banda Machos, los Tucanes de Tijuana, La Banda MS, la Banda el Recodo de Cruz Lizárraga, la Banda Mexicana o la Banda Arrolladora. Estas bandas mexicanas son muy populares en México, Centro y Sudamérica y los Estados Unidos.

Answer:

The domain of √x - 1 is x ≥ 0

Step-by-step explanation:

The function f(x) = √x has real outputs only for x ≥ 0.  The constant -1 is defned for all x.  

The domain of √x - 1 is x ≥ 0.

Answer:

The number will be 705.

Step-by-step explanation:

Answer:

What are the bases and heights?

It doesnt make sense because i got 104 but thats not one of the options.

Step-by-step explanation:

Since bx can be defined for all real numbers r, the domain of an exponential function is all real numbers. The range of bx is all real numbers greater than 0. ... If b > 1, then f is an increasing function. I.e. f(x) increases in value as x increases.

Answer: Find the length of A

3) Find the scale factor.

Step-by-step explanation:

Answer:

The purpose is to increase the generalizability of the results. By drawing a random sample from a larger population the goal is that the sample will be representative of the larger group and less likely to be subject to bias

Step-by-step explanation:

Answer:

Step-by-step explanation:

The purpose is to increase the generalizability of the results. By drawing a random sample from a larger population the goal is that the sample will be representative of the larger group and less likely to be subject to bias

Answer:

There were 1,495 students enrolled at liberty middle this year

Step-by-step explanation:

1,300 + 15%

Answer:

-2/5 × 3/3 = -6/15

1/5 × 3/3 = 3/15

Five rational numbers in between are : -1/3, -4/15, -1/5, -2/15, -1/15

Answer:

-20 2/5 (2/5 as fraction)

Answer:

√65/2 square units

Step-by-step explanation:

Find the diagram attached

Area of the triangle = 1/2 * base * height

To get the base and height, we will use the distance formula;

Area of the triangle LMN = 1/2 * LM * MN

For MN

Given the coordinate M(3, 2) and N(1, 3)

MN = √(3-2)²+(1-3)²

MN = √1²+(-2)²

MN = √1+4

MN = √5

For LM;

Given the coordinate L(1, -1) and M(3, 2)

LM = √(2-(-1))²+(3-1)²

LM = √(2+1)²+(2)²

LM = √3²+(2)²

LM = √9+4

LM = √13

Area of the triangle LMN = 1/2 * √13 * √5

Area of the triangle LMN = √65/2 square units

Answer:

No solution

Step-by-step explanation:

Answer:

No solution

Step-by-step explanation: X can only have 1 anser and -1.25 would make it negative.

Answer:

D

Step-by-step explanation:

Answer:

C. The mode of the number of miles Ian skated each day in July is less than the mode of the number of miles lan skated each day in August.

Step-by-step explanation:

Hope this helps :)

Answer:

Point D: (2, 9)

Step-by-step explanation:

The first quadrant includes points that have a positive x coordinate and a positive y coordinate. The only point that meets these conditions is point D, (2, 9).

Aisha's net balance after writing the check of $100 to five employees will be $260 .

Given, Aisha’s account balance $760.

Now, to get the net balance of account after deductions .

Remaining amount = Original Balance - Payment amount.

Substitute the values,

Remaining amount = $760 - 5 × $100

Remaining amount = $760 - $500

Remaining amount = $260

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