[tex]\text{Hey there!}[/tex]
[tex]{\bf{Which\ expression\ is\ equivalent\ to \ 9^5?}[/tex]
[tex]\bf{Note: 9^5=59,049}[/tex]
[tex]\bf{Well, \ it\ is\ telling\ us\ that\ 9\ is\ expanded/expressed\ 5\ times}[/tex]
[tex]\bf{It\ CAN'T\ be\ option\ A. \ because\ 9\times 5\ because\ it\ equals \ 45}\\\\\bf{It\ CAN'T\ be\ option\ B.\ because\ the\ question\ is\ NOT\ asking\ 5^9}\\\\\bf{It\ CAN\ be\ option\ C.\ because\ it\ expressed\ the\ equation\ out }\\\\\bf{It\ CAN'T\ be\ Option\ D.\ because\ that\ equals\ 4,613,203,125\ and\ that\ is\ way\ too}\\\bf{big}[/tex]
[tex]\boxed{\boxed{\bf{Your \ answer:C. 9\times9\times9\times9\times9}}}\checkark[/tex]
[tex]\text{Good luck on your assignment and enjoy your day!}[/tex]
~[tex]\frak{LoveYourselfFirst:)}[/tex]
Final answer:
None of the given expressions are equivalent to g^5, as they all include the number 9. For a proper understanding, g^5 means multiplying g by itself five times (g x g x g x g x g). In exponentiation, such as (10²)³, exponents are multiplied to get the result (10&sup6;).
Explanation:
The expression g^5 represents g multiplied by itself 5 times. Looking at the given options, it is clear that none of them are equivalent to g^5 since they all involve the number 9, not the variable g. However, to understand the concept, if you were to express g^5 in a long form similar to the options, it would be g x g x g x g x g.
When discussing raising a number to an exponent, such as in (10²)³, you multiply the exponents, resulting in 10&sup6;. This comes from the law of exponents, which tells us that (a²)³ = a²×³. In this case, you would multiply 2 and 3 to get 6 as the new exponent for a.
This concept also applies to expressions inside parentheses raised to a power, affecting everything inside the parentheses. In the case of (27x³)(4x²), each term within the parentheses must be raised to the indicated power.
A daycare charges a base fee of 3 dollars plus 0.50 dollars per minute for late (after closing time) pick-ups. Albin
had to pay 10.50 dollars for a late pick-up.
Albin uses the equation, 10.50 = 0.50a + 3 to represent the situation.
What does the variable a represent in the equation?
Choose 1 answer:
Number of minutes of Albin's late pick-up
The part of the cost that depends on the number of minutes late
The number of dollars per minute late
The variable 'a' in Albin's equation represents the number of minutes Albin was late for picking up from the daycare, with 3 dollars as the base fee and 0.50 dollars charged for each minute late.
Explanation:The variable a in Albin's equation, 10.50 = 0.50a + 3, represents the number of minutes of Albin's late pick-up from the daycare. The base fee of the daycare is 3 dollars, which is a fixed amount, while 0.50 dollars is the rate charged per minute for being late. The equation is a way to calculate the total fee based on the minutes Albin is late.
For comparison, if we look at Aaron's Word Processing Service, the total cost of services would be represented by y = 31.50 + 32x, where 31.50 is a fixed cost and the cost for word processing is 32 dollars per hour (x). Similarly, for Svetlana's tutoring sessions, the total income she earns is given by y = 25 + 15x, where 25 is a one-time fee and 15 dollars per hour is her rate of earning.
PLEASE HELP MEE
Examine this system of equations. Which number can be multiplied by each equation so that when the two equations are added together, the y term is eliminated?
Three-fourths x + two-thirds y = 6
StartFraction 5 Over 8 EndFraction x + five-sixths y = 12
A) 15 times the first equation and 12 times the second equation
B) 15 times the first equation and –12 times the second equation
C) 30 times the first equation and –6 times the second equation
D) 30 times the first equation and 6 times the second equation
Answer:
The answer is b
Step-by-step explanation:
I took the test
Answer:
B
Step-by-step explanation:
Henry had $24.12. His friend Greg had one-
half as much as Henry. Another friend Kasey
had one-fourth of what Henry has. How much
money do the three friends have altogether?
Henry:
Greg:
Kasey
Total:
Answer: $42.21
Step-by-step explanation:
Henry; $24.12
Gregg; $24.12 / 2= $12.06
Kasey; $ 24.12 / 4= $6.03
$24.12 + $12.06 + $6.03
2/5 with an exponent of 3
Answer:
2/5 with an exponent of 3 is 8/125 or 0.064
Step-by-step explanation:
Given:
A fraction = 2/5
Exponent = 3
To find the value of the fraction using the exponent.
We know that :
⇒ [tex](a)^3=a\times a\times a[/tex]
The exponents is the number of times a number is multiplied.
So,
⇒ [tex](\frac{2}{5})^3[/tex]
⇒ [tex]\frac{2\times 2\times 2}{5\times 5\times 5}[/tex]
⇒ [tex]\frac{8}{125}[/tex]
On further division the number can be written as 0.064
A bakery uses ounces of icing for every of a cake. What is the unit rate in ounces of icing per cake?
A.
ounces of icing per cake
B.
ounces of icing per cake
C.
ounces of icing per cake
D.
ounces of icing per cake
Answer:
Here is a similar question:
A bakery uses 10 1/5 ounces of icing for every 1/4 of a cake. What is the unit rate in ounces of icing per cake.
The unit rate in ounces of icing per cake = 40 4/5 ounces
Step-by-step explanation:
Given:
Ounces of ice used for every 1/4 cake = 10 1/5
We have to find the unit rate.
Let the unit rate be 'x' .
Unit rate is the rate when we use unit 'one' as our reference to find any value.
Lets convert the mixed fraction of ounces.
⇒ [tex]10\frac{1}{5} = \frac{(10\times 5)+1}{5} =\frac{51}{5}[/tex]
Portion of the cake used = [tex]\frac{1}{4}[/tex]
To find the unit rate here we must divide :
⇒ [tex]x=\frac{number\ of\ ounces\ used}{portion\ of\ the\ cake}[/tex]
⇒ [tex]x=[/tex] [tex]\frac{51}{5}[/tex] ÷ [tex]\frac{1}{4}[/tex]
⇒ [tex]x=[/tex] [tex]\frac{51}{5}\times \frac{4}{1}[/tex]
⇒ [tex]x=[/tex] [tex]\frac{51\times 4}{5}[/tex]
⇒ [tex]x=[/tex] [tex]\frac{204}{5}[/tex]
⇒ [tex]x=[/tex] [tex]40\frac{4}{5}[/tex] Or [tex]40.8[/tex]
Hence, the unit rate in ounces of icing per cake = 40 4/5 ounces.
Answer:
Another similar question:
A bakery uses 10 3/5 ounces of icing for every 1/4 of a cake. What is the unit rate in ounces of icing per cake?
Step-by-step explanation:
Answer is 42 2/5
10 3/5 ÷ 1/4 = 53/5 ÷ 1/4
= 53/5 x 1/4
= 212/5
= 42 2/5
• Determine the coordinates of the vertices of the rectangle to compute the area of the rectangle using the distance formula (round
to the nearest integer).
A) 35units B) 50units C) 60units D) 70units
Answer:
the correct answer is d
Step-by-step explanation:
The Area of rectangle is 30 sq. unit.
What is Distance Formula?The distance between two points A( a,b) and B(c, d) in coordinate plane is
D= √(c- a)² + (d- b)²
Given:
From the figure the coordinates of rectangle are A(3, 8), B(6, 11), C(11, 6) and D(8, 3).
Using Distance Formula
length: l = √(8-3)² + (3-8)² = √25 + 25 = √50
width: w= √(6-3)² + (11- 8)² = √9+9 = √18
So, the area of rectangle = l x w
= √50 x √18
= √50 x √18
= √900
= 30 sq. unit.
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As, the Questions figure is not given. So, this question is solved with different figure but with same method of solving.
Find the length of the midsegment to the nearest tenth
31.0
70.0
35.0
16.7
Answer:
35.0 units
Step-by-step explanation:
we know that
A mid-segment of a triangle is a segment connecting the midpoints of two sides of a triangle. This segment is always parallel to the third side, and the length of the mid-segment is half the length of the third side
so
[tex]6x+5=\frac{1}{2}(3x+55)[/tex]
solve for x
[tex]12x+10=3x+55\\12x-3x=55-10\\9x=45\\x=5[/tex]
Find the length of the mid-segment
substitute the value of x
[tex]6(5)+5=35.0\ units[/tex]
.
.
Tessa had $90 in her checking account. She paid her cable/internet bill for $75. She
deposited $50 from her part-time job before writing a check for $80 to pay her
credit card bill. What is Tessa's account balance?
Answer:
I believe the answer is -15, I calculated it and thats what i got
Step-by-step explanation:
Tessa's account balance is $-15.
What is an expression?Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.
Given that Tessa had $90 in her checking account. She paid her cable/internet bill for $75.She deposited $50 from her part-time job before writing a check for $80 to pay her credit card bill.
The remaining amount is calculated as:-
Balance = 90 + 50 - 75 -80
Balance = $-15
Hence, the account balance is $-15.
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Describe 7/8 each probability in words
Answer:
7/8 probability means that it is likely
Step-by-step explanation:
7/8 probability means that it is likely because 8/8 would mean certain. The closer the number gets to 8/8, the more likely it becomes. The farther away it goes, the less likely it becomes. Also, because half of 8 is 4, if the number on top is anything over 4, it means the chance is likely. If it's under 4, it's unlikely. And if it's exactly 4, then that means it is a 1/2 chance like flipping a coin.
"However, everything I just wrote only applies for this specific probability."
A pot of boiling water at 212 degrees Fahrenheit on the stove has less thermal energy than a hot tub full of water at 100..4 degrees. true or false
Answer:
False
Step-by-step explanation:
Whichever has more heat (in this case the stove) has more thermal energy
The product of 6.3 and g increased by 14
Answer:
Step-by-step explanation:
6.3g + 14
Answer:
6.3g + 14
Step-by-step explanation:
Fully simplify. −3x2y5(5x5y4)-3x^2y^5(5x^5y^4) −3x 2 y 5 (5x 5 y 4 )
4) Explain the difference between symmetry and congruency.
Answer:
Two figures are congruent if they can be superimposed so that they fit exactly. It can be shown that two plane polygons are congruent if and only if a one-to-one correspondence can be established between them such that corresponding sides have the same length and corresponding angles have the same measure.
Thus, figures that are the same size and shape are congruent. Corresponding parts of congruent figures are congruent. Congruent figures, such as those below, may be in different positions.
Congruent shapes
A figure has line symmetry if it can be folded in half and the two halves are congruent. The line made by the fold is the line of symmetry. Line symmetry is also called bilateral symmetry. Figures can have no lines of symmetry or an unlimited number of lines of symmetry.
Step-by-step explanation:
Final answer:
Symmetry refers to a balanced and proportional similarity an object exhibits across a dividing line, while congruency means two objects are identical in shape and size but may differ in position. Human bodies show bilateral symmetry, and symmetry is important for biological functionality and aesthetics. Congruency, meanwhile, is about identical geometry, regardless of orientation or position.
Explanation:
The difference between symmetry and congruency is foundational in understanding geometric principles. Symmetry refers to the balanced and proportional similarity that an object has with respect to a dividing line, plane, or center.
When an object exhibits symmetry, it means that if you were to fold it along its line of symmetry, the two halves would match up perfectly, reflecting one another. For instance, human body plans illustrate bilateral symmetry, where the body can be split into left and right halves that are mirror images of each other.
On the other hand, congruency is a concept that denotes when two shapes are identical in form and size, although they may be flipped, rotated, or moved. In geometry, when two figures are congruent, they have exactly the same dimensions and shape, but their positions may vary. A real-world example of congruence can be seen in the uniformity of manufactured products like tiles or bricks.
To observe how symmetry extends to our senses, consider that our eyes and ears are positioned symmetrically on either side of our head, providing balanced input to our brain which helps us navigate our environment effectively. This speaks to the importance of symmetry not just in aesthetics but also in biological functionality.
Simplify to create an equivalent expression, Explain why?
5(2p+1)+3(3p-1)
Answer:
[tex]19p+2[/tex]
Step-by-step explanation:
we have
[tex]5(2p+1)+3(3p-1)[/tex]
Applying Distributive Property
[tex]5(2p)+5(1)+3(3p)+3(-1)[/tex]
[tex]10p+5+9p-3[/tex]
Combine like terms
[tex]19p+2[/tex]
Which of the following linear equations has the steepest slope?
Answer:
D
Step-by-step explanation:
Given f(x) = x² + 8x and g(x) = x4, choose
the expression for (fºg)(x).
The expression for the new function (fog(x)) = x⁸ + 8x⁴
What is a composite function?
A composite function some called function of a function is a process whereby two functions produce a third function.
Let assume there is a function f(x) and g(x), a composite function fog(x) read as f of g of x, produces a third function h(x).
In the given question, we are to find (fog) (x), we will replace the value of the function g(x) for x in f(x).
i.e.
f(g(x) = x² + 8x
[tex]f(g(x) = (x^4)^2+8(x^4)[/tex]
[tex]f(g(x)) = x^8+8x^4[/tex]
Find the product. (− 1/ 4 )(−12)(−3) A) −4 B) −9 C) 4 D) 9
Answer:
3
Step-by-step explanation:
-1/4 = - 0.25
-0.25 * - 12 = 3
could you guys pleasenname the place value to which each number was rounded. 0.982 to 0.98
Answer: THOUSANDTHS
Step-by-step explanation:
What is 4c + 8c = -55 + 3c
To solve this, you need to isolate/get the variable "c" by itself in the equation:
4c + 8c = -55 + 3c You can first combine like terms (4c and 8c)
12c = -55 + 3c Subtract 3c on both sides
9c = -55 Divide 9 on both sides
[tex]c=-\frac{55}{9}[/tex]
PLEASE OKEAZE OLEASE HELP write a expression that represents the area of a circle with a radius of 7 units?
using your expression, solve for the area of the circle.
Answer:
[tex]A=\pi (7)^2=153.94\ unit^2[/tex]
Step-by-step explanation:
Area of the Circle: The area of the circle of radius [tex]r[/tex] is given by [tex]\pi r^2[/tex].
[tex]Here\ r=7\\\\A=\pi (7)^2\\\\A=\pi\times 49\\\\A=49\pi\\\\A\approx 153.94\ unit^2[/tex]
Is 3/10 greater than 3/5
Answer:
No. 3/10 is NOT greater that 3/5.
Step-by-step explanation:
Take two pizzas for example. Cut one into 10 slices and the other into 5. Take three out of both and see which one has more of the pie gone.
Answer:No, You can set it up as a proportion to compare.
Step-by-step explanation:
You can check by changing 3/5 into 6/10(10 is a common denominator, what u do to the bottom, you must do at the top)and as you can see, 6/10 is more than 3/10.
I don’t understand how to solve it
Answer:
$3.19
Step-by-step explanation:
so he starts with $18.90 and we know that he spent $2.95. So we will subtract $2.95 from $18.90. So we are left with $15.95. But now its says he bought 5 items with $15.95. So we will divide 15.95 by 5. So the price of the item that he bought 5 of is $3.19
If you are at a higher level you can use this method:
make and equation of: 5x + 2.95 = 18.90
with this you would subtract 2.95 and then divide by 5 just like we did above.
Answer:
d. 15.95
Step-by-step explanation:
So if one item cost $2.95 and he bought 5 other items that were the same price, we first have to subtract $2.95 from the total which is $18.90.
18.90 - 2.95 = 15.95
Now, to find the cost of the other five items we divide the amount of money left by 5.
15.95 / 5 = 3.19
So each of the other five items costs $3.19.
To find the total cost of the five items together, we multiply 3.19 by 5.
3.19 x 5 = 15.95
Which of the following relations is a function? A. (11, 5), (3, -9), (9, 0), (11, -6) B. (0, 11), (-9, 3), (0, 9), (-9, -6) C. (5, 11), (-9, 3), (0, 9), (-6, 11) D. (5, 11), (-9, 3), (0, 9), (0, -6)
The relation {(5 , 11) , (-9 , 3) , (0 , 9) , (-6 , 11)} is a function ⇒ C
Step-by-step explanation:
Let us revise the relation and the function:
A relation is a set of inputs and outputsA function is a relation with one output for each inputIn the function every input has only one output, that means the input can not be repeatedEx: {(-1 , 3) , (0 , -1) , (-1 , 0)} is not a function because the input -1 has two outputs 3 and 0A. {(11 , 5) , (3 , -9) , (11 , -6)
∵ The input 11 has two outputs 5 and -6
∵ In the function each input has only one output
∴ The relation is not a function
B. {(0 , 11) , (-9 , 3) , (0 , 9) , (-9 , -6)
∵ The inputs 0 and -9 have two outputs 11 , 9 and 3 , -6
∵ In the function each input has only one output
∴ The relation is not a function
C. {(5 , 11) , (-9 , 3) , (0 , 9) , (-6 , 11)}
∵ Each input has only one output
∵ In the function each input has only one output
∴ The relation is a function
D. {(5 , 11) , (-9 , 3) , (0 , 9) , (0 , -6)}
∵ The input 0 has two outputs 9 and -6
∵ In the function each input has only one output
∴ The relation is not a function
The relation {(5 , 11) , (-9 , 3) , (0 , 9) , (-6 , 11)} is a function
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Answer:
D
Step-by-step explanation:
PLZZZ HELP ASAP!!!!! Part A: Explain how to write an equivalent expression for 3(4x + 2) using the distributive property. Part B: Prove the 2 expressions are equivalent by substituting x = 2 into both expressions. *
3(4x + 2)
= 3 . 2(2x + 1)
= 6(2x + 1)
proof
• 3(4x + 2)
= 3(4(2) + 2)
= 30
• 6(2x + 1)
= 6(2(2) + 1)
= 30
Find the area of polygon
Answer:
of wut
Step-by-step explanation:
please help i will mark brainliest 50 points
Mr. Wilson is giving his students a vocabulary test tomorrow over all the terms they have learned from this semester. Today, he wants to determine how prepared the students are for the test. So, he writes each term on a note card and puts all the note cards in a paper bag. Then, he asks each student to come to his desk, select five note cards out of the bag, define those five terms, and then put the note cards back in the bag. He records the number of terms each student is correctly able to define.
What is the population in this situation? What is the sample? Use complete sentences in your answer.
Do you think the data from the sample Mr. Wilson is collecting is representative of the population? Explain your reasoning using complete sentences.
The population in this situation is all the terms that the teacher taught this semester and that are represented in the note cards and put in the paper bag.
Explanation:
The population in this situation of Mr Wilson is all the terms that the teacher taught this semester and that are represented in the note cards and put in the paper bag. The sample is every set of 5 note cards that is selected by the students.
The data is representative of the population because they are selected randomly without bias. Every of term has the same probability of being selected. Also it given that the cards are replaced every time, so all the students will face the same population when they are going to select a sample.
3. Robert let 100 students listen to his Ipod. After listening to his Ipod 75 students said they
liked his music while 25 students said they did not like his music. Johnny says that for every
3 students who liked Robert's music, there was 1 person who did not like his music. Is this
true?
Answer: has because 1/4 is 25 and 3/4 is 75
Step-by-step explanation:
Use properties of rational numbers to multiply the following.
6/7 x 42.21
Step-by-step explanation:
We have,
[tex]\dfrac{6}{7} \times 42.21[/tex]
To find, the value of [tex]\dfrac{6}{7} \times 42.21[/tex] = ?
∴ [tex]\dfrac{6}{7} \times 42.21[/tex]
= [tex]\dfrac{6}{7} \times \dfrac{4221}{100}[/tex]
We know that,
The properties of rational numbers,
[tex]\dfrac{a}{b} \times \dfrac{c}{d} =\dfrac{a\times c}{b\times d}[/tex]
= [tex]\dfrac{6\times 4221}{7\times 100}[/tex]
= [tex]\dfrac{25326}{700}[/tex]
= 36.18
Thus, the value of [tex]\dfrac{6}{7} \times 42.21[/tex]= 36.18
Multiply the algebraic expression using a Special Product Formula and simplify.
(x − 7y)^2
The simplified expression is x^2 - 14xy + 49y^2.
To multiply the expression (x - 7y)^2 using the Special Product Formula, we can use the formula (a - b)^2 = a^2 - 2ab + b^2.
In this case, a = x and b = 7y. Plugging these values into the formula, we get:
(x - 7y)^2 = x^2 - 2(x)(7y) + (7y)^2
Simplifying further:
= x^2 - 14xy + 49y^2
So, the simplified expression is x^2 - 14xy + 49y^2.
What is 1 1/3 times 1 4/9 in fraction form
Answer:
52 / 27
Step-by-step explanation:
To multiply mixed numbers, convert them into improper fractions. Multiply the two improper fractions together and simplify the result.
Explanation:To multiply mixed numbers, we first convert them into improper fractions. To convert 1 1/3 into an improper fraction, we multiply the whole number (1) by the denominator (3) and add the numerator (1). This gives us 4/3. Similarly, to convert 1 4/9 into an improper fraction, we multiply the whole number (1) by the denominator (9) and add the numerator (4). This gives us 13/9.
Now, we can multiply the two improper fractions together. 1 1/3 times 1 4/9 equals (4/3) * (13/9). To multiply fractions, we multiply the numerators together and multiply the denominators together. So, (4/3) * (13/9) equals (4 * 13) / (3 * 9), which simplifies to 52/27.
Therefore, 1 1/3 times 1 4/9 in fraction form is equal to 52/27.
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