Answer:
the answer is d add 8x to both sides
Step-by-step explanation:
The missing step in step 2 is to add 8x to both sides of the inequality.
What is inequality?An inequality shows the relationship between two mathematical expressions which is denoted by the inequality signs such as (<, >, ≤, ≥).
The inequality given is expressed as:
5 - 8x < 2x + 3
Step 1 says to minus 3 from both sides.5 - 8x - 3 < 2x + 3 - 3
2 - 8x < 2x
We are required to determine what to do in step 2.So, we need to add + 8x to both sides, in order to eradicate the variable (8x) from the left-hand side.
i.e.
2 - 8x + 8x < 2x + 8x
2 < 10x
In step 3, we divide both sides by the coefficient of x.
i.e.
[tex]\mathbf{\dfrac{2}{10} < \dfrac{10x}{10}}[/tex]
[tex]\mathbf{0.2 < x}[/tex]
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What is the area of rectangle PQRS with vertices at P(0,2), Q(0, 10), R(4,10) S(4,2)
what is the slope of the line?
Answer:
2 over 4
Step-by-step explanation:
First you find a point on the line that is a whole number then look for the next one on the line and us rise over run to find slope
in math class, the girl to boy i 8 to 6. if there are 24 girl in the class, how many boy are there?
Answer:
[tex]\huge\boxed{\text{18 boys}}[/tex]
Step-by-step explanation:
This is basically just a ratio. If the ratio between the amount of girls to the amount of boys is 8 to 6, then we can create a fraction (girls/boys)
[tex]\frac{8}{6}[/tex]
Using what we know about the second statement (24 girls) we can make a ratio like this (also assuming girls/boys)
[tex]\frac{24}{x}[/tex]
Since the ratios must be equal, we can set them equal to each other.
[tex]\frac{8}{6} = \frac{24}{x}[/tex]
We can cross multiply to find x.
[tex]24 \cdot 6 = 144\\\\144 \div 8 = 18[/tex]
So there are 18 boys.
Hope this helped!
Ten people were asked to use their calculator to randomly generate a number between 1 and 100.
What is the chance that at least two people generated the same number?
Answer:
10% chance
Step-by-step explanation:
Answer:
Random numbers can be quickly and easily generated by using the graphing calculator.
Step-by-step explanation:
Please help with this
Answer:
9 is your answer. It's a simple equation.
Nick and Michelle are searching for a treasure chest underwater. The straight line distance between them is 100 meters. Given the angles in the diagram, who is closers to the chest and why ?
Answer:
Michelle is closer to the treasure chest.
Step-by-step explanation:
If you didn't know, the smallest angle is opposite the smallest line, and it goes the same way for larger angles.
65 degrees is opposite Michelle's line, making her line shorter.
Could someone help me?
Why does x^4 * x^-4 = 1?
Answer:
Step-by-step explanation:
when you have a negative exponent, you are going to have a fraction. Example: 2^4 * 2^-4= 2^4 is 16 2^-4 is 1/16.
You get the 16 but because it was a negative exponent, the 16 goes on the bottom. 16 as a fraction is 16/1.
When you multiply 16/1 and 1/16. It comes up to 16/16 or 1.
Does this help?
Answer:
below
Step-by-step explanation:
We can use the product rule of exponents to solve [ x^y * x^z = x^y+z ].
x^4 * x^-4 = 1
x^4+(-4) = 1
x^0 = 1
1 = 1
Best of Luck!
what is measurement of
The position of an object at time t is given by s(t) = -8 - 9t. Find the instantaneous velocity at t = 1 by finding the derivative. plz show work
Answer:
The instantaneous velocity at t = 1 will be:
[tex]\frac{d}{dt}\left(-8-9t\right)=-9[/tex]Step-by-step explanation:
Given the position of an object at a time [tex]t[/tex]
[tex]s\left(t\right)=-8-9t[/tex]
As we know that determining the derivative of the position function with respect to time t would give us the instantaneous velocity, so
[tex]\frac{ds}{dt}=\frac{d}{dt}\left(-8-9t\right)[/tex]
Applying the sum/difference rule:
[tex]\left(f\pm g\right)'=f\:'\pm g'[/tex]
[tex]\frac{ds}{dt}=-\frac{d}{dt}\left(8\right)-\frac{d}{dt}\left(9t\right)[/tex]
as
[tex]\frac{d}{dt}\left(8\right)=0[/tex] ∵ [tex]\frac{d}{dx}\left(a\right)=0[/tex]
and
[tex]\frac{d}{dt}\left(9t\right)=9[/tex] ∵ [tex]\mathrm{Take\:the\:constant\:out}:\quad \left(a\cdot f\right)'=a\cdot f\:'[/tex] and [tex]\frac{d}{dt}\left(t\right)=1[/tex]
so the expression becomes
[tex]\frac{ds}{dt}=-\frac{d}{dt}\left(8\right)-\frac{d}{dt}\left(9t\right)[/tex]
[tex]=-0-9[/tex]
[tex]=-9[/tex]
As the derivative is constant.
Therefore, the instantaneous velocity at t = 1 will be:
[tex]\frac{d}{dt}\left(-8-9t\right)=-9[/tex]
The measure of <ACD is 120. Find the measure of <ACB, <BCD, and <ACE.
Explain how you found the measure of <ACE.
Answer:
m∠ACB = 39°
m∠BCD = 81°
m∠ACE = 60°
Step-by-step explanation:
From the picture attached,
m∠ACD = 120°
Since, m∠ACD = m∠ACB + m∠BCD
x + (2x + 3) = 120°
3x + 3 = 120
3x = 117
x = 39
Therefore, m∠ACB = 39°
m∠BCD = (2x + 3) = 2(39) + 3
= 81°
Since, m∠ACE + m∠ACB + m∠BCD = 180° [Angles formed at a point on a straight line]
m∠ACE + 39 + 81 = 180
m∠ACE = 180 - 120
m∠ACE = 60°
Give two reasons why this shape is a square when x=5.
Answer:
First of all, we can see that this shape have 4 90° angles.
Secondly, since x = 5 we have:
3 × 5 -2 = 15 - 2 = 13 (cm)
And: 5 + 8 = 13 (cm)
=> The two adjacent sides that make up the angle is equal to each other
So this shape is a quare.
=> This shape is a square.
Step-by-step explanation:
Carols den is 8 feet longer than it is wide. If the dens area is 209 square feet what are the dinensions of the room?
Answer:
12 42
Step-by-step explanation:
Please helpppppppppppppp
How do you describe the principal square root of the 34? *
A. The square root of 34 is a rational number.
B. The square root of 34 is an irrational number.
C. The square root of 34 is not defined.
D. The square root of 34 can be a positive or negative number.
Answer:
B. The square root of 34 is an irrational number.
Step-by-step explanation:
The square root of 34 is a rational number if 34 is a perfect square.
Since 34 is not a perfect square, it is an irrational number.
Since the square root of 34 is not a perfect square, hence, the square root of 34 is an irrational number: Option B is correct.
Irrational numbers are numbers that cannot be written as a ratio of two integers.
Examples of irrational numbers are surd functions, euler's number, pi value.Most terminated decimals are also irrational numbers.Since the square root of 34 is not a perfect square, hence, the square root of 34 is an irrational number.
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I don’t know it can someone help me
Answer:
23
Step-by-step explanation:
supplementary angles: 180-85 = 95
95 = 5x-20 ( i forgot the name of the rule, something relating to same side interior angles i think)
115 = 5x
23= x
hope that helped
21. Find the perimeter of the triangle: 60 degrees, 60 degrees,
[tex]4 \sqrt{15 } [/tex]
Answer:
120+ 4(square root)15
120+15.49=135.49
135.49 is the perimeter
The perimeter of the triangle having two angles 60 degrees, 60 degrees, and one side [tex]4\sqrt{15}[/tex] is, [tex]12\sqrt{15}[/tex] or 46.47
What is the perimeter?Perimeter is a mathematical term, which means total outer boundary of a figure, we define it only for two dimensional figures.
Perimeter = Sum of length of the all the sides
Given that,
the triangle having two angles 60 degrees, 60 degrees,
and one side
It is known that, total sum of all the angles of triangle is 180°
A = 60°
B = 60°
C = ?
A + B + C = 180°
60° + 60° + C = 180°
C =60°
Hence, it is a equilateral triangle
And for equilateral triangle length of all sides are equal
a = [tex]4\sqrt{15}[/tex]
b = [tex]4\sqrt{15}[/tex]
c = [tex]4\sqrt{15}[/tex]
Perimeter = [tex]4\sqrt{15}[/tex] + [tex]4\sqrt{15}[/tex] + [tex]4\sqrt{15}[/tex]
Perimeter = 12√15
So, the perimeter is 12√15
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What is 60% of 30? A. 24 B. 12 C. 21 D. 18
Answer:
18
Step-by-step explanation:
60% 0f 30 is 18
D. 18
what is dislocation
Answer:
The distance between the starting point and the end point
Step-by-step explanation:
A triangle has a perimeter of (12a^2 + 5a + 9b + 16) and side lengths (4a^2 + 9a - 8) and (2a + 2b + 10). What is the length of the third side?
I WILL GIVE BRAINLIEST !
Answer:
8x^2-6a+9b+14
Step-by-step explanation:
P=(12a^2 + 5a + 9b + 16)
(4a^2 + 9a - 8)+ (2a + 2b + 10) +(x)= (12a^2 + 5a + 9b + 16)
(4a^2+11a+2)+(x)=(12a^2 + 5a + 9b + 16)
subtract (4a^2+11a+2) from both sides
x= 8x^2-6a+9b+14
Answer:
ello luv
Step-by-step explanation:
Geometry Homework :))
Answer:
B
Step-by-step explanation:
Answer:
The question has two correct answers A and B.
Step-by-step explanation:
A is the component form of a vector
B is words
how to solve this geometry problem?
Answer:
x=7 A=41
Step-by-step explanation:
You do 180-69=111. You know that 11x-7 goes inside and then you do 11x-7+4x+13=111. You get x=7. Multiple 4x7=28+13=41
Name the COEFFICIENT in the following expression: 7 + 12x
Answer:
12
Step-by-step explanation:
Naomi has a toy car collection of 300 toy cars. She keeps 243 of the toy cars on her wall. What percentage of Naomi's toy car collection does she keep on her wall?
Answer:
81% or .81
Explanation:
243 ÷ 300 = .81
What is the decimal value of x in the equation 7x − 2 = 5x + 3?
I suck and need help lol
Answer:
C
Step-by-step explanation:
Answer:
40%
Step-by-step explanation:
0.15+0.25=0.40 which equals 40%
Match each shape to its name
Answer:
I can’t really answer this because you didn’t show a picture. Here’s a thought though. Look up a shape chart on google and work from there. Hope this helps you out
Marshall solved an equation using the process below.
Use the multiplication property of equality twice, by first multiplying both sides of the equation by x and then dividing both sides by 3.25.
Which equation is the one Marshall solved?
Answer:
b
Step-by-step explanation:
Mercury freezes at -39 degrees Celsius and boils at 357 degrees C. which of the following intervals represents the temperature range in degrees Fahrenheit over which Mercury is a liquid?
Answer:
Man I wish I knew
Step-by-step explanation:
Answer:
The first answer is not helpful at all
What is the solution to the following equation?
5(2x - 6) + 20 = 10
оа
9
Ob
5
Ос
3
Od
2
Answer:
D. 2
Step-by-step explanation:
5(2x-6) + 20 = 10
10x - 30 + 20 = 10
10x - 10 = 10
10x = 20
x = 2
How can you use the Distributive Property to check your work when factoring? Once an expression has been factored, use the Distributive Property to expand the expression. The factored expression should be the original expression. Once an expression has been factored, use the Distributive Property to factor the expression. The factored expression should be the original expression. Once an expression has been factored, use the Distributive Property to factor the expression. The expanded expression should be the original expression. Once an expression has been factored, use the Distributive Property to expand the expression. The expanded expression should be the original expression.
Answer:
Once an expression has been factored, use the Distributive Property to expand the expression. The expanded expression should be the original expression.
Step-by-step explanation:
The distributive property for any binary operation Ф under * in the given set S where a, b, c ∈ S
The binary operation a * (b Ф c) = (a * b) Ф (a * c) .
The operation * distributes over the operation Ф.
Now, when factoring, suppose we have an expression ab + ac. To factor this, we have a(b + c).
To check that our answer is correct, since the expression has been factored, we then distribute the multiplication over the addition to check if the factorization is correct.
So, a(b + c) = ab + ac which is our initial expression.
So, to use the distributive property to check work when factoring, once an expression has been factored, use the Distributive Property to expand the expression. The expanded expression should be the original expression.
The way to use the Distributive Property to check your work when factoring is;
Option D; Once an expression has been factored, use the Distributive Property to expand the expression. The expanded expression should be the original expression.
The distributive property in algebra is expressed as; a(b + c) = ab + ac
Now, to use the distributive property to check the work when factoring, we have to expand the factored form first.
For example, we have; 2(3 + 4)
From distributive property, we have;
(2 × 3) + (2 × 4) = 14
This should be the same with the original factored expression; 2(7) = 14
Thus, the method is Once an expression has been factored, use the Distributive Property to expand the expression. The expanded expression should be the original expression.
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