Mathematics High School

## Answers

**Answer 1**

**Answer:**

The answer is 4,000.

**Step-by-step explanation:**

The closest to 35xn= 3,465

**Answer 2**

**Answer:**

**Step-by-step explanation:**

35 to the nearest 10 is 40 and 99 to the nearest 10 is 100 so 4 times 100 is 4,000 so your answer should be d. 4,000

## Related Questions

Express

in partial fractions.

16+ 5x - 2x²/(x + 1)²(x + 4)

### Answers

3x^3+18x^2+37x+16/

(x+1)^2

Which of the following is equivalent to

(p3)(2p^2 - 4p)(3p^2 - 1)?

A.(p3)(6p^4 - 12p^3 - 2p^2 + 4p)

B.(p3)(6p^4 + 4p)

C.(2p^6 - 4p^3)(3p^2 - 1)

D.(2p^5 - 4p^4)(3p^5 - p^3)

### Answers

The **equivalent expression **is (p3)(6p^4 - 12p^3 - 2p^2 + 4p).

what is expression?

An **expression **in math is a sentence with a **minimum **of two numbers or variables and at **least** **one **math operation.

**Given**:

(p^3)(2p^2 - 4p)(3p^2 - 1)

Now further **solving**

(p^3)(2p^2 * 3p^2 - 2p^2 * 1 - 4p * 3p^2 + 4p)

=(p^3) (6p^4 - 2p^2 - 12 P^3 + 4p)

=(p3)(6p^4 - 12p^3 - 2p^2 + 4p)

Hence, the value of **expression **is (p3)(6p^4 - 12p^3 - 2p^2 + 4p).

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please help please im giving so much

### Answers

**Answer:**

D

**Step-by-step explanation:**

The highest number that divides exactly into two or more numbers. 3 and 9 cannot be divided by anything greater than 3.

**Answer: i think its D.**

**Step-by-step explanation: **

9 less than the quotient of a number x and 4 is 65

### Answers

**Answer: x=296**

**Step-by-step explanation:**

how many quarts of soil are used to fill 2 flower pots

### Answers

**Answer: 20 quarts for two "standard" sized pots.**

**Step-by-step explanation:**

Let f(x)=2 x+5 and g(x)=x²-3 x+2 . Perform each function operation, and then find the domain.

3 f(x)-2

### Answers

For f(x)=2 x+5 and g(x)=x²-3 x+2 , the values of the composite function **3 f(x)-2 = 6x+ 13**

What is the domain of the function 3 f(x)-2 ?

**The domain of a function is the set of input values, the function can take.**

The functions are given as:

f(x)=2 x+5

g(x)=x²-3 x+2

To find:

3 f(x)-2 = ?

3 ×(2 x+5) - 2 = 6x + 15 - 2

= 6x+ 13

Therefore,

**The function operation of 3 f(x)-2 = 6x+ 13**

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Solve. Check for extraneous solutions. (2 x)¹/₂=(x+5)¹/₂

### Answers

**x = 5** is **not** an **extraneous solution **of the equation.

[tex](2x)^{1/2} = (x+5)^{1/2}[/tex]

**Taking square** on both the side of the equation, we get

[tex]((2x)^{1/2})^{2}[/tex] = [tex]((x+5)^{1/2})^{2}[/tex]

2x = x + 5

**Subtracting** x on both the sides of the equations, we get

2x - x = 5

x = 5

**Check** for Extraneous Solution by** putting x = 5** in the **original equation**, we get

[tex](2(5))^{1/2} = (5+5)^{1/2}[/tex]

[tex]10^{1/2}[/tex] = [tex]10^{1/2}[/tex]

⇒ **LHS = RHS**

∴ **x = 5** is **not** an **extraneous solution** of the equation.

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hellllllllllp hurrryyy pleaseee

### Answers

The **rate** at which **Riya** is applying the mulch to the garden is 250000:1.

What is the rate?

It should be noted that **rate** is simply used to show the relationship between two things. A **rate **in mathematics is the comparison of two related values expressed in different units. The numerator of the ratio expresses the corresponding rate of change in the dependent variable if the denominator of the ratio is written as a single unit of one of these quantities and it is assumed that this quantity may be modified systematically (i.e., is an independent variable).

Per unit of time is a frequent sort of rate, and examples include speed, heart rate, and flux. Exchange **rates**, literacy rates, and electric field ratios are examples of ratios with a non-time denominator (in volts per meter).

From the information, **Riya** is applying mulch to the garden and she applied at a rate of 250000cm³ for every m² of space.

Therefore, the **rate** at which Riya is applying the mulch to the garden is 250000:1.

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8−4s=s+13 solve for s

### Answers

-5/3

To solve start by subtracting s on both sides

8-3s=13

Then we subtract 8 on both sides

-3s=5

Then divided by -3 on both sides

S=5/-3 or can be rewritten as -5/3

5. Find the lowest number which is exactly divisible by 14 and 16.

### Answers

**Answer:**

112

**Step-by-step explanation:**

Find the lowest common multiple of 14 and 16.

To find the lowest common multiple:

1) Break the numbers down into their prime factors.

14 = [tex]2^{1}[/tex] x [tex]7^{1}[/tex]

16 = 2 x 8 = 2 x 2 x 4 = 2 x 2 x 2 x 2 = [tex]2^{4}[/tex]

2) Multiply the highest power of each prime number.

We have three numbers, but only two are unique: [tex]2^{1}[/tex] , [tex]7^{1}[/tex] and [tex]2^{4}[/tex]

[tex]2^{4}[/tex] > [tex]2^{1}[/tex] , so we will use [tex]2^{4}[/tex]

[tex]7^{1}[/tex] x [tex]2^{4}[/tex] = 7 x 16 = 112

Scores on an exam follow an approximately normal distribution with a mean of 76. 4 and a standard deviation of 6. 1 points. What is the minimum score you would need to be in the top 2%?.

### Answers

If scores on an exam follow an approximately **normal distribution** with a mean of 76.4 and a standard deviation of 6.1 points, then the minimum score you would need to be in the top 2% is equal to **88.929**.

This type of problem can be referred to as a normal distribution problem.

It can be solved by using the z-score.

Formula;

Z = x - μ / σ

Here,

Z represents the standard score

x represents the observed value

μ represents the **mean**

σ represents the **standard deviation**

The z- score can be found by using the p-value on a standard table.

As the minimum score to be in the top 2% is needed to be found, p-value = 0.02

z- score that corresponds to the p-value of 0.02 in the standard table is equal to 2.054

Hence,

2.054 = x - 76.4 / 6.1

2.054(6.1) = x - 76.4

12.529 = x - 76.4

x = 12.529 + 76.4

x = 88.929

Hence the minimum score needed to be in the top 2% is calculated to be 88.929

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What two functions could represent length and width for given values of x based on the combined function? f(x) = x + 7 and g(x) = x + 3 f(x) = x – 7 and g(x) = x – 1 f(x) = x2 + 7 and g(x) = x3 + 3 f(x) = x – 7 and g(x) = x – 3

### Answers

The length is **greater **then width with degree **one **so f(x) = x + 7 and g(x) = x + 3 represents **length **and **width **respectively so option (A) will be **correct**.

What is a rectangle?

A **rectangle **is a **geometrical **figure in which **opposite **sides are equal.

The **angle** between any two **consecutive **sides will be 90 degrees.

**Perimeter **of rectangle = 2( length + width).

A rectangle has two **dimensions **of size one is **greater **called **length **and another is small known as **width**.

The length and width both are on units of **length **only such that meter, cm.

In the given **option **

** **x + 7 > x + 3 so f(x) will be **length **and g(x) will be **width**.

In the option (B) x - 7 < x - 3 so it will not.

Option (C) x² + 7 can **not **be a **unit **of length.

Option (D) x - 7 < x - 3 so it will not.

Hence "The length is **greater **then width with degree **one **so f(x) = x + 7 and g(x) = x + 3 represents **length **and **width **respectively".

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Answer: is A

Step-by-step explanation:

I did that

Find the inverse of each function. Is the inverse a function? f(x)=x⁷

### Answers

The inverse of the function x^7 is** x^-7** and it is also a function.

An inverse function or an **anti** function is defined as a function, which can **reverse** into another function.

A standard method to find inverse of a function is to set y=f(x)

let** y= f(x)=x^7**

**thus**

** **[tex]\sqrt[7]{y}[/tex]=x

thus [tex]f^{-1}[/tex](y)=[tex]\sqrt[7]{y}[/tex]

thus [tex]f^{-1} (x)=\sqrt[7]{x}[/tex]

(To verify this if a function is inverse or not we are required to check for the identity)

**f(**[tex]f^{-1}[/tex]**(x))=**[tex]f^{-1}[/tex]**(f(x))=x**

Therefore, The inverse of the function x^7 is** x^-7** and it is also a function.

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the three perpendicular bisectors of a triangle meet at a point called the _____

### Answers

**Answer:**

circumcentre

**Step-by-step explanation:**

the point of intersection of of the perpendicular bisectors of the triangle's sides is called the circumcentre.

The circumcentre is equally far away from the triangle's 3 vertices.

Simplify each expression. 25¹/₂

### Answers

The **simplified **form is 5.

Simplify is to make something less complicated or much less cluttered. An instance of **simplification **is when you provide an explanation for a difficult math idea in truly smooth phrases for a kid to understand. An example of simplifying is whilst you chop out a whole lot of the activities that were making you busy and careworn. To turn out to be less difficult.

The phrase simplifies the approach to make something simpler to do or understand. So, by lowering or **simplifying **the fractions approach we make the fraction as simple as viable. We do this by dividing the numerator and the denominator via the biggest range that may divide into each number precisely.

[tex]( 5^{2} )^{1/2}[/tex]

[tex]5^{2} . \frac{1}{2}[/tex]

[tex]2.\frac{1}{2} =1[/tex]

[tex]5^{1}[/tex][tex]= 5[/tex]

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find the midpoint of points A(8,10)and B(0,5) graphically

### Answers

**Answer:**

**Step-by-step explanation:**

Midpoint coordinates(x, y) of 2 points (x1, y1) and (x2, y2) are given by

x = (x1 + x2)/2

y = (y1 + y2)/2

So in this situation

x = (8 + 0)/2 = 8/2 = 4

y = (10 + 5)/2 = 15/2 = 7.5

Midpoint is at (4, 7.5)

Check the graph attached

Do the top question don’t understand it pls help me

### Answers

**Answer:**

6/11

**Step-by-step explanation:**

3/11 + 3/11

to add both of the fractions just add the numerators (the numbers on the top) and u dont needa add the denominators which is the numbers on the bottom

that makes the answer 6/11 and u cant rlly simplify it so try that.

If its wrong mb

**Answer:**

A) [tex] \sf \frac{3}{11} + \frac{3}{11} = \frac{6}{11} [/tex]

B) [tex] \sf \frac{9}{10} + \frac{3}{5} = 1 \frac{1}{2}[/tex]

The battery power available to run a satellite is given by the formula P=50e⁻t/₂₅₀, where P is power in watts and t is time in days. For how many days can the satellite run if it requires 15 watts of power?

### Answers

By** basic algebra,** we can say that: the satellite to run for about 130 days if it requires 15W of power.

What is basic algebra?Numbers, variables, constants, expressions, equations, linear equations, and quadratic equations are all part of the **basics of algebra. **Additionally, the algebraic expressions contain the **basic arithmetic operations **of addition, subtraction, multiplication, and division.

Given:

P = 50 [tex]e^{\frac{-t}{250}}[/tex]P = Power in watts,t = time in days

To find: t when P = 15.

Finding:

On substituting the given values in the given formula, by **basic algebra**, we get:

15 = 50 [tex]e^{\frac{-t}{250}}[/tex]

=> [tex]\frac{15}{50}=\frac{3}{10}[/tex] = [tex]e^{\frac{-t}{250}}[/tex]

=> log [tex]\frac{3}{10}[/tex] = [tex]\frac{-t}{250}[/tex]

=> - 0.522 = [tex]\frac{-t}{250}[/tex]

=> 130.5 = t

Hence, the satellite to run for about 130 days if it requires 15W of power, as solved by** basic algebra**.

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x/3 + 10 = 15

solve for x and show steps

### Answers

**Answer:**

15

**Step-by-step explanation:**

First mutiply both sides with 3

(x/3x3)+(10x3)=15x3

x+30=45

the add -30

x+30-30+45=30= 15

£60 in the ratio 1:3

### Answers

According to the **solving** this implies that the 1:3 **ratio** of 60 is 20.

What is **ratio**?

A **ratio** **expresses** the number of times one number contains another. For example, if a dish of thefruit contains eight oranges and six lemons, the orange-to-lemon proportion is eight to six. Similarly, the lemonade and orange proportion is 6:8, while the orange to fruit weight **ratio** is 8:14.

How do I calculate the ratio?

**Ratios** are used to **compare** the two **quantities** by **dividing** them. If you want to compare one data point (A) to another (B), your formula would be A/B. This signifies that you are **dividing** data A by data B. If A is five and B isten, your **ratio** will be 5/10.

Briefing:

Let us find 1/3 of 60.

We can write 1/3 of 60

= 1/3 × 60.

= 20.

According to the solving this implies that the 1:3 ratio of 60 is 20.

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Need help ASAP! (algebra 2)

•Write a system of equations that can model the situation: A moving company charges a flat rate of $150, and an additional $5 for each box. If a taxi service would charge $20 for each box, how many boxes would you need for it to be cheaper to use the moving company, and what would be the total cost?

•Create another example of a real life situation that would use systems of equations and write the system.

### Answers

The **equation** that can model the situation will be 150 + 5n and 20n

How to illustrate the information?

Moving **Company** = 150 + 5n

(n = the number of boxes)

Taxi = 20n

The **break-even** point is when these are the same.

150 + 5n = 20n

150 = 15n

n = 150/15 = 10

So with 10 boxes, it costs the **same** ($200) either way.

With 11 boxes, the Moving Company costs $205

With 11 **boxes**, the Taxi would cost $220.

It is cheaper to use the moving **company** with 11 or more boxes.

Another example of a real life situation that would use systems of **equations** and write the system is that Company A charges a flat rate of $150, and an additional $5 for each box asn there is another **taxi service** that would charge $20 for each box.

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HI please help!!!!!!!!!!!

### Answers

he started with 90 dollars and spent $3.50 each day

1. I look like this _ _ _ _ . _

2. all of my digits are odd.

3. my thousands digit is equal to the sum of my tens, ones, and tenths digit.

4. my tenths and ones digits are equal

5. the product of my tenths and ones is more than my tens digit

6. my hundreds digit is larger than my thousands digit

### Answers

**Answer:**

**I think the answer could be** **7****9****1****3****.****3**

**Step-by-step explanation:**

Using clue number 2 we know that all the numbers in this are odd so that mean the only numbers that can be there are **1****,****3****,****5****,****7**** ****and**** ****9**** **Using clues 3 and 4 there are a few combinations some of which can be **1**** ****+**** ****1**** ****+**** ****3**** ****=**** ****5**** ****,**** ****1**** ****+**** ****1**** ****+**** ****7**** ****=**** ****9****,**** ****1**** ****+**** ****1**** ****+**** ****5**** ****=**** ****7****,**** **** ****and**** ****3**** ****+**** ****3**** ****+**** ****1**** ****=**** ****7**** **With clue 5 in being mentioned the dights in the ones place **can't be 1 and 1 because it would equal one and any other dight besides it would be greater then that** so I went with **3 and 3 as the tenths and ones dights since 3 × 3 = 9 and 1 being in the tenths place is less then 1**The only other clue is clue 6 which means **that the hundreds dights has to be a odd number greater than 7 and 9 is the only option**** ****that's**** ****greater than**** ****7****.**** ****The**** ****number**** ****is**** ****7****,****913****.****3**** **

Enter the range of values for x:

A

15

B

18

2x-10

[?] << <[ ]

48°

C

### Answers

A triangle is **congruent**, and **Range** of values for x is 5 < x < 29

According to the figure, if L(AB) is less than L(AD), the ∠ACB must be less than the ∠ACD. Take note of how these angles are **opposite** to the sides stated.

∴ ∠ACB < ∠ACD

⇒2x-10 < 48

At the same time, 2x-10 > 0.

∴ 0< 2x-10 < 48

0+10 < 2x < 48+10 , **add **10 to both sides

10 < 2x < 58

10/2 < x < 58/2 , **divide** 2 by both the side

∴ 5 < x < 29

**Range** of values for x is 5 < x < 29

Complete question is

Enter the** range **of **values** for x:

AB =15, ∠BCA =( 2X-10)°, and AD=18 have angle ∠DCA= 48°

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Is 4/8 equivalent to 7/8

### Answers

**Answer:**

is 7 more than 4 or 4 more than 7?

**Step-by-step explanation:**

JUST USE YOUR BRAIN!

**Answer:**

no

**Step-by-step explanation:**

of course not. since the denominators are the same, the numerators have to be equal. since the numerators aren't equal, the answer is no

How is "Mathematical Reality" different than physical reality?

### Answers

**Math **reality is more restrictive and logical, **physical **reality is more "free" and well-behaved.

How is "Mathematical Reality" different than physical reality?

**Mathematics **are a logical construct, thus, everything in the "mathematical realty" must follow a certain logic.

For example, in math, always that you do a **simplification** (like rounding, applying a theorem, using an integration property, etc) you need to prove logically why you can do that.

While on **physics **we assume the reality is "nice" and we can always apply the simplifications. This is because most of the functions that represent **physics **are nice (continuous, differentiable, etc) functions, in the same way, most of the matrices are square matrices, and so on.

Concluding, for example in **math **the number 4.99999 is exactly 4.9999

On **physics**, if that same number represents a measure, for example:

4.99999 meters is practically equal to 5 meters.

**Math **reality is more restrictive and logical, **physical **reality is more "free" and well-behaved.

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Someone answer this plsss

### Answers

The equation of the line **perpendicular **to the given line and that passes through the point is x + 3y = 6

From the question, we are to determine the equation of the line that is perpendicular to the given equation.

A line **perpendicular **to another has a slope that is the negative reciprocal of the slope of the other line.

That is,

If m₁ is the slope of one of the lines

and m₂ is the slope of the other line

Then,

m₁ = -1/m₂

First, we will determine the **slope **of the given line

The equation of the given line is

y = 3x - 9

Compare the equation to the general form of the equation of a straight line

y = mx + b

Where m is the **slope**

and b is the** y-intercept**

By comparison,

m = 3

∴ The **slope **of the given line is 3

Thus,

The slope of the line that is perpendicular** **to this line is -1/3

Now,

To determine the equation this line,

We have that the line passes through the point (3, 1)

Using the** point-slope form** of the equation of a straight line,

y - y₁ = m(x - x₁)

m = -1/3

x₁ = 3

y₁ = 1

Putting the parameters into the equation,

y - 1 = -1/3(x - 3)

Expressing the equation in standard form

3(y -1) = -1(x - 3)

3y - 3 = -x + 3

3y + x = 3 + 3

x + 3y = 6

Hence, the **equation **of the line **perpendicular **to the given line and that passes through the point is x + 3y = 6

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A bee flies at 20 feet per second directly to a flowerbed from its hive. The bee stays at the flowerbed for 19 minutes, and then flies directly back to the hive at 16 feet per second. It is away from the hive for a total of 21 minutes?

### Answers

The **distance** is mathematically given as

**D=1066.66667**

What is the time function?

The TIME function is included as part of Excel's Date and Time features. With the assistance of TIME, we are able to create a time by employing various components for the hours, minutes, and seconds.

While conducting financial analysis, it's possible that we'll need to date a report. Under these conditions, the TIME function may be used to convert a text string into a format that presents the time as a decimal representation of the seconds, minutes, and hours. Additionally, the function's capabilities include the ability to merge several values into a single time value.

formula= TIME (hour, minute, second)

distance = rate X time

D = RT

T = D/R

20 feet per second = 1200 feet per minute

16 feet per second = 960 feet per minute

(D/R) + 19 + (D/R) = 21

(D/R) + 19 + (D/R) = 21

(D/1200) + 19 + (D/960) = 21,

This is the equation we can use to find the distance from the flowerbed to the hive.

(D/1200) + (D/960) = 2

(D(1200)(960))/1200 + (D(1200)(960))/960 = 2(1200)960

960D + 1200D = 5(1200)960

2,160D = 2304000

**D=1066.66667**

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Annie can mow 1/6 of an acre in 50

minutes. how many acres can she mow

per hour?

### Answers

If **Annie **can mow 1/6 of an acre in 50 minutes, then in **an hour**, **she** can **mow 1/5 **of an **acre.**

How many acres can Annie mow per hour?

Given the data in the question;

Annie can mow 1/6 of an acre in 50 minuteshow many acres can she mow per hour?

Let **x** represent the **number **of **acres **that **Annie **can mow in hour.

Also **convert **1 **hour **to **minutes**

**1 **hour = (1 × 60)min = **60min**

Annie can mow 1/6 of an acre in 50 minutes

Annie can mow x of an acre in 60 minutes

Hence;

1/6 × 60 = x × 50

60/6 = 50x

50x = 60/6

50x = 10

x = 10/50

**x = 1/5**

If **Annie **can mow 1/6 of an acre in 50 minutes, then in **an hour**, **she** can **mow 1/5 **of an **acre.**

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The area of a room is 32m^2 . What is the area of the room in mm^2?

### Answers

**Answer:**

Steps below.

**Step-by-step explanation:**

Unit Conversion is definitely needed in this question. Therefote, we will do some conversions first.

[tex]1m = 1000 mm \\ 1 {m}^{2} = {(1000)}^{2} {mm}^{2} \\ 1 {m}^{2} = 1000000 {mm}^{2} [/tex]

Now we can use the above converted unit to solve for the question.

[tex]32 {m}^{2} = 32 \times 1000000 \\ = 32000000 {mm}^{2} [/tex]