The work of a student trying to solve the equation 2(4x − 3) = 9 + 2x + 6 is shown below: Step 1: 2(4x − 3) = 9 + 2x + 6 Step 2: 8x − 3 = 15 + 2x Step 3: 8x − 2x = 15 + 3 Step 4: 6x = 18 Step 5: x = 3 In which step did the student first make an error and what is the correct step? (4 points) a Step 2: 8x − 3 = 15 + 2x b Step 2: 8x − 6 = 15 + 2x c Step 3: 8x + 2x = 15 + 2 d Step 3: 8x − 2x = 15 − 2

Answer:

Value of x = 70'

Step-by-step explanation:

Given:

Given quadrilateral is a cyclic quadrilateral, in a cyclic quadrilateral sum of opposite angle is 180' .

Find:

Value of x

Computation:

x' + 110' = 180'

x' = 180' - 110'

Value of x = 70'

To determine the components of the unit vector that points along the string, we need to break down the vector into its x and y components.

Given that the string makes an angle of 29 degrees to the vertical, we can define the unit vector as follows:

ˆr = ˆrx + ˆry

To find the x-component (ˆrx) of the unit vector, we can use the cosine of the angle:

cos(29°) = ˆrx

To find the y-component (ˆry) of the unit vector, we can use the sine of the angle:

sin(29°) = ˆry

Let's calculate the values:

ˆrx = cos(29°)

ˆry = sin(29°)

Using a calculator or mathematical software, we can find the numerical values of ˆrx and ˆry:

ˆrx ≈ 0.8829

ˆry ≈ 0.4695

Therefore, the components of the unit vector that points along the string are approximately:

ˆrx ≈ 0.8829

ˆry ≈ 0.4695

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Answer:

Expression: Y = -10/3 X

Y = 10/3

Step-by-step explanation:

If Y varies directly as X, then;

Y∝X

Y = kX

k is the constant of variation

If Y = 10 and X = -3

10 = -3k

k = -10/3

Substitute k = -10/3 into the expression Y = kX

Y = -10/3 X

This gives the required expression

To get the value of Y when X = -1

Recall that Y = kX

Y = -10/3 (-1)

Y = 10/3

Hence the value of Y is 10/3

The equation of the red graph, g(x) is g(x) =1/3x²

From the question, we have the following parameters that can be used in our computation:

The functions f(x) and g(x)

In the graph, we can see that

This means that

g(x) = 1/3f(x)

Recall that

f(x) = x²

This means that

g(x) =1/3x²

This means that the equation of the red graph is g(x) =1/3x²

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Answer:

x≥k   y for you y≥42 inches tall

Step-by-step explanation:

can i have brainliest if right

I think that i got it but at the same time not sure but the value of a+b should be 14+20

Answer:

x=18

Step-by-step explanation:

Answer:

x= 18

Step-by-step explanation:

To solve this equation you have to work backwards

Start by dealing with the numbers that we know:

450 + (28.75 × x) = 967.5

-450                          -450

28.75x = 967.5

(when a number and a letter in mathematics are next to each other they are multiplying)

Now divide to find the value of x:

967.5 ÷ 28.75 = 18

18 is the value of x

Answer:

28 units

Step-by-step explanation:

Given data

Let the width be x

The length is =3x+5  

Perimeeter= 234

The expression for the perimeter is  

P=2L+2W

Substitute

234= 2*x+2(3x+5)

234= 2x+6x+10

Collect like terms

234= 8x+10

234-10= 8x

224=8x

x= 224/8

x=28

Hence the width is 28 units

Solution :

Given : [tex]$T(x)=7-9(x-2)^2-3(x-2)^3$[/tex]

a). f(2) = T(2) = 7

    [tex]$\frac{f""(2)}{2!} =-9$[/tex]  , so f''(2) = [tex]$-18$[/tex]

b).  Yes, since f'(2) = T'(2) [tex]$=$[/tex] 0, [tex]$f$[/tex] does have the critical point at [tex]$x=2.$[/tex]

   Since f''(2) = [tex]$-18$[/tex] < 0, [tex]$f(2)$[/tex] is relative maximum value.

c).  [tex]$f(0)=T(0)=-5$[/tex]

   It is also not possible for determining if [tex]$f$[/tex] has a critical point at x = 0 because [tex]$T(x)$[/tex]   gives exact information only at [tex]$x=2.$[/tex]

d). The Lagrange [tex]$\text{error}$[/tex] bound [tex]$=\frac{6}{4!}|0-2|^4= 4$[/tex]

     [tex]$f(0) \leq T(0)+4 = -1$[/tex]

     Therefore, [tex]$f(0)$[/tex] is negative.

The correct description of the fraction 2/5 is,

⇒ 2 is the part, 5 is the whole, and the fraction is equivalent to 40%.

A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

To Calculate the percent of a number , divide the number by whole number and multiply by 100.

Given that;

The fraction is,

⇒ 2/5

Now, We can change into percent as;

⇒ 2/5 × 100%

⇒ 2 × 20%

⇒ 40%

Thus, The correct description of the fraction 2/5 is,

⇒ 2 is the part, 5 is the whole, and the fraction is equivalent to 40%.

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Answer:

22

Step-by-step explanation:

Answer:

6x

Step-by-step explanation:

because i said so 2+2+2=6 and x=5 but two x=10

Answer:

that earns 3% interest compounded annually. He ... Is the equation A = 21000(1 – 0.12)'a model of ... (1+0.03)= 1.03 ... The value of a car purchased for $20,000 decreases ... Kathy plans to purchase a car that depreciates. ... B) P= 10,000(0.8) ... YEARS. Wolves d is less than 1! d is more than 11. 1 Growth f(x) = 80(0.1165).

Step-by-step explanation:

Answer:

7,893,600 different combinations

Step-by-step explanation:

Answer:

We have a total.of 26 alphabets in the english language and numbers 0 to 9 will be 10.

Since there are no other limitations, we have to arrange 8 places with the 36 options we have.

It will simply be 36c8.

The answer will be 3,02,60,340.

Answer: I’m sorry I meant B

Step-by-step explanation: 9.6/3=3.2

3.2•8=25.6

Answer:

b = -3.

Step-by-step explanation:

If the 3 points are collinear then:

Slope of AB = Slope  of BC and so

(0-2)/(b + 6) = (-4-0)/( 3 - b)

-4(b + 6) = -2(3 - b)

-4b - 24 = -6 + 2b

-24 + 6 = 2b + 4b

6b = -18

b = -3.

The matrix [T][tex]\left \{ {{B} \atop {B'}} \right.[/tex] represents the linear operator T with respect to the bases B′ and B.

The matrix representation [tex][T]\left \{ {{B} \atop {B'} \right.[/tex] of the linear operator T relative to the ordered bases B' and B, we need to determine how the basis vectors of B' are transformed under the linear operator T and express them as linear combinations of the basis vectors of B.

B′={1} and B={(0),[−1.0]} we can represent the basis vectors as column matrices

[1][tex]\left \{ {\atop {B'}} \right.[/tex] = [1]

[0][tex]\left \{ \atop {B'}} \right.[/tex] = [tex]\left[\begin{array}{ccc}0\\0\\\end{array}\right][/tex]

[-1.0][tex]\left \{ \atop B' \right.[/tex] = [tex]\left[\begin{array}{ccc}-1\\0\\\end{array}\right][/tex]

Now, we can apply the linear operator T to the basis vectors of B' and express the results in terms of the basis vectors of B.

T([1][tex]\left \{ {\atop {B'}} \right.[/tex] = [1][tex]\left \{ {\atop {B'}} \right.[/tex] = [1] = 1.[0][tex]\left \{ \atop {B'}} \right.[/tex] + 0.[-1.0][tex]\left \{ \atop B' \right.[/tex]

Therefore, we have

[T][tex]\left \{ {{B} \atop {B'}} \right.[/tex] = [tex]\left[\begin{array}{ccc}1&0\\0&0\\\end{array}\right][/tex]

The matrix [T][tex]\left \{ {{B} \atop {B'}} \right.[/tex] represents the linear operator T with respect to the bases B′ and B.

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Answer: b=20

Step-by-step explanation:

First for the equation 60=2b+20

We will subtract 20 from both sides to start isolating b

40=2b

Divide both sides by 2

and you get b=20

Answer:

b = 20

Hope This Helps!

Step-by-step explanation:

60 = 2b + 20

-20         -20

--------------------

40 = 2b

40/2 = 2b/2

20 = b

b = 20

Answer:

It might be perpendicular lines

Step-by-step explanation:

To determine whether the equation y'' = −3x([tex]y')^2[/tex]is a second-order linear differential equation, we need to examine its form.

A second-order linear differential equation has the general form:

[tex]y'' + p(x)y' + q(x)y = r(x)[/tex]

where y is the dependent variable, x is the independent variable, and p(x), q(x), and r(x) are functions of x.

In the given equation, [tex]y'' = -3x(y')^2,[/tex]we can observe that the dependent variable y only appears in the squared term [tex](y')^2.[/tex]This indicates that the equation is not linear in y or its derivatives. It contains a non-linear term [tex](y')^2[/tex]multiplied by the function -3x.

Therefore, the equation [tex]y'' = -3x(y')^2 i[/tex] is not a second-order linear differential equation.

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yah it's not probably it's not 2 mmmm

Answer:

mean: 5

Step-by-step explanation:

(9 + 3 + 1 + 8 + 3 + 6) / 6 = 5

a. The name of the theory used to predict molecular geometries is the VSEPR (Valence Shell Electron Pair Repulsion) theory.

b. The name of the molecular shape for a molecule consisting of a central atom bonded to 2 outer atoms with two lone pairs on the central atom is "bent" or "angular." This molecular shape is also sometimes referred to as "V-shaped" due to its characteristic angular structure.

c. The name of the molecular shape for a molecule consisting of a central atom bonded to 4 outer atoms with no lone pairs on the central atom is "tetrahedral." This molecular shape is characterized by a central atom at the center with four symmetrically arranged outer atoms, forming a three-dimensional tetrahedron-like structure.

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Answer:

Maybe try explaining that if you narrow it down and simplify the numbers by dividing them by 8 or somewhere around there.

[tex]c+20=55\\c=55-20\\c=35[/tex]

The two necessary steps to put this equation into standard form is A) Add 3 to both sides and subtract 8x from both sides.

To put the equation x² - 3x + 27 = 8x - 3 into standard form, the two necessary steps are:

A. Add 3x to both sides: By adding 3 to both sides of the equation, we eliminate the constant term -3 on the right side and move it to the left side.

x² - 3x + 3x + 27 = 8x - 3 + 3x

x² + 27 = 11x

B. Subtract 11x from both sides:  By subtracting 8x from both sides of the equation, we eliminate the term 8x on the right side and move it to the left side.

x² + 27 - 11x = 11x - 11x

x² - 11x + 27 = 0

Therefore, the equation in standard form is x² - 11x + 27 = 0. Therefore, the correct answer is option A.

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Answer:

The answer is B. 4.4 oz.

Step-by-step explanation:

What do we know? We have the 6-pack of 12-ounce bottles and they cost $2.99, we also know that the other bottle 67.6 ounces that also costs $2.99.

Forgot the money, we're just going to be looking at the ounces.

First, we take the 6-pack and multiply by 12 because we want the size as one, rather than seperate. 6 x 12 = 72

The question is asking how many more ounces are you getting if you purchase the 6-pack. In order to do this, we take the 72 ounces that we got and subtract that 67.6 ounces of the other drink. 72 - 67.6 = 4.4

The ounces saved are 4.4 ounces.

(a) The mapping from a list of twelve students to a sequence of four groups is a k-to-1 mapping, where k is equal to 3.

Each group consists of 3 students, so when the list is divided into consecutive groups of 3, we have 4 groups in total. Therefore, each group assignment is determined by 3 students from the list, resulting in a 3-to-1 mapping.

The mapping is a 3-to-1 mapping because it assigns 3 students to each group.

(b) The mapping from a sequence of 4 groups to a group assignment is a 1-to-1 mapping.

In a group assignment, the order of the groups does not matter. As long as the students are assigned to the same groups, the assignment is considered the same. Therefore, the mapping is a 1-to-1 mapping, as there is only one possible group assignment for a given sequence of groups.
The mapping is a 1-to-1 mapping because each sequence of groups corresponds to a unique group assignment.

(c) The number of group assignments possible can be calculated by multiplying the number of ways to select 3 students from 12 for the first group, then the number of ways to select 3 students from the remaining 9 for the second group, and so on.

The number of ways to select 3 students from a group of 12 can be calculated using the combination formula "nCr," where n is the total number of students and r is the number of students to be selected. In this case, the formula becomes C(12, 3) for the first group, C(9, 3) for the second group, C(6, 3) for the third group, and C(3, 3) for the fourth group.

The total number of group assignments possible can be calculated as C(12, 3) * C(9, 3) * C(6, 3) * C(3, 3).

(d) The number of ways to break 3n students into n groups of 3 can be calculated using the multinomial coefficient formula.

The multinomial coefficient formula is used to calculate the number of ways to distribute objects into distinct groups, where the number of objects can vary in each group. In this case, we have 3n students to be distributed into n groups of 3, so the formula becomes (3n)! / (3!)^n.

The number of ways to break 3n students into n groups of 3 is (3n)! / (3!)^n.

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Answer:

I belive the answer is 1/324