Aviv and Marco were trying to decribe part of the expreion
5
a
2
a

3
2a3
5a
​
tart fraction, 5, a, divided by, 2, a, plu, 3, end fraction. Aviv aid, "The entire expreion i the quotient of
5
a
5a5, a and
2
a

3
2a32, a, plu, 3. "
Marco aid, "On it own,
2
a

3
2a32, a, plu, 3 i a um with
2
22 term. "
Who i correct?

Hate to have to tell you this but we need to see the homework to be able to help

The polynomial 3x³ 2x² +3 can be written as 3x³ + 2x² + 3. In order to get the polynomial 3x² + 4, we need to add a polynomial which is equal to -3x³ + 5x² + 1.

Therefore, the correct answer is (3) - 3x3 + 5x2 +1.

We can confirm this by performing the following calculation:

3x³ + 2x² + 3 + (-3x³ + 5x² + 1) = 3x² + 4

3x³ + (-3x³) = 0

2x² + 5x² = 7x²

3 + 1 = 4

Therefore, 0 + 7x² + 4 = 3x² + 4, which confirms that the correct answer is  3x3 + 5x2 +1.

3x3 + 5x2 +1 is the polynomial should be added in 3x³ 2x² +3 to get the polynomial 3x² +4.

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Answer: the answer is B

Step-by-step explanation:

Answer:b

Step-by-step explanation:

6

if youadd 9 tot he thing you get the answr

Answer:

The exponential form of 5184 is 5184

In simple words, the exponents can said to be the powers of the base. For example, in 2³, the exponent will be 3. If a number is given without any power then its power is 5184. The exponential form is simply the number with exponents.

The statements that relate each function are given as follows:

1. At 3 seconds, the toy rocket is higher than the drone: f(3) > g(3).

2. At the start, the toy rocket is 25ft above the drone: f(0) - g(0) = 25.

The four inequality symbols, along with their meaning, are presented as follows:

The functions for this problem are given as follows:

At 3 seconds, we have that the toy rocket is higher than the drone, that is, f(3) is greater than g(3), hence the inequality is given as follows:

f(3) > g(3).

At the start, the heights are given as follows:

The difference is of 25 ft, hence the expression is given as follows:

f(0) - g(0) = 25.

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The mantissa of scientific notation is between 1 and 10 in absolute value, or 1 ≤ |a| < 10.  It can be 1, hence, it does not have to be greater than 1.

A scientific notation has the form:

a x 10ᵇ

Where b is an integer and is called exponent.

a is a real number between 1 and 10 (in absolute value), it includes 1 but not 10, or we can write a should satisfy 1 ≤ |a| < 10.

Usually, a is called mantissa.

Example:

2567 can be written in scientific notation as:

2567 = 2.567 x 10³

0.0045 can be written in scientific notation as:

0.0045  = 4.5 x 10⁻³

250 x 10² can be written in scientific notation as:

250 x 10² = 2.5 x 10⁴

-0.032 can be written in scientific notation as:

-0.032 = -3.2 x 10⁻²

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The value of A when x - 5 is a factor of x³ - 3x² + ax - 10 is -8.

A polynomial factor is a polynomial that divides another polynomial exactly, with no remainder.

For example, if we have a polynomial P(x) = x³ - 3x² + ax - 10, and we have a polynomial factor F(x) = x - 5, we can say that P(x) is divisible by F(x) with no remainder.

In general, a polynomial of degree n has n roots (or zeroes) and the factorization of polynomial can be expressed as a product of its roots and its corresponding multiplicity.

To find the value of A, set x = 5 in the equation x³ - 3x² + ax - 10 and solve for A that will make the equation equal to zero..

So when x = 5, we have:

x³ - 3x² + ax - 10 = 0

(5)³ - 3(5)² + a(5) - 10 = 0

125 - 75 + 5a - 10 = 0

5a = -40

a = -8

Hence, if x - 5 is a factor of x³ - 3x² + ax - 10, then A is equal to -8.

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Yes, Number 512 represents it is a multiple of 8 is a true statement.

As given in the question,

Given number is equal to 8,

Given multiple is equal to 512 :

Multiple of any number is the representation of any number multiply by some integer.

When we multiply 8 by different integers we get its multiple as follow:

8, 16, 24, 32, 40, 48, 56, 64, 72,..... and so on.

When we multiply 64 by 8 we get 512.

Yes , the given statement is true.

Therefore, 512 represents a multiple of 8 which we get when we multiply 8 by 64 represents that the given statement is true.

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The range of this graph (see attachment) include the following: {8, -6}.

In Mathematics, the horizontal extent of any graph of a function represents all domain values and they are read and written from smaller to larger numerical values, and from the left of a graph to the right.

Additionally, the vertical extent of any graph of a function represents all range values and they are always read and written from smaller to larger numerical values, and from the bottom of the graph to the top.

By critically observing the graph shown in the image attached below, we can reasonably and logically deduce the following:

Domain = -6 < x < 11 or [-6, 11].

Range = -6 < y < 8 or [-6, 8].

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Step-by-step explanation:

PLEASEEEE GIVE BRANLIEST

Answer:

60+15+20+21+20+30+45= *212*

The line that has the constant of proportionality between y and x of 1 / 2 , is C. Line C.

The ratio used to compare changes in one variable to those in another is known as the constant of proportionality. The dependent variable fluctuates more with the independent variable when the proportionality constant increases.

The formula for the constant of proportionality is:

= Value of y / Value of x

For Line A we have point ( 1, 7 ) so the constant of proportionality is:

= 7 / 1

= 7

For line B, we have point (2, 3 ) so the constant of proportionality is:

= 3 / 2

= 1 . 5

For line C, we have point ( 4, 2 ) so the constant of proportionality is:

= 2 / 4

= 1 / 2

Line C is the line with a constant of proportionality of  1 / 2.

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The statement that describes a relationship that has a negative slope: "Greg pays $25 each time he goes rock climbing".

A negative slope indicates that two variables are adversely connected; that is, when x rises, y falls, and when x falls, y rises. A negative slope on a line graph signifies that the line falls as it travels from left to right. For example, when the number of individuals that quit smoking (x) grows, the number of persons developing lung cancer (y) drops. This relationship's graph has a negative slope. Positive slopes are predicated on the fact that when x grows, so does y, hence the change in y/change in x is positive. Negative slopes are based on the fact that when x grows, y decreases, resulting in a negative change in y/positive change in x, yielding a negative response.

Here,

"Greg pays $25 every time he goes rock climbing," says the statement describing a connection with a negative slope.

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The second equation with a slope of 1 passing through (1, 4) is y = x + 3

An equation is an expression relating two or more numbers and variables.

The standard form of an equation is:

y = mx + b

Where m is the rate of change(slope) and b is the y intercept.

The first equation:

y = -4x + 8

Both equations intersect at a point with y -coordinate 4. Hence the corresponding x coordinate is by substituting y= 4:

4 = -4x + 8

-4x = -4

x = 1

The point is (1, 4)

The second equation has a slope of 1 and intersect at (1, 4). Hence:

y - 4 = 1(x - 1)

y = x + 3

The second equation is y = x + 3

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The given fraction converted to a decimal fraction is 1.4

The given fraction converted to a mixed fraction in its lowest terms is 1 2/5

From the question, we are to convert the given fraction.

The given fraction is

14/10

Converting to a decimal fraction

14/10 = 1.4

Converting to a mixed fraction

14/10 = 1 4/10

Reducing the fraction

14/10 = 1 2/5

Hence,

The fraction converted is 1.4 and 1 2/5

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Log2 of 0 is undefined. Log values can be defined for only real numbers which is greater than 0.

It is not defined because log values is defined only for numbers greater than zero but not zero and negative numbers. It's not a real number, because you can never get zero by raising anything to the power of anything else. You can never reach zero.

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The paragraph proof is a proof written in the form of a paragraph. In other words, it is a logical argument written as a paragraph, giving evidence and details to arrive at a conclusion.

Paragraph proofs are comprehensive paragraphs that explain the process of each proof. Like two-column proofs, they have multiple steps and justifications. But instead of columns, the given information is formatted like a word problem — written out in long-hand format.

Since vertical angles are congruent, it is known that angle DCB is congruent to angle ACE. It can now be concluded that triangle DCB is congruent to triangle ACE according to the Side-Angle-Side (SAS) theorem.

There are two different types of proofs: informal and formal. Formal proof is often introduced using a two-column format, as favored by many geometry teachers.

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Complete question:

What is a Paragraph prove statement?

Seven years ago the sum of their ages was 31:  

               (L - 7) + (M - 7)  =  31

Given that:

Lindsay is 5 years younger than Mark. Seven years ago, the sum of their ages was 31.

let L be Lindsay's age and let m be Mark's age.

​L −7 = (M−7) + 5

⇒ L + M = 31

⇒ ​L = M + 5

⇒ (L−7) + (M−7) = 31

Now,

​L−7 = (M−7) − 5

⇒ L + M = 31

Now, as we know that:

Lindsay is 5 years younger than Mark.

Therefore,

​L = m −5

And,

Seven years ago the sum of their ages was 31:  

(L−7) + (m−7)  =31

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960 woods

Step-by-step explanation:

lxbxh=12×8×10=960

The required cost of each bag of potatoes cost is given as $6.9.

The equation model is defined as the model of the given situation in the form of an equation using variables and constants.

Here,
Let the cost of each bag of potatoes be x,
According to the question,
4.09 + 4x = 31.69
4x = 31.69 - 4.09
x = 27.6/4
x =$6.9

Thus, the required cost of each bag of potatoes cost is given as $6.9.

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Answer:

Step-by-step explanation:

y = x + 8

x + y = 2

using substitution, since y is equal to x + 8 we substitute it for the y in x + y = 2

so we get: x + (x+8) =2

then we simplify, getting 2x + 8 = 2

We make the x on its own on one side of the equation by subtracting 8 on both sides.

2x = -6

divide

x = -3

y = 5

(if x = -3, y = 5 because -3 + 8 =5)

test answer

5 = -3 + 8 works and -3 + 5 = 2 works as well

Where k is an integer, the range of potential values for x is between 90 and 45.

Integers can be zero, a calculation that shows, or a minus integer signified by a minus sign. An additive inverse of a positive integer that it relates to is a negative number. A group of integers is usually denoted in mathematical notation by a bold Z or even a bold "mathbb Z." An integer is a positive, negative, and zero number that is not a fraction (pronounced IN-tuh-jer).  Non-integer examples include the numerals 1.43, 1 3/4, 3.14, and more. A collection containing integers and their southern hemisphere is known as an integer set. Fractions and decimals are not included in the integer set.

given

a)  π/2 + k *  π =

= k = 90

b)  π/6 + k· 2π =

k = 45

Where k is an integer, the range of potential values for x is between 90 and 45.

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The graph for each equation and inequality is shown below.

The graph is simply a structured representation of the data. It aids in our comprehension of the data. The numerical information gathered through observation is referred to as data.

In a line graph, the information or data is represented as a series of markers, or dots, and is then connected to one another by a straight line.

Given:

a)  2y – 4x < 8

The graph area is shaded with red region.

b)  -4y > -x + 12

The graph area is shaded with blue region.

c) | x + 3 |= y

The graph has the vertex at (-3, 0).

d) |2x – 6| + 2 = y

The graph has the vertex at (3, 2).

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Answer:

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

Patrick has spent:

Oscar has spent:

Since they both spent same amount of money, we have:

They both spent 2 hours and $(2 + 11) = $13.

Answer:

4 feet per hour

Step-by-step explanation:

48 inches is 4 feet in total

4 x 12 =48

Answer:

x=18

Step-by-step explanation:

We know that triangle ABC is similar to triangle ADE, so therefore the proportions of their corresponding sides must be congruent.

We know that all of AD is 15 and BD is 5, which leaves AB to be equal to 10.

Next, we set up the following proportion: 10/12 = 15/x because they are corresponding sides of similar triangles divided by eachother.

Cross multiply and you will get 10x = 12x15 (180)

next, divide both sides by 10 to isolate x

x = 18

The correct equation to find the amount, in dollars, x, of check 353 is:

D. 1,460.89 +25.79+ x = 1,536.71

This equation shows that the sum of check 354, check 353, and the known total of 1,460.89 is equal to the corrected total of 1,536.71. So by solving for x, you can find the amount of check 353.

To solve for x, you would subtract 25.79 and 1,460.89 from both sides of the equation:

x = 1,536.71 - 1,460.89 - 25.79

x = 50.03

So the amount of check 353 is $50.03

It is important to notice that option A and B doesn't include the missing check 354, and option C doesn't add the missing check 354 and the corrected total, so option D is the right one.

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The point_dist with the distance between point (x1, y1) and point (x2, y2): point_dist = math.sqrt((x2 – x1) ** 2.0 + (y2 – y1) ** 2.0).

The program is the illustration of functions. Functions are the collections of defined program statements, which are executed when they are evoked.

In this case, the program in Python, in which comments are used to explain each line is as follows:

#This imports the math module

import math

#This defines the function

def calculate distance (x1, y1, x2, y2):

#This calculates the distance between the point_dist

point_dist = math.sqrt((x2 – x1) ** 2.0 + (y2 – y1) ** 2.0)

#This returns the calculated distance

return dist distance

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Although part of your question is missing, you might be referring to this full question: Assign point_dist with the distance between point (x1, y1) and point (x2, y2). The calculation is: Distance = SquareRootOf( (x2 - x1)2 + (y2 - y1)2 ). Sample output with inputs: 1.0 2.0 1.0 5.0. Points distance: 3.0.

The three different categories of problem-solving techniques are.

A problem must be defined, its cause identified, potential solutions located, ranked and selected, and then those solutions must be implemented. the steps taken to resolve problems.

Clarifying:

Ideating:

Developing:

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