Is the linear expression a factor of the polynomial?
Polynomial: 2x3 +7x²-15x
Linear Factor. x+5

The correct first step in solving the inequality –4(2x – 1) > 5 – 3x is option A: Distribute –4 to get –8x + 4 > 5 – 3x.

This is because we are trying to solve for x, so we need to get x on one side of the inequality and all the other terms on the other side. In order to do this, we need to apply distributive property of multiplication over addition, which means we need to multiply the -4 with the 2x-1. By doing this we get -8x + 4 > 5 - 3x. This can help us to move forward in solving the inequality. This is the correct first step as it gets us closer to isolating the variable x on one side of the inequality.

After this step, we can further simplify the inequality by adding or subtracting similar terms to get the final solution.

It is important to remember that when solving inequalities we need to be careful with the signs, specially when dividing or multiplying by a negative number, as it might change the direction of the inequality.

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Answer:

56 chickens or 112 legs

Exponential of 1 is equal to the number itself which means 1.

Exponent is usually described as the method of demonstrating large numbers in terms of powers. It means, exponent refers to the count, that how many times a number is multiplied to itself to calculate that exponent.

In accordance with the exponent rule, any number raised to power of 1 would always be equal to 1 that is because it doesn't matter how many times we multiply 1 to itself. It is going to yield 1. For example, multiplying 1 hundred times i.e. 1^100 also results in 1.

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Answer:

Simply add apple and grape together you get 10, and orange is 14, so 14 - 10 = 4, answer is a

Step-by-step explanation:

Answer: It is not clear what you are asking for when you say "fifth formula". There are many formulas in mathematics, and it could be referring to different things in different context.

Formulas can be found in different branches of mathematics and science, such as geometry, algebra, physics, chemistry, etc. Can you please provide more context or specify what area of mathematics or science you are interested in?

It is important to note that any formula needs to be referenced in order to understand what it represents and how to use it.

Step-by-step explanation:

Answer: The measure of each interior angle of a regular octagon can be found using the formula:

(n-2) x 180 / n

Where n is the number of sides in the polygon.

For Octagon, n=8

So we can substitute 8 for n in the formula:

(8-2) x 180 / 8 = 6 x 180 / 8

Therefore, each interior angle of the base of Octagon Towers measures 135 degrees.

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 1, 0) and (x₂, y₂ ) = (0, - 3) ← 2 points on the line

m = [tex]\frac{-3-0}{0-(-1)}[/tex] = [tex]\frac{-3}{0+1}[/tex] = [tex]\frac{-3}{1}[/tex] = - 3

the line crosses the y- axis at (0, - 3 ) ⇒ c = - 3

y = - 3x - 3 ← equation of line

At target you will pay $32.00 for 20 packages of travel Kleenex. The correct answer is (option B)

We see here that we have 32 and 20 we are going to divide those numbers to get are answer:

→ 32/20

→ = ?

→ 32/20

→ = 1.6

→ 1 package will cost $1.60.

Therefore, at target you will pay $32.00 for 20 packages of travel Kleenex. The correct answer is (option B)

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Answer: 85 ÷ 5 = 17

Step-by-step explanation: We can simply find whatever division problem that has a quotient of 17 by multiplying 17 by something. So, I chose to do 17 * 5. That equals 85. Now to turn this into a division problem, we just take the product and divide it by a number other than 17 (5 in our case) so, it would look like 85 ÷ 5. That is 17. The way to check is by taking the 17 and multiplying it by the number in the middle (5). We get 85, making this statement true. I hope this helped!

It is possible to construct a triangle whose sides are 2 cm 3 cm and 4.5 cm because the sum of two sides are smaller than third sides.

In the given question, we have to check that it is possible to construct a triangle whose sides are 2 cm 3 cm and 4.5 cm.

To check whether the given sides can make a triangle or not, we have to check that the sum of two sides always greater than the third side.

To check this we firstly add the 2 and 3

2 + 3 > 4.5

5 > 4.5

Now we add 2 and 4.5

2 + 4.5 > 3

6.5 > 3

Now we add 3 and 4.5

3 + 4.5 > 2

7.5 > 2

It is possible to construct a triangle whose sides are 2 cm 3 cm and 4.5 cm because the sum of two sides are smaller than third sides.

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Answer: Cylinder, Cone, and Sphere

Step-by-step explanation:

Answer: It would be 29.01

Answer:

16 school buses

Step-by-step explanation:

400,000/25,000 = 16

25,000*16 = 400,000

If the two fractions are 1/4 and 1/6, then the two equivalent fractions are 2/8 and 2/12, respectively.

The numerator, which is found at the top of the fraction number, and the denominator, which is found at the bottom of the fraction number, are its two constituent parts.

The percentage is= 1/4

In both the denominator and the numerator, multiply it by two= 2/8

A fractional equivalent of 2/8 is 1/4.

Similarly,

For 1/6= 2/12

The fraction 2/12 is equivalent to 1/6.

Therefore, if the two fractions are 1/4 and 1/6, the two equivalent fractions are 2/8 and 2/12, respectively.

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Answer:

10x

Step-by-step explanation:

Answer: The slop is -2 and the y-intercept is (0,4/5)

Step-by-step explanation:

Here is the graph, I hope this helps, have a great school day! :D

Answer:

what is the question

Step-by-step explanation:

These would all add up to 8/3 and 8/3 would be turned into a mixed number which would be 2 2/3

9 feet above Brett is Max.

Surface in math is a two-dimensional object that can be defined by a set of points in three-dimensional space. It may have a single boundary or multiple boundaries, and can have curved, straight or irregular edges. Surfaces can be used to represent physical objects in mathematics, such as a sphere or a torus, and also to represent abstract objects such as a surface of revolution or a Riemann surface.

9 feet above Brett is Max. Since Brett is 34 feet below the surface and Max is 25 feet below the surface,

The difference is 9 feet.

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Answer:

h = 3[tex]\sqrt{2}[/tex]

Step-by-step explanation:

using Pythagoras' identity in the right triangle.

the square on the hypotenuse is equal to the sum of the squares on the other 2 legs.

let h represent the hypotenuse , then

h² = 3² + 3² = 9 + 9 = 18 ( take square root of both sides )

h = [tex]\sqrt{18}[/tex] = [tex]\sqrt{9(2)}[/tex] = [tex]\sqrt{9}[/tex] × [tex]\sqrt{2}[/tex] = 3[tex]\sqrt{2}[/tex] ← exact value

or h ≈ 4.24 ( to 2 decimal places )

Reflect the X-axis at the position (0, 3): ( 0 , - 3 ) , Reverse the y-axis at the position (0, 3): ( 0 , 3 )

In order to determine a point's coordinates in a coordinate system, you must do the opposite. Start at the point and move in a vertical line in either an upwards or downwards direction to the x-axis. Here is the x-coordinate for you. Next, repeat the process while following a horizontal line to determine the y-coordinate.

A group of values that exhibit precise positioning On graphs, it is typically represented by a pair of numbers: the first number indicates the length along, while the second number indicates the length up or down. The point (12,5), for instance, is 12 units down and 5 units up. a pair of numbers that use the separations between the two reference axes to define the location of a point on a coordinate plane.

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Answer:

The discriminant of a quadratic equation ax² + bx + c = 0, is the value of b² - 4ac.

Given the equation 2x² + 6x + 3 = 0, the discriminant is:

b² - 4ac = (6)² - 4(2)(3) = 36 - 24 = 12

So the discriminant is 12.

Step-by-step explanation:

Answer:

a) Reflexive Property => 7
b) Angle Congruence Postulate => 8
c) Definition of Supplementary => 4
d) Segment Addition Postulate => 5
e) Definition of Right Angle => 6
f) Symmetric Property => 11
g) Substitution Property of Equality => 2
h) Definition of Complementary => 1  
i) Segment Congruence Postulate => 9
j) Angle Addition Postulate => 3
k) Linear Pair Postulate (maybe 10)

Step-by-step explanation:

Hope this helps and sorry for taking so long!

The equation that Francesca could use will be T = 238 + 55. And the number of miles on the second day will be 293 miles.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Francesca and her family made a trip out of state to see relatives. On a primary day, they traveled 238 miles. On the second day, they traveled 55 additional miles than the principal day.

Let 'T' be the travel miles in a day. Then the equation is given as,

T = 238 + 55

T = 293 miles

The equation that Francesca could use will be T = 238 + 55. And the number of miles on the second day will be 293 miles.

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A solution is a homogeneous mixture of two or more components in which the size of particle is smaller than 1 nm.

Normal examples of solutions are sugar in water and salt in water solutions, soda water, etc. In a solution, all the components emerge as a single phase. There is particle similarity i.e., particles are evenly allocated.

This is why a whole bottle of soft drink has the same flavors throughout.

Following are the property of solution:

1. It is a homogeneous mixture.

2. Its particles are too small and have a diameter of less than 1 nm.

3. Particles do not scatter a beam of light passing through it and so, the path of the light is not visible.

4. Solutes are indissoluble from the mixture and do not sediment.

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a) The compound interest rate is 75%

b) The simple interest rate is 12.5%

What is the interest?

We know that the interest is the money that accrues to an investment that have been made. We know that we can be able to determine the simple interest by the use of the formula.

A = P(1 + r/n)^nt

A = amount

P = principal

r = rate

n = Number of times compounded

Then we have;

2(1000) = 1000(1 + r)^8

Where n = 1

2 =  (1 + r)^8

0.693 = 8 ln(1 + r)

e^0.693/8= (1 + r)

r = 1 - e^0.693/8

r = 0.75 or 75%

For the simple interest rate;

I = PRT/100

I = A - P

I = 2000 - 1000 = 1000

1000 = 1000 * R * 8/100

R = 1 * 100/8

R = 12.5%

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The equation that represent the situation is 16.25 = 50 - 6.75x.

The number of sandwich bought by the customer is 5.

A roast beef sandwich costs $6.75. A customer buys multiple roast beef sandwiches.  Let x represent the number of roast beef sandwiches.

Then we will find the  how many sandwiches the customer buys when the amount Used for Payment is $50 and change received is $16.25.

Therefore, using equation,

16.25 = 50 - 6.75x

where

Therefore, let's find the number of sandwich bought using the equation.

16.25 = 50 - 6.75x

16.25 - 50 =  - 6.75x

-33.75 = -6.75x

divide both sides by -6.75

x = -33.75 / -6.75

x = 5

Hence,

number of roasted beef sandwich bought = 5

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To classify a quadrilateral by its sides, we need to calculate the distance between each pair of its vertices.

The distance between Q and R is the square root of ((1-(-2))^2 + (5-(-1))^2) = square root of (3^2 + 6^2) = square root of (9+36) = square root of 45 = 6.7

The distance between R and T is the square root of ((-8-1)^2 + (-4-5)^2) = square root of (9+81) = square root of 90 = 9.5

The distance between Q and T is the square root of ((-8+2)^2 + (-4+1)^2) = square root of (10+5) = square root of 15 = 3.87

If the quadrilateral is a rectangle, two sides of it have to be equal, so in this case, AQRT is not a rectangle.

If the quadrilateral is a rhombus, all four sides have to be equal, so in this case, AQRT is not a rhombus.

If the quadrilateral is a square, all four sides have to be equal, so in this case, AQRT is not a square.

If the quadrilateral is a trapezoid, two adjacent sides are parallel, so in this case, AQRT is not a trapezoid.

If the quadrilateral is a parallelogram, two pairs of opposite sides are parallel, so in this case, AQRT is not a parallelogram.

If the quadrilateral is a kite, two pairs of sides have the same length, so in this case, AQRT is not a kite.

So the only possible classification is that AQRT is a general quadrilateral.

so we have:

QR = 6.7

RT = 9.5

QT = 3.87

such pair of equation that have only one pair of solutions which satisfy both equation is linear equation

Answer:One minute let me find a answer

Step-by-step explanation:

Hello there!

Answer:

15

Step-by-step explanation:

According to Exterior Angle Theorem for ∠С in ∆ ABC:

∠BAC + ∠ABC = ∠ACD

(5y + 3)° + (4y + 8)° = 146°

5y + 3 + 4y + 8 = 146

9y + 11 = 146

9y + 11 - 11 = 146 - 11

9y = 135

y = 15