Answer:B .17
Step-by-step explanation:
Answer:
B
Step-by-step explanation:
Edg
Andrés tiene una cuerda de 120 metros y otra de 96 metros. Desea cortarlas de modo que todos los trozos sean iguales pero lo más largos posible. ¿Cuántos trozos de cuerda obtendrá?
Answer:
Se obtendrá 9 trozos de cuerda.
Step-by-step explanation:
Para que sea cada trozo de igual extensión, pero lo más posible, se tiene que encontrar el máximo común divisor de 96 y 120 para determinar la longitud máxima del trozo. Se realiza el siguiente procedimiento para determinar el máximo común divisor:
1) Se determina cada número como producto de números primos:
[tex]96 = 2^{5}\times 3[/tex]
[tex]120 = 2^{3}\times 3 \times 5[/tex]
2) Se determina los números primos comunes de cada número y se multiplican entre sí:
[tex]x = 2^{3}\times 3[/tex]
[tex]x = 8\times 3[/tex]
[tex]x = 24\,m[/tex]
Cada trozo debe ser de 24 metros de longitud.
Ahora se determina el número de trozos al dividir la longitud total por el resultado anterior:
[tex]n = \frac{120\,m+96\,m}{24\,m}[/tex]
[tex]n = 9[/tex]
Se obtendrá 9 trozos de cuerda.
aaron walks 2 1/8 miles to his friends house. then, they walk 5/6 miles to the park .finally, aaron walks 1 3/4 miles to get back home.how far did aaron walk today
Answer:did you check and see if anybody asked this question before??
Step-by-step explanation:
The total distance did Aaron walk today is 4.70 miles.
It is required to find the total distance.
What is distance?
The distance of an object can be defined as the complete path travelled by an object .Distance is a scalar quantity that refers to "how much ground an object has covered" during its motion.
Given :
Aaron walks 2 1/8 miles to his friends.
He walk 5/6 miles to the park.
Again he walks 1 3/4 miles to get back home.
Total distance=
2 1/8 miles+5/6 miles+ 1 3/4 miles
=17/8+5/6+7/4
=4.70 miles
Therefore, the total distance did Aaron walk today is 4.70 miles.
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Let f be the function defined by f(x)=cx−5x^2/2x^2+ax+b, where a, b, and c are constants. The graph of f has a vertical asymptote at x=1, and f has a removable discontinuity at x=−2. (a) Show that a=2 and b=−4. (b) Find the value of c. Justify your answer. (c) To make f continuous at x=−2, f(−2) should be defined as what value? Justify your answer. (d) Write an equation for the horizontal asymptote to the graph of f. Show the work that leads to your answer.
Answer:
a) [tex]a = 2[/tex] and [tex]b = -4[/tex], b) [tex]c = -10[/tex], c) [tex]f(-2) = -\frac{5}{3}[/tex], d) [tex]y = -\frac{5}{2}[/tex].
Step-by-step explanation:
a) After we read the statement carefully, we find that rational-polyomic function has the following characteristics:
1) A root of the polynomial at numerator is -2. (Removable discontinuity)
2) Roots of the polynomial at denominator are 1 and -2, respectively. (Vertical asymptote and removable discontinuity.
We analyze each polynomial by factorization and direct comparison to determine the values of [tex]a[/tex], [tex]b[/tex] and [tex]c[/tex].
Denominator
i) [tex](x+2)\cdot (x-1) = 0[/tex] Given
ii) [tex]x^{2} + x-2 = 0[/tex] Factorization
iii) [tex]2\cdot x^{2}+2\cdot x -4 = 0[/tex] Compatibility with multiplication/Cancellative Property/Result
After a quick comparison, we conclude that [tex]a = 2[/tex] and [tex]b = -4[/tex]
b) The numerator is analyzed by applying the same approached of the previous item:
Numerator
i) [tex]c\cdot x - 5\cdot x^{2} = 0[/tex] Given
ii) [tex]x \cdot (c-5\cdot x) = 0[/tex] Distributive Property
iii) [tex](-5\cdot x)\cdot \left(x-\frac{c}{5}\right)=0[/tex] Distributive and Associative Properties/[tex](-a)\cdot b = -a\cdot b[/tex]/Result
As we know, this polynomial has [tex]x = -2[/tex] as one of its roots and therefore, the following identity must be met:
i) [tex]\left(x -\frac{c}{5}\right) = (x+2)[/tex] Given
ii) [tex]\frac{c}{5} = -2[/tex] Compatibility with addition/Modulative property/Existence of additive inverse.
iii) [tex]c = -10[/tex] Definition of division/Existence of multiplicative inverse/Compatibility with multiplication/Modulative property/Result
The value of [tex]c[/tex] is -10.
c) We can rewrite the rational function as:
[tex]f(x) = \frac{(-5\cdot x)\cdot \left(x+2 \right)}{2\cdot (x+2)\cdot (x-1)}[/tex]
After eliminating the removable discontinuity, the function becomes:
[tex]f(x) = -\frac{5}{2}\cdot \left(\frac{x}{x-1}\right)[/tex]
At [tex]x = -2[/tex], we find that [tex]f(-2)[/tex] is:
[tex]f(-2) = -\frac{5}{2}\cdot \left[\frac{(-2)}{(-2)-1} \right][/tex]
[tex]f(-2) = -\frac{5}{3}[/tex]
d) The value of the horizontal asympote is equal to the limit of the rational function tending toward [tex]\pm \infty[/tex]. That is:
[tex]y = \lim_{x \to \pm\infty} \frac{-10\cdot x-5\cdot x^{2}}{2\cdot x^{2}+2\cdot x -4}[/tex] Given
[tex]y = \lim_{x \to \infty} \left[\left(\frac{-10\cdot x-5\cdot x^{2}}{2\cdot x^{2}+2\cdot x-4}\right)\cdot 1\right][/tex] Modulative Property
[tex]y = \lim_{x \to \infty} \left[\left(\frac{-10\cdot x-5\cdot x^{2}}{2\cdot x^{2}+2\cdot x-4}\right)\cdot \left(\frac{x^{2}}{x^{2}} \right)\right][/tex] Existence of Multiplicative Inverse/Definition of Division
[tex]y = \lim_{x \to \pm \infty} \left(\frac{\frac{-10\cdot x-5\cdot x^{2}}{x^{2}} }{\frac{2\cdot x^{2}+2\cdot x -4}{x^{2}} } \right)[/tex] [tex]\frac{\frac{x}{y} }{\frac{w}{z} } = \frac{x\cdot z}{y\cdot w}[/tex]
[tex]y = \lim_{x \to \pm \infty} \left(\frac{-\frac{10}{x}-5 }{2+\frac{2}{x}-\frac{4}{x^{2}} } \right)[/tex] [tex]\frac{x}{y} + \frac{z}{y} = \frac{x+z}{y}[/tex]/[tex]x^{m}\cdot x^{n} = x^{m+n}[/tex]
[tex]y = -\frac{5}{2}[/tex] Limit properties/[tex]\lim_{x \to \pm \infty} \frac{1}{x^{n}} = 0[/tex], for [tex]n \geq 1[/tex]
The horizontal asymptote to the graph of f is [tex]y = -\frac{5}{2}[/tex].
Using asymptote concepts, it is found that:
a) Building a quadratic equation with leading coefficient 2 and roots 1 and -2, it is found that a = 2, b = -4.
b) c = -10, since the discontinuity at x = -2 is removable, the numerator is 0 when x = -2.
c) Simplifying the function, it is found that at [tex]x = -2, f(x) = -\frac{5}{3}[/tex].
d) The equation for the horizontal asymptote to the graph of f is [tex]y = -\frac{5}{2}[/tex]
-------------------------
Item a:
Vertical asymptote at [tex]x = 1[/tex] and discontinuity at [tex]x = -2[/tex] means that the the roots of the quadratic function at the denominator are [tex]x = 1[/tex] and [tex]x = -2[/tex].The leading coefficient is given as 2, thus, we build the equation to find coefficients a and b.[tex]2(x - 1)(x - (-2)) = 2(x - 1)(x + 2) = 2(x^2 + x - 2) = 2x^2 + 2x - 4[/tex]
[tex]2x^2 + ax + b = 2x^2 - 2x - 4[/tex]
Thus a = 2, b = -4.
-------------------------
Item b:
Removable discontinuity at [tex]x = -2[/tex] means that the numerator when [tex]x = -2[/tex] is 0, thus:[tex]-2c - 5(-2)^2 = 0[/tex]
[tex]-2c - 20 = 0[/tex]
[tex]2c = -20[/tex]
[tex]c = -\frac{20}{2}[/tex]
[tex]c = -10[/tex]
-------------------------
Item c:
With the coefficients, the function is:
[tex]f(x) = \frac{-10x - 5x^2}{2x^2 + 2x - 4} = \frac{-5x(x + 2)}{2(x - 1)(x + 2)} = -\frac{5x}{2(x - 1)}[/tex]
At x = -2:
[tex]-\frac{5(-2)}{2(-2 - 1)} = -\frac{-10}{-6} = -(\frac{5}{3}) = -\frac{5}{3}[/tex]
Thus, simplifying the function, it is found that at [tex]x = -2, f(x) = -\frac{5}{3}[/tex]
-------------------------
Item d:
The horizontal asymptote of a function is:
[tex]y = \lim_{x \rightarrow \infty} f(x)[/tex]
Thus:
[tex]y = \lim_{x \rightarrow \infty} \frac{-10x - 5x^2}{2x^2 + 2x - 4} = \lim_{x \rightarrow \infty} \frac{-5x^2}{2x^2} = \lim_{x \rightarrow \infty} -\frac{5}{2} = -\frac{5}{2}[/tex]
The equation for the horizontal asymptote to the graph of f is [tex]y = -\frac{5}{2}[/tex]
A similar problem is given at https://brainly.com/question/23535769
The graph of a quadratic function F has zeros of -8 and four and a maximum at -2, 18 what is the value of “a” in the function equation?
What is the value of a if (2a+3)−(4a−8)=7?
Answer:
Step-by-step explanation:
2a + 3 - 4a + 8 = 7
-2a + 11 = 7
-2a = -4
a = 2
Answer:
[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{a = 2}}}}}[/tex]
Step-by-step explanation:
[tex] \sf{(2a + 3) - (4a - 8) = 7}[/tex]
When there is a ( - ) in front of an expression in parentheses , change the sign of sign of each term in the expression
[tex] \longrightarrow{ \sf{2a + 3 - 4a + 8 = 7}}[/tex]
Collect like terms
[tex] \longrightarrow{ \sf{ - 2a + 3 + 8 = 7}}[/tex]
Add the numbers: 3 and 8
[tex] \longrightarrow{ \sf{ - 2a + 11 = 7}}[/tex]
Move 11 to right hand side and change it's sign
[tex] \longrightarrow{ \sf{ - 2a = 7 - 11}}[/tex]
Subtract 11 from 7
[tex] \longrightarrow{ \sf{ - 2a = - 4}}[/tex]
Divide both sides by -2
[tex] \longrightarrow{ \sf{ \frac{ - 2a}{ - 2} = \frac{ - 4}{ - 2} }}[/tex]
Calculate
[tex] \longrightarrow{ \sf{a = 2}}[/tex]
Hope I helped!
Best regards! :D
Solve for x: 5x +1(3x + 6) > 14
Answer:
5x+3x+6>14
8x>14-6
8x>8
divide both sides by 8
x>1
[tex]5(m - 1) = - 25[/tex]
can u help me solve it?
Answer:
-4.
Step-by-step explanation:
5(m - 1) = -25
m - 1 = -5
m = -4.
Answer:
m = -4
Step-by-step explanation:
Divide both sides by the numeric factor on the left side, then solve.
m = -4
Which option best completes the following statement?
As a unit of account, money provides a way to determine and compare
OA) money over time.
B) apples.
O C) value.
OD) people.
Apples and people don't make much sense as an answer here, so we can rule out B and D. Choice A can be ruled out as it seems redundant to say "money compares money over time". It makes more sense to say "Money compares value (over time)".
Which are examples of unit rates? Check all that apply.
100 students for every 2 buses
1 teacher per 25 students
4 pencils for each student
8 students per team
Answer: 8 students per team and 4 pencils each student
Step-by-step explanation:
Answer:
Both C and D
Step-by-step explanation:
X(4)-20=72 what is the missing number
Answer:
23
Step-by-step explanation:
(4 x 23) -20 = 72
Given segment XZ and point Y that lies on XZ find XZ if XY = 7 and YZ = 17
Answer:
24
Step-by-step explanation:
We are given segment XZ and point Y. First, draw a number line. Draw X and Z on either side of the number line. We know that Y is between X and Z since there are the distances of XY and YZ. To find XZ, add the distance of XY and YZ, which are respectively 7 and 17. Adding 7 and 17, we get 24 as the answer.
The value of XZ is 24.
What are Arithmetic operations?Arithmetic operations can also be specified by adding, subtracting, dividing, and multiplying built-in functions. The operator that performs the arithmetic operation is called the arithmetic operator.
+ Addition operation: Adds values on either side of the operator.
For example 12 + 2 = 14
What is a Line Segment?A line segment is defined as a measured path between two places. Line segments can make up any polygon's sides because they have a set length.
The figure given below shows a line segment XZ, where the length of line segment XZ refers to the distance between its endpoints, X and Z.
Given that a line segment XZ and point Y that lies on XZ
XY = 7 and YZ = 17
Here XZ = XY + YZ
X_____________Y_______________Z
⇒ XZ = XY + YZ
Substitute the values of XY = 7 and YZ = 17, we get
⇒ XZ = 7 + 17
Apply the addition operation in the above equation,
⇒ XZ = 24
Therefore, the value of XZ is 24.
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Explain why it might be easier to solve the multiplication problem by changing it from this: 5×87×2, to this: 5×2×87. Use a property of multiplication to justify your reasoning.
Answer:
It makes the calculation easy and quick.
Step-by-step explanation:
Commutative Property of multiplicationThe product of two or more real numbers is not affected by the order in which they are being multiplied. In other words, real numbers can be multiplied in any order because the product remains the same.When you multiply as it is given:
5×87×2=870Step 1) 5×87 = 435Step 2) 435×2 = 870Using the commutative property makes it much easier:
5×2×87 = 870Step 1) 5×2 = 10Step 2) 10* 87 = 870Answer:
see below.
Step-by-step explanation:
its a commutative property of multiplication.
it doesn't matter in order or not... the result will always be the same.
form your example 5×87×2, if you use a calculator it doesn't matter which number you start.
say 2 x 87 x 5 = 870
or 87 x 5 x 2 = 870
or 5 x 2 x 87 = 870
see the results are all the same no matter which way you go.
please answer ASAP ......
19. Amy has 8 coins worth $1.40. Some of the coins are nickels and some are quarters. How
many of each coin does Amy have?
Answer:
5 quarters and 3 nickels
Step-by-step explanation:
x = nickels
y = quarters
x + y = 8
x(0.05) + y(0.25) = 1.40
3 + 5 = 8
3(0.05) + 5(0.25) = 1.40
0.15 + 1.25 = 1.40
1.25 + 0.15 = 1.40
What is rhe price of the computer be after the mark down?
Answer:
C.$150
Step-by-step explanation:
The sales man told her that he would sell it to he for ⅓ of the marked price.
Given:
Marked Price= $450
⅓
Required:
⅓ of the marked price or $450
Formula:
⅓*$450
Solution:
⅓ of $450
⅓*$450
$450/3
$150
Hope this help ;) ❤❤❤
Answer:
A.180
Step-by-step explanation:
Can anyone explain to me why I got this wrong
Answer:
I think your suppose to multiply the lengths together then you multiply the width together and the add those two
Step-by-step explanation:
srry if i am wrong lol
What is the solution of this equation -4z = 24
Answer:
z = -6
Step-by-step explanation:
[tex]-4z=24\\\\\frac{-4z=24}{-4}\\\\ \boxed{z=-6}[/tex]
Hope this helps.
A rectangular garden is 15 ft longer than it is wide. Its area is 6750 ft 2 . What are its dimensions
Answer:
450 x 15 = 6750 ft 2
Step-by-step explanation:
Can I write (3x-1)(3x+1) as (x-1/3)(x+1/3)?
Answer:
yes
Step-by-step explanation:
[tex](3x-1)(3x+1)=9x^{2}-1[/tex] [tex]=\frac{9x^{2} }{9}-\frac{1}{9}=[/tex] [tex]x^{2} -\frac{1}{9}[/tex]
[tex](x-1/3)(x+1/3)=x^{2} -\frac{1}{9}[/tex]
How can you determine what type of solution an equation has when solving? Explain.
Answer: Answer is in the steps
Step-by-step explanation:
If the system of equations have the same slope and same y-intercepts then it means that they have infinitely many solutions.
if the system of equations have the same slope but different y-intercepts it means that they have no solution because they will never intersect but will always form parallel lines.
If the system of equations have different slopes and different y-intercepts or have same y-intercepts and different slopes it means that they have exactly on solution.
which is not a rational
Answer:B
Step-by-step explanation:
Evaluate the following function over the domain {0,1,2,3}. What is the range?
Answer:Another way to identify the domain and range of functions is by using graphs. Because the domain refers to the set of possible input values, the domain of a graph consists of all the input values shown on the x-axis. The range is the set of possible output values, which are shown on the y-axis.
range is The zero doesn't matter. You still subtract the lowest number from the highest. If zero is the lowest number, then the highest number is the range. If the set consists of negative numbers, and zero is the highest number, then the lowest number (without its negative sign) is the range.
0
Which value of x is the solution of the equation (2/3)x+(1/2) =(5/6)
Answer:
1/2
Step-by-step explanation:
Step 1:
4/6x + 3/6 + 5/6
Step 2:
4/6x = 2/6
Step 3:
2/6 times 6/4
Answer:
1/2
Hope This Helps :)
Is the expression 2 • 4x equal to the expression 8x?
Answer:
YESStep-by-step explanation:
[tex]2 . 4x =\\2 \times 4x\\\mathrm{Multiply\:the\:numbers:}\:2\times \:4=8\\\\= 8x[/tex]
Yesterday at 4pmn, I was 95 degrees outside. Every hour after that, the temperature dropped 3 degrees. What was the temperature at 8pm
Answer:
83 degress
Step-by-step explanation:
We know that every hour it dropped 8 degress. If it dropped from 4pm to 8pm, that means it dropped 4 times. 3x4=12 so we do 95-12 which equals 83.
Luke hiked 6 1/4 miles . Joana hiked 2 1/5 times as far .How far did Joana hiked
Answer:
[tex]6 \frac{1}{4} =\frac{25}{4} \\\\2 \frac{1}{5} = \frac{11}{2}\\\\[/tex]
[tex]\frac{25}{4} \times \frac{11}{2} = \frac{275}{8}=34 \frac{3}{8}[/tex] (Amount Jona hiked)
Answer:
13 3/4
Step-by-step explanation:
The cost for boat rental for 3 days is $254 what would the rental cost be for a week?
Answer:
it would be about $592.67.
Step-by-step explanation:
1) 254/3 = 84.666666667
2) 84.666666667 * 7 = 592.666667
3) 592.666667 ≈ 592.67
Answer:
5.92.67
Step-by-step explanation:
If a = 3 and b = 4, then find the value of 2a + 3b A. 15 B. 16 C. 17 D. 18
Answer:
18
Step-by-step explanation:
2a+3b
2•3+3•4
6+12
18
Answer:
2124+272cd
Step-by-step explanation:
You roll a single die numbered from 1 to 6 twice. The probability of rolling an even number the first time and a 6 the second is the setup. What is the probability "rolling an even number the first time"? (Answer in percentage)
Answer:
The answer is 50%Step-by-step explanation:
step one :
first and foremost we are going to list the sample space related to a die
the same space is S= {1,2,3,4,5,6}= 6
step two:
now the even numbers in the sample space are ={2,4,6}= 3
hence we can solve for the probability of obtaining an even number to be
Pr(even number)= 3/6= 1/2.
step three:
since we are to provide the answer in percentage format, we can easily do this by multiplying the answer by 100 to get the percentage
(1/2)*100= 0.5*100= 50%
Help please! Any help is appreciated
Answer: The answer is (-∞, ∞)
Step-by-step explanation:I hope this helps!