Jake studied x hours for a big test. Julie studied twice as long.

Write an algebraic expression for long Julie studied.

Answer:

(3z - 1)(z + 9)

Step-by-step explanation:

Answer:

(z + 9)(3z - 1)

Step-by-step explanation:

Given

3z² + 26z - 9

To factor the quadratic

Consider the factors of the product of the z² term and the constant term which sum to give the coefficient of the z- term

product = 3 × - 9 = - 27 and sum = + 26

The factors are + 27 and - 1

Use these factors to split the z- term

3z² + 27z - z - 9 ( factor the first/second and third/fourth terms )

3z(z + 9) - 1(z + 9) ← factor out (z + 9) from each term

(z + 9)(3z - 1) ← in factored form

Answer:

c

Step-by-step explanation:

ANSWER

A. 12

EXPLANATION

From the stem-and-leaf plot, the trees that are between 610 inches tall and 640 inches tall are:

613,616,622,622,624,625,631,631,633,637,637,and 638.

Counting the number of trees gives 12 of them.

Therefore, the number of trees that are between 610 inches tall and 640 inches tall is 12.

The correct answer is A.

Answer:

(1,2)

Step-by-step explanation:

I just used a graphing calculator

Answer:

The length of a side of the base is 20 centimeters.

The area of a lateral side between the bases is about 126.5 square centimeters.

Step-by-step explanation:

It's a rectangular prism with a total volume of 800 cu cm, and a height of 20 cm.

So, the base has an area of...  800/20 = 40 sq cm.

The prism is a cube.   NO.  If it was a cube, the base would be 400 sq cm (20x20), since the height is 20.

The diagonal of the base is 4 centimeters. NO. with a base of 40 sq cm, it's impossible to have a diagonal of 4 cm.  A diagonal would form a hypotenuse... and an hypotenuse is longer than the two other sides... an hypotenuse of 4 would mean for example sides of about 2 and 3...  which gives 6 sq cm for the base, not 40.

The length of a side of the base is 20 centimeters.  COULD BE. The base is 40 sq cm, it could have a side of 20 and the other of 2.  Without knowing more about the prism than what's included in the question, we can't say YES and we can't say NO.

The area of a base is 40 square centimeters.  Yes

The area of a lateral side between the bases is about 126.5 square centimeters. YES, since the height is 20, that would mean one side of the base would be roughly 6.325 cm... for a base area of 6.325 x 6.325 = 40 sq cm.

1. The area of a base is 40 square centimeters.

2. The area of a lateral side between the bases is about 126.5 square centimeters.

The statements that describe the prism are:

1. The area of a base is 40 square centimeters.

To find the volume of any rectangular prism, we use the formula [tex]base \times height[/tex].

It is given that the volume of prism is 800 cubic centimeters and height is 20 centimeters.

Putting these values in the volume formula, to find base(B):

[tex]800=B(20)[/tex]

[tex]B=40[/tex]

Hence, area of base is 40 square centimeters.

2. The area of a lateral side between the bases is about 126.5 square centimeters.

Answer:

[tex]-\sqrt{11}[/tex]

Step-by-step explanation:

As square root value is written with both + and - signs

In Given case:

A polynomial has root [tex]\sqrt{11}[/tex]

= ±3.316

Also [tex]-\sqrt{11}[/tex]

= ±3.316

Hence [tex]-\sqrt{11}[/tex] is also root of the polynomial!

Answer:

. from line l. In a coordinate plane, the locus of points 5 units ... 30. * .. ... The distance between parallel lines 6 and m is 12 units. Point A is on ...

Step-by-step explanation:

The question from 'Middle School Math with Pizzazz! Book E' appears to utilize pie as a topic to explore fractions. It illustrates fractions visually, such as expressing three out of five slices of pie as 3/5, or six out of ten slices as 6/10 (which simplifies to 3/5).

The question seems to be from the 'Middle School Math with Pizzazz! Book E'. It doesn’t seem to relate directly to the creation of a vegetable necklace, but I can infer that it relates to the concept of fractions, as suggested in the information. In mathematical terms, the slicing of pies and selection of pieces can be equated to the division of a whole into smaller parts, which is how fractions are defined.

For example, slicing one pie into five slices and taking three of them can be represented as 3/5, or three-fifths.  This represents the concept of fractions in an easy-to-understand, visual way. Similarly, splitting one pie into 10 pieces and selecting 6 can be expressed as 6/10, or six-tenths, which also reduces to three-fifths when simplified.

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Final answer:

The 'vegetable necklace' problem seems to be a math-related craft activity aimed at teaching fractions or ratios. It involves creating a necklace pattern with vegetables in a consistent ratio, providing a hands-on way to understand these mathematical concepts in middle school math.

Explanation:

The question appears to be from a workbook called Middle School Math With Pizzazz! Book E, which suggests that the problem is related to a math puzzle or activity. Although the question mentions making a vegetable necklace, this is likely a math-based craft or theoretically presented problem for representing fractions, ratios, or patterns that are common in middle school mathematics.

Based on the provided reference (A.1), we can understand that this problem might be connected to fractions or proportional reasoning. The example given explains how we can divide pies into slices to represent different fractions yet end up with the same quantity. This principle can be applied to making a necklace, where vegetables represent parts of a whole, and different combinations can result in a necklace of the same length or number of items.

To make a vegetable necklace, a student could take a string and add vegetables at regular intervals, ensuring that the pattern or ratio remains consistent. For instance, if the pattern is one carrot for every two tomatoes, and the length of the necklace is to have 15 vegetables, there would be 5 carrots and 10 tomatoes on the string, maintaining the ratio.

This activity would give them a tangible representation of fractions and ratios, providing a hands-on experience in understanding these mathematical concepts.

500/4 = x/1

125 = x

125 miles per inch.

The final answer is 16

The act or process of taking one number away from another is called subtraction.

According to the problem,

This can be written as (5 x 3) + 10- 9

 =  16

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Answer:

$9.75

Step-by-step explanation:

Answer:

Step-by-step explanation: $9.75 per hour

243.75/25= 9.75

Answer:

8y^50

Step-by-step explanation:

Answer:

8y^50

Step-by-step explanation:

Answer:

-30x+35

Step-by-step explanation:

Add 11 and 24

Answer:

(6,000 + 800 +20) /10

(60,000 + 8,000 + 200) / 100

682,000 / 1,000

Step-by-step explanation:

Use a calculator

Do the parenthesis first and divide

The division problems that result in a quotient of 682 are 682,000 ÷ 1,000 and 6,820,000 ÷ 10,000. This is because when we divide these large sums by their respective divisors, we get 682 as the quotient.

To figure out which division problems result in a quotient of 682, we need to remember how division works. Division is basically the opposite of multiplication - if you multiply the quotient by the divisor, you should get the dividend. Essentially, we're looking for problems where we divide a total (dividend) by a number (divisor) and get 682 (quotient).

For instance, if we were to have a division problem like 682,000 ÷ 1,000, we would get 682 as our quotient. The same would be true for 6,820,000 ÷ 10,000, where the quotient would also be 682.

However, the problems such as (600 + 80 + 2) ÷ 10, and (60,000 + 8,000 + 200) ÷ 100 do not result in a quotient of 682 and therefore don't apply. So only the two problems with the larger sums (682,000 ÷ 1,000 and 6,820,000 ÷ 10,000) are valid solutions.

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Answer:

Interior

Step-by-step explanation:

The sum of the interior angles of a polygol with n sides is 180(n-2)

Answer:

Interior

Step-by-step explanation:

Answer:

-2（x+5）= -2（x-2）+5

-2x-10=-2x+4+5

-2x+2x=-4+5+10

0=19

No solution

Answer:

no solution

Step-by-step explanation:

They are no = in any way, shape, or form

Please mark me brainlyest my friend i really need it

Answer:

720 in³

Step-by-step explanation:

The volume (V) of a right prism is calculated as

V = area of triangular end × length

area of Δ = [tex]\frac{1}{2}[/tex] bh

where b is the base and h the perpendicular height

here b = 8 and h = 15, thus

area of Δ = 0.5 × 8 × 15 = 4 × 15 = 60 in²

The length of the prism is 12 in, hence

V = 60 × 12 = 720 in³

Answer:

x > 23

Step-by-step explanation:

Subtract 7 on both sides in the equation: x + 7 > 30

You will get x > 23

Hello There!

All of the areas are indeed perfect squares.

4x4 is 16

5x5 is 25

3x3 is 9

Answer:

one x-intercept.

Transformation: shift to the right 8 units.

Step-by-step explanation:

The parent function is [tex]f(t)=t^{2}[/tex]

To find the number of x-intercepts, we equate the function to zero.

[tex]\implies t^{2}=0[/tex]

[tex]\implies t=0[/tex]

There is only one x-intercept at t=0.

The transformed function is

[tex]g(t)=(t-8)^2[/tex]

This function is obtained shifting the parent function 8 units to the right.

The x-intercept will now be at t=8.

Hence the image function also has one x-intercept.

Answer:

[tex]\boxed{\text{(6, 3)}}[/tex]

Step-by-step explanation:

The conic form of the equation for a sideways parabola is

(y - k)² = 4p(x - h)

The focus is at (h + p, k)

The equation of Samara's parabola is

(y - 3)² = 8(x - 4)

h = 4

p = 8/4 = 2

k = 3

h + p = 6

So, the focus point of the satellite dish is at

[tex]\boxed{\textbf{(6, 3)}}[/tex]

Answer:

B.  50 km/hr

Step-by-step explanation:

speed of train relative to man = [tex]\frac{125}{10}[/tex] m/sec

= [tex]\frac{25}{2}[/tex] m/sec

= ([tex]\frac{25}{2}[/tex] x [tex]\frac{18}{5}[/tex] ) km/hr

= 45 km/hr

let the speed of the train be x km/hr (x=-5)

x -5 = 45

x -5 + 5 = 45 + 5

x = 50 km/hr

Answer:

50 km/hr.

B

Step-by-step explanation:

I get the same answer (50 km/hour) but I did it slightly differently and both solutions are worth seeing.

First of all you have to figure out how far the man runs. Assume he starts right at the tip of the cow catcher (the furthest point out on one of those old fashioned engines.

He runs at 5km / hour for 10 seconds.

5 km = 5000 meters.

5000 meters / hour * [1 hour / 3600 seconds ] = 1.38889 m/sec.

He does this for 10 seconds

d = r * t

d = 1.38889 * 10

d = 13.8889

Now look at what the train has to do. It passes him in 10 seconds. (The train has gone from the tip of the cow catcher to the end of the caboose in 10 seconds.)

d = 125 + 13.8889 meters

d = 138.8889 meters.

Now we have to convert this to km / hour

138.8889 m / 10 seconds [ 1 km/ 1000 m] *  [ 3600 sec / 1 hr.]

(138.8889 * 1 * 3600 ) / (10 * 1000 * 1 )

50.000004

So the answer is 50 km/hr.

Answer:

2. Given

3. Definition of supplementary angles

4. Substitution Property

5 Subtraction Property

Step-by-step explanation:

2. Given

We are given in the statement that m<1 = 112°

3. Definition of supplementary angles

Supplementary angles definition: Two angles are supplementary if there sum is equal to 180°. That statement states:

m<1 + m<2 = 180°

4. Substitution Property

We put the value of m<1 = 112° in the equation. This is substitution property.

5. Subtraction Property

To find the value of m<2 we subtract 112 from both sides of the equation.

This is subtraction property.

[tex]\bf ~\hspace{5em} \textit{ratio relations of two similar shapes} \\[2em] \begin{array}{ccccllll} &\stackrel{ratio~of~the}{Sides}&\stackrel{ratio~of~the}{Areas}&\stackrel{ratio~of~the}{Volumes}\\ \cline{2-4}&\\ \cfrac{\textit{similar shape}}{\textit{similar shape}}&\cfrac{s}{s}&\cfrac{s^2}{s^2}&\cfrac{s^3}{s^3} \end{array}\\\\[-0.35em] ~\dotfill \\\\ \cfrac{\textit{small polygon}}{\textit{large polygon}}\qquad \qquad \cfrac{3}{9}\implies \cfrac{1}{3}\implies \stackrel{ratio}{1:3}[/tex]

Answer:

any score that lies between 88.8 and 97.2 is within one std. dev. of the mean

Step-by-step explanation:

One std. dev. above the mean would be 93 + 4.2, or 97.2.  One std. dev. below the mean would be 93 - 4.2, or 88.8.

So:  any score that lies between 88.8 and 97.2 is within one std. dev. of the mean.

The scores that fall within one standard deviation of the mean are between 88.8 and 97.2. This matches the last option provided.

The Empirical Rule helps us understand how data is distributed in a normal distribution. The rule states that approximately 68% of the data falls within one standard deviation of the mean.

Given a mean (μ) of 93 and a standard deviation (σ) of 4.2, we calculate the range within one standard deviation:

Therefore, the scores that fall within one standard deviation of the mean are between 88.8 and 97.2, which matches the last option.

Answer:

[tex]\left(s\cdot t\right)\left(x\right)=2x^2+12x+16[/tex]

[tex]\left(s-t\right)\left(x\right)=-x[/tex]

[tex]\left(s+t\right)\left(4\right)=20[/tex]

Step-by-step explanation:

Given functions are:

[tex]s\left(x\right)=x+4[/tex]

[tex]t\left(x\right)=2x+4[/tex]

Then [tex]\left(s\cdot t\right)\left(x\right)=s\left(x\right)\cdot t\left(x\right)[/tex]

or [tex]\left(s\cdot t\right)\left(x\right)=\left(x+4\right)\left(2x+4\right)[/tex]

or [tex]\left(s\cdot t\right)\left(x\right)=2x^2+4x+8x+16[/tex]

or [tex]\left(s\cdot t\right)\left(x\right)=2x^2+12x+16[/tex]

---------

Similarly

[tex]\left(s-t\right)\left(x\right)=s\left(x\right)-t\left(x\right)[/tex]

or [tex]\left(s-t\right)\left(x\right)=\left(x+4\right)-\left(2x+4\right)=x+4-2x-4[/tex]

or [tex]\left(s-t\right)\left(x\right)=-x[/tex]

---------

Similarly

[tex]\left(s+t\right)\left(4\right)=s\left(4\right)+t\left(4\right)=\left(4+4\right)+\left(2\left(4\right)+4\right)=\left(8\right)+\left(12\right)=20[/tex]

[tex]\left(s+t\right)\left(4\right)=20[/tex]

Answer:

x=-2 is the only solution

Step-by-step explanation:

The given equation is

[tex]\sqrt{x+6}-4=x[/tex]

Add 4 to both sides of the equation.

[tex]\sqrt{x+6}=x+4[/tex]

Square both sides

[tex]x+6=(x+4)^2[/tex]

[tex]x+6=x^2+8x+16[/tex]

Rewrite in standard form;

[tex]x^2+8x-x+16-6=0[/tex]

[tex]x^2+7x+10=0[/tex]

[tex]x^2+7x+10=0[/tex]

[tex](x+2)(x+5)=0[/tex]

x=-2 or x=-5

Checking for extraneous solution.

When x=-2

[tex]\sqrt{-2+6}-4=-2[/tex]

[tex]\sqrt{4}-4=-2[/tex]

[tex]2-4=-2[/tex]. This statement is true. This implies that: x=-2 is a solution.

When x=-5

[tex]\sqrt{-5+6}-4=-5[/tex]

[tex]\sqrt{1}-4=-5[/tex]

[tex]1-4=-5[/tex]. This statement is not true. This implies that: x=-5 is an extranous solution.

That would be week 2 and 4 (B). They are both at 12 students attending

Hope this helped!

Answer:

The correct option is B.  weeks 2 and 4.

Step-by-step explanation:

Consider the provided histogram.

The histogram shows the weekly attendance of participants in a school's study skills program.

Now, consider the Histogram.

In week 1 the Student attendance was 8.

In week 2 the Student attendance was 12.

In week 3 the Student attendance was 15.

In week 4 the Student attendance was 12.

In week 5 the Student attendance was 18.

In week 6 the Student attendance was 16.

Hence the Student attendance numbers were the same during week 2 and week 4 of the workshop.

Therefore, the correct option is B.  weeks 2 and 4

Answer:

-5x+2y+1>0

Step-by-step explanation:

Plug in -2 for x and -1 for y. This is the only answer that gives you a positive number that is greater than zero.

Answer: Second Option

Step-by-step explanation:

Substitute the point in each of the given inequalities and verify if the inequality is met.

If the inequality is fulfilled then the point belongs to the region

For

[tex]5x-2y +1>0[/tex]

[tex]5(-2)-2(-1) +1>0[/tex]

[tex]-10+2 +1>0[/tex]

[tex]-7>0[/tex]

-7 is not greater than zero. the inequality is not met

For

[tex]-5x+2y +1>0[/tex]

[tex]-5(-2)+2(-1) +1>0[/tex]

[tex]10-2 +1>0[/tex]

[tex]9>0[/tex]

9 is greater than zero. So the point belongs to inequality

For

[tex]-2x+5y -1>0[/tex]

[tex]-2(-2)+5(-1) -1>0[/tex]

[tex]4-5-1>0[/tex]

[tex]-2>0[/tex]

-2 is not greater than zero. the inequality is not met

For

[tex]2x+5y -1>0[/tex]

[tex]2(-2)+5(-1) -1>0[/tex]

[tex]-4-5 -1>0[/tex]

[tex]-10>0[/tex]

-10 is not greater than zero. the inequality is not met

Answer:

[tex]\large\boxed{y-intercept=20}[/tex]

Step-by-step explanation:

[tex]\text{Let}\ k:y=_1x+b_1\ \text{and}\ l:y=m_2x+b_2.\\\\l\ \perp\ k\iff m_1m_2=-1\to m_2=-\dfrac{1}{m_1}\\============================\\\\\text{We have}\ y=\dfrac{3}{5}x+10\to m_1=\dfrac{3}{5}.\\\\\text{Therefore}\ m_2=-\dfrac{1}{\frac{3}{5}}=-\dfrac{5}{3}.\\\\\text{The equation of the searched line:}\ y=-\dfrac{5}{3}x+b.\\\\\text{The line passes through }(15,\ -5).[/tex]

[tex]\text{Put thecoordinates of the point to the equation.}\ x=15,\ y=-5:\\\\-5=-\dfrac{5}{3}(15)+b\\\\-5=(-5)(5)+b\\\\-5=-25+b\qquad\text{add 25 to both sides}\\\\b=20\\\\\boxed{y=-\dfrac{5}{3}x+20}[/tex]

Answer:

( ( 3(8) ) /2 ) - 7 = 5

Step-by-step explanation:

Eliminate the denominator by reducing the fraction by 2

3(4) - 7

Solve:

12 - 7

= 5

Answer:

5

Step-by-step explanation:

Given

[tex]\frac{3x}{2}[/tex] - 7

To evaluate substitute x = 8 into the expression

[tex]\frac{3(8)}{2}[/tex] - 7 = [tex]\frac{24}{2}[/tex] - 7 = 12 - 7 = 5