W<30; The width of the floor will be less than 30feet
The possible area of the floor is 1885 sq. ftSince 144 sq.ft ≠ 1885feet², hence it would not be realistic for the floor to have an area of 144sq.ft
The formula for calculating the area of the conference floor is expressed as:
A = LW
L is the length
W is the width
If the length is 36ft. longer than its width, hence;
L = W+36
Since the area of the floor is less than 2040 square feet, hence;
A < 2040
LW < 2040
(W+36)W < 2040
W² + 38W < 2040
W² + 38W - 2040 < 0
W² + 68W - 30W - 2040 < 0
W(W+68)- 30(W+68)< 0
(W-30)(W+68) < 0
W - 30 < 0 and W < -68
W < 30
Since the width cannot be negative, hence the width of the floor will be less than 30feet
Since L = 36 + W
L < 36 + 30
L < 66feet
The length of the floor will be less than 66feet
The possible dimensions area 29feet by 65feet since the width is less than 30 and the length is less than 66feet.
Get the possible area:
Possible area = 29 × 65
Possible area = 1885feet²
Since 144 sq.ft ≠ 1885feet², hence it would not be realistic for the floor to have an area of 144sq.ft
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Which mathematical property is demonstrated?
40 * (25 * 74) = (40 * 25) * 74
Question 3 options:
associative property of addition
commutative property of multiplication
commutative property of addition
associative property of multiplication
Answer:
Step-by-step explanation:
The associative property of multiplication states that the product is the same regardless of their grouping. In this case, after simplifying the expression given, we can see that indeed the products are the same hence that fact that they have different grouping
What's the answer ????
What is the factored form of 6n4 – 24n3 + 18n?
Answer:
Step-by-step explanation:
Notice to facts:
The numbers 6, -4 and 18 have a common factor: 6.In all the terms (n⁴, n³, n) are a factor n.The expression has a common factor 6n. Then,
6n⁴-24n³+18n = 6n(n³-4n²+3).
In order to factor the term n³-4n²+3 we use Ruffini-Horner rule, which gives us that
n³-4n²+3 = (n-1)(n²-3n-3).
Then,
6n⁴-24n³+18n = 6n(n³-4n²+3) = 6n(n-1)(n²-3n-3).
If you don't know the formula for the general solution of second degree equation, you are done. Otherwise, it is only to use it in the quadratic factor.
What two things hindered the growth of Spanish colonies??
Final answer:
The growth of Spanish colonies was hindered by the vast distance between the colonies and Spain, restrictive economic policies, environmental depletion, exploitation of resources, and conflict. The decline in indigenous populations and internal governmental strife also played significant roles.
Explanation:
Factors Hindering the Growth of Spanish Colonies
The growth of the Spanish colonies was hindered by several factors after the initial period of discovery and conquest. First, the distance and the expanse of the Atlantic Ocean created significant challenges for effective communication and administration between the colonies and Spain. Second, the rigid economic policies imposed by the Spanish Crown, which restricted colonial trade to raw materials to Spain and finished goods from Spain, limited economic diversification and local development.
Additionally, environmental depletion and exploitation of resources, alongside harsh treatment and violence against Indigenous populations, led to a decrease in the native labor force. As a substitute, the Spanish were compelled to import African slaves, which transitioned the labor system but did not solve the inherent problems of the colonial economy.
The desire for precious metals, such as silver and gold, and the competition for conversion to Catholicism often came at a substantial human cost, leading to significant loss of indigenous life due to disease and conflicts. Revolts and uprisings, such as the Pueblo Revolt, as well as internal government conflicts and higher tax burdens on the Criollos were also among the contributing factors that hindered the growth and stability of Spanish colonies.
What is the period of the function y=-4sin (2/3x-pi?3)?
Deangelo has $7 worth of dimes and quarters in a jar. He has 7 more quarters than dimes. How many of each coin does he have?
0.10d +0.25q = 7.00
multiply everything by 100 to get rid of decimals
q = d+7 ( 7 more quarters than dimes)
10d +25(d+7) = 700
10d + 25d +175 = 700
35d +175 = 700
subtract 175 from each side
35d =525
d = 525 / 35 = 15
15 dimes
quarters = 15 +7 = 22
Please help ASAP : ))))
Trevor went to fill his car up with gas. It costs $2.95 per gallon of gas. Trevor also bought a car wash for $11.25. Trevor's total bill at the gas station was $52.55.
A) Write an equation that represents this situation.
B) How many gallons of gas did Trevor purchase at the gas station?
Which shows one way to determine the factors of x3 – 9x2 + 5x – 45 by grouping?
Find length of MN such that LN = 5.7 and LM = 1.3 MN= x + 2.1
Final answer:
To find the length of MN, we can set up an equation using the fact that LN + LM = MN and substitute the given values. Solving for x, the length of MN is found to be 4.9 units.
Explanation:
To find the length of MN, we can use the fact that LN = 5.7 and LM = 1.3. We are also given that MN = x + 2.1. Since LN and LM are known, we can set up an equation using the fact that LN + LM = MN.
LN + LM = MN
5.7 + 1.3 = MN
Then, we can substitute the given value of MN = x + 2.1 into the equation and solve for x.
5.7 + 1.3 = x + 2.1
7 = x + 2.1
x = 7 - 2.1
x = 4.9
Therefore, the length of MN is 4.9 units.
What is the measure of an exterior angle of a regular 7-sided polygon?
Enter your answer as a decimal in the box.
Round to the nearest tenth of a degree.
Answer: [tex]51.4^{\circ}[/tex]
Step-by-step explanation:
We know that the sum of all the exterior angles of a regular polygon with n sides is [tex]360^{\circ}[/tex].
The measure of an exterior angle of a regular n-sided polygon is given by :-
[tex]\dfrac{360^{\circ}}{n}[/tex]
Now, the measure of an exterior angle of a regular 7-sided polygon is given by :-
[tex]\dfrac{360^{\circ}}{7}=51.4285714286^{\circ}\approx51.4^{\circ}[/tex]
Hence, the measure of an exterior angle of a regular 7-sided polygon =[tex]51.4^{\circ}[/tex]
which choice below represents the correct domain for an exponential growth or decay function?
a. {x | x > 0}
b. {y | y > 0}
c. x= 0
d. {x | x E R}
Does 3.2 - 4d=2.3d+3 no solution or identity
The solution of expression is,
⇒ d = 5/16
We have to given that,
An expression is,
⇒ 3.2 - 4d = 2.3d + 3
Now, We can simplify the expression for solution as,
⇒ 3.2 - 4d = 2.3d + 3
Add 4d both side,
⇒ 3.2 - 4d + 4d = 2.3d + 3 + 4d
⇒ 3.2 = 6.3d + 3
Subtract 3 both side,
⇒ 3.2 - 3 = 6.3d
⇒ 0.2 = 6.3d
⇒ 6.3d = 0.2
Divide 6.3 both side,
⇒ d = 0.2/6.4
⇒ d = 20/64
⇒ d = 5/16
Thus, The solution of the expression is, d = 5/16
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During the month of February, Fabulous Feet Shoe Mart sold 30 pairs of red loafers. After an ad campaign to boost sales, they sold 39 pairs in March. Find the percent of increase in sales.
35%
30%
23%
18%
Solve for x.
x/2 ≥ −4
x ≥ −8
x ≥ −2
x ≤ −8
x ≤ −2
Solve for t.
−3t ≥ 39
t ≤ 13
t ≤ −13
t ≥ −13
t ≥ 13
Solve for x.
−6 ≥ 10−8x
x ≤ −2
x ≥ −2
x ≤ 2
x ≥ 2
Solve for d.
5+d > 5−d
d > 6
d > 0
d > −10
d < −5
Solve for x.
4(x+) ≤ 4x+3
x ≤ 1
x ≤ 7
no solution
all real numbers
Number 3. is wrong the correct answer is D.
It is sometimes possible to write two inequalities as a inequality.
In mathematics, it is common to combine two inequalities into a single compound inequality to indicate a range for a variable. Inequalities are also used in describing alternative hypotheses in statistics and conversions between measurement systems.
Explanation:It is indeed sometimes possible to represent two separate inequalities as a single compound inequality in mathematics. This technique is often used to indicate that a value lies within a certain range. For instance, to show that a number x is greater than 1 but less than 3, we can write two inequalities: x > 1 and x < 3. These can be combined into a single compound inequality 1 < x < 3.
Inequalities are often used in various mathematical contexts, such as solving equations, graphing regions on a coordinate plane, or expressing ranges. Furthermore, in statistics, the alternative hypothesis is typically denoted using inequality symbols (≠, >, or <), showing a predicted difference or relationship.
To express equivalences between different measurement systems, a common approach is to use 1 as an exact value on one side of the equation, with the other side being inexact. Mathematically, you can rearrange equations for convenience into formats showing direct or indirect proportionalities, simplifying complex relationships into more manageable forms.
A squirrel runs 3.4 meters east and then 6.9 meters south, then another 5.2 meters east what is the distance the squirrel traveled?
Please help me Factor -4d3 + 28d2 - 4d
Answer:
The factored form of the expression [tex]\( -4d^3 + 28d^2 - 4d \)[/tex] is [tex]\( -4d(d - 1)(d - 1)(6d - 1) \).[/tex]
Explanation:
To factor the expression [tex]\( -4d^3 + 28d^2 - 4d \)[/tex], we can first look for the greatest common factor (GCF) among the terms. In this case, the GCF is [tex]\( -4d \).[/tex]
So, we can factor out [tex]\( -4d \)[/tex] from each term:
[tex]\[ -4d(d^2 - 7d + 1) \][/tex]
Now, let's focus on factoring the quadratic expression inside the parentheses, [tex]\( d^2 - 7d + 1 \)[/tex]. To factor this quadratic expression, we need to find two numbers that multiply to give the constant term (1) and add to give the coefficient of the linear term (-7d). Since the constant term is 1, the only possible combination is 1 and 1.
So, we can rewrite the expression as:
[tex]\[ -4d(d^2 - 7d + 1) = -4d(d^2 - d - 6d + 1) \][/tex]
Now, we can group the terms and factor by grouping:
[tex]\[ -4d((d^2 - d) + (-6d + 1)) \][/tex]
[tex]\[ -4d(d(d - 1) - 1(6d - 1)) \][/tex]
Now, we can factor further:
[tex]\[ -4d(d - 1)(d - 1)(6d - 1) \][/tex]
Here is the other question, the last one for this weeks homework, help will be very much appreciated!
Answer:
B
Step-by-step explanation:
3x+5x= 8x
5x^3 - 2x^3= 3x^3
-2x^2= -2x^2
13+11=24
What is a factored form of the following expression?
5x squared - 20x
A. 5(x squared - 4)
B. 5(x - 2) squared
C. 5x (x-4)
D. (5x-4)(x+5)
-2(5+6m)+16= -90 and then :(?
What is the converse of the linear pairs theorem
A truck travels on the highway at a speed of 72 miles per hour. What is the speed of the truck in feet per second
The speed of the truck in feet per second will be 105.6 ft per second.
What is unit conversion?To convert any unit into another is called a unit conversion.
In order to convert units, we need to care about their dimensions their dimension should not be changed.
For example conversion of a kilometer to a meter is to multiply by 1000 but meter and kilometer both unit is for distance only.
Another example could be kilo gram to gram.
1 mile = 5280 feet
And
1 hour = 60 minutes
1 hour = 60 × 60 seconds = 3600 seconds
Now
Given the speed of the truck is
⇒ 72 miles/hour
⇒ 72 × 1 mile/1 hour
⇒ 72 × 5280 feet/3600 seconds
⇒ 105.6 feets/second
Hence "The speed of the truck in feet per second will be 105.6 ft per second".
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What is the equation of the exponential graph shown?
Please help :'(
The equation of the exponential graph is y = 100(0.5)^x
How to determine the exponential equation?On the graph, we have the following points
(x,y) = (0,100) and (1,50)
An exponential equation is represented as:
y = ab^x
Where a = y, when x = 0.
This means that
a = 100
So, we have:
y = 100b^x
At the point (1,50), we have:
50 = 100b^1
Evaluate
50 = 100b
Divide both sides by 100
b = 0.5
Substitute b = 0.5 in y = 100b^x
y = 100(0.5)^x
Hence, the equation of the exponential graph is y = 100(0.5)^x
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The sum of three consecutive even integers is fifty four. what is the second integer?
You ask a neighbor to water a sickly plant while you are on vacation. without water the plant will die with probability 0.8. with water it will die with probability 0.5. you are 80 % certain the neighbor will remember to water the plant. you come back from the vacation and the plant is dead. what is the probability that the plant died because neighbor forgot to water it?
The area of a triangle varies jointly with the height of the triangle and the length of its base. The area of one triangle is 150 square centimeters when its height is 20 centimeters and its base length is 15 centimeters. What is the area of a triangle having a height of 30 centimeters and a base length of 18 centimeters?
The area of the triangle is 270 square centimeters.
Explanation:To find the area of a triangle, we can use the formula A = (1/2)bh, where A represents the area, b represents the base length, and h represents the height. In this case, we are given the area of one triangle (150 square centimeters) when its height is 20 centimeters and its base length is 15 centimeters. Plugging these values into the formula, we get:
A = (1/2)(15)(20) = 150
Now, we can use this equation to find the area of another triangle with a height of 30 centimeters and a base length of 18 centimeters:
A = (1/2)(18)(30) = 270 square centimeters
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Find equation where line passes through (7,8) and perpendicular to line y=8
Carlos Martin received a statement from his bank showing a balance of $56.75 as of March 15. His checkbook shows a balance of $87.37 as of March 20. The bank returned all the cancelled checks but two. One check was for $5.00 and the other was for $13.25. How much did Carlos deposit in his account between March 15 and March 20? A. $125.87 B. $162.37 C. $11.22 D. $48.87
Suppose you buy two sweaters. each sweater costs the same amount. the amount of money you spend varies directly with the number of sweaters you buy. if you spent $37.50 for two sweaters, what is the constant of variation?
Answer with Step-by-step explanation:
We spent $37.50 for two sweaters.
Each sweater costs the same amount.
Cost of each sweater=$37.50/2
=$18.75
The amount of money you spend varies directly with the number of sweaters you buy.
We have to find the constant of variation.
Here, cost of each sweater is the constant of variation.
Hence, constant of variation is:
$18.75
Can someone please help me? ill give brainliest for correct answer!
The graph below shows the number of spoons arranged on different numbers of tables in a room:
What does the point (1, 10) on the graph represent?
The ratio of spoons to tables is 11:1.
There are 10 spoons for every 1 table.
The ratio of tables to spoons is 11:1.
There are 10 tables for every 1 spoon.