If you multiply two even numbers where the product be even or odd explain with an example

Answer:

the answer would be m=1/3 and b=-4

Step-by-step explanation:

Y=X-4

the X= 1 almost all the time in an equation unless otherwise your given an equation for "x". so x  is automatically 1/3 which would be your slope, and then then looking at the equation the end part of the equation is your starting point.so you look at the end of the equation and  the -4 is were youd start your point on the graph.

Divide 46 on both sides to get f(x)=((x+2)^3-3)/46. The domain ranges from negative infinity to infinity. The range ranges from -infinity to infinity as well because the exponent is 3, so the resulting number may be negative.

Remember, when graphing cubics, there is always two turns. The following graph is from Desmos.

Answer:

86

Step-by-step explanation:

Subtract 322 from 408

8-2=6

we cant subtract 2 from zero so we take 1 from the next

10-2=8

3-30

86

Hope this helps! (Brainliest please!)

Answer:

it will take 15 weeks for Nancy’s account to have TWICE as much money as Fred’s account

Step-by-step explanation:

Fred brown and his sister, Nancy, each have $15 in the bank

Initially both Fred and Nancy have $15

Every week Nancy plans to add $3 to her account

Let 'n' be the number of weeks she plans to add in her account

for 1 week, $3

For n weeks , its 3n

So amount of money in Nancy's account after 'n' weeks = 15 + 3n

Fret plans to add $1 to his account each week

for 1 week, $1

For n weeks , its 1n

So amount of money in Fred's account after 'n' weeks = 15 + 1n

Now we need to find out 'n' when

Nancy's account = 2 times of Fred's account

15 + 3n = 2(15+1n)

Distribute 2 inside the parenthesis

15 + 3n = 30 + 2n

Subtract 2n on both sides

15 + n = 30

Subtract 15 on both sides

n = 15

Hence, it will take 15 weeks for Nancy’s account to have TWICE as much money as Fred’s account

Answer:

19 i think

Step-by-step explanation:

Answer:

The students baked at least 19 pies.

Step-by-step explanation:

We know that each of the pies were cut into 8 pieces. Since the students sold at least 224 pieces of pie, we can use these equations to figure out how many pies were sold and how many were made by the students.

Total number of pies = total number of slices sold/number of slices per pie

Total number of pies = 224/8

Total number of pies = 28

Pies made by students= total number of pies-pies made by school cafeteria

Pies made by students= 28-9

Pies made by students= 19

Answer:

x=90: y =43

Step-by-step explanation:

Given is a triangle.  In ABC, AB = AC is given.  also angle C = 47 is given.

AD is angle bisector of angle A

Since two sides are equal, ABC is isosceles.  We have angle C = angle B

Hence angle B = 47 degrees.

Angle A = 180-(B+C) = 180-94 = 86

So angle y = 1/2 (86) = 43

Consider triangle BAD.

We have got two angles as 47 and 43.

Hence third angle is 180-(47+43) = 90

So x=90, y = 43

Answer:

22.7 miles

Step-by-step explanation:

You are gonna use a^2 + b^2 = c^2 because the cities make a right triangle and you are trying to find the hypotenuse (c). C^2 ends up being 517 and the square root.

Answer:

22.7

Step-by-step explanation:

Answer:

I can be little confident because if it was just 0.7 then it would be I am not confident at all. This decimal is more than 0 so it would be a little and not a lot.

Step-by-step explanation:

let's say Artaud's age is "x", its opposite will then be -x, so

[tex]\bf \stackrel{\textit{opposite of his age plus 40}}{-x+40}~~\stackrel{is}{=}~~28\implies -x+40-28=0 \\\\\\ -x+12=0\implies \boxed{12=x}[/tex]

Answer:

12 years old

Step-by-step explanation:

28 - 40 = -12

Note that -12 is the opposite of 12.

Artaud is 12

so, we know both the rectangular prism and the cylinder got filled up to a certain height each, the same height say "h" cm.

we know the combined volume of both is 80 cm³, so let's get the volume of each, sum them up to get 80 then.

[tex]\bf \stackrel{\stackrel{\textit{volume of a}}{\textit{rectangular prism}}}{V=Lwh}~~ \begin{cases} L=length\\ w=width\\ h=height\\[-0.5em] \hrulefill\\ L=4\\ w=2\\ \end{cases}~\hspace{2em}\stackrel{\textit{volume of a cylinder}}{V=\pi r^2 h}~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ r=1 \end{cases} \\\\[-0.35em] \rule{34em}{0.25pt}[/tex]

[tex]\bf \stackrel{\textit{prism's volume}}{(4)(2)(h)}~~+~~\stackrel{\textit{cylinder's volume}}{(\pi )(1)^2(h)}~~=~~80 \\\\\\ 8h+\pi h=80\implies h(8+\pi )=80\implies h=\cfrac{80}{8+\pi }\implies h\approx 7.180301999[/tex]

Final answer:

To find the height of the water in each container, we must calculate the volumes of the rectangular prism and the cylinder, set equations based on their volumes that add up to 80 cm³, and solve for the heights of the water in each container.

Explanation:

To solve this, the volume of the containers and then the height of the water in each container must be determined.

The volume of the rectangular prism can be found with the formula:
Volume = length × width × height. So, the volume = 4cm × 2cm × height of water for the rectangular prism.

The volume of the cylinder is calculated using the formula: V = πr²h, where 'r' is the radius and 'h' is the height of water for the cylinder. Given the radius is 1 cm, the formula simplifies to V = π × 1 cm × height of water.

Knowing the combined volume of the water is 80 cm³, we set up the equations considering the volume of water held by each container and solve for the heights of water in both the rectangular prism and the cylinder. The calculations will provide the individual heights of water, ensuring they add up to the total volume of 80 cm³.

Typo free question:

Determine whether the binomial is a factor of F(x).

Answer:

Yes.

Step-by-step explanation:

Method one: evaluate F(5). If F(5) is zero then x-5 is a factor.

Method two: use long polynomial division to divide F(x) by (x-5). If the remainder is zero then (x-5) is a factor.

Answer:

Step-by-step explanation:

• Suppose the angle is PQR where Q is the midpoint.  

• Keep the compass at angle vertex Q and adjust some wide setting (the width is not important).

• Without changing the compass, draw an arc across each leg of the angle

• Now keep the compasses on the point drawn on each leg, and draw an arc in the interior of the angle.

• Using a ruler, draw a line through the vertex to the point where the arcs cross

Answer: fold the paper through the vertex so that the rays lie on top of each other.

Step-by-step explanation: apex

Answer:

[tex]y+2=4(x-1)[/tex]

Step-by-step explanation:

we know that

The equation of the line into point-slope form is equal to

[tex]y-y1=m(x-x1)[/tex]

Let

[tex]A(1,-2), B(2,2)[/tex]

Find the slope of the line AB

The formula to calculate the slope between two points is equal to

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

substitute

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

[tex]m=\frac{4}{1}[/tex]

[tex]m=4[/tex]

With the point A and the slope m find the equation of the line

[tex]y-(-2)=4(x-1)[/tex]

[tex]y+2=4(x-1)[/tex]

(x + y)^0 = 1

(x + y)^1 = x + y

(x + y)^2 = x^2 + 2x + y

(x + y)^3 = x^3 + 3x^2y + 3xy^2 + y^3

(x + y)^4 = x^4 + 4x^3y + 6x^2y^2 + 4xy^3 + y^4

.

.

.

1

1 + 1

1 + 2 + 1

1 + 3 + 3 + 1

1 4 6 4 1

.

.

.

I hope I helped you.

Odd exponents ensure at least one real root for polynomials, while even exponents may result in no real roots. Multiplying even functions together, or odd functions together, results in an even function. These properties have applications in areas like quantum mechanics.

Odd and even exponents greatly influence the behavior of polynomial functions. For polynomials with odd exponents, they will always have at least one real root. This is because polynomials of odd degree tend to positive infinity as x goes to positive infinity and negative infinity as x goes to negative infinity, therefore they must cross the x-axis at some point. A polynomial like x³ - x + 17 exemplifies this behavior.

On the other hand, polynomials with even exponents may not have any real roots, as they never need to cross the x-axis; for example, x² + 1 is always positive for any real value of x and thus has no real roots.

Even functions and odd functions also display characteristic properties when multiplied. An even function times an even function yields an even function (e.g., x² e⁻²), and an odd function times another odd function results in an even function (e.g., x sin x).

In contrast, an odd function times an even function gives an odd function. These properties are particularly useful in fields such as quantum mechanics where symmetry plays an important role in solving equations like Schrödinger's equation.

Answer:

The solution set is { x | x[tex]\leq[/tex] -2 or x[tex]\geq[/tex] 1}

Step-by-step explanation:

The given inequality is

[tex]x^{2} +x-2>0[/tex]

Let us factor [tex]x^{2} +x-2[/tex]

so we have

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

Let us find zeros of [tex](x+2)(x-1)[/tex]

[tex](x+2)(x-1)=0[/tex]

[tex]x+2=0[/tex]   or  [tex]x-1 =0[/tex]

[tex]x= -2[/tex] or [tex]x=1[/tex]

so we have intervals (-∞ , -2) , (-2 , 1) and (1, ∞)

we need to find in which interval is [tex]x^{2} +x-2[/tex] is greater than 0

so we will assume the value of x in each interval and will plug it in [tex]x^{2} +x-2[/tex] and will check if we get negative or positive value

Let us check the sign of [tex]x^{2} +x-2[/tex] in (-∞ , -2)

we can take x=-3 and plug it in [tex]x^{2} +x-2[/tex]

so we have

[tex](-3)^{2} +(-3)-2= 9-3-2= 4[/tex]   ( which is greater than 0)

This shows  (-∞, -2) is one of the solution set

similarly we can check the sign of [tex]x^{2} +x-2[/tex] in (-2,1)

we take x= 0 , so we have

[tex]0^{2} +0-2=-2[/tex]  ( which is less than 0)

This shows  (-2,1) is not the solution set

now we check the sign of [tex]x^{2} +x-2[/tex] in (1 ,∞)

we can assume x= 2, so we have

[tex]2^{2} +2-2 = 4[/tex]  ( which is greater than 0)

This shows  (1 ,∞) is the solution set

Hence the solution set in interval notation  (∞ ,-2)∪(1,∞)

we can write this as { x | x[tex]\leq[/tex] -2 or x[tex]\geq[/tex] 1}

Answer:

A on edge

Step-by-step explanation:

Answer:

B. 51 in²

Step-by-step explanation:

π14²= 615.752160104 (find total circle area)

30/360= 1/12 (calculate fraction size the section would be of the entire circle)

615.752160104/12= 51.3126800087 (the slice's area)

Answer:

51

Step-by-step explanation:

Answer:

2/4 I believe

Step-by-step explanation:

2/4

Step-by-step explanation:

Answer:

There are 400 people in the group

Step-by-step explanation:

people with brown eyes = people * percentage with brown eyes

We know that 65 percent have brown eyes

There are 260 people with brown eyes.

We are looking for people

260 = people * .65

Divide each side by .65

260/.65 = people

400= people

Answer:

sum

Step-by-step explanation:

We have that, 'The multiplication of two or more quantities may be expressed as the repeated addition of the same quantities'.

i.e. multiplication of two or more terms is equal to adding as many copies of one of them.

i.e. a × b = a + a + ... ( 'b' number of times ) = b + b + .... ( 'a' number of times )

For example,

2 × 4 = 8

2 × 4 = 2 + 2 + 2 + 2 = 8 i.e. adding 2 four times

2 × 4 =  4 + 4 = 8 i.e. adding 4 two times

or

3 × 7 = 21

3 × 7 = 3 + 3 + 3 + 3 + 3 + 3 + 3 = 21 i.e. adding 3 seven times

3 × 7 = 7 + 7 + 7 = 21 i.e. adding 7 three times.

Hence,  'The multiplication of two or more quantities may be expressed as the repeated addition of the same quantities'.

The multiplication of two or more quantities can be expressed as the product of the same quantities in mathematics.

Multiplication is a fundamental arithmetic operation that combines two or more numbers to find their total value. It represents repeated addition and is denoted by the "×" or "*" symbol. For example, multiplying 5 by 3 results in 5 * 3 = 15, indicating that the value is added five times.

In mathematics, the multiplication of two or more quantities may be expressed as the product of the same quantities. For example, if you multiply 2 by 3, the product is 6. This concept of multiplication applies to all quantities, whether they are numbers or variables.

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Answer:

[tex]1000 {e}^{.06 \times 5} = 1349.86[/tex]

The correct answer is B.

After 5 years with continuous compounding at 6%, $1,000 will grow to approximately $1,349.86.

To find the future value of an account with continuous compounding, we use the formula:

A = Pe^(rt)

where:

In your case:

P = $1,000, r = 6% (or 0.06 in decimal form), and t = 5 years.

So plug these values into the formula:

A = $1,000 * e^(0.06*5)

After you calculate this, you'll find that the value of A is approximately $1,349.86. Therefore, after 5 years, your balance would be $1,349.86 so the answer is (b).

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Expand

4x - 28 = 0.3x + 0.6 + 2.11

Simplify 0.3x + 0.6 + 2.11 to 0.3x + 2.71

4x - 28 = 0.3x + 2.71

Add 28 to both sides

4x = 0.3x + 2.71 + 28

Simplify 0.3x + 2.71 + 28 to 0.3x + 30.71

4x = 0.3x + 30.71

Subtract 0.3x from both sides

4x - 0.3x = 30.71

Simplify 4x - 0.3x to 3.7x

3.7x = 30.71

Divide both sides by 3.7

x = 30.71/3.7

Simplify 30.71/3.7 to 8.3

x = 8.3

Answer:

option B

Given : |x + 4| < 5

A. –5 > x + 4 < 5

B. –5 < x + 4 < 5

C. x + 4 < 5 and x + 4 < –5

D. x + 4 < 5 or x + 4 < –5

In general , |x|< n where n is positive

Then we translate to -n < x < n

|x + 4| < 5

5 is positive, so we translate the given absolute inequality to

-5 < x+4 < 5

So option B is correct

The solution to (x-2)(x+10)=13 is x can be either 3 or -11, therefore the problem has 2 solutions.

Answer:

x = 3 or  x = -11

Hope This Helps!

If you have anymore questions, Just ask me!

Mark Brainliest If anyone Else Answers Please to help me get to the next Rank!

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                     - Innverted

Answer:

The answer is B!

Step-by-step explanation:

The equation and the equation from scenario B are both, when simplified, g = 9.

Answer:

Option B matches the equation

Step-by-step explanation:

Equation: 34 = g + 25

A:Since we are given that The temperature on Monday was 25 degrees below zero So, in given equation there should be -25 in place of 25

So, It does not matches the equation

B: The year before, when the students were in seventh grade, there were 25 students.

Let g be the no. of students added  between seventh and eighth grade

So, Total students = 25+g

We are given that  The eighth-grade class has 34 students.

So, equation becomes : 34=g+25

It matches the equation.

C :A person bikes 34 miles on Monday

He bikes 25 miles on Tuesday.

So, Total miles =25+34

So, It does not matches the equation

D: Jack has 25 marbles.

Mary gives him 34 marbles.

Total marbles = 25+34

So, It does not matches the equation

Hence Option B matches the equation

Answer: Option 'C' is correct.

Step-by-step explanation:

Since we have given that

9 > 2

i.e. 9 is to the right of 2 on a horizontal number line

As we know that in the Cartesian plane, upper most is for y- positive coordinate, lower most is for y- negative coordinate

Similarly, right most is for x-positive coordinate and left most is for x- negative coordinate.

And we have 9>2

Both 2 and 9 are positive numbers so, both numbers must be in the right part of axis.

And 9 is always right of 2 on a horizontal number line.

Hence, Option 'C' is correct.

Answer:

{- 5, - 4, 2 }

Step-by-step explanation:

the range is the corresponding values of y ( output) from the given set in ascending order without repeats

Answer:

9.2 hours for the total drive

To determine how long it took for an object to travel 230 miles at 25 miles per hour, divide the distance by the speed, which results in 9.2 hours.

This problem is a straightforward application of the formula for calculating time when distance and speed are known. The formula is Time = Distance ÷ Speed.

In this case, the distance (d) is 230 miles and the speed (v) is 25 miles per hour. Using the formula:

Therefore, it took 9.2 hours for the object to travel a distance of 230 miles at a speed of 25 miles per hour.

The slope-intercept form:

[tex]y=mx+b[/tex]

m - slope

b - y-intercept

The formula of a slope:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

We have the points (-1, -10) and (1, 0). Substitute:

[tex]m=\dfrac{0-(-10)}{1-(-1)}=\dfrac{10}{1+1}=\dfrac{10}{2}=5[/tex]

Put the coordinates of the point (1, 0) to the equation of line:

[tex]0=5(1)+b[/tex]

[tex]0=5+b[/tex]      subtract 5 from both sides

[tex]-5=b\to b=-5[/tex]

For the line's equation, calculate the slope from the provided points to get 5, and use one point to find the y-intercept, which is -5. The line's equation is y = 5x - 5.

To find the equation of a line in slope-intercept form, which is y = mx + b.

We need to determine the slope (m) and the y-intercept (b).

Given two points on the line, (-1, -10) and (1, 0), we can calculate the slope using the formula

[tex]m = \frac{y_2 - y_1}{x_2 - x_1}\\ m = \frac{0-(-10)}{1-(-1)}\\ m = 5[/tex]

Next, we use one of the points to find the y-intercept, b. If we use the point (1, 0), we can substitute the slope and the coordinates into the slope-intercept equation:

0 = (5)(1) + b, which simplifies to b = -5.

Thus, the equation of the line is y = 5x - 5.