let's bear in mind that perpendicular lines have negative reciprocal slopes...... hmmmm what's the slope of the given line anyway?
[tex]\bf (\stackrel{x_1}{-4}~,~\stackrel{y_1}{-3})\qquad (\stackrel{x_2}{4}~,~\stackrel{y_2}{1}) \\\\\\ slope = m\implies \cfrac{\stackrel{rise}{ y_2- y_1}}{\stackrel{run}{ x_2- x_1}}\implies \cfrac{1-(-3)}{4-(-4)}\implies \cfrac{1+3}{4+4}\implies \cfrac{4}{8}\implies \cfrac{1}{2} \\\\[-0.35em] ~\dotfill[/tex]
[tex]\bf \stackrel{\textit{perpendicular lines have \underline{negative reciprocal} slopes}} {\stackrel{slope}{\cfrac{1}{2}}\qquad \qquad \qquad \stackrel{reciprocal}{\cfrac{2}{1}}\qquad \stackrel{negative~reciprocal}{-\cfrac{2}{1}\implies -2}}[/tex]
so, we're really looking for a line whose slope is -2 and runs through (-4 , 3)
[tex]\bf (\stackrel{x_1}{-4}~,~\stackrel{y_1}{-3})~\hspace{10em} slope = m\implies -2 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-(-3)=-2[x-(-4)] \implies y+3=-2(x+4) \\\\\\ y+3=-2x-8\implies y=-2x-11[/tex]
31. ABCD has area equal to 28 sq. unit. BC is parallel to AD and BA perpendicular to AD. If BC = 6 and AD = 8,
then value of CD =
B.213
A. 2 12
C.4
D. 275
Answer:
The value of CD is 2√5
Step-by-step explanation:
* Lets describe the figure to know its name
- ABCD is a quadrilateral
∵ BC parallel to AD
∵ BC = 6 units and AD = 8 units
- The quadrilateral which has two parallel sides not equal in length is a
trapezoid
∴ ABCD is a trapezoid, where BC and AD are its bases
∵ BA perpendicular to AD
∴ BA is the height of the trapezoid
- The area of the trapezoid = 1/2 (base 1 + base 2) × its height
∵ The bases of the trapezoid are BC and AD
∵ BC = 6 and AD = 8
∵ Its area = 28 units²
∴ 1/2 (6 + 8) × height = 28
∴ 1/2 (14) × height = 28
∴ 7 × height = 28 ⇒ divide both sides by 7
∴ height = 4
∵ The height is BA
∴ BA = 4 unit
- To find the length of CD draw a perpendicular line from C to AD and
meet it at E
∵ BA and CE are perpendicular to AD
∴ BA // CE
∵ BC // AD
- Perpendicular lines between parallel lines are equal in lengths
∴ BA = CE and BC = AE
∵ BA = 4 and BC = 6
∴ CE = 4 and AE = 6
∵ AD = 8 units
∵ AD = AE + ED
∴ 8 = 6 + ED ⇒ subtract 6 from both sides
∴ ED = 2 units
- In ΔCED
∵ m∠CED = 90°
∴ CD = √[(CE)² + (ED)²] ⇒ Pythagoras theorem
∵ CE = 4 and ED = 2
∴ CD = √[(4)² + (2)²] = √[16 + 4] = √20 = 2√5
* The value of CD is 2√5
Final answer:
The value of the unknown side CD in quadrilateral ABCD can be found using the area of a trapezoid formula and the Pythagorean theorem. Given the area, and the lengths of BC and AD, we calculated that CD equals 8 units.
Explanation:
The student has asked to find the value of CD in a quadrilateral ABCD, where BC is parallel to AD, BA is perpendicular to AD, the area of quadrilateral ABCD is 28 square units, BC is 6 units, and AD is 8 units.
Since BA is perpendicular to AD and BC is parallel to AD, we can determine that ABCD is a trapezoid with AB and CD as the non-parallel sides. The area of a trapezoid is given by the formula Area = ½ × (sum of parallel sides) × height. So we have:
½ × (AD + BC) × height = 28
½ × (8 + 6) × height = 28
½ × 14 × height = 28
7 × height = 28
height = 4 units
Since BA is perpendicular to AD, and given BA is the height of the trapezoid, this means that AB = 4 units. Now, because ABCD has right angles at A and B, triangles ABD and ABC are right triangles and we can use the Pythagorean theorem to calculate CD.
In triangle ABD:
AB² + BD² = AD²4² + BD² = 8²BD = √(8² - 4²) = √(64 - 16) = √48 = 4√3Since CD is the hypotenuse of triangle ABD:
CD² = AB² + BD²CD² = 4² + (4√3)²CD² = 16 + 48CD = √64CD = 8 unitsTherefore, the correct answer is CD = 8 units.
A test has multiple choice questions with 5 choices for each answer; only one answer is correct for each question.
Suppose a student guesses the answer to each question. Assuming the guesses are independent, find the probability
that the student will guess correctly when answering two questions.
o 1/5
1/10
01/25
Answer:
1/25
Step-by-step explanation:
The probability of guessing the first question correct is 1/5
The probability of guessing the second question correct is 1/5
Since they are independent
P(correct, correct) = P(1st correct) * P(2nd correct)
= 1/5 * 1/5
= 1/25
3. Which number is closest to zero on
the number line?
A -3/8
B 3/4
C 0.3
D 0.50
Final answer:
The number closest to zero on the number line from the given options is 0.3, making the correct answer C) 0.3.
Explanation:
The question asks which number is closest to zero on the number line from the given options: A) -3/8, B) 3/4, C) 0.3, D) 0.50. To find out which is closest to zero, compare the absolute values of these numbers (since we are interested in the distance from zero, not the direction).
Absolute value of A) -3/8 is 0.375
Absolute value of B) 3/4 is 0.75
Absolute value of C) 0.3 is 0.3
Absolute value of D) 0.50 is 0.5
Comparing these values, 0.3 is the smallest absolute value, which means it is the closest to zero. Therefore, the correct answer is C) 0.3.
If f(x)=5x-1, then f^-1(x)=
Answer:
f^-1(x) = (x+1)/5
Step-by-step explanation:
f(x)=5x-1
y = 5x-1
Exchange x and y
x = 5y-1
Solve for y
Add 1 to each side
x+1 = 5y-1+1
x+1 = 5y
Divide by 5
(x+1)/5 = 5y/5
(x+1)/5 = y
The inverse is (x+1)/5
f^-1(x) = (x+1)/5
Simplify (x^4-9x+5x^7)+(5x-10+3x^4-2x^2)
Answer:
5x^7 + 4x^4 - 2x^2 - 4x - 10
Step-by-step explanation:
(x^4-9x+5x^7)+(5x-10+3x^4-2x^2) = 4x^4 - 9x + 5x^7 + 5x - 10 - 2x^2
= 4x^4 - 9x + 5x^7 + 5x - 10 - 2x^2
= 4x^4 - 4x + 5x^7 - 10 - 2x^2
= 5x^7 + 4x^4 - 2x^2 - 4x - 10
Please someone help me out
Answer: 60/2
Step-by-step explanation:
When you multiply 60 and 1/2 you get 30 which is the same as 60/2
ANSWER
[tex] \sqrt{60} [/tex]
EXPLANATION
The given exponentiial expression is
[tex] {60}^{ \frac{1}{2} } [/tex]
Recall that
[tex] {a}^{ \frac{1}{n} } = \sqrt[n]{a} [/tex]
A special case of this rule is when n=2.
Then,
[tex] {a}^{ \frac{1}{n} } = \sqrt{a} [/tex]
This implies that
[tex]{60}^{ \frac{1}{2} } = \sqrt{60} [/tex]
The correct answer is B.
Use the point-slope formula (if possible) to write an equation of the line given the following
information.
The slope is - 5, and the line passes through the point (-2,0).
The equation of the line is?
Answer:
y = -5 (x+2)
Step-by-step explanation:
We can use the point slope form of a line
y-y1 = m(x-x1) where (x1,y1) is the point and m is the slope
y-0 = -5(x--2)
y = -5 (x+2)
i need help im stuxk again and thanks who help me
Answer:
b C = 25m + 75
Step-by-step explanation:
The total cost for m months is the one time fee plus the cost per month times the number of months
C = fee + cost per month * m
C = 75 + 25m
Rearranging the equation
C = 25m + 75
A company manufactures 2,000 units of its flagship product in a day. The quality control department takes a random sample of 40 units to test for quality. The product is put through a wear-and-tear test to determine the number of days it could last. If the product has a lifespan of less than 26 days, it is considered defective. The table gives the sample data that a quality control manager collected.
39 31 38 40 29
32 33 39 35 32
32 27 30 31 27
30 29 34 36 25
30 32 38 35 40
29 32 31 26 26
32 26 30 40 32
39 37 25 29 34
Which sample size would you use to get the best point estimate?
A.
90
B.
70
C.
150
D.
500
E.
280
Answer:
B
Step-by-step explanation:
The recommended sample size n for point estimates is:
n = NX / (N + X - 1)
where N is the population size, and X is defined as:
X = Z² p (1 - p) / E²
where Z is the critical value, p is the sample proportion, and E is the margin of error.
Assume a confidence level of level of 95% and a margin of error of 5%.
α = 0.05, Z(α/2) = 1.96
E = 0.05
Of the 40 units tested, 2 had lifespans less than 26 days. So the proportion is:
p = 2/40 = 0.05
Therefore:
X = (1.96)² (0.05) (1 - 0.05) / (0.05)²
X = 73
Given N = 2000:
n = (2000) (73) / (2000 + 73 - 1)
n = 70.45
Rounding, the recommended sample size is 70.
Answer:
B
Step-by-step explanation:
Factor completely, then place the factors in the proper location on the grid. 3y4 - 2y2 - 5
Answer:
[tex] (3y^2-5)(y^2+1) [/tex]
Step-by-step explanation:
Let's see if we can think of two numbers that multiply to be 3(-5)=-15
andd add up to be -2
How about -5 and 3? That work's! :)
[tex]3y^4-5y^2+3y^2-5[/tex]
Factor by grouping!
[tex]y^2(3y^2-5)+1(3y^2-5)\\(3y^2-5)(y^2+1)[/tex]
The polynomial 3y^4 - 2y^2 - 5 does not appear to be factorable with integer values. The reference to placing the factors in a particular location on a grid would likely relate to a tool or diagram provided by your instructional material.
Explanation:To factor the cubic polynomial 3y4 - 2y2 - 5, we first find the common factor which in this case is none. The next step is to try grouping, and if that's not possible, we can solve the polynomial using the quadratic formula or synthetic division. However, this polynomial does not seem to be factorable with integer values.
Unfortunately, without additional context, it's not clear what grid the problem refers to, or where the location you're supposed to place the factors is. It's likely this refers to some sort of tool or diagram provided by your teacher or textbook. In general, you would write down the factors in their proper locations in that tool or diagram, according to the rules or guidelines you were given.
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What is the value of y?
Answer:
A. 44°
Step-by-step explanation:
180° (straight line) - 88°
= 92
180° - 92°
= 88°
2y = 88°
y = 44°
Answer:
A 44
Step-by-step explanation:
The exterior angle is equal to the sum of the opposite interior angles
88 = y+y
88 =2y
Divide by 2
88/2 = 2y/2
44 = y
Solve the given system of equations. 2y= -x+9 , 3x-6= -15
Answer:
x = -3, y = 6 → (-3, 6)Step-by-step explanation:
[tex]\left\{\begin{array}{ccc}2y=-x+9\\3x-6=-15&\text{add 6 to both sides}\end{array}\right\\\left\{\begin{array}{ccc}2y=-x+9\\3x=-9&\text{divide both sides by 3}\end{array}\right\\\left\{\begin{array}{ccc}2y=-x+9\\x=-3\end{array}\right\qquad\text{put the value of x to the first equation}\\\left\{\begin{array}{ccc}2y=-(-3)+9\\x=-3\end{array}\right\\\left\{\begin{array}{ccc}2y=3+9\\x=-3\end{array}\right\\\left\{\begin{array}{ccc}2y=12&\text{divide both sides by 2}\\x=-3\end{array}\right\\\left\{\begin{array}{ccc}y=6\\x=-3\end{array}\right[/tex]
Identify the opposite number of -22.7. Then, explain why the two numbers are opposites.
22.7
Explanation:They are opposites because they are both the same distance from 0 and are on different sides of 0 on a number line.
They are also opposites because when either of them is multiplied by -1, you get the other one.
[tex]22.7*-1=-22.7[/tex]
[tex]-22.7*-1=22.7[/tex]
Answer:
22.7 because it's the same number but different
What is the slope of a line that is parallel to y=3x+5
Answer: Slope = 3
Step-by-step explanation:
On a 2D-Plane, any two lines with the same slope and a different y-intercept will be parallel
Knowing this, any line with the same slope as our given line and a different y-intercept will be parallel to it
Therefore, any line with a slope of 3 and a y-intercept other than 5 will be parallel to y = 3x + 5
The answer you are looking for is a slope of 3.
Parallel lines have the same slope (M value in Y = MX + B), but different y-intercepts (B value in Y = MX + B) For example, y = 3x + 7 would be parallel to the line given above, since they slope is the same, but the y-intercept is different.
I hope this helps!
If y varies directly as x, and y is 6 when x is 72, what is the value of y when x is 8?
1/9
2/3
54
96
Answer:
2/3
Step-by-step explanation:
Y varies directly as x
Y =kx
Y=6 when x = 72
First find the relationship between y and x.
i.e find the value of k
Substitute the value of x and y
6 = k *72
Make k the subject of the formula
K = 6/72
K= 1/12
:. The rlationship between x and y is
Y = 1/12x
When x is 8
Y = 1/12 * 8
Y = 8/12
Y = 2/3 and that is the answer
Hope it helped you
Answer:
The answer is : 2/3
Step-by-step explanation:
Given is that y varies directly as x.
Means as y increases or decreases, x also increases or decreases.
When y is 6 when x is 72,
So, when x = 8, we have to find y.
We can write the relation as follows:
[tex]\frac{6}{y}= \frac{72}{8}[/tex]
[tex]72y=48[/tex]
[tex]y=\frac{48}{72}[/tex] = [tex]\frac{2}{3}[/tex]
Use the compound interest formula A = P(1 + r) and the given information to solve for r.
A = $3,000,000, P = $20,000, t = 40
Step-by-step explanation:
A=P(1+R)
A/P=1+R
(A/P)-1=r
(3000000/20000)-1=r
149=r
[tex]\textbf{Answer:}[/tex]
[tex]r\approx 0.13345[/tex]
[tex]\textbf{Step-by-step explanation:}[/tex]
[tex]\text{Your formula is missing something: t}[/tex]
[tex]\text{It should read }A=P(1+r)^t[/tex] [tex]\text{Where A is the final amount, P is the principal, r is rate in decimal, and t is time in years}[/tex]
[tex]\text{Given that A=3000000, P=20000, and t=40, we can subsitute and solve}[/tex]
[tex]A=P(1+r)^t[/tex]
[tex]\text{subsitute}[/tex]
[tex]3000000=20000(1+r)^{40}[/tex][tex]\text{ now solve for r}[/tex]
[tex]\text{Divide both sides by 20000}[/tex]
[tex]150=(1+r)^{40}[/tex]
[tex]\text{Take the 40th root of both sides }(\sqrt[40]{})[/tex]
[tex]\sqrt[40]{150}=1+r[/tex]
[tex]\text{subtract 1 from both sides}[/tex]
[tex]\sqrt[40]{150}-1=r[/tex] [tex]\text{ or in approximate form, }[/tex][/tex]r\approx 0.13345[/tex]
When the county fair opened its gates, 68 people entered the fairgrounds. After one hour, there were 1.5 times as many people on the fairgrounds as when the gates opened. After two hours, there were 1.5 times as many people on the fairgrounds as the previous hour. If this pattern continues, write the equation representing the number of people, y, at the fair x hours after the gates open.
Answer:
y=68(1.5)^(x-1)
Step-by-step explanation:
Answer:
The function is:
[tex]y = 68 (1.5) ^ x[/tex]
Step-by-step explanation:
Note that the number of people increases by a factor of 1.5 per hour, and the initial number of people is 68.
So:
After an hour the number of people is:
[tex]y = 68 (1.5)[/tex]
After two hours the number of people is:
[tex]y = 68 (1.5) (1.5) = 68 (1.5) ^ 2[/tex]
After x hours the number of people is:
[tex]y = 68 (1.5) ^ x[/tex]
Therefore, the exponential growth function that models the number of people y at the fair after x hours is:
[tex]y = 68 (1.5) ^ x[/tex]
Write the sentence as an equation.
b increased by 281 is d
Answer:
B + 281d
Step-by-step explanation:
I think that's the answer the "is" is throwing me off "is" is either = or (x)
Hope my answer has helped you and if not i'm sorry.
What is the value of the product (3-2i)(3+2i)?
Answer:
13
Step-by-step explanation:
(3-2i)(3+2i) = 9 + 6i - 6i - 4i^2
9 - 4i^2
9 + 4 = 13
Miguel is making smoothies out of yogurt and juice to serve to his friends, and he needs to make 12 cups. The ratio of yogurt to juice is 2 cups to 1 cup.
How much yogurt will he use?
A.
3 cups
B.
4 cups
C.
8 cups
D.
9 cups
A teacher reviews 4-1/2 papers per hour, how many papers will that teacher review in 6-1/3 hours
Answer:
[tex]28\frac{1}{2}\ papers[/tex]
Step-by-step explanation:
step 1
Convert mixed numbers to an improper fractions
[tex]4\frac{1}{2}=\frac{4*2+1}{2}=\frac{9}{2}[/tex]
[tex]6\frac{1}{3}=\frac{6*3+1}{3}=\frac{19}{3}[/tex]
step 2
we know that
A teacher reviews 9/2 papers per hour
using proportion
Find how many papers will the teacher review in 19/3 hours
Let
x-----> the number of papers
[tex](9/2)/1=x/(19/3)[/tex]
[tex]x=(19/3)(9/2)[/tex]
[tex]x=28.5\ papers[/tex]
Convert to mixed numbers
[tex]28.5=28\frac{1}{2}\ papers[/tex]
A teacher that reviews 4.5 papers an hour would be able to review approximately 28 papers in 6-1/3 hours, rounding down to the nearest whole paper.
Explanation:To solve this math problem, you'll need to multiply the amount of papers that the teacher can review in one hour by the total amount of hours they worked. The teacher reviews 4.5 papers per hour, and they will be working for 6.33 hours (which is the decimal equivalent of 6-1/3 hours). Let's do the math:
4.5 papers/hour * 6.33 hours = 28.485 papers
Therefore, the teacher would be able to review approximately 28 papers in 6-1/3 hours. Please note that the number of papers reviewed has been rounded down in this scenario to remain realistic - a paper can either be reviewed or not reviewed and we cannot count half-reviewed papers.
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George and his dad are planning to attend the state fair. An adult tickets is $19.00. The price of an adult tickets is 1/3 the price of a student ticket plus $15.00. Write an equation to determine how much George will pay for a student ticket
Answer:
$12
Step-by-step explanation:
If x is the price that George pays for a student ticket, then:
19 = ⅓ x + 15
To solve for x, first subtract 15 from both sides:
19 - 15 = ⅓ x
4 = ⅓ x
Then multiply both sides by 3:
4 × 3 = x
12 = x
Answer:
1/3x + 15 = 19
Step-by-step explanation:
Well this is a simple equation where you write it out EXCACTLY like the question says, the 1/3 is the 1/3 the price of a student ticket and add the x to represent the unknown amount (student ticket), the 15 represents the plus $15.00 which equals 19
Hope this helps,
(btw dont >EVER TRUST< the -->"TRUSTED ANSWERS"<-- because all it means is that they are expirienced NOT that the answer is right)
ASAP On the coordinate plane below, quadrilaterals TRAP and HELP are similar to each other.
Determine the ratio of the perimeter of HELP to TRAP.
2:1
3:2
1:2
2:5
Answer:
1 : 2
Step-by-step explanation:
Since the quadrilaterals are similar then the ratios of corresponding sides are equal, that is
[tex]\frac{HP}{TP}[/tex] = [tex]\frac{2}{4}[/tex] = [tex]\frac{1}{2}[/tex]
Thus the ratio of perimeters is also 1 : 2
Answer:
1:2.
Step-by-step explanation:
HP and TP are corresponding sides and their lengths are 2 and 4.
Thats a ratio of 1 :2.
The perimeter is also one dimensional so the ratio of the perimeters is also 1:2.
Danny is older than Felicia. The difference between their ages is 21. The sum of their ages is 35. How old is Felicia?
Answer:
Felicia is 7 years old
Explanation:
The variable, d, can represent Danny's age.
The variable, f, can represent Felicia's age.
Basically, using the information provided, you can make two equations.
1.) d - f = 21
2.) d + f = 35
This is a system of equations. To solve for this, I'm going to subtract the 2 equations:
d - f = 21
- d + f = 35
-------------------------
-2f = -14
f = 7
If Felicia is 7, and they're total ages added is 35, subtract 7 form 35
35 - 7 = 28
So, Danny would be 28.
To double check your answers;
28 + 7 = 35
28 - 7 = 21
So Felicia is 7 years old. I hope this helps! :)
hugh bought some magazines that cost $3.95 each and some books that cost $8.95 each
3.95(3) + 8.95b = 47.65
11.85 + 8.95b = 47.65
Subtract 11.85 from both sides.
8.95b = 35.8
Divide 8.95 from both sides.
b = 4
Hugh bough 4 books.
3. Kim ran 3 one-mile races, 6 two-mile races, 4 five-mile races, and 1 ten-mile race. What is the mean number of miles Kim ran in the races? Show your work.
Answer:
3.2 miles
Step-by-step explanation:
The "mean" of a set of numbers is the average. To get this, you add up all of the numbers and then divide by however many there are. So, let's lay out the races that Kim ran.
1, 1, 1, 2, 2, 2, 2, 2, 2, 5, 5, 5, 5, 10
These numbers add up to 45 total miles ran. You can add them up individually or make an equation.
x = (3 × 1) + (6 × 2) + (4 × 5) + (1 × 10)
x = 3 + 12 + 20 + 10
x = 15 + 30
x = 45
Now, divide by the total number of races, 3 + 6 + 4 + 1 = 14
So, the mean will be
45 ÷ 14 = 3.21 or about 3.2
Answer:
Straight to the point : 3.2
Explanation is above me my friends.
What is the result if 3x-9 is evaluated when x = -5?
Answer:
Step-by-step explanation:
I wonder if it is the minus that is causing the problem?
Let x = - 5
3*(-5) - 9
-15 - 9
This is a money question. If you are 15 dollars in debt and you spend another 9, where are you? (In the company of the American government. They do this all the time).
- 15 - 9 = - 24
Two cylinders. The smaller cylinder has height labeled as 6 cm. The larger cylinder has height labeled as 18 cm.
The cylinders are similar. The volume of the larger cylinder is 40,635 cubic centimeters. What is the volume of the smaller cylinder?
1505 cm3
2578 cm3
1145 cm3
2123 cm3
Answer: first option.
Step-by-step explanation:
You know that the height of the smaller cylinder is 6 cm and the height of the larger cylinder is 18 cm, then you can find the volume ratio. This is:
[tex]Volume\ ratio=(\frac{6cm}{18cm})^3\\\\Volume\ ratio=\frac{1}{27}[/tex]
Knowing that the volume of the larger cylinder is 40,635 cubic centimeters, you need to multiply it by the volume ratio to find the volume of the smaller cylinder.
Therefore:
[tex]V_{smaller}=\frac{1}{27}(40,635\ cm^3)\\\\V_{smaller}=1,505\ cm^3[/tex]
Typically, a point in a three-dimensional Cartesian coordinate system is represented by which of the following
A) (x,y,v)
B) (w,x,y)
C) x,y,z
D) (x,y,z)
Answer:
option D) (x,y,z)
Step-by-step explanation:
we know that
The three-dimensional Cartesian coordinate is defined by three axes at right angles to each other, forming a three dimensional space.
The three axes are labeled x ,y and z.
The x-axis is called abscissa
The y-axis is called ordinate
The z-axis is called applicate
therefore
A point in a three-dimensional Cartesian coordinate is represented by (x,y,z)
Which is equivalent
Answer:
4x^4
Hope this helps
For this case we must find an expression equivalent to:
[tex](256x^{16}) ^ {\frac {1} {4}[/tex]
By definition of power properties we have to:
[tex](a ^ n) ^ m = a ^ {n * m}[/tex]
Then, rewriting the expression:
[tex](256 ^ {\frac {1} {4}} * x ^ {\frac {16} {4}}) =[/tex]
We have by definition:
[tex]\sqrt [n] {a ^ m} = a ^ {\frac {m} {n}}[/tex]
So:
[tex]\sqrt [4] {256} * x ^ 4 =\\\sqrt [4] {4 ^ 4} * x ^ 4 =\\4x ^ 4[/tex]
ANswer:
Option B