What number should be added to both sides to complete the square? x^2 + 8x = 4
16
8
4
32

Answer: 50

Step-by-step explanation: 25% of 100 is equal to 25, so if we multiply that by 2, we would get 50. To fact-check your answer, always make sure that when you multiply (only for 25% problems) by 4, and you should get the whole number. 50x4=200. Or, just 200 divided by 4. It helps!

Answer:

The closest you would get is (8*2)-6+3=13

Step-by-step explanation:

Answer:

53 teachers

Step-by-step explanation:

Basically, what we need to do here is to find how many teachers there need to be, first. If there are 6,734 students in the school district and if maximum class size is 25, then the number of teachers needed is:

6,734 / 25 = 269.36

Of course, it's obvious that we can't have a decimal number of teachers, so we need to find integer (269 or 270).

If we take 269 teachers and 25 students per class, we get:

269 • 25 = 6,725 students, which is not enough, since there are 6,734 students.

That means that the number of teachers needed is 270.

It is given that there are already 217 teachers, meaning that 270-217=53 teachers have to be supplemented.

52 more teachers must the district have to supplement their staff of 217 teachers.

Given that,

A school district has a student population of 6,734 students.

If the maximum class size is 25 students.

We have to determine,

How many more teachers must the district have to supplement their staff of 217 teachers?

According to the question,

Total number of students = 6,734

Maximum class size = 25 students

Then,

The number of teachers needed is,

[tex]= \dfrac{6734}{25}\\\\= 269.36[/tex]

Here, 269 teachers are needed for each group of 25 students.

Therefore,

The number of more teacher must the district have to supplement their staff of 217 teachers is,

269 - 217 = 52

Hence, 52 more teachers must the district have to supplement their staff of 217 teachers.

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Answer:

C

Step-by-step explanation:

Let's call the middle M. If we take triangle PMQ we see that is has a 90 degrees angle. Also both of the other corners are equal so 180=90-2x. x=45 degrees. In a triangle with two 45 degrees angles and a 90 degrees angle the following applies: Both straigth sides are 1:square root of 2 to the oblique side. That means that if say PM=4 that PQ=4sqrt2. Now we'll that to determine PM. PQ=5x so PM=5xsqrt2. The area of parallelogram PQRS then equals to 5xsqrt2×5xsqrt2=25x^2×2=50x^2. So that is C.

The area of the frame not covered by the painting is 192 square inches

Solution:

Given that, A rectangular painting is 24 inches wide and 20 inches tall without the frame

The area of rectangle is given as:

[tex]Area = length \times width[/tex]

Find the area of painting without frame:

Length = 20 inches

Width = 24 inches

[tex]Area\ Without\ Frame = 20 \times 24 = 480[/tex]

Thus area of painting without frame is 480 square inches

With the frame, it is 28 inches wide and 24 inches tall

Find the area of painting with frame:

Length = 24 inches

Width = 28 inches

[tex]Area\ with\ frame = 24 \times 28 = 672[/tex]

Thus area of painting with frame is 672 square inches

What is the area of the frame not covered by the painting

Area of the frame not covered by the painting = Area with farme - Area without frame

Area of the frame not covered by the painting = 672 - 480 = 192

Thus the area of the frame not covered by the painting is 192 square inches

Answer:

Graphing Linear Inequalities differs from graphing regular linear equations. That is it has certain rules to be followed to draw the graph.

Thus if the equation has y < or y > then we use broken line and y= , y≤ and y≥ then we use solid line.

The simplified answer is [tex]5\frac{2}{9}[/tex].

Option: C.

Step-by-step explanation:

To simply [tex]-3\frac{1}{9} - (-8\frac{1}{3} )[/tex]:

First convert this improper fraction into normal fraction.

[tex]-3\frac{1}{9}[/tex] = [tex]\frac{-28}{9}[/tex].

[tex]-8\frac{1}{3}[/tex] = [tex]\frac{-25}{3}[/tex].

Now we have to simplify [tex]-\frac{28}{9} - (-\frac{25}{3} )[/tex].

= [tex]-\frac{28}{9} + \frac{25}{3}[/tex].

After applying LCM to the denominators, Multiply the second term with 3 in both numerator and denominator.

= [tex]-\frac{28}{9} + \frac{75}{9}[/tex].

=[tex]\frac{-28+75}{9}[/tex].

=[tex]\frac{47}{9}[/tex].

Convert the answer in improper fraction form.

[tex]\frac{47}{9}[/tex] = [tex]5\frac{2}{9}[/tex].

Thus the simplified answer is [tex]5\frac{2}{9}[/tex].

Answer:

x^3-x^2-17x+12

Step-by-step explanation:

(x+4)(x^2-5x+3)

x^3-5x^2+3x+4x^2-20x+12

x^3-5x^2+4x^2+3x-20x+12

x^3-x^2-17x+12

hello that is a hard question but the answer is your face

Answer:

im so sorry about the kid that said that. that was mean

Step-by-step explanation:

Answer:

11 pages

Step-by-step explanation:

55% of 20 is 11. I'm sure! Please give be brainliest.!

Answer:

11

Step-by-step explanation:

It's just 55℅ of 20 pages so 20×55℅ will give u 11

Answer:

To find area of irregular shapes you need to divide the irregular shape to get a new shape (for instance: rectangle); then you have to find the area of that particular shape using its formula (for instance: area of square = side*side)

The missing figure is attached down

The length around the outside of the track is about 431 feet

Step-by-step explanation:

A running track has the shape of a rectangle capped with a semicircle on each end

We need to estimate the length around the outside of the track

The length of the outside the track is the length of two semi-circle and two straight lengths of the rectangle

∵ The track is 80 feet wide

- From the figure the width of the track is the diameter of the

  semi-circles

∴ The diameter of each semi-circle = 80 feet

∵ The radius of a circle is half its diameter

∴ The radius of each semi-circle = [tex]\frac{1}{2}[/tex] × 80 = 40 feet

∵ The length of a circle = 2πr

∴ The length of a semi-circle = πr

∴ The length of two semi-circle = 2 × πr

- Substitute r by 40

∴ The length of two semi-circle = 2 × π(40) = 80π feet

∵ The rectangular portion of the track is 90 feet tall

∴ The length of the rectangle = 90 feet

∴ The two straight parts of the track = 2 × 90 = 180 feet

- Add the length of the two semi-circles and the two straight

   parts to find the length of the track

∵ Length of the track = 80π + 180

- Substitute π by 3.141

∴ Length of the track = 80(3.141) + 180

∴ Length of the track = 431.28 ≅ 431 feet

The length around the outside of the track is about 431 feet

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Answer:

Your final answer is 15x+12

Step-by-step explanation:

Remove parathenes ( ) group like terms add similar elements add the numbers 5 + 7 = 12

Answer:

New Deal

Explanation:

In order to bring an end to the Great Depression, Franklin Delano Roosevelt (the 32nd President of the United States) proposed the "New Deal."

The "New Deal" was a set of programs which allowed the government to have a direct role in making the American lives easier. This mainly supported the poor people, especially the farmers and those who lost their jobs or who were unemployed.

The programs started with the First New Deal, followed by the Second New Deal. The First New Deal focused on reformation while the second one was directed towards protecting the people.

Thus, this explains the answer.

Answer:

x is equal to 2

Step-by-step explanation:

2x+4=8

2x=4

x=2

Answer:

x = 2

Step-by-step explanation:

First you must subtract x to both sides leaving you with 2x + 4=8 and you subtract 4 to both sides giving you 2x=4 and lastly to get the x by itself you divide both sides by 2 leaving you with x=2

There are 5 short essay questions on test

Solution:

Let "a" be the number of multiple choice questions

Let "b" be the number of short essay questions

Worth of each multiple choice questions = 3 points

Worth of each short essay questions = 8 points

There are 25 questions in total

number of multiple choice questions + number of short essay questions = 25

a + b = 25

a = 25 - b --------- eqn 1

The test is worth 100 points. Theerefore, we frame a equation as:

number of multiple choice questions x Worth of each multiple choice questions + number of short essay questions x Worth of each short essay questions = 100

[tex]a \times 3 + b \times 8=100[/tex]

3a + 8b = 100 --------- eqn 2

Let us solve eqn 1 and eqn 2

Substitute eqn 1 in eqn 2

3(25 - b) + 8b = 100

75 - 3b + 8b = 100

5b = 100 - 75

5b = 25

b = 5

Thus there are 5 short essay questions on test

The number of short essay questions on the test is 5.

The science test is worth 100 points and has 25 questions. Let's represent the number of multiple-choice questions as 'x' and the number of short essay questions as 'y'. Each multiple-choice question is worth three points, so the total number of points for the multiple-choice questions is 3x. Each short essay question is worth eight points, so the total number of points for the short essay questions is 8y. We can write two equations to represent the given information:

x + y = 25 (since there are 25 questions in total)

3x + 8y = 100 (since the total points for the test is 100)

To find the number of short essay questions on the test, we need to solve these two equations. By substituting x = 25 - y into the second equation, we can solve for y.

3(25 - y) + 8y = 100

75 - 3y + 8y = 100

5y = 25

y = 5

Therefore, there are 5 short essay questions on the test.

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Answer:

Should be B

Step-by-step explanation:

5 + 2 ( x-4[3x+7(2-x)]

5+2 (x-4[ 4x + 14])

5+2 (17x - 56)

5 + 34x - 112

34x - 107

For this case we have the following equation:

[tex]2m + 4s = 16[/tex]

We solve for each of the variables:

For m:

We subtract 4s from both sides of the equation:

[tex]2m = 16-4s[/tex]

We divide by 2 on both sides of the equation:

[tex]m = \frac {16-4s} {2}\\m = \frac {16} {2} - \frac {4s} {2}\\m = 8-2s[/tex]

For s:

We subtract 2m from both sides of the equation:

[tex]4s = 16-2m[/tex]

We divide between 4 on both sides of the equation:

[tex]s = \frac {16} {4} - \frac {2m} {4}\\s = 4- \frac {m} {2}[/tex]

Answer:

[tex]m = 8-2s\\s = 4- \frac {m} {2}[/tex]

Without additional information or a second equation, the values for 'm' and 's' cannot be specifically determined from the equation 2m+4s=16 due to the infinite number of solutions.

The question 2m+4s=16 asks us to find the values of m and s. However, with a single equation and two variables, there are infinite solutions. This is because without additional information or constraints, each variable can take on many different values as long as the equation balances out to 16. Therefore, we cannot determine specific values for m and s without additional equations or information.

To find the values of M and S in the equation 2M + 4S = 16, we can use algebraic methods to solve for the variables.

Step 1: Start by isolating M in the equation. Subtract 4S from both sides of the equation: 2M = 16 - 4S.

Step 2: Divide both sides by 2 to solve for M: M = (16 - 4S)/2.

Now you have an equation that expresses M in terms of S. You can substitute different values for S to find the corresponding values for M. For example, if S = 2, then M = (16 - 4(2))/2 = 4. So, when S = 2, M = 4. Repeat this process for different values of S to find the corresponding values of M.

Answer:

wat number

Step-by-step explanation:

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Answer:

d 10x=-3

Step-by-step explanation:

The correct answer is D. (3x2 + 5)(x + 3). Here’s how you can use the grouping method to factor the polynomial completely:

Group the first two terms and the last two terms: (3x3 + 9x2) + (5x + 15)

Factor out the greatest common factor from each group: 3x2(x + 3) + 5(x + 3)

Factor out the common binomial factor: (3x2 + 5)(x + 3)

So, the polynomial 3x3 + 9x2 + 5x + 15 can be factored completely as (3x2 + 5)(x + 3).

Hope it helps.

Final answer:

A recursive rule for the sequence 243, 81, 27, 9, 3, ... is to multiply each term by one-third (⅓) of the previous term. The first term is 243, and the rule can be expressed as an = ⅓ × an-1 for n >= 2.

Explanation:

To write a recursive rule for the sequence 243, 81, 27, 9, 3, ... we must first identify the pattern. Observing the sequence, we see that each term is one-third of the previous term. Therefore, to get from one term to the next, we multiply by ⅓ (which is the same as dividing by 3).

The recursive formula for this sequence can be written as follows:

This recursive rule clearly indicates that every term is a fraction of the preceding term, which is consistent with the pattern of division by three observed in the original sequence.

Answer:

The solution is the point (-2,1)

Step-by-step explanation:

we have

[tex]-2x+3y=7[/tex] ----> equation A

[tex]5x+8y=-2[/tex] ----> equation B

Solve the system of equations by graphing

Remember that the solution of the system is the intersection point both lines

using a graphing tool

The solution is the point (-2,1)

see the attached figure

Answer:

80 students

Step-by-step explanation:

Let the number of voters in the election for class president is x.

So, given that 40% of the voters voted for Gerardo,35% of the voters voted for Leonardo, and 25% of the voters voted for Juju.

So, the number of voters for Leonardo was [tex]x \times \frac{35}{100} = 0.35x[/tex]

Given that, 0.35x = 70

⇒ x = 200

Now, the number of voters for Gerardo was [tex](x \times \frac{40}{100}) = 0.4x = 0.4(200) = 80[/tex].

(Answer)

Answer:

The decimal that represents the unshaded portion of the model is 0.4

Step-by-step explanation:

we know that  

Camille shaded 18/30 of a model

That means

The total parts of the model is equal to 30

The shaded parts of the model is 18

To find out the unshaded parts of the model subtract the shaded parts from the total parts

[tex]30-18=12[/tex]

To find out the decimal that represents the unshaded portion of the model, divide the unshaded parts of the model by the total parts of the model

so

[tex]\frac{12}{30}=0.4[/tex]

Answer:

Step 3 because when dividing 7y=-9, you divide by 7, not 9. Kendra divided the whole thing by 9, which is incorrect. You want to get the Y by itself(as in y, not a fraction of y) to solve the rest of the problem.

Step-by-step explanation:

Step 1.

-3x+7y=-15

-2x-7y=5

-5x=10 and x=2

Step 2.

-5x =-10. x = 2.

Step 3.

-3 (2) + 7 y = - 15. - 6 + 7 y = - 15. 7 y = - 9. y = -9/7  = - 1  2/7

Answer:

1.125

Step-by-step explanation:

the unit cost is how much it cost per wheel

dozen is 12

so 12 times 6 is 72

so then you do 81/72 to get your answer

and you are probably wondering how i got the divison from was because i'm supposed to divide to find a unit cost.

the 81 was the total for the 72 packages of toy wheels

Answer:

first find how much a dozen of 6 is, so 6*12=72

next to get the cost of one divide 81/72=$1.125

$1.13

Step-by-step explanation:

Answer:

5667

Step-by-step explanation:

Answer:

3510

Step-by-step explanation:

because you have 390 and you multiply it my 9 so you would get 3510 by 9 times

the first situation goes with the first equation

the second situation goes with the third equation

the third situation goes with the third equation

The equation for Statement 1 is 4+5x=16, the equation for Statement 2 is (5-4)x=16 and the equation for Statement 3 is 16-4x=5.

For the given statements we need to match the given equations.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Statement 1: An adults and 5 children rent skates. It costs $4 per adult for stakes and a total of $16.

Let the cost of 5 children rent skates be 5x.

Now, 4+5x=16

Statement 2: It costs Mikael $4 to make a bike bag, and he sells each for $5. He has made a profit of $16 so far.

Profit=Selling Price-Cost Price

⇒Profit=5-4

⇒(5-4)x=16

Statement 3: It was 16° C. It began falling 4° C per hour until it reached 5° C.

It began falling 4° C per hour, which can be written as 4x.

Now, 16-4x=5

Therefore, the equation for Statement 1 is 4+5x=16, the equation for Statement 2 is (5-4)x=16 and the equation for Statement 3 is 16-4x=5.

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