What is 7x1??????????????????????????

Answer:

-3x

Step-by-step explanation:

Subtract 2 from 5

Hope this helped, Have a great day!!

Answer:

-3x

Step-by-step explanation:

Combine like terms. Like terms are terms with the same amount of variables. Note that both terms (2x & -5x) both have one x in all.

Subtract the coefficients:

2x - 5x = -3x

-3x is your answer.

~

Answer:

c

Step-by-step explanation:

Answer: 12.56 units

Step-by-step explanation:

The correct answer of this question is;

A=(2x+4)

=2×37+4

=78

B=(2x-9)

=2×37-9

=65

Step-by-step explanation:

(2x+4)+(2x-9)+x=180(The sum of all angle of a triangle is 180°)

or,5x-5=180

or,5x=185

or,x=185/5

Therefore the value of x=37.

Answer: 8a + 2b + 19 is the answer

Answer:

= 8a +2b + 19

Step-by-step explanation:

Combine Like Terms:

(12a + −4a) + (3b + −b) + (19)

=8a + 2b + 19

Answer:

$16.25

Step-by-step explanation:

7.50

+7.50

+7.50

+7.50

+7.50

36.50

then you have to do 3.25  *5=16.25

how do i answer that I don't even know that sorry

Answer:

I would say triangle VQB is congruent to triangle TJE. Not entirely sure about the transformation, try reflecting it over y=x or y = -x,, translate it, and rotate it

(Can't look at it right now fully cause i have my own math hw to do lol)

For 8, FAKE is congruent to CMDI, (Transformations from FAKE to CMDI) then its a reflection over the y axis, and reflect over the x axis.

Step-by-step explanation:

:)

#teamtrees #WAP (Water and Plant)

Step-by-step explanation:

y = 2x + 6 means that the letter Y equals 2x plus 6. So add 2 and 6 which gives you 8 and you are with this: 8x or 8(x). If your teacher gave you the value of X multiply 8 by x since the eight is outside its parenthesis. Once you have that answer or just 8X put the result of 8x in the y box and the 8x in the x box (skip count from ther of which the value ur teacher gave u)

Use the same context with the next problem. Hope this helps.

Answer:

Range: [−94,∞),{y∣y≥−94}

Answer:

5

Step-by-step explanation:

Answer:

D. +3.82

Step-by-step explanation:

The computation of the test static for this test is shown below:

Data provided in the question

[tex]\bar x[/tex]= $8,745

[tex]\mu[/tex] = $8,500

[tex]\sigma[/tex] = $1,200 and n = 350

Now based on the above information, the test static for this test is

[tex]z = \frac{\bar x - \mu}{\frac{\sigma}{\sqrt{n} } }[/tex]

[tex]z = \frac{\$8,745 - \$8,500}{\frac{\$1,200}{\sqrt{350} } } \\[/tex]

= 3.82

= +3.82

Hence, the test static for this test is +3.82

We simply applied the above formula so that the correct value could come

And, the same is to be considered  

Answer: Y = 7x+34

Explanation : if there are 7 beads per inch that means that for every inch there are 7 more beads. and the 34 for is an unchangeable factor that stays the same throughout the equation

Answer:

7x+34

Step-by-step explanation:

Answer:

5770 feet

Step-by-step explanation:

The height of the wall under the Waters proposal is 20 feet and the height of the wall under the Barrett proposal is 34 feet and its perimeter is 9809 feet. Since there is an increase in the dimensions of the wall, we find this percentage increase.

So, the percentage increase in the height of the wall is thus (New height - Old height)/Old height × 100%

New height = 34 feet and Old height = 20 feet

So, Percentage increase = (New height - Old height)/Old height × 100% = (34 ft - 20 ft)/20 ft × 100 % = 14/20 × 100% = 7/10 × 100% = 70 % increase.

Since all the dimensions increase by the same amount, the perimeter in the Waters proposal increases by 70% to the perimeter in the Barrett proposal.

Let P = perimeter in the Waters proposal and P' = perimeter in the Barrett proposal.

So, the percentage increase in perimeter is

(P' - P)/P × 100 % = 70 %

We now find P

(P' - P)/P = 70%/100%

(P' - P)/P = 0.7

P' - P = 0.7P

P' = 0.7P + P

P' = 1.7P

P = P'/1.7

So, substituting the value for P' = 9809 feet

P = P'/1.7

= 9809 ft/1.7

= 5770 feet

So, the perimeter of the wall under the Waters Proposal is 5770 feet.

Answer:

No it is false... Because negative number are smaller than positive number however possible numbers were very small

Answer:

No it is false... Because negative number are smaller than positive number however possible numbers were very small

Step-by-step explanation:

Answer: -8.16 to 15.84

Step-by-step explanation: Confidence Interval is an interval in which we are a percentage sure the true mean is in the interval.

A confidence interval for a difference between two means and since sample 1 and sample 2 are under 30, will be

[tex]x_{1}-x_{2}[/tex] ± [tex]t.S_{p}\sqrt{\frac{1}{n_{1}}+\frac{1}{n_{2}} }[/tex]

where

x₁ and x₂ are sample means

t is t-score

[tex]S_{p}[/tex] is estimate of standard deviation

n₁ and n₂ are the sample numbers

The estimate of standard deviation is calculated as

[tex]S_{p}=\sqrt{\frac{(n_{1}-1)s_{1}^{2}+(n_{2}-1)s_{2}^{2}}{n_{1}+n_{2}-2} }[/tex]

where

s₁ and s₂ are sample standard deviation of each sample

Degrees of freedom is:

[tex]df=n_{1}+n_{2}-2[/tex]

df = 12 + 9 - 2

df = 19

Checking t-table, with 90% Confidence Interval and df = 19, t = 1.729.

The mean and standard deviation for 12 unlogged forest plots are 17.5 and 3.53, respectively.

The mean and standard deviation for 9 logged plots are 13.66 and 4.5, respectively.

Calculating estimate of standard deviaton:

[tex]S_{p}=\sqrt{\frac{(12-1)(3.53)^{2}+(9-1)(4.5)^{2}}{12+9-2} }[/tex]

[tex]S_{p}=\sqrt{\frac{299.07}{19} }[/tex]

[tex]S_{p}=[/tex] 15.74

The difference between means is

[tex]x_{1}-x_{2}[/tex] = 17.5 - 13.66 = 3.84

Calculating the interval:

[tex]t.S_{p}\sqrt{\frac{1}{n_{1}}+\frac{1}{n_{2}} }[/tex] = [tex]1.729.15.74.\sqrt{\frac{1}{12} +\frac{1}{9} }[/tex]

[tex]t.S_{p}\sqrt{\frac{1}{n_{1}}+\frac{1}{n_{2}} }[/tex] = [tex]27.21\sqrt{\frac{21}{108} }[/tex]

[tex]t.S_{p}\sqrt{\frac{1}{n_{1}}+\frac{1}{n_{2}} }[/tex] = [tex]27.21\sqrt{0.194}[/tex]

[tex]t.S_{p}\sqrt{\frac{1}{n_{1}}+\frac{1}{n_{2}} }[/tex] = 12

Then, interval for the difference in mean is 3.84 ± 12, which means the interval is between:

lower limit: 3.84 - 12 = -8.16

upper limit: 3.84 + 12 = 15.84

The interval is from -8.16 to 15.84.

Answer:

Book = $8 each

CD = $5 each

8 x 5 = 40

2 x 5 = 10

= 50

8 x 2 = 16

5 x 3 = 15

= 31

Please mark as brainliest.

Answer:

One book equals $8 and one CD equals $5

Step-by-step explanation:

Let books be denoted as 'x' and CDs as 'y'

5x + 2y = 50    ...1

2x + 3y = 31    ...2

I usually eliminate the y variable, and to do this, you multiply the first equation by 3 and the second equation by 2, because the lowest common multiple between 2 and 3 is 6.

...1*3    and    ...2*2

15x + 6y + 150    ...3

4x + 6y = 62    ...4

Eliminate y by taking ...4 away from ...3

15x - 4x = 150 - 62

11x = 88

x = 8

Sub this value into ...1

5(8) + 2y = 50

40 + 2y = 50

Rearrange

2y = 50 - 40

2y = 10

y = 5  

This means that one book is $8 and one CD equals $5

Answer:

1356

Step-by-step explanation:

453*454 divided by 2 then 450*451 divided by two then minus both

Answer:

g = 5x-2

Step-by-step explanation:

10 times 7 = 70

10 - 6 = 4

70 + 4 = 74

Answer:

70x+4

Step-by-step explanation:

simplify the expression

tip: u can use mäthwäy next time ;) its really helpful

Answer:

g(-4) = -1

g(-1) = -1

g(1) = 3

Explanation:

If you are given a function that is defined by a system of equations associated with certain intervals of x, just find which interval makes x true, and then substitute x into the equation of that interval.

For example, given g(-4), this is an expression which is asking for the value of the equation when x = -4. So -4 is not ≥ 2, so ¼x - 1 will not be used. -4 is also not ≤ -1 and ≤ 2, so -(x - 1)² + 3 will not be used either. So in turn, we will just use -1 which is always -1 so g(-4) will just be -1, right because there is no x variable in -1 so it will always be the same.

Using the same idea as before g(-1) is g(x) when x = -1 so -1 will not be a solution because -1 is not less than -1 (< -1). -1 is not ≥ 2 either so we will be using the second equation because -1 is part of the interval -1≤x≤2 (it is a solution to this inequality), therefore -(x - 1)² + 3 will be used.

As x = -1, -(x - 1)² + 3 = -(-1 - 1)² + 3 = -(-2)² + 3 = -4 + 3 = -1.

It is a coincidence that g(-1) = -1.

Now for g(1), where g(x) has an input of 1 or the value of the function where x = 1, we will not use the first equation because x = 1 → x < -1 → 1 < -1 [this is false because 1 is never less than -1], so we will not use -1.

We will use -(x - 1)² + 3 again because 1 is not ≥ 2, 1≥2 [this is also false]. And -1 ≤ 1 < 2 [This is a true statement]. Therefore g(1) = -(1 - 1)² + 3 = -(0)² + 3 = 3

Answer:

36$

Step-by-step explanation:

Answer:

36 next time use a calculator

Answer:

5 and no

Step-by-step explanation:

i belive

Answer:

incomplete question

Step-by-step explanation:

Answer:

The most she can use in a day is $4.55.

Step-by-step explanation:

The explanation is simple.

22.75 divided by 5 = 4.55

Mark as Brainliest!

Answer:

$4.55

Step-by-step explanation:

All you do is take the total amount Sadie has right now and divide it by how many days it needs to last.

$22.75/5=$4.55

So Sadie can only spend $$.55 a day for the 5 days.

Answer:

30 ft. x 55ft

Step-by-step explanation:

3 x 5.5

1 inch = 10 ft

3 * 10 = 30

5.5 = 55

30' x 55'

Dc=ac

Step-by-step explanation:

Step-by-step explanation:

I. A Child’s Voice

One common mistake that adults make when singing with children is that they tend to “pitch” the songs, (or sing them in a key), that is comfortable for themselves, but unfortunately, out of a comfortable singing range for the children. Adults sing in much lower range than children, therefore pitching a song too low causes children to be unsuccessful at reaching some of the lower notes.

Pitching a song in the wrong range can have significant negative consequences on a child’s musical self-esteem. An incorrect key can take away the child’s ability to sing the song well or sing the song at all. Singing in a key that is out of a child’s range would be analogous to an art teacher giving a creative assignment to students and then placing all of the art materials up on a shelf out of reach for most of them. While a few might be tall enough, most won’t be. After a while, they will give up trying to reach the material altogether. Similarly, these are the students who start to believe that they can’t sing at all, and give up on music.

Good Singing

Although we are used to hearing and singing pop music, a child’s voice is not yet ready to sing songs either with such a wide vocal range or with the sophisticated vocal stylings or timbre that he or she might try to imitate from pop singers. As children’s voices are very light, they should not be pushed out of their vocal ranges too soon. Using a clear, clean, straight head voice rather than chest voice will help to avoid this, and will strengthen a child’s vocal musculature for a lifetime of excellent singing.

One good habit to help children sing well is to ask them sing in their head voice rather than their chest voice. Although most songs children hear are pop songs that are placed in the chest, a child’s voice is not yet developed, and should not be belting out or pushing from the lower range or chest voice. Head voice requires placing the sound higher up in the “vocal mask” or the face, as if singing from the eyes. Chest voice feels like the sound is emanating from the chest, which tends to create a lot of tension in the throat, particularly in younger singers. The head voice is lighter, more tension-free, and more natural and therefore more beautiful sounding.

Children’s Vocal Ranges

Below are the general ranges of a child’s voice.

Answer:

option b is the correct answer

225 feet for 3 minutes

for 1 minute, 225/3

=75

Step-by-step explanation:

here it is.Hope it helps

Answer:

p(x) = (x-a)(x-b)(x-7) - a and b can be whatever you want, any real numbers

Step-by-step explanation:

If you plug in 7, you need to multiply the other two numbers by 0, which will result in 0. There are 3 factors since it must be a 3rd degree polynomial

Hope this helps! Please give brainliest!

Answer:

4 and 8 because that's math, theres no other answer.

Answer:

2 plus 2 is 4 and 4 plus 4 is 8

Step-by-step explanation: