4. How many terms are there in the following sequence?
19, 21, 23, ..., 53

The answer is______ terms.

Please show work

Answer:

x = 11 ,

Step-by-step explanation:

isolate the variable by diving each side by factors that don’t contain the variable

Answer:

I think the answer is B.

Step-by-step explanation:

Hope this helps!

The approximate total amount of felt used in the logo is 334.34 square cm

We have the following parameters on the logo:

Shapes = Semicircle and Triangle

Where

Semicircle:

Diameter = 18 cm

Triangle

Base = 16 cm

Height = 10 cm

The approximate total amount of felt used in the logo is calculated as

Amount = Area of semi-circle + Area of triangle

This gives

Amount = π(d/2)^2 + 0.5bh

So, we have

Amount = 3.14 * (18/2)^2 + 0.5 * 16 * 10

Evaluate

Amount = 334.34

Hence, the approximate total amount of felt used in the logo is 334.34 square cm

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Answer:

The equation would be:

58 times 65

The answer:

3,770

Step-by-step explanation:

Solution : [tex]F(n)= (320) 1.25^{n-1}[/tex]

In Maths, Geometric Progression (GP) is a type of sequence where each succeeding term is produced by multiplying each preceding term by a fixed number, which is called a common ratio. This progression is also known as a geometric sequence of numbers that follow a pattern. Also, learn arithmetic progression here. The common ratio multiplied here to each term to get a next term is a non-zero number. An example of a Geometric sequence is 2, 4, 8, 16, 32, 64, …, where the common ratio is 2.

A geometric progression or a geometric sequence is the sequence, in which each term is varied by another by a common ratio. The next term of the sequence is produced when we multiply a constant (which is non-zero) by the preceding term. It is represented by:

a, ar, ar2, ar3, ar4, and so on.

Where a is the first term and r is the common ratio.

Note: It is to be noted that when we divide any succeeding term from its preceding term, then we get the value equal to the common ratio.

Suppose we divide the 3rd term by the 2nd term we get:

ar2/ar = r

In the same way:

ar3/ar2 = r

ar4/ar3 = r

General Form of Geometric Progression

The general form of Geometric Progression is:

a, ar, ar2, ar3, ar4,…, arn-1

Where,

a = First term

r = common ratio

ar^(n-1) = nth term

On the first day, the video was viewed = 320 times.

the number of views was 25% more than the day before which means increasing 1.25 per day.

G.P.

Where common ratio r = 1.25

First term = f(1) = 320

The formula of nth term in G.P. =

[tex]F(n)= f(1) r^{n-1}[/tex]

So, nth term of the given situation :

[tex]F(n)= (320) 1.25^{n-1}[/tex]

Where f(n) denotes the number of views on an nth day.

[tex]F(n)= (320) 1.25^{n-1}[/tex]

So, the number of views Vera's video got on an nth day =

[tex]F(n)= (320) 1.25^{n-1}[/tex]

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If P||Q and T is a transversal, then ∠1=∠5 can be justified through Corresponding angle postulate. Thus, correct option is option A.

The Corresponding angle postulate states that if two lines are drawn on plane which are parallel to each other and dissected by a line passing through them at any angle then the corresponding angle of both the parallel lines will be equal to each other and hence would be congruent.

Here, P||Q and P and Q are dissected by the line T at some angle therefore to prove that ∠1=∠5 we go by the following steps:

∠4=∠5 as they are alternate interior angles.

and ∠1=∠4 as they are vertically opposite angles.

Thus, ∠1=∠5 and they are corresponding angles.

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Answer:A is the answer

Step-by-step explanation: I took the test and got it right!

Answer:

"Margaret is at a birthday store. She wants to buy 3 candles and 2 balloons. She then realizes that she wants to throw an even bigger surprise party, so she buys 6 fold of her original items. How many candles and balloons did she buy in split amounts?"

Answer:

Step-by-step explanation:

Factor out 2 of 12: (2(6x)-6)/2

Factor out 2 of -6: (2(6x)+2*-3)/2

.......

Final = 6x-3

Answer:Half of 51/8 is 51/16 (you multiply 51/8 by 1/2 and that is your answer.)

Now back to mixed number

51/16 = 3 3/16

So final answer is 3 3/16.

Step-by-step explanation:

To find half of 6 3/8.

6 3/8 is a mixed number.

First will change into fraction.

6 3/8 = ((8*6)+3)/8 = 51/8

(Convert the mixed number 6 3/8 into an improper fraction first by multiplying the denominator (8) by the whole number part (6) and add the numerator (3) to get the new numerator. Place the new numerator (51) over the old denominator (8).)

Answer:

a =3

Step-by-step explanation:

The number before the x is the slope.  Parallel lines have the same slope.

Answer:

Step-by-step explanation:

Answer:

no solution

Step-by-step explanation:

3x - 7x - 16 = -4x + 5 - 16

combine like terms

-4x - 16 = -4x - 11

move the terms with variables to one side and constants to the other

add 4x to move it

-4x + 4x = 0

-16 = - 11

this is not possible so there is no solution

Answer:

0=5

Step-by-step explanation:

3x - 7x - 4x + 5 - 16

-4x - 16 = -4x + 5 -16

-4x - 16 = -4x -11

-4x -16 + 16 = -4x - 11 + 16

-4x = -4x + 5

-4x + -4x = -4x + 5 + 4x

combine like terms

repeat that

0 = 5

please correct me if I'm wrong

Answer:

d

Step-by-step explanation:

(1,8) is the coordinates of midpoint so ×2 and - one of the x z is ok

1×2 -(-10) = 12

8×2-(-12) = 28

For the given system of inequalities,  x represents the number of brownies and y the number of cookies.

And the graph can be seen in the image below.

Here we have the system of inequalities:

4x + 6y ≥ 200

x + y < 75.

We know that they want to make less than 75 items, that is what the second inequality:

x + y < 75.

Represents.

We also know that each brownie  costs $4, and each cookie costs $6, then the expression:

x*4 + y*6

Represents the revenue for selling x brownies and y cookies, and because they want to earn at least $200, the inequality becomes:

x*4 + y*6 ≥ 200

So we conclude that x represents the number of brownies and y the number of cookies.

Now the system is:

4x + 6y ≥ 200

x + y < 75.

To graph it, you just need to graph both the lines and shade the indicated region, we can write the inequalities sa:

y ≥ (200 - 4x)/6

y < 75 + x

Just graph these two lines, for the first one you need to use a solid line and shade the region above the line, for the second, a dashed line and you need to shade the region below the line. The graph can be seen below.

The solutions to the systems are in the region where both shaded parts intersect.

There we can see that the point x = 20 and y = 20 (among a lot of other ones) is a solution to the system.

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Answer:√5

Step-by-step explanation:

√5 = 2.23...

Answer:

3.1

Step-by-step explanation:

Square root means what number multiplied by another equals the number you need to square (2 then 2nd square root button on calculator.

square root of 5 is 2.2360679775 and 3.1 is greater so 2.2360679775<3.1

The numbers that have a digit in the ones place that is 1/10 the value of the digit in the tens place is 6,044.7 , 9,777.1 and 8,101.13

The mathematical expression is the combination of numerical variables and operations denoted by addition, subtraction, multiplication, and division signs. The precise position of a number within a series is assigned a value by a place-value system.

Given that we have to choose the number having a digit in the one place that is 1/10 the value of the digit in the tens place.

The numbers are 6,044.7 , 9,777.1 and 8,101.13  in which a digit in one place has a value that is 1/10 that of a digit in the tens place.

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Answer:

No.

Step-by-step explanation:

They can't have the same surface area, because the surface area is a 2-dimensional measure of a 3-dimensional object(for the most part), while the volume is 3-dimensional, so they would not share the same surface area due to them being mostly different structures despite having the same amount of cubic units.

➲ Hope this helps. Address concerns if needed.

Answer:

1. p, 7p, -4p, and 5p

2.2uv to the second power, and uv to the second power

Step-by-step explanation:

Answer:

1. +5

2.-5

3.-5

4.+1

5.+5

Answer:  1.) 5      2.) -1   3.)-5   4.)1  5.)5

Step-by-step explanation:

Answer: 253 reams of paper

Hope this helps!

The additive inverse of the expression -3/w is 3/w

The expression is given as:

-3/w

The law of additive inverse states that

For an expression x, the additive inverse is -x

This means that the additive inverse of the expression -3/w is 3/w

Hence, the additive inverse of the expression -3/w is 3/w

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If w≠0, what is the additive inverse of the expression below? -3/w

Answer:

Step-by-step explanation:

You want the number of terms and the second coefficient in the expression ...

  -3a +30b

In a simplified polynomial expressed as a sum of products, each of the products is a "term." This expression has two terms:

The sign separating terms in the sum is generally considered to be part of the following term. If this were written 30b -3a, one of the terms would still be -3a.

If each variable value is set to 1 in a term of a polynomial expression, the resulting value is the coefficient of that term. In general, this will be the numerical multiplier of the variables.

  30b = 30(1) = 30 . . . . . when b=1

The coefficient of the second term is 30.

Answer:

21

Step-by-step explanation:

Answer:

21

Step-by-step explanation:

Huilan: x-11

Thomas: x(Assume)

Their Sum = 31

Huilan+Thomas = 31 ...(1)

Possible Equation: x+x-11= 31 ...(2)

Solved:

2x-11= 31

2x = 31+11

x = 42/2

x = 21

Therefore, Thomas' Age is 21.

The expression of the mathematical statement is  3y - 2 + x = 9

The mathematical statement is given as

Three times the number which is two less than x is nine

Let the number be y

So, we have

Three times y which is two less than x is nine

Express as an equation

Three times y which is two less than x = 9

Represent the statements as an expression

So, we have

3y - 2 + x = 9

Hence, the expression of the mathematical statement is  3y - 2 + x = 9

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Answer:

the third one (the outmost right)

Step-by-step explanation:

the first one goes from -2 to 0 through functional values of 0, down to -5, and then back up to 0. so, it does NOT go down between -2 and 0.

the second one goes from -2 to 0 through the functional values of -15 up to -5. so, it goes UP in that interval.

and the third one goes from -2 to 0 through the functional values of 0 down to -10 and then further down to -24. so, this one is truly decreasing in that interval.

Please check the image attached aside to see the representation of the system of inequalities. The points (x, y) = (40, 30) and (x, y) = (10, 40) are solutions of the system of inequalities.

In this question we have a system formed by two inequalities represented by linear expressions in implicit form. Now we proceed to rewritte the system into explicit form:

y ≥ (200 - 4 · x) / 6                  (1)

y < 75 - x                                 (2)

Then, the solution set of the point is represented by an area below the function (2) and equal and greater to the function (1). Finally, we proceed to graph the system of inequalities. The points (x, y) = (40, 30) and (x, y) = (10, 40) are solutions of the system of inequalities.

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The algebraic expression for the length of QR​ is 5y+20.

Given that The algebraic expression for the length of PR​ is  13y+25 , The algebraic expression for the length of PQ​ is 8y+5 and asked to find The algebraic expression for the length of QR​.

The algebraic expression for the length of PR​ is  13y+25

PR=PQ+QR

⇒The algebraic expression for the length of PR​ =The algebraic expression for the length of PQ + The algebraic expression for the length of QR

QR=PR-PQ

⇒The algebraic expression for the length of QR=The algebraic expression for the length of PR - The algebraic expression for the length of PQ

⇒The algebraic expression for the length of QR=13y+25 -  8y+5

⇒The algebraic expression for the length of QR=5y+20

Therefore,The algebraic expression for the length of QR​ is 5y+20.

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Given that Point F is on line segment EG, the Length of segment EF is 4.

A line segment is simply part of the line that connects 2 points.

Given the data in the question;

Since Point F is on line segment EG, length of segment EG equals the sum of length of segment EF and length of segment FG.

Length of segment EG = Length of segment EF + Length of segment FG

Hence;

12 = Length of segment EF + 8

Subtract 8 from both sides and simplify

12 - 8 = Length of segment EF + 8 - 8

12 - 8 = Length of segment EF

4 = Length of segment EF

Length of segment EF = 4

Given that Point F is on line segment EG, the Length of segment EF is 4.

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The algebraic expression that represents the total amount of money in terms of x is:

y = 45*x + 20

Here we want to find the total value (in cents) of:

The total value will be given by the linear equation:

y = x*25 + (x + 2)*10 + (2x)*5

Where y represents the total value in cents.

Now we can simplify that equation to get:

y = x*25 + (x + 2)*10 + (2x)*5

y = x*25 + x*10 + 20 + x*10

y = 45*x + 20

This is the algebraic expression we wanted to get.

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