Help me please this is really hard?

The given expression ((y-b)²/(y-b+1)+(y-b)/(y-b+1) after being reduced to a polynomial, can be represented as y-b.

In order to reduce the given equation to a polynomial, we are required to simplify and combine like terms. First, we can simplify the expression in the numerator by expanding the square:

((y-b)²/(y-b+1) = (y-b)(y-b)/(y-b+1) = (y-b)²/(y-b+1)

Now, we can combine the two terms in the equation by finding a common denominator:

(y-b)²/(y-b+1) + (y-b)/(y-b+1) = [(y-b)² + (y-b)]/(y-b+1)

Next, we can combine the terms in the numerator by factoring out (y-b):

[(y-b)² + (y-b)]/(y-b+1) = (y-b)(y-b+1)/(y-b+1)

Finally, we can cancel out the common factor of (y-b+1) in the numerator and denominator to get the polynomial:

(y-b)(y-b+1)/(y-b+1) = y-b

Therefore, the equation ((y-b)²)/(y-b+1)+(y-b)/(y-b+1)  after being simplified, is equivalent to the polynomial y-b.

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Answer: A,C,D

Step-by-step explanation:

Answer:

pretty sure it's a, c, and d

Step-by-step explanation:

polygons have straight sides, not curved. it's a 2d figure, and it is enclosed. b doesn't fit the criteria of that because of the fact that the shape is a bit curved, as the other options do fit that criteria.

If r = 2 then substitute it for where r is in your given equation

New equation:

\(\dfrac{7(2)}{2}\)

\(\bf{7(2) = 14}\)

\(\dfrac{14}{2} = 7\)

\(\bf{Answer: 7}\) ☑️

Good luck on your assignment and enjoy your day!

\(\frak{LoveYourselfFirst:)}\)

Answer:

50% of 30 is 15. 25% of 40 is 10. So, the product of 50% of 30 and 25% of 40 is 150.

Here's the calculation:

```

(50/100) * 30 * (25/100) * 40 = 150

```

Step-by-step explanation:

Answer:

x = 11

z = 86

Step-by-step explanation:

8x + 6 and 10x-16 are vertical angles

Vertical angles are pairs of angles that are opposite each other and have the same vertex, or point of intersection. They are formed when two lines intersect at a point, and are always congruent, or of equal measure.

To solve this equation, we need to isolate the variable x on one side of the equation. To do this, we can start by subtracting 6 from both sides of the equation:

8x + 6 - 6 = 10x - 16 - 6

8x = 10x - 22

Now we can subtract 8x from both sides of the equation:

8x - 8x = 10x - 22 - 8x

0 = 2x - 22

To solve for x, we can add 22 to both sides of the equation:

0 + 22 = 2x - 22 + 22

22 = 2x

Finally, we can divide both sides of the equation by 2 to find the value of x: 22 / 2 = 2x / 2

x = 11

Therefore, the solution to the equation is x = 11.

Now that we have x, z is a supplementary angle to 8x + 6 (or you could do 10x - 16)

Supplementary angles are pairs of angles that add up to 180 degrees. They are formed when two lines intersect at a point, and the angles formed at the intersection are supplementary.

First plug in x, 8x + 6 = 8(11) + 6 = 88 + 6 = 94

180 - 94 = z

z = 86

Answer:

\(\boxed{\tt a=9}\)

Step-by-step explanation:

We are given the equation:

\(-5a+7= -38\)

We want to solve for a, so we must isolate a on one side of the equation.

7 is being added to -5a. The inverse of addition is subtraction. Subtract 7 from both sides of the equation.

\(-5a+7-7=-38-7\)

\(-5a=-38-7\)

\(-5a=-45\)

a is being multiplied by -5. The inverse of multiplication is division. Divide both sides of the equation by -5.

\(\frac{-5a}{-5} =\frac{-45}{-5}\)

\(a=\frac{-45}{-5}\)

\(a=9\)

Let's check our solution. Plug 9 in for a.

\(-5a+7=-38\)

\(-5(9)+7=-38\)

\(-45+7=-38\)

\(-38=-38\)

This checks out, so we know our solution a=9 is correct.

-5a +7 =-38

-5a +7 (-7) = -38 (-7)

-5a= -45

-5a (÷-5)= -45 (÷-5)

a= 9

Based on the information provided, it is difficult to determine whether this school's giving rate should be greater than or less than 8%.

The factors mentioned, such as the graduation rate, student-to-faculty ratio, class sizes, and freshman retention rate, provide some insight into the school's characteristics but do not directly indicate the giving rate. The giving rate refers to the percentage of alumni or donors who contribute financially to the school.

To assess whether the giving rate should be greater than or less than 8%, additional information related to the school's fundraising efforts, alumni engagement, and past giving patterns would be necessary. Factors such as alumni participation rates, donation campaigns, and fundraising initiatives play a significant role in determining the giving rate.

Therefore, without specific data on the school's fundraising efforts and historical giving patterns, it is not possible to conclusively determine whether the giving rate should be greater than or less than 8%. Further analysis and information are needed to make an accurate assessment.

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Federal agencies have the power to enforce those laws through regulation. State lawmakers, in turn, make laws that typically supplement federal legislation. State government regulation examples include setting a higher minimum wage than the federal requirement

Adding extra tax for Imported goods rather than Built in country goods

Look at a situation

Answer:

Let C=the number of candies (because the first variable starts with c)

Let p= the number of pretzels (because the second variable starts with p)

SYSTEM OF EQUATIONS:

4.25c+3.50p=36.50 (first variable number + 2nd variable number equals total amount

p=c+6 (we know we have 6 more pretzels than candies to we have to add candies(c)+6 how many more pretzels than candy we have to find pretzels total number.

Answer:

70

See explanation below

Step-by-step explanation:

The absolute value of a number is always its positive value

|-5| means absolute value of -5 which is 5

2|-5| becomes 2 · 5 = 10

- 5 · 4 = -20

-3(-5 · 4) becomes - 3 ( - 20 ) = + 60

So
2|-5| - 3(-5•4) = 10 + 60 = 70

Answer:

hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

Answer:

no we cannot add them, though we can multiply or divide them. You cannot add them because they have different variables, we need the same variables to add or subtract those.

Step-by-step explanation:

Hope it helps

keep smiling :)

Answer:

y=3x+3

Step-by-step explanation:

3x-y=-3

-y=-3x-3

y=3x+3

Answer:

the answer is D.

Step-by-step explanation:

math and my 6th grade year

Answer:

4,050 ft^3

Step-by-step explanation:

Separate the figure into a cube and a square pyramid.

Volume of the cube (a^3):

15 x 15 x 15 = 3,375

3,375 ft^3

Volume of the square pyramid (lwh/3):

15 x 15 x 9/3 = 675

675 ft^3

Add the volumes of both figures:

675 ft^3 + 3,375 ft^3 = 4,050

The volume of the whole figure is 4,050 cubic feet.

Hope this helps!

The coordinates of point L' are: ( 1, -4 ), if trapezoid JKLM is translated according to the rule ( x, y)—>(x + 5, y-4).

A trapezoid is a quadrilateral containing at least one set of parallel sides. In other words, a trapezoid has four sides, with two opposite sides parallel to each other and the other two sides not parallel.

There are different types of trapezoids, depending on the length of their parallel sides and the angles between them.

An isosceles trapezoid has two parallel sides of equal length, while a right trapezoid has one right angle. Two non-parallel sides of a scalene trapezoid are of different lengths.

To translate the trapezoid according to the rule (x, y) → (x + 5, y - 4), we need to apply this rule to each vertex of the trapezoid. Let's first identify the coordinates of point L:

L = (3, 6)

Now we can apply the translation rule to get the coordinates of L':

L' = (3 + 5, 6 - 4) = (8, 2)

Therefore, the coordinates of point L' are:

C) (8, 2).

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Answer:

x = 5 , y = -1

Step-by-step explanation:

x + 2y = 3........(equation 1)

x - y = 6..........(equation 2)

make x the subject of the formula in (equation 1)

x = 3 - 2y

substitute for x in (equation 2)

3x - y = 6

(3- 2y) - y = 6

3 - 2y - y = 6

3 - 3y = 6

-3y = 6 - 3

\( \frac{ - 3y}{ - 3} = \frac{3}{ - 3} \)

\(y = - 1\)

substitute for y in (equation 1)

x = 3 - 2y

\( \times = 3 - 2( - 1)\)

x = 5

Answer:

Uhhh I'll try my best.

The answer to your question is

I’ll do x.

x+2y-2y = 3-2y

(Simplify) x = 3-2y

x-y+y = 6+y

(Simplify) x = 6+y

(Set them equal to each other)

3-2y = 6+y

3-2y-6 = 6+y+2y

-3 = 3y

y = -1

x =

Step-by-step explanation: Hope this helps.

The first step is to determine the side lengths of the small box.

Side length = ∛64 = 4 in

Side lengths of the medium boxes = 4 x 2 = 8 inches

Volume of the medium box = 8³ = 256 cubic inches

The ratio of the sides of the small box to the medium box = 4 : 8 = 1:2.

The ratio of the area of the small box to the medium box= (4 x 4) : (8 x 8) =  1:4.

The ratio of the volume of the small box to the medium box = 4³ : 8³ = 1 : 8.

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With the given function. , our integration is correct .Check:

\((8x - \frac{1}{2} x^2)'=8 - x\)

This is the final answer:

\($$ \int (8 - x) \text{ }dx = 8x - \frac{1}{2} x^2 + C $$\)

\($$ \int (8 - x) \text{ }dx $$\)

Formula: Let f(x) be a function defined on an interval I, and let F be the antiderivative of f, that is,

\($F'(x)=f(x)$\) on I, t

hen the indefinite integral of f is defined by

\($$ \int f(x)dx=F(x)+C $$\)

where C is an arbitrary constant of integration.

Now, we have to find the indefinite integral of the given function:

\($$ \int (8 - x) \text{ }dx $$\)

Let's use the formula and integrate:

\($\int (8-x)\text{ }dx $\)

Using integration, we get

\($$\int (8-x)\text{ }dx = 8x - \frac{1}{2} x^2 + C$$\)

Check the result by differentiation.

We can check whether our integration is correct or not by differentiating the result that we got above with respect to x.
Let's differentiate it. Using differentiation, we get:

\((8x - \frac{1}{2} x^2 + C)'=8 - x\)

We can see that the differentiation of the result matches

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Answer:

Below:

Step-by-step explanation:

xy = k or y = kx .

Hope it helps....

It's Muska

We equate the expressions for y and solve for x. Substituting the value of x back into either equation gives us the corresponding y value. The solution to the system is the pair (x, y).

We have two equations: y = -x² - 2x + 8 and y = x² - 8x - 12. To solve by substitution, we set the expressions for y equal to each other:

-x² - 2x + 8 = x² - 8x - 12.

Rearranging the equation, we get 2x² - 6x - 20 = 0.

Solving this quadratic equation, we can factor it as 2(x - 4)(x + 2) = 0.

Setting each factor equal to zero, we find two possible solutions: x - 4 = 0 (x = 4) and x + 2 = 0 (x = -2).

Substituting these x values back into either equation, we can find the corresponding y values.

For x = 4, substituting into the first equation, we get y = -4² - 2(4) + 8 = -8. Therefore, one solution is (4, -8).

For x = -2, substituting into the first equation, we get y = -(-2)² - 2(-2) + 8 = 8. Therefore, the other solution is (-2, 8).

Hence, the system has two solutions: (4, -8) and (-2, 8).

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Answer:

It is (9,-3) because x increased by 1 unit and y increased by 4 units.

Answer:

\((9,-3)\)

Step-by-step explanation:

\((8,-7)\)

If it moves right, add the value to the x-coordinate. If it moves left, subtract the value from the x-coordinate. In this case, because the point was translated 1 unit right, we add 1 to the x-coordinate 8.

\((9,-7)\)

If it moves up, add the value to the y-coordinate. If it moves down, subtract the value from the y-coordinate. In this case, because the point was translated 4 units up, we add 4 to the y-coordinate.

\((9,-3)\)

I hope this helps!

Answer: The answer is 10 ft. I took the test but it didn't explain why it was the answer.

The measure of the segment CD is 12 and CE is 8.

In a triangle, the centroid is the point of intersection of the three medians, which are line segments joining each vertex to the midpoint of the opposite side.

The centroid divides each median into two segments, with the distance from the centroid to the vertex being twice the distance from the centroid to the midpoint of the opposite side.

Let M be the midpoint of side AB, N be the midpoint of side AC, and P be the midpoint of side BC. Then, we have:

CD = 2DP

CE = 2DN

We are also given that DE = 15. Since D is the centroid, we have:

AD = BD = CD/3

AE = CE/3

DC + DP = PC

CE + DN = NE

AD + AE = DE

Using these relationships, we can find CD and CE:

CD = 2DP = 2(PC - DC) = 2((AD + DP) - (AD/3)) = 2(2AD/3) = 4AD/3

CE = 2DN = 2(NE - CE) = 2((AE + DN) - (AE/3)) = 2(2AE/3) = 4AE/3

To find AD and AE, we can use the fact that AD + AE = DE and AD = BD:

AD + BD = DE

AD + (2AD/3) = 15

5AD/3 = 15

AD = 9

AE = DE - AD = 15 - 9 = 6

Substituting these values into the equations for CD and CE, we get:

CD = 4AD/3 = 4(9)/3 = 12

CE = 4AE/3 = 4(6)/3 = 8

Therefore, CD = 12 and CE = 8.

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The expected value of the Cash Five lottery game in Connecticut, from the player's perspective, can be computed by multiplying the prize amounts by their corresponding probabilities of winning and summing them up.

The expected value represents the average amount the player can expect to win per game. To calculate the expected value, we multiply the prize amount by its probability of occurring and sum them up. Let's denote the expected value as E(X), where X represents the winnings. We have three possible winning outcomes: matching all five numbers, matching four numbers, and matching three numbers.

For matching all five numbers, the player wins $100,000 with a probability of 1/324,632. Therefore, the contribution to the expected value from this outcome is (100,000) * (1/324,632).

For matching four numbers, the player wins $300 with a probability of 1/2,164. The contribution to the expected value from this outcome is (300) * (1/2,164).

For matching three numbers, the player wins $10 with a probability of 1/75. The contribution to the expected value from this outcome is (10) * (1/75).

Now we sum up these contributions: (100,000) * (1/324,632) + (300) * (1/2,164) + (10) * (1/75). This calculation gives us the expected value of the game from the player's point of view.

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Answer:

That is incorrect. It would be appropriate if the median were 79.3, since the median is the value in the middle (when placing the data in order).

Conclusion of principal about mean is not justified. Mean represents the average of the data. For such conclusion mode is the correct option.

" Mean is defined as the ratio of the sum of all the given numbers in the data to the total numbers of numbers in the data. It is also known as average of the data."

" Mode represents the value which occurs maximum numbers of times in the set of data."

According to the question,

Average grade for the first semester for all subjects = 79.3

Based on this mean

Principal concludes that half of the grades scored 79.3.

For example:

There are 5 students 3students score 100 , one student score 48 and another one got 50.

Mean of the class = \(\frac{398}{5}\)

                                   = 79.6

Here no student score 79.6.

Principal conclusion is not justified.

Mean is not the correct option to justify maximum number of students marks it is represented by mode.

Hence, conclusion of principal about mean is not justified. Mean represents the average of the data. For such conclusion mode is the correct option.

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Answer:

A number cube

Step-by-step explanation:

A coin a 5-sector spinner a number cube a bag of 11 marbles

A number cube is the best to simulate this scenario and predict whether a randomly chosen resident has a library card.

As Coin has only 2 outcomes "Head" and "Tail".

A 5-sector sector spinner has only 5 outcomes we need six outcomes.

A bag of 11 marbles has no differentiated with respect to colors etc.

Hence, A number cube is correct to chosen five out of six residents of Mayville have library cards.

Answer:

c

Step-by-step explanation:

Answer:

The sum of the squares of the two sides equals the square of the hypotenuse (a² + b² = c²).

Let's say you have a triangle with a 90º angle (also known as a right angle). The two equal legs are a and b while the hypotenuse is the longer side. Hypotenuse is and always will be c.

Here's a problem:

c ⊿ a (12)

  b (6)

C is missing, we have to find C, so here's what we do:

Step 1: You square all the numbers in the equation

12² + 6² = c²

↓

144 + 36 = c

Step 2: You add 144 + 36 and you get 180

Step 3: Then you find the square root >>  \(\sqrt{180\\\) and you get ≈13.4

Now sometimes, the a or b would be missing, for example:

c (13)⊿ a

     b (5)

A is missing (when a or b is missing, use the following formula, do not use the same formula when c is missing)

Step 1: You square all the numbers in the equation

a² + 5² = 13²

a + 25 = 169

For this next part, you must subtract a or b (in this case, b) on both sides, for example:

25 – 25 = 169 - 25

25 – 25 cancels itself out so now we subtract 169 by 25 and we get 144.

Then we find the square root of 144 and we get 12

I hope this helps :)

The required solutions are as follows,
(A)  Independent variable = the size of the wire
(B) dependent variable = battery life
(C) controlled variables = the other factors that may affect battery life,

Functions are the relationship between sets of values. e g y=f(x), for every value of x there is its exists in a set of y. x is the independent variable while Y is the dependent variable.

Here,

The independent variable in Drew's experiment is the size of the wire, as it is what Drew is manipulating to see its effect on the battery life.

The dependent variable in Drew's experiment is the battery life, as it is what is being measured or observed as a result of changing the size of the wire.

The controlled variables in Drew's experiment are the other factors that may affect battery life, such as the type of battery, the type of circuit, the amount of current flowing through the wire, and the temperature. These variables should be kept constant so that the only factor affecting the battery life is the size of the wire.

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Answer:

They're all like terms (x)

Answer:

they have all x

Step-by-step explanation:

Answer:

75

Step-by-step explanation:

40 percent (calculated percentage %) of what number equals 30? Answer: 75.