Select the expression that is NOT equivalent to 2 × (3 + 6).

A. 6 + 12

B. (2 × 3) + (2 × 6)

C. (2 × 6) + (2 × 3)

D. (2 × 3) + (3 × 6)

Answer:

8x - 6

Step-by-step explanation:

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

1) Distribute

5x - 2 + 3x -4

2) Combine like terms

8x - 6

Answer:

 D: -8x+6

Step-by-step explanation:

(-3x+4)-(5x-2) This is the set up

(-3x-5x)+(4--2) Combine like terms

-8x+6 Simplify

Answer:

If you're doing edmentum, maybe this will help. See Screenshot below. VVVVV

Step-by-step explanation:

The equation of the lines in the graphs given are:

Graph 1: y = -2x - 4

Graph 2: y = -x + 2

Graph 3: y = 4x - 4

Graph 4: y = x + 2

Equation of a line is given as, y = mx + b

Equation of the Line in Graph 1:

Slope = rise/run = -4/2 = -2

b = -4

Equation is: y = -2x - 4

Equation of the Line in Graph 2:

Slope = rise/run = -2/2 = -1

b = 2

Equation is: y = -x + 2

Equation of the Line in Graph 3:

Slope = rise/run = 4/1 = 4

b = -4

Equation is: y = 4x - 4

Equation of the Line in Graph 4:

Slope = rise/run = 2/2 = 1

b = 2

Equation is: y = x + 2

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Answer:

Students use linear, quadratic, and exponential functions to model data from tables and choose the regression

most appropriate to a given context. They use the correlation coefficient to determine the accuracy of a

regression model and then interpret the function in context. They then make predictions based on their model

and use an appropriate level of precision for reporting results and solutions.  

Lesson 7 focuses on data sets that cannot be modeled accurately, and students are asked

to articulate why. Students use skills learned in Lesson 14 of Module 2 (where they used

calculators to write linear regressions) and apply similar techniques for data sets that are

better suited to modeling with quadratic or exponential regressions. Students use that

same technique to find linear regressions and use their graphing calculators to examine

the correlation coefficient and to find quadratic and exponential regressions. They

compare correlation coefficients to determine which model is best for the data.

Ultimately, students choose the regression model (linear, quadratic, or exponential) most

appropriate to a given data set and then write, verify, and interpret these models in

context. Students need a graphing calculator to complete this lesson. Graphing calculator

instructions are provided, but steps may vary slightly depending on the model of the

graphing calculator.

Refer to the following full modeling cycle during this lesson (Found on page 61 of the CCLS

and page 72 of the CCSSM).

Scaffolding:

 Students are more

engaged when working

with relevant and real data

that interests them.

Websites that provide

data sets are a good

resource for classroom

investigations.

 This lesson might need to

be divided into two days if

students need more time

to master the technology.

Step-by-step explanation:

Answer:

3x+33

Step-by-step explanation:

This is if you are just looking for an expression.

Answer:

I am not really sure but I asume it is C honestly I am sorry if I am wrong. But if I am right I really hope this helps

Answer:

Ima be straight up with you im 1 awnser away from getting 50 points but ill find the answer for ya

Step-by-step explanation:

5.2 inches 13.12 cm

50m

42.195 kilometers

Answer:

13. 1/4x

14. -2/4x or -1/2x

15 1/3x or 2/6x

16. Zero

Step-by-step explanation:

13. goes up once and goes to the side 4 times

14. goes down twice and goes to the side 4 times

15. goes up one time and three to the side

16. zero slope, the line is horizontal

Answer:

13. 1/4

14. -1/2

15 1/3

16. Zero

Step-by-step explanation:

Answer:

x=-1

Isolate the variable by dividing each side by factors that dont

contain the variable

Answer: Elijah would be 42 inches tall

Step-by-step explanation:

We all know that Samuel is 48 inches while Elijah is 6 inches shorter.

You subtract 6 from 48 to get 42.

Hopefully, this helped. :D

Answer: You should plant another 25 watermelons.

Step-by-step explanation:

The total number of watermelons can be calculated as:

W = (20 + x)*(30 - x)

x is the number of plants that we add, for each plant that we add, the output per watermelon plants drops by one watermelon, then if we add x plants, each plant will give (30 - x) watermelons.

We want to maximize this equation, so let's distribute the product.

W = 600 + 30*x + 20*x - x^2

W = 600 + 50*x - x^2

Notice that this is a quadratic equation with a negative leading coefficient, this means that the maximum is at the vertex, and the arms of the equation will open down.

To find the maximum, we can just derive with respect to x, and find the value of x that makes that equal to zero, this is:

W'(x) = dW/dx = 50  - 2*x

W'(x) = 0 = 50 - 2*x

           2*x = 50

          x = 50/2 = 25.

Then the maximum output will be if you plant 25 more watermelon plants.

And this will be:

W(25) = 600 + 50*25 - 25^2 = 1,225 watermelons

You should plant 5 extra watermelon plants to maximize production.

Since you have a garden row of 20 watermelon plants that produce an average of 30 watermelons a piece, and for any additional watermelon plants planted, the output per watermelon plant drops by one watermelon, to determine how many extra watermelon plants should you plant you must perform the following calculation:

Therefore, you should plant 5 extra watermelon plants to maximize production.

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Answer: the answers are:6/16=9/x: 9/6=x/16: and 9/x=6/16

Step-by-step explanation:

Answer:

41

Step-by-step explanation:

2n²-6n+5

2(-3)²-6(-3)+5

2(9)+18+5

18+18+5

36+5

41

Answer:

Perimeter = 23.692 units

Step-by-step explanation:

Perimeter = sum of all his sides

then:

Perimeter = 4.15 + 7.092 + 12.45

Perimeter =  23.692 units

Answer:

The conjecture is that the unit digit of 4^n = 4 when n = odd also 4^n = 6 when n = even

Step-by-step explanation:

[tex]4^1 = 4\\4^2 = 16\\4^3 = 64\\4^4 = 256 \\4^5 = 1024\\4^6 = 4096\\4^7 = 16384\\4^8 = 65536[/tex]

The conjecture is that the unit digit of 4^n = 4 when n = odd also 4^n = 6 when n = even

To prove this conjecture

[tex]4^1 = 4\\4^2 = 16[/tex] unit digit = 6

hence the property is true for ; n = 1 and n = 2 and also for every odd and even number ( i.e. from 1  to 8 )

Answer:

B

Step-by-step explanation:

Answer: B

Step-by-step explanation: It's B

Answer:

16

Step-by-step explanation:

1/4 is 20

20per is 16

20+16+28 is 64 minus 80 is 16

Answer:

B I the answer I just did the same question

Anjelica is using synthetic division to divide

[tex]\:\frac{\left(2x^3-9x^2-21x+10\right)}{x+2}[/tex]

Steps given in option B are correct

Given :

Divide the given expression

[tex]\:\frac{\left(2x^3-9x^2-21x+10\right)}{x+2}[/tex]

Apply synthetic division

In synthetic division , we write all the coefficient inside the division

then solve the denominator for x  and write it outside

[tex]x+2=0\\x=-2[/tex]

so we write -2 outside the division sign

Take down first number 2 as it is . Then multiply with -2  and put it below the second number . Add it and write it down . Continue the process.

-2              2       -9      -21    10

                 0        -4      26    -10              

--------------------------------------------

                  2       -13      5      0

the steps given in option B  are correct

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Answer:

Paul had £40 originally.

Step-by-step explanation:

Given

Let d be the money Dan has and p be the money Paul has

Then according to the given situation,

[tex]\frac{d}{p} = \frac{9}{5}\\d = \frac{9p}{5}\ \ \ Equation\ 1[/tex]

Now from the statement, "Dan decides this is unfair so he gives Paul £32 of his share to make the ratio 1:1"

[tex]\frac{d-32}{p} = 1[/tex]     Eqn 2

From 2

[tex]d - 32 = p\\[/tex]

Putting d = 9p/5

[tex]\frac{9p}{5} - 32 = p\\9p - 160 = 5p\\9p-5p = 160\\4p = 160\\\frac{4p}{4} = \frac{160}{4}\\p = 40[/tex]

Checking

[tex]d = \frac{9(40)}{5} = \frac{360}{5} = 72\\\frac{d}{p} = \frac{72}{40} = \frac{9}{5}[/tex]

Hence,

Paul had £40 originally.

Answer:

Since this equation is not complete, I will just give an example.

Step-by-step explanation:

Lets say Matt starts out with 6 cars in week one. For the next week, just add the number 3 to the preexisting number (6), which will give you 9. Now, lets say he washes cars for 10 weeks to save money. All you would have to do is add a 3 each time to the preexisting number. So, it would go 6, 9, 12, 15, 18, 21, 24, 27 30, 33. The answer to the equation I created above is 33. I hope this helps you solve your question.

Answer:

Do Y divided by X.

Step-by-step explanation:

This is normally what I do so hope I helped.

Answer:

Its too low

Step-by-step explanation:

plz mark brainliestʕ•ᴥ•ʔ

Answer:

Hey there! Thanks for asking your question.

We can multiply the numerators and denominators by any number.

Either way, you will have the same equivalent fraction.

Let's do a practice problem:

[tex]\frac{1}{2} = ?[/tex]

We can multiply the numerator & denominator by 2.

We get the number [tex]\frac{2}{4}[/tex].

So, [tex]\frac{1}{2} = \frac{2}{4}[/tex].

Best of Luck!

Answer:

my cash app is Joy95H Suppose we wish to find the zeros of f(x) = x

3 + 4x

2 − 5x − 14. Setting f(x) = 0 results in the

polynomial equation x

3 + 4x

2 − 5x − 14 = 0. Despite all of the factoring techniques we learned1

in Intermediate Algebra, this equation foils2 us at every turn. If we graph f using the graphing

calculator, we get

The graph suggests that the function has three zeros, one of which is x = 2. It’s easy to show

that f(2) = 0, but the other two zeros seem to be less friendly. Even though we could use the

‘Zero’ command to find decimal approximations for these, we seek a method to find the remaining

zeros exactly. Based on our experience, if x = 2 is a zero, it seems that there should be a factor

of (x − 2) lurking around in the factorization of f(x). In other words, we should expect that

x

3 + 4x

2 − 5x − 14 = (x − 2) q(x), where q(x) is some other polynomial. How could we find such

a q(x), if it even exists? The answer comes from our old friend, polynomial division. Dividing

x

3 + 4x

2 − 5x − 14 by x − 2 gives

x

2 + 6x + 7

x−2 x

3 + 4x

2 − 5x − 14

−

x

3 −2x

2

6x

2 − 5x

−

6x

2 −12x)

7x − 14

− (7x −14)

0

As you may recall, this means x

3 + 4x

2 − 5x − 14 = (x − 2)

x

2 + 6x + 7

, so to find the zeros of f,

we now solve (x − 2)

x

2 + 6x + 7

= 0. We get x − 2 = 0 (which gives us our known zero, x = 2)

as well as x

2 + 6x + 7 = 0. The latter doesn’t factor nicely, so we apply the Quadratic Formula to

get x = −3 ±

√

2. The point of this section is to generalize the technique applied here. First up is

a friendly reminder of what we can expect when we divide polynomia

Step-by-step explanation:

Answer:

10,002.21

Step-by-step explanation:

1)4x5= 20 times

2) principal= 5000

interest rate per year= 3%

compounded times per year=4

time in years = 5

the formula is amt= p*(1+r/n)^(n*t)

thus

Amount = 5805.92

3) If time in years = 23.2

then

amount = 10,002.56

4) Principal = 5,000

interest rate per yr= 5.82%

Compounded times per year = 4

time in years =12

Answer:

1. true 2. true 3.true 4. false 5. false

Step-by-step explanation: 4/4-3/4 is 1/5. You multiply the top first (4-3=1) and the bottom isn't supposed to change. so the answer is 1/4