-2z² + 4z + 2z² = ?
Can someone please explain how to do this?
​

Answer:

The perimeter of the triangle is about 17.1 units.

Step-by-step explanation:

The perimeter of a triangle is the sum of its three side lengths.

We can see that the two legs of the triangle both measure five units.

To find the third segment, we can use the Pythagorean Theorem since the x-axis is perpendicular to the y-axis. Recall that:

[tex]a^2 + b^2 = c^2[/tex]

Where a and b are the two legs and c is the hypotenuse.

Our two legs are 5 and 5. Hence:

[tex](5)^2 + (5)^2 = c^2[/tex]

Solve for the hypotenuse:

[tex]\displaystyle \begin{aligned} c &= \sqrt{(5)^2 + (5)^2} \\ &= \sqrt{2(5)^2} \\ &= 5\sqrt{2}\end{aligned}[/tex]

Hence, our perimeter will be:

[tex]\displaystyle P = 10 + 5\sqrt{2} \approx 17.1 \text{ units}[/tex]

In conclusion, the perimeter of the triangle is about 17.1 units.

Answer:

265x{2} + 40x

Step-by-step explanation:

Squared mean to multiply the number times itself. So 15x times 15x.

[tex]15x^{2} = 225x[/tex]{2}

Then the problem says to add, but because one is squared and th other is not, they cannot be combined. So the answer is:

[tex]225x{2} + 40x

Answer:

see below

Step-by-step explanation:

15x^2 + 40x

These are not like terms so they cannot be combined.

If you mean

(15x) ^2 + 40x

(15x * 15x) + 40x

225x^2 + 40x

They are still not like terms so they cannot be combined.

Answer:

3  7777/10000

Step-by-step explanation:

Answer:

[tex]3\frac{7}{9}[/tex]

Step-by-step explanation:

[tex]3.777...=3+0.777...[/tex]

[tex]0.777...=x\\7.777...=10x[/tex]

[tex]10x-x=7.777...-0.777...\\9x=7\\x=\frac{7}{9}[/tex]

The answer is [tex]3\frac{7}{9}[/tex]

Answer:

Chim is 34 years old, and Jared is 8 years old.

Step-by-step explanation:

Let c be Chim's age and j be Jared's age.

Chim's age after five years (c + 5)

is 3 times Jared's age after five years (3 * (j+5) )

#1: c + 5 = 3(j+5)

We can add Chim's age and Jared's age to get 42 (the "sum"):

#2: c + j = 42

This is a system of equations that we can solve through substitution:

c + 5 = 3(j+5)

c + j = 42

In Equation #2, we can subtract j from both sides:

c = 42 - j

Then replace c with 42 - j in the first equation

(42 - j) + 5 = 3(j+5)

47 - j = 3j + 15

32 = 4j

j = 32/4 = 8

Plug j = 8 into the second equation, then solve for c.

c + 8 = 42

c = 42 - 8 = 34

c = 34, j = 8

Check our work by plugging in c = 34 and j = 8 into the first equation:

34 + 5 = 3(8+5)

39 = 3*13

39 = 39

Plug c and j into the second equation:

34 + 8 = 42

42 = 42

Chim is 34 years old, Jared is 8 years old.

Hi! I'm happy to help!

To solve this, we need to first find how much the car value decreased.

The car started at $32,000, but dropped down to $6,300. To find the value drop, we use subtraction.

$32,000-$6300

$25,700

Now we know that his car value dropped $25,700 in value over the course of 3 years. Now we need to figure out how much value it dropped per year. To do this, we split the money into 3 years.

$25,700÷3

$8,566.6666666...

We can round this to $8,567

On average, his car lost $8,567 in value, per year. Now, we need to find how much value his car had after one year in order to get our integer. (a fraction of 2 whole numbers)

$32,000-$8,567

$23,433

Now that we know what his can was worth after one year, we can say that his can was worth $23,433 out of the $32,000 originally was worth. Out of can mean division, or fraction, and because these are both whole numbers, and integer. This is our integer:

[tex]\frac{23433}{32000}[/tex]

Since we cannot simplify it, this is our integer that represents the average decrease in value per year.

I hope this was helpful, keep learning! :D

Answer:

x^2-8x+12

Step-by-step explanation:

(x-2)(x-6) roots= 2,6

x^2-6x-2x+12

=x^2-8x+12

Weighted average is the average of a set using different weight for each element in the set. The final grade when homework and test scores are 59 and 64 is 62.35

Given that:

[tex]Homework = 59[/tex]

[tex]Test = 64[/tex]

The test score is greater than the homework score. So, the test will be weighted using 67%, while the homework will be weighted using 33%.

The final grade is calculated as follows:

[tex]Grade = 67\% \times Test + 33\% \times Homework[/tex]

So, we have:

[tex]Grade = 67\% \times 64 + 33\% \times 59[/tex]

[tex]Grade = 42.88 + 19.47[/tex]

[tex]Grade = 62.35[/tex]

Hence, the final grade is 62.35

Read more about weighted average at:

https://brainly.com/question/18554478

Answer:

g(f(x)) = x^2 + 1

? = 2

grey box = 1

Step-by-step explanation:

Answer:

g(f(x)) = [tex]x^{2}[/tex] + 1

Answer:

y = x + 1

Step-by-step explanation:

y = -x + 1

y = x + 1

Answer:

54ab

Step-by-step explanation:

the only two factors of 54ab^2 and 54ab is 1 and 54ab and the greatest of that would be 54ab.

Answer:

DE=6.3

Step-by-step explanation:

triangles are similar so, its sides and angles are comgruent.

side BC=side DE

side BC=6.3

side DE=6.3

Answer:

6

Step-by-step explanation:

The constant is the number that is on its own, the number that has no variable.

The only number that has no variable is 6 therefore the constant is 6.

Note: the variable is usually expressed as a letter, ex. in 9x the variable is "x"

Answer:

The constant term is [tex]6[/tex].

Step-by-step explanation:

Given that,

An expression,[tex]9x^3 + 4x^2 + 7x + 6[/tex].

To find,

The constant term.

Solution,

We have,

An expression, [tex]9x^3 + 4x^2 + 7x + 6[/tex]

The term that doesn't have any variable is the constant term of an expression.

The coefficient of [tex]x^3[/tex] is 9.

The coefficient of [tex]x^2[/tex] is 4.

The coefficient of [tex]x[/tex] is 7.

The constant term is 6 as it doesn't contain any variable.

Hence, the constant term is [tex]6[/tex].

Reference,

https://brainly.com/question/18775522

Answer:

D. y = 1 • 3^x

Step-by-step explanation:

Exponential functions have a horizontal asymptote. The equation of the horizontal asymptote is  

y

=

0

.

Horizontal Asymptote:  

y

=

0

Answer:

DLXIV.   I don't see that as any of the answer choices, so maybe you put some of them in wrong.

Step-by-step explanation:

D is 500

LX is 60

IV is 4

I hope this helps!  

pls ❤ and mark brainliest pls!

Answer:

7 dimes and 12 nickels.

Step-by-step explanation:

12 nickels = $0.60 and 7 dimes = $0.70. $0.70 + $0.60 = $1.30.

Answer:

BD measures 20 units.

Step-by-step explanation:

We are given that Point C is on the line segment BD, where:

[tex]BD = 5x, BC = 4x \text{ and } CD = 4[/tex]

And we want to determine the numerical length of BD.

Since C is somewhere on BD, BD is the sum of BC and CD:

[tex]\displaystyle BD = BC + CD[/tex]

Substitute:

[tex](5x) = (4x) + (4)[/tex]

Solve for x. Subtract:

[tex]x = 4[/tex]

Hence, the value of x is 4.

BD is given by 5x. Therefore:

[tex]BD = 5(4) = 20\text{ units}[/tex]

In conclusion, BD measures 20 units.

Answer:

b. The opposite of the number is negative

Step-by-step explanation:

the opposite of -6.7 would be 6.7 not a negative

Answer:

0.71, 78%, 0.8, [tex]\frac{7}{8}[/tex]

Step-by-step explanation:

78% = 0.78

7/8 = 0.875

Answer:

lost 120

Step-by-step explanation:

10% of 1200 is 120 so you subtract 120 from 1200

Answer:

120

Step-by-step explanation:

Loss = (Loss%)(C.P)

Loss = (10%)(1200)

Loss = (10/100)(1200)

Loss = 120

Answer:

After 13 days (Rounded) If you dont round it's [tex]\frac{90}{7}[/tex] or 12[tex]\frac{6}{7}[/tex]

Step-by-step explanation:

Perry: 180 - 6x = 8x

180 - 6x + 6x = 8x + 6x

180 = 14x

180/14 = 14x/14

90/7 = x

9514 1404 393

Answer:

Step-by-step explanation:

The relationship description tells you that profits depend on purchases. Therefore, profits are the dependent variable; purchases are the independent variable.

Answer:

The answer is B. p= 46

Step-by-step explanation:

23+23=46-23=23

Answer:

your answer is B

Step-by-step explanation:

Answer:

-9 3/4

Step-by-step explanation:

FG = GH

9x+15 = 5x+4

Subtract 5x from each side

9x+15-5x = 5x+4-5x

4x+15 = 4

Subtract 15 from each side

4x+15-15 = 4-15

4x = -11

Divide by 4

4x/4 = -11/4

x = -11/4

FG = 9x+15

FG = 9*(-11/4) +15

  = -99/4+15

    -99/4 + 60/4

   = -39/4

  = -9 3/4

[tex]\\ \rm\Rrightarrow 2.98\times 1.5[/tex]

[tex]\\ \rm\Rrightarrow 2.98\times \dfrac{3}{2}[/tex]

[tex]\\ \rm\Rrightarrow \dfrac{8.94}{2}[/tex]

[tex]\\ \rm\Rrightarrow 4.47[/tex]

Answer:

4/3

Step-by-step explanation:

9÷16=3÷4t

cross multiply

36t=48

divide both sides by 36

t=48÷36

t=4÷3

Answer:

Isn’t is 2 hours and 25 minutes

Step-by-step explanation:

[tex]8:30 - 6:05 = 2:25[/tex]

I hope I helped you^_^

Answer:

what link because I am unable to find one here please ensure to include the link

Answer:

How can Mass and Speed Influence KE?

The goal of this experiment was to determine how mass and speed influence KE. This is significant because you would know whether to add more or less mass/speed if you were in a position where you required something to move higher. We filled the bean bag with a set amount of water, then dropped it to see how much mass it had. After that, you kept track of how high the bean bag went. The same thing happened with the speed, but the amount of liquid in the bottle was the same; it was just dropped from different heights. My theory is that the KE will increase as mass increases. This is also true of speed; if the bean bag is dropped from a higher altitude, it will launch farther than before.

The data I gathered in the lab confirmed my hypothesis. When the bottle's height was increased, the bean bag rose higher than before. I also tested four different masses: 0.125 kilograms, 0.250 kilograms, 0.375 kilograms, and 0.500 kilograms. The bean bag rose higher each time it was placed on a greater bulk.

On the speed test, the bean bag would frequently go higher than the bottle drop point, but not always. Furthermore, when it was dropped from the same height each time, the results differed significantly, for example, when it was dropped from 1.28, the results were 1.14, 1.30, and 1.30. Mass, on the other hand, was all in the same number range, with the exception that the numbers were somewhat different.

I used the calculations KE= 12 mv2 and Ht v2/2g. The initial step was to compute an object's kinetic energy, using the formula m=mass v=speed. The second was to determine the height at which I needed to drop something in order to reach a specific speed, where Ht=Height and g=Gravitational Acceleration of 9.8 m/s2.

I utilized these to create tables that depicted relationships between various variables, such as mass and KE or speed and height. My data kept increasing the entire time I was conducting the lab; when there was more mass/speed, the table had greater numbers.

This proves that my first theory was correct: as m/s increases, KE increases accordingly because they are all linear. When the bean bag height exceeded the water bottle drop mark, I was taken aback.

To summarize, my theory was supported by my data. When more mass or speed was introduced, the data values increased. This means that if I wanted more kinetic energy for something, I'd know to increase the mass or the speed of the object that was supplying the energy.

This hypothesis is valid because when you have greater mass, you also have more energy. So, if you drop a baseball, it isn't very heavy, so it will only propel the bean bag a short distance. However, because a bowling ball is quite heavy and has a lot of energy when it falls, it would force the bean bag to fly very high.

To improve this experiment, I would create the lever from a smoother material so that energy is not lost due to friction from the wood rubbing together. Perhaps a scanner or video camera to better document how far the bean bag traveled. All of these would aid the lab in obtaining more precise results, and they might perhaps be used in the future.

Step-by-step explanation:

Don't copy this word for word or you'll get in trouble.

Answer:

2(x^2)-1

Step-by-step explanation:

The square of a number is just the number squared. We don't know what the number is so I will just say it is x. So we have 2 times x^2. Then we have to minus 1 from that. So 2(x^2)-1.

Hope this helps! :D

The expression "1 less than twice the square of a number" can be represented mathematically as [tex]\(2x^2 - 1\)[/tex], where x is the variable representing the number.

Expression: [tex]\(2x^2 - 1\)[/tex]

Step 1: Square the number x:

[tex]\((x)^2 = x^2\)[/tex]

Step 2: Multiply the squared number by 2:

[tex]\(2 \cdot x^2 = 2x^2\)[/tex]

Step 3: Subtract 1 from the result of step 2:

[tex]\(2x^2 - 1\)[/tex]

This is the final expression that represents "1 less than twice the square of a number."

For example, if we substitute a specific value for x, let's say x = 3:

Step 1: Square the number: [tex]\(3^2 = 9\)[/tex]

Step 2: Twice the squared number: [tex]\(2 \cdot 9 = 18\)[/tex]

Step 3: Subtract 1: 18 - 1 = 17

So, when x = 3, the expression [tex]\(2x^2 - 1\)[/tex] evaluates to 17.

To know more about square, refer here:

https://brainly.com/question/14123715

#SPJ3

Answer:

4/5

Step-by-step explanation:

y=k/x

2/5=k/2

cross multiply

5k=4

k=4/5

substitute 4/5 for k

y=4/5/x

y=4/5/1

y=4/5