6 (-2g - 1) = (13g + 2)

what is g?

Answer:

4

Step-by-step explanation:

A term is a constant or variable or product of constant and variables

3x²    ----> term 1

-2y  ------> term 2

+8x  ------->  term 3

-16   -------> term 4

Answer:

Ithink the answer is 6 hope it helps please mark as brainliest

Answer:

a^2+3a+2

Step-by-step explanation:

(a + 1) × (a + 2)  

a x a =  a^2

a x 2 = 2a

1 x a = 1a

1 x 2 = 2

a^2 +2a+1a+2

    2a+1a =3a

a^2+3a+2

Answer:

Step-by-step explanation:

In the arithmetic sequence \(t_1\), \(t_2\), \(t_3\), ..., \(t_n\), \(t_1=23\) and \(t_n= t_{n-1} - 3\) for each n > 1. What is the value of n when \(t_n = -4\)?

A. -1

B. 7

C. 10

D. 14

E. 20

Hide Answer

Official Answer and Stats are available only to registered users.  

Register

/

Login

.

_________________

Best Regards,

E.

MGMAT 1 --> 530

MGMAT 2--> 640

MGMAT 3 ---> 610

GMAT ==> 730

Answer:

4 + 3(n-1)

Step-by-step explanation:

Sequences start from n=1,2,3....

In this case

4 + 3(1-1)= 4

4 + 3(2-1) =7

And continue the pattern

Answer:

= 0.25

Step-by-step explanation:

[tex] - 0.25( - 1) \\ = 0.25[/tex]

Answer:

0.25

Step-by-step explanation:

Answer:

The shirt is $31.50 and the pants are $46.50

Step-by-step explanation:

Let x represent the cost of the pants.

If the shirt is 15 dollars less than the pants, its cost can be represented by x - 15.

Create an equation, and solve for x:

(x) + (x - 15) = 78

2x - 15 = 78

2x = 93

x = 46.5

So, the pants are $46.50.

Subtract 15 from this to find the cost of the shirt:

46.50 - 15

= 31.50

The shirt is $31.50 and the pants are $46.50

Answer: 7/80

Step-by-step explanation: because you would have to multiply the values of a and b, 7 times 1=7 and 8 times 10=80, so an= 7/80

Step-by-step explanation:

all explainations are in picture.

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer:

b/2 < 10   or  b÷2 < 10

Step-by-step explanation:

Step-by-step explanation:

15 is between 9 and 16 which are two perfect squares

[tex]9 < 15 < 16[/tex]

[tex] \sqrt{9} < \sqrt{15} < \sqrt{16} [/tex]

[tex]3 < \sqrt{15} < 4[/tex]

Answer:

Step-by-step explanation:t55

An octagon has 8 sides. If each of them has a length of x, then the perimeter is 8x which is twice the perimeter of the square. (The square has a perimeter of 4x)

A dodecagon is a 12 sided regular polygon. It will have 12 sides all of which are equal to x. Since the square has a perimeter of 4x and the dodecagon has a perimeter of 12x the perimeter of the dodecagon is 3 times that of the given square.

Answer:

128 grains.

I think so..

Step-by-step explanation:

SEE the image for solution.

HOPE it helps

Have a great day

Answer:

Step-by-step explanation:

[tex]u_1=1=2^0\\u_2=2=2^1\\u_3=4=2^2\\u_4=8=2^3\\\\...\\u_{64}=2^{63}\\\\we\ must\ calculate\\\\u_1+u_2+u_3+u_4+...+u_{64}\\\\=1+2^1+2^2+2^3+2^4+....+2^{63}\\\\=\dfrac{2^{64}-1}{2-1} \\\\=2^{64}-1\\\\=18446744073709551615\\\\=1.8446744073709551615*10^{19}[/tex]

Answer:

5/2

Step-by-step explanation:

Answer:

the reciprocal is 5/2 hope this helps

Answer:

B. II

Step-by-step explanation:

Take a look at the figure below:

Answer:

Step-by-step explanation:

When the numerator is more than the denominator the fraction is more (> 1) than one.

If the numerator is less than the denominator the fraction is less ( < 1 ) than one.

1/2 : 53/100 = 100/106 (< 1)

1/2 : 13/22 = 22/26 ( < 1 )

1/2 : 24/50 = 50/48 ( > 1 )

1/2 : 47/100 = 100/94 ( > 1 )

Answer:

[tex]{ \underline{ \sf{it \: is \: - 6 \frac{33}{40} }}}[/tex]

Step-by-step explanation:

[tex]2 \frac{5}{8} \times ( - 2 \frac{3}{5} ) \\ \\ = \frac{21}{8} \times - \frac{13}{5} \\ \\ = - \frac{273}{40} \\ \\ = - 6 \frac{33}{40} [/tex]

Answer:

if the question is what is f(x) -1 ( f(x) )

then the answer is;

=10x-5 -1[10(3)-5]

=10x-5 -1(30-5)

=10x-5-1(25)

=10x-5-25

=10x-30

Answer:

(5,8) (6,7) (7,6)

Step-by-step explanation:

those three points make a line that has a negative slope. if m<0 then m<1

Answer:

QR=12

................

Answer:

You would shade the fourth quadrant (bottom right).

Step-by-step explanation:

Due to the domain and range sets, you're given the facts that x must be greater than or equal to 0, but y is less than or equal to zero. This gives you what quadrant the graph should be in. Since you're not given an equation to follow like y=ax+b, then I can not say that this will give you a line.

Answer:

|x| = 8

Answer: x = 8, -8

Step-by-step explanation:

| | this symbol represents absolute value. When you remove absolute value it creates a ± sign on the opposite side.

x = ± 8

This means x = 8 and x = -8

The solutions are 8 and -8.

Answer:

0.023682692307692

Step-by-step explanation:

Above one is correct

Answer:

none of those answers are right the answer is 0.0236826923

Step-by-step explanation:

Answer:

A.  y=3x

Step-by-step explanation:

Answer:

first D and second B.

Step-by-step explanation:

first D and second B.

Answer:

Use the diagram.

1.

angle1 and angle2 are adjacent angles.

Correct answer A. true

Incorrect answer B. false

2.

angle3 and angle4 are complementary.

Incorrect answer A. true

Correct answer B. false

3.

angle2 and angle3 are ______ angles.

Incorrect answer A. complementary

Incorrect answer B. vertical

Incorrect answer C. right

Correct answer D. supplementary

4.

angle2 and angle4 are ____ angles.

Incorrect answer A. complementary

Correct answer B. vertical

Incorrect answer C. right

Incorrect answer D. supplementary

5.

Find mangleABC if the line modifying above upper B upper D with two-way arrow bisects angleABC and given mangleABD = 5x and mangleDBC = 3x + 10.

Incorrect answer A. 5°

Incorrect answer B. 25°

Incorrect answer C. 30°

Correct answer D. 50°

Step-by-step explanation:

100% correct my friends

good luck out there

; )

Answer:

114°

Step-by-step explanation:

(x+95)°=6x°[being vertically opposite angles]

or, 95=6x-x

or, 95= 5x

or, 95/5 = x

or, 19 = x

Then,

(x+95)°

= 19+95°

= 114°

Answer:

114 Degrees

Step-by-step explanation:

x=19

You do this by setting (x+95)=6x and then solving for x.

If you need further explanation let me know!

Answer:

the slope is 5/4

Step-by-step explanation:

i just did this in math class

insert the equation y=mx+b

m is the slope

Answer:

Slope is 5/4

Step-by-step explanation:

General equation of a line:

[tex]y = mx + c[/tex]

m » slope

by comparison with;

[tex]y = \frac{5}{4} x - \frac{7}{4} [/tex]

[tex]{ \sf{slope \: is \: \frac{5}{4} }}[/tex]

Answer:

f(-2) = - 1

Step-by-step explanation:

you could begin by understanding that f(x) is an alternate and informative version of y = -x^ + 3

The difference (critical) is that f(x) tells you how to substitute for x on the right.

You need to pay attention to doing something with - 2

f(-2) = - (-2)^2 + 3  

Notice what you did. Wherever there is an x on the right, you put in a -2.

f(-2) = - (4) + 3

f(-2) = - 1

Answer:

A

Step-by-step explanation:

x=13

so, A.T.Q

13-5+7=15

13+2=15

15=15

Answer:

A. 1/3

B. √10

C. -1, 1

D. √8, 6

E. congruent and opposite pairs parallel

F. perpendicular, not congruent

G. rhombus, explanation below

Step-by-step explanation:

Hey there! I'm happy to help!

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

A.

Slope is the rise over the run. Let's look at F to G.

We are going from -1 to 2 on our x-axis (run), so our run is 3 units.

Our rise is 1 unit as we go from 2 to 3 on the y-axis.

[tex]slope=\frac{rise}{run} =\frac{1}{3}[/tex]

This slope is the same for all of the sides.

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

B.

We will use the distance formula (which is basically just the Pythagorean Theorem) to calculate the length of each side. Let's go between F and G again, but this distance is the same for all the sides.

[tex]\sqrt{(x_{2}-x_1)^2+(y_{2}-y_1)^2 } \\\\(x_1,y_1)=(-1,2)\\\\(x_2,y_2)=(2,3)\\\\\\\sqrt{(2+1)^2+(3-2)^2 } \\\\\sqrt{(3)^2+(1)^2 }\\\\\sqrt{9+1 }\\\\\sqrt{10}[/tex]

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

C.

The diagonals are the lines that connect the non-adjacent vertices.

Our two diagonals are FH and GE.

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

FH

We go from x-value -1 to 1 from F to H, so our run is 2.

We go from y-value 2 to 0. so our rise is -2.

[tex]slope=\frac{rise}{run} =-\frac{2}{2} =-1[/tex]

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

GE

We go from x-value -2 to 2 from E to G, so our run is 4.

We go from y-value -1 to 3. so our rise is 4.

[tex]slope=\frac{rise}{run} =\frac{4}{4} =1[/tex]

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

D.

Let's use the distance formula on each of our diagonals.

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

FH

[tex]\sqrt{(x_{2}-x_1)^2+(y_{2}-y_1)^2 } \\\\(x_1,y_1)=(-1,2)\\\\(x_2,y_2)=(1,0)\\\\\\\sqrt{(1+1)^2+(0-2)^2 } \\\\\sqrt{(2)^2+(-2)^2 }\\\\\sqrt{4+4 }\\\\\sqrt{8}[/tex]

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

GE

[tex]\sqrt{(x_{2}-x_1)^2+(y_{2}-y_1)^2 } \\\\(x_1,y_1)=(-2,-1)\\\\(x_2,y_2)=(2,3)\\\\\\\sqrt{(2+2)^2+(3+1)^2 } \\\\\sqrt{(4)^2+(4)^2 }\\\\\sqrt{16+16 }\\\\\sqrt{36}\\\\6[/tex]

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

E.

They are congruent as they all have the same length (√10) and the opposite sides are parallel as they have the same slope (1/3)

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

F.

They are perpendicular diagonals as their slopes are negative reciprocals (1 and -1), and they are not congruent as they have different lengths (√8 and 6).

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

G.

Parallelogram- quadrilateral with opposite pairs of parallel sides.

Rhombus- a parallelogram with four equal sides

Square- a rhombus with four right angles

We can see that this is a parallelogram as we saw that the opposite sides are parallel due to having the same slope, and the perpendicular diagonals show that as well. This is also a rhombus because if we use that distance formula on all the sides, it will be the same. It is not a square though because it does not have four right angles, so this is a rhombus.

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

Have a wonderful day and keep on learning!