Answer:
Cells come from pre-existing cells.
Answer:
(A) Living things can only come from living things.
(B) Cells come from pre-existing cells.
Step-by-step explanation:
i just answered this on e d g e n u i t y.
hope this helps <3
3x= [tex]\frac{1}{2}[/tex]y + 10
Convert the equation to standard
Show work please
We want to factor the following expression:
81x^6– (y+1)^2
We can factor the expression as (U +V)(U-V) where U and V are either constant integers or single-
variable expressions.
1) What are U and V?
Answer:
We have [tex]\mathbf{U= 9x^3 \:and\:V=y+1}[/tex]
Step-by-step explanation:
We want to factor the expression [tex]81x^6-(y+1)^2[/tex] in the form of (U+V)(U-V)
We need to find U and V
We can use formula : [tex]a^2-b^2=(a+b)(a-b)[/tex]
We can write [tex]81x^6[/tex] as [tex](9x^3)^2[/tex]
Now we have the expression:
[tex]81x^6-(y+1)^2\\=(9x^3)^2-(y+1)^2[/tex]
Applying formula: [tex]a^2-b^2=(a+b)(a-b)[/tex]
[tex]=(9x^3+y+1)(9x^3-(y+1))\\=(9x^3+y+1)(9x^3-y-1)[/tex]
So, we have [tex]\mathbf{U= 9x^3 \:and\:V=y+1}[/tex]
(PLEASE HELP)A very small serving of ice cream contains 480 calories. 120 calories come from fat. What
percent of the total calories come from fat?
Answer:
25%
Step-by-step explanation:
120/480=0.25
Answer:
25%
Step-by-step explanation:
120/480 = 0.25 * 100 = 25
Elizabeth drove two-fifths of a mile in 30 seconds. Which of the following shows
Elizabeth's speed?
75 miles per minute
12 miles per minute
0.8 miles per minute
0.2 miles per minute
Answer:
c.
Step-by-step explanation:
Two figures are shown below.
Which of the following statements correctly explains whether or not the two figures are congruent?
The two figures are congruent since there is a reflection that carries one figure onto the other.
O The two figures are congruent since there is a rotation that carries one figure onto the other.
O The two figures are not congruent since the two figures are oriented differently.
O The two figures are not congruent since there is no translation that carries one figure onto the other.
Answer: B
Step-by-step explanation:
The 2 figures given would be congruent since there seems to be a reflection that carries 1 figure onto the another one. A further explanation is below.
If somehow the matching sides of two components or figures have been of similar length and form, they are said to be congruent. They constitute congruent when one image or graphic entirely encompasses some other figure (both with and without rotations skills).Whenever we turn or twist the above diagram clockwise by something like 90° ∠, it becomes exactly like the ones below.
Thus the answer above i.e., "Option 1" is appropriate.
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Amanda made $14.50 per hour, gets a 10% raise, and works 38 hours per week.
Answer:
If the question is how much she earns per week the answer is $606.10
Alison wants to construct the perpendicular bisector of MN⎯⎯⎯⎯⎯⎯.
What should Alison do for her first step?
Place the point of the compass on point M and draw an arc, using a width for the opening of the compass that is greater than 12MN.
Use the straightedge to draw a line that intersects MN⎯⎯⎯⎯⎯⎯ at a point between M and N.
Place the point of the compass on point M and draw an arc, using a width for the opening of the compass that is equal to 12MN .
Place the point of the compass on point M and draw an arc, using a width for the opening of the compass that is less than 12MN
Answer:
What should Alison do for her first step ? She should learn to intersect the bisector of the intersector of mn such that mn should be the intersection of mn to nm so that no 2 intersections should intersect each other's bisector of mn to intersect of mn.
Step-by-step explanation:
Answer:
I should add that Alison is a very smart girl if she wants to construct such a perpendiculiar bisector of MN--. I am realy gratefull for such a kind and wise little smart girl.
Step-by-step explanation:
Help Me in this math question ASAP
Answer:
d i think i am not super sure
Step-by-step explanation:
Students were required to go to the parking lot and select random cars or trucks, with replacement. The purpose was to gather the license plate from exactly 2 Toyota trucks. (For simplicity purposes, let's assume that there were only cars or trucks. In addition, the make of all cars and trucks were either Toyota and Honda.) The students had a further restriction of NOT being allowed to examine more than 3 automobiles to get the required data. What is the likelihood that a student would be successful in finding two Toyota trucks? The following probabilities represent the makes and models in the parking lot on that day: P(Car) = 0.743, P(Toyota | Car) = 0.431, and P(Honda | Truck) = 0.693.
Answer:
hsjsodgsosbsebseswowheoesss
Answer:
Being gay
Has its problems it's true
But being straight
Has its problems too
I met this girl and she's just great
But the problem is that I am straight
You ask how can this be
Listen, and you will see
She's got that style
She's got that smile
She's got the walk
She's got the talk
She's got that zing
There's just one thing
She's got a penis
She's got a penis
She's got that flair
Knows what to wear
She's got that face
That girl is grace
She's got pizzazz
Too bad she has
A penis
She's got a penis
Now nobody's perfect, I must admit
Say how many times do all the pieces fit
She's got more going than most other dolls
Oops I forgot about the balls
But she's so hip
This babe's a trip
can you put these from least to greatest -12 |-12.5| -13 |-11| |11.5| 12
Answer:
-13,-12.5,-12,-11,11.5,12
Step-by-step explanation:
ASAP BRAINLIEST !! Luis is given the fraction 4/5. He is told to create an equivalent fraction with a numerator of 32. Explain the steps you’d use to solve for the missing denominator. Answer in 2-3 sentences.
Answer: answer 40.
Step-by-step explanation:
Note : lets make x the missing denominator.
I would take the 4/5 and set it equals to 32/x
we then cross multiply
where it would be 4 * x = 32 * 5
it would then be 4x = 160
we would then divide 160 by 4
x = 160/ 4
and x would be 40
.... therefore the missing denominator is 40.
Answer:
Your fraction would be 32/40
Step-by-step explanation:
For it to be equivalent it has to be equal to 4/5. what i did was divided 32 by for and got 8. I then multiplied 4/5 and 8/8 and the answer was 32/40. I multiplied by 8/8 because for it to be equivalent i have to do the same thing to both the numerator and denominator.
I really hope this helps as much as it can
Have an amazing rest of the day or night : )
I will be glad to help if you have any more questions
PLS HELP NOW ILL GIVE YOU BRAINLIEST ANSWER !!
Answer:
Its exponential
Which of the following would be considered a sunk cost?
where's the "following" choices
Plz need help. I’m stuck on this one
Answer:
The product of 3[tex]\sqrt{8}[/tex] (4 [tex]\sqrt{3}[/tex]) is 24[tex]\sqrt{6}[/tex]
The answer is A.
Solve each inequality:
||x+4|-7|<5
The value of the inequality is x < 8.
How to calculate the inequality?It should be noted that from the information, we are to.eolve the inequality |x+4|-7 <5.
This will be:
|x+4|-7 <5
x +4 <5 + 7
x + 4 < 12
Subtract 4 from both sides
x + 4 - 4 < 12 - 4
x < 8
Therefore, the value of the inequality is x < 8.
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George had 27 arcade tokens. He used t tokens to play video games. Then, he used 14 tokens for a stuffed animal. Now, he has 5 tokens left. How many tokens did George use to play video games?
Answer:
George used 8 tokens to play video games.
Step-by-step explanation:
First, let's subtract 5 from 27.
27 - 5 = 22
So, George spent a total of 22 arcade tokens.
Now, let's subtract 14 from 22 to find the value of t.
22 - 14 = 8.
Therefore, George used 8 tokens to play video games.
Hope this helps! :D
Which statement is true about -14 and -8?
-14>- 8 because -14 is located to the left of -8 on the number line.
O
-14<-8 because -14 is located to the left of -8 on the number line.
O
-14> - 8 because -14 is located to the right of -8 on the number line.
-14<-8 because - 14 is located to the right of -8 on the number line.
O
Previous
Answer:
A
Step-by-step explanation:
-14>-8 because -14 is located to the left of -8 on the number line.
HELLLLPPPPP MEEE PLEASEEE I NEED A GOOD GRADE
Answer: x=11
Step-by-step explanation:
4x+4x+2=90
8x+2=90
8x=88
x=11
Im pretty stuck
x−6≤3
Could some one help me simplify this answer and solve for x
Thanks
HELP! WILL MARK BRAINLIEST!
Answer:
3
Step-by-step explanation:
3
If Paul buys 2 kilograms of size 6 screws, 1.6 kilograms of size 1 screws, and 2.5 kilograms of size 4 screws, how much will he spend?
Select all that apply
Answer: integer and rational
Step-by-step explanation:
What is the volume of a cylinder with radius 4 cm and height 9 cm?
Answer:
452.39 cm
Step-by-step explanation:
Answer:
the answer is
Step-by-step explanation:
452.39 cm is the volume of a cylinder with radius 4 cm and height 9 cm
5x + y = 13
3(x + y) =12+ y
Piper invested $4.700 in an account paying an interest rate of 4.8% compounded continuously. Assuming no deposits or withdrawals are made, how much money, to the nearest cent, would be in the account after 19 years?
Answer:
The answer to the nearest CENT is A= 11699.69
The amount of money would be $11.4 in the account after 19 years.
What is Compound interest?Compound interest is defined as interest paid on the original principal and the interest earned on the interest of the principal.
A = P(1+r/100)ⁿ
Where:
A = the future value of the investment or loan
P = the principal investment or loan amount
r = the interest rate (decimal)
n = the number of compound periods
Given that Piper invested $4.700 in an account paying an interest rate of 4.8% compounded continuously.
p = $4.700
r =4.8%
t = 19 years
A = P(1+r/100)ⁿ
Substitute the values of p,r, and t in the formula,
A = 4.700 (1 + 4.8/100)¹⁹
A = 4.700 (1 + 0.048)¹⁹
A = 4.700 (1.048)¹⁹
A = 11.454133
Rounded to the nearest cent
A = 11.4
Therefore, the amount of money would be $11.4 in the account after 19 years.
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Consider the graph of f(x) = 5x 6 – 5x 5 – x 4.
On a coordinate plane, a graph decreases through (negative 0.6, 0.4), has an inflection point (0, 0), decreases through (0.5, negative 0.2) to (1, negative 1), and then increases up through (1.2, 0).
Based on the graph, what is the solution to
5x6 – x4 > 5x 5?
One-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot less-than x less-than one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
One-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot less-than-or-equal-to x less-than-or-equal-to one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
x less-than one-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot and x greater-than one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
x less-than-or-equal-to one-half minus StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot and x greater-than-or-equal-to one-half + StartFraction 3 Over 10 EndFraction StartRoot 5 EndRoot
Answer:
A
Step-by-step explanation:
The other person said B, but it's not because it can't be equal to either. X is between .17 and 1.17, but cannot equal. I got this by putting it into des.mos and getting the graphs
Inequalities are used to represent unequal expressions
The solution to [tex]5x^6 - x^4 > 5x^5[/tex] is [tex]\frac 12 - \frac 3{10} \sqrt 5< x <\frac 12 + \frac 3{10} \sqrt 5[/tex]
The equation and InequalityThe equation of the function is given as:
[tex]f(x) = 5x^6 - 5x^5 - x^4[/tex]
The inequality is then given as:
[tex]5x^6 - x^4 > 5x^5[/tex]
GraphSee attachment for the graph of the inequality
From the attached graph, we can see that the inequality crosses the x-axis at:
[tex]x = -0.17\ and\ x = 1.17[/tex]
These values can be represented as:
[tex]\frac 12 - \frac 3{10} \sqrt 5< x <\frac 12 + \frac 3{10} \sqrt 5[/tex]
Hence, the solution to [tex]5x^6 - x^4 > 5x^5[/tex] is [tex]\frac 12 - \frac 3{10} \sqrt 5< x <\frac 12 + \frac 3{10} \sqrt 5[/tex]
Read more about inequalities at:
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what is
-13y = -260
YOUT Tasha earned $50 from babysitting for 4 hours. What is her hourly rate?
In the figure below, AMNO
APQR. Determine the length of QR.
M
2y + 3
4x-2
x+ y
R
21
9
O 14
O3
O 12
Given:
[tex]\Delta MNO\cong \Delta PQR[/tex]
To find:
The length of QR.
Solution:
We have,
[tex]\Delta MNO\cong \Delta PQR[/tex]
Then, [tex]MN=PQ[/tex] (CPCTC)
[tex]10=4x-2[/tex]
[tex]10+2=4x[/tex]
[tex]12=4x[/tex]
Divide both sides by 4.
[tex]\dfrac{12}{4}=x[/tex]
[tex]3=x[/tex]
Similarity,
[tex]MO=PR[/tex] (CPCTC)
[tex]2y+3=21[/tex]
[tex]2y=21-3[/tex]
[tex]2y=18[/tex]
Divide both sides by 2.
[tex]y=9[/tex]
Now,
[tex]x+y=3+9[/tex]
[tex]x+y=12[/tex]
Therefore, the correct option is d.
Solve for x plz.aaaa
Okay!
All we need to do to solve for x is to set up an equation!
the equation 3x + 4 represent the number of degrees of the bottom angle
→To set up the equation, however, we must find what the bottom angle is!
→This is easy since we know that all triangle are 180°
→The diagram already gives us to angles, so to find the third angle, we use simple subtraction
*the little corner with the red square is always 90°
180 = 90 + 50 + ?
? = 180 - 90 - 50
? = 40°
The angle is 40° !
→Now we can finally find x!
→To find x, we just set the equation they give us equal the degrees of the angle that we just found
3x + 4 = 40°
SOLVE !
3x = 36
x = 36/3
x = 12
We did it! Hope I helped ! :)