Point E is located at (8-,7) point F is located at (9,7). What is the distance in units between point E and point F?

Answer:

Step-by-step explanation:

First of all, if the system of equations has exactly one solution, then the graph of these two equations will intersect at exactly one point, which means their slopes will be different. If the slopes are the same, there could be infinitely many solutions or no solution.

Rearrange the first equation to solve for slope of  [tex]-2x+ky=26[/tex]

y = (2/k)x + 26/k

The slope is 2/k.

The slope of the second equation is 13/6

as long as 2/k does not equal to 13/6, we have exactly one solution.

SO, the last step:

[tex]\dfrac{2}{k} \neq \dfrac{13}{6}\\[/tex]

[tex]k \neq \dfrac{2}{\dfrac{13}{6}}[/tex]

[tex]k\neq \dfrac{12}{13}[/tex]

Answer:

Why? And what fundraiser? I think I need more details.

Step-by-step explanation:

Next time read the question again.

Answer

x = 32

step by step explanation

Answer:

i think the answer is A 108

Step-by-step explanation:

Answer:

300 adult females are expected to have greater height

Step-by-step explanation:

i hope this can help☺️

Answer:

1300

Step-by-step explanation:

Forget the zeros then add the other numbers, then add back the number of zeros all the numbers you’re adding have

Answer:

Step-by-step explanation:

i don''t know

The percentage of the students who are absent when 81 of the 1350 students are absent is 6%.

Percentage in simple words can be defined as a part per hundred.

In other words, it is the ratio which can be defined as a fraction of 100. It  is usually denoted by the symbol %.

Percentage can also be said as dimensionless number as it does not have any dimensions.

Percentage of a number can be calculated by dividing the number with the whole part and then multiplying by 100.

Total number of students in the school = 1350

Number of students absent = 81

Here we have to calculate the percentage of 81 out of 1350.

Percentage of the students who are absent = [tex]\frac{81}{1350}[/tex] × 100 = 6%

Hence 6% of the students are absent that day.

To learn more about Percentage, click on the link given below:

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Answer:

0 = x^2 - 10x + 10

1) Rewrite the equation by completing the square.

Your equation should look like (x + a)2 = b or (x - c)2 = d.

Answer:

[tex]f(x)=y=-\frac{1}{3} x+\frac{2}{3}[/tex] if a function since for ∀[tex]x[/tex]∈ R

[tex]f(x):R_{x} _{ \to } R_{y}[/tex] uniquely.

Jana told her that she began her excursion by spending $18 on a new compact disc. Then she spent half of her remaining money on a new dress. Then she spent $11 taking herself and her friend out to lunch. Then she spent one-third of her remaining money on a book. On her way home she bought gas for $12 and spent one-fourth of her remaining money on a discount CD at the convenience store. Finally, she slipped $2 to her younger brother when she got home

Answer:

A rule that can be proven is called a theorem

Step-by-step explanation:

Answer:

Theorem

Step-by-step explanation:

Theorem is a rule that can be proven

Let's prove Pythagorean theorem

[tex]\\ \sf\longmapsto H^2=P^2+B^2[/tex]

[tex]\\ \sf\longmapsto 5^2=3^2+4^2[/tex]

[tex]\\ \sf\longmapsto 25=16+9[/tex]

[tex]\\ \sf\longmapsto 25=25[/tex]

Verified

Answer: 3200

Step-by-step explanation:

The rounding rule:

 The ones digits : + From 1 to 4 we round down

                              + From 5 to 9 we round up

So we have 81 rounds to 80 and 38 rounds to 40.

We have 80 * 40 = 3200.

Answer:

X= -2

Step-by-step explanation:

Answer:

See below:

Step-by-step explanation:

Hello my name is Galaxy and I will be helping you today! I hope you are having a nice day!

We can solve this in two steps, one being Algebra and the second being Answer/Checking our answer. I'll start off with Algebra.

Algebra

We can start to solve this problem by using Algebra and simplifying it down. We can also use the distributive property to solve the problem by using the proof it shows. The distributive property states that we can multiply whats inside the paranthesis by the number on the outside and get the same answer.

We can prove it by doing this:

[tex]2(1+4)=(2*1)+(2*4)?\\2+8=2+8?\\10=10[/tex]

Now that we have the tools we need to begin solving.

Solving

We can start to solve it by simplifying the equation from its distributive state. We can do that by doing the following:

[tex]-3(x-2)=12\\-3x+6=12\\[/tex]

Now that we've simplified, we can begin solving it.

[tex]-3x+6=12\\-3x=12-6\\-3x=6\\x=6 \div -3\\x=-2[/tex]

We have gotten our answer of x being -2. We can now double check our answers.

[tex]-3(-2-2)=12?\\(-3*-2)+(-3*-2)=12?\\6+6=12?\\12=12[/tex]

Remember that if we multiply two negatives it is a positive!

Cheers!

Answer:

Here is it hope you understand it :)

Step-by-step explanation:

8 is the answer for this bababababa

Answer:

Step-by-step explanation:

-4x³(-2x³)

8x⁶

(6⁵)/(6⁴)

6

(3x³)³

27x⁹

(9¹²)/(9⁸)

9⁴

(x²)(x³)

x⁵

(x⁴)/(x²)

x²

-x(-x)(x)

x³

(x³y²)/(x³y⁴)

(1)/(y²)

-2x(x²)(-3x)

6x⁴

(9x⁷)/(3x⁶)

3x

3x²(x²)(-6)

-18x⁴

x/(x³)

1/(x²)

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(x⁴)(x³)

x⁷

(12x⁵)/(36x)

x⁴/3

(x⁴y³)/(x⁴y)

y²

(-2x³)(-4x²)

8x⁵

(-3x²)³

-27x⁶

(x³y⁵)/(xy²)

x²y³

2x³(10x)³

2000x⁶

(x⁷y²)/(x⁴y²)

x³

x⁻⁴

1/x⁴

(-21x⁵y²)/(7x⁴y⁵)

-(3x)/y³

3x⁻³

3/x³

(32x³y²z⁵)/(-8xyz²)

-4x²yz³

...

x⁴y⁴

(4x⁷/7y²)²

(16x¹⁴)/(49y⁴)

...

8x³

4⁻⁴

1/(4⁴) or 1/256

...

a⁵

8⁻²

1/(8²) or 1/64

...

2c⁷

x⁻²

1/x²

...

9x²

x⁻³

1/x³

...

a⁴

x⁻⁴

1/x⁴

...

4c⁵

x²y⁻³

(x²)/(y³)

When multiplying monomials with the same base, ___________ the exponents

add

x³y⁻²

(x³)/(y²)

When dividing monomials with the same base, ______________ the exponents

subtract

x²y³z⁻⁴

(x²y³)/(z⁴)

When raising a power to a power, ________________ the exponents

multiply

x²y⁻³z⁴

(x²z⁴)/(y³)

x⁻²y⁻³

1/(x²y³)

A base raised to a zero exponent equals________________

one

(2m²)(2m³)

4m⁵

(x/y)⁻¹

y/x

4r⁻³(2r²)

8÷r

(x²/y²)⁻¹

y²/x²

2x³y⁻³(2x⁻¹y³)

4x²

(x³/y³)⁻¹

y³/x³

2y²(3x)

6y²x

(x/y)⁻²

y²/x²

4a³b²(3a⁻⁴b⁻³)

12÷(ab)

(x²/y²)⁻³

y⁶/x⁶

4r⁰

4

(2/3)⁻²

9/4

(4xy)⁻¹

1÷(4xy)

(4/5)⁻²

25/16

(3/4)⁻²

16/9

(3/4)⁻¹

4/3

(x³/x⁻⁶)

x⁹

(x²/x⁻⁵)

x⁷

x⁰

1

y⁰

1

x²y⁰

x²

x²y³z⁰

x²y³

y⁰

1

100⁰

1

(-99)⁰

1

x⁰(x⁴)(x⁻⁶)

1/x²

(x⁻³)/(x⁴)

1/x⁷

(x⁻⁴)/(x⁵)

1/x⁹

(4x³/2x⁵)⁰

1

(x⁻⁵y⁴)/(z⁻²)

(y⁴z²)/x⁵

(15x⁶y⁻⁹)/(5xy⁻¹¹)

3x⁵y²

(48x⁶y⁷z⁵)/(-6xy⁵z⁶)

-(8x⁵y²)/z

Is it a monomial? 11

Yes; 11 is a real number and an example of a constant.

Is it a monomial? a - b

No; this is the difference, not the product, of two variables.

Is it a monomial? p²/r²

No; this is the quotient, not the product, of two variables.

Is it a monomial? y

Yes; single variables are monomials.

Is it a monomial? j³k

Yes; this is the product of two variables.

Is it a monomial? 2a + 3b

No; this is the sum of two monomials.

Simplify x²(x³)(x⁶)

x¹¹

Simplify x(x²)(x⁷)

x¹⁰

Simplify (y²z)(yz²)

y³z³

Simplify (y²z²)(y³z)

y⁵z³

Simplify (a²b⁴)(a²b⁴)

a⁴b⁸

Simplify (ab²)(a³b²)

a⁴b⁴

Simplify (2x²)(3x⁵)

6x⁷

Simplify (5x⁷)(4x²)

20x⁹

Simplify (4xy³)(3x³y⁵)

12x⁴y⁸

Simplify (7x⁵y²)(x²y³)

7x⁷y⁵

Simplify (-5x³)(3x⁸)

-15x¹¹

Simplify (-2x⁴y)(-4xy)

8x⁵y²

Simplify (10²)³

10⁶ or 1,000,000

Simplify (x³)¹²

x³⁶

Simplify (-6x)²

36x²

(-3x)³

-27x³

(3xy²)²

9x²y⁴

(2x³y⁴)²

4x⁶y⁸

Find the area of a rectangle if the length is x² and the width is x⁵.

x⁷

Find the area of a square if the side length is xy.

x²y²

Find the area of a triangle with base 9x³ and height 4x.

18x⁴

Simplify (-5x²y)(3x⁴)

-15x⁶y

Simplify (2ab²c²)(4a³b²c²)

8a⁴b⁴c⁴

Simplify (3xy⁴)(-2x²)

-6x³y⁴

(4x³y)(-2x⁵)

-8x⁸y

(-15xy⁴)(-xy³)

15x²y⁷

(-xy)³(xz)

-x⁴y³z

(-4x²y)²(-½xy²)

-8x⁵y⁴

(0.2x²y³)²

0.04x⁴y⁶

(½xy³)²

¼x²y⁶

(0.4x³)³

0.064x⁹

[(x²)²]²

x⁸

[(x²)³]⁴

x²⁴

Find the area of a rectangle whose length is 6x²y⁴ and width is 3xy²

18x³y⁶

Find the area of a triangle whose base is 4x²y and height is 6xy³

12x³y⁴

Find the volume of a cube whose side length is 3x².

27x⁶

Find the volume of a rectangular prism whose side lengths are x³y, xy³, and y.

x⁴y⁵

Answer:

I dont know sowy i jus nedd moar pointses

Step-by-step explanation:

Answer:

Sporadic refers to a disease that occurs infrequently and irregularly. Endemic refers to the constant presence and/or usual prevalence of a disease or infectious agent in a population within a geographic area.

Step-by-step explanation:

Answer:

It will take 25.2 minutes to complete 21 laps.

Step-by-step explanation:

The rate of covering 5 laps is:

v = 6/5

Therefore, the time taken to cover 21 laps is:

t = 21/v

t = 21*6/5

t = 25.2

Hence, it will take 25.2 minutes or 25 minutes 12 seconds for Lin to complete 21 laps.  

Step-by-step explanation:

there are 7 over 4 total possibilities to create a group of 3 or if 7.

that is

7! / (4! × (7-4)!) = 7×6×5 / 3×2 = 7×5 = 35

for the probability we need also the number of the desired cases, a the probability is

number of desired cases / number of total cases

the desired cases are all combinations, where G is a part of.

for that we make G a constant, and now we have only 6 variable candidates for the other 2 positions on the committee.

that is 6 over 2 or

6! / (2! × (6-2)!) = 6×5/2 = 3×5 = 15

so, the probability that G is in the committee is

15/35 = 3/7 = 0.428571429...

for a ratonal, the expression only makes sense if the denominator is not 0, since if that occurs then the expression becomes undefined, a division by 0 is always undefined, for this case, when does that occur?  Let's set the denominator to 0 and solve for "x".

[tex]\cfrac{\sqrt{2}}{\sqrt{x-1}} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{setting the denominator to 0}}{\sqrt{x-1}=0\implies (\sqrt{x-1})^2=0^2}\implies x-1=0\implies x=1[/tex]

well then, let's see what happens when x = 1

[tex]\cfrac{\sqrt{2}}{\sqrt{x-1}}\implies \cfrac{\sqrt{2(1)}}{\sqrt{1-1}}\implies \cfrac{\sqrt{2}}{\sqrt{0}}\implies \cfrac{\sqrt{2}}{0}\leftarrow und efined[/tex]

so the only values that makes sense is anything but x < 1, because a smaller value of 1 will give us an imaginary value from the root, so the only values that makes sense are namely { x | x ∈ ℝ; x > 1 }

Step-by-step explanation:

[tex] = 47.000[/tex]

[tex] = 4,7 \times 10.000 [/tex]

[tex] = 4,7 \times {10}^{1+1+1+1} [/tex]

[tex] = 4,7 \times 10^4 [/tex]

Answer:

Yes, it is correct :)

Step-by-step explanation:

Step-by-step explanation:

To find a ratio, you have to divide a next terms with before terms.

A1 = 35/2

A2 = 7

ratio = A2 ÷ A1

ratio = 7 ÷ 35/2

ratio = 7 × 2/35

ratio = 14/35 = 0,4

Ratio = 0,4

Answer:

1/500

Step-by-step explanation: