(-7)+(-2) pls help asap

1. The value of x is 9

2. The value of x is 8

To determine the value of the variables, we need to know the properties of a triangle.

These properties includes;

Now, from the information given, we have that;

<L = <Q

<M = <R

The side facing <L is 9

The side facing <Q is x

x = 9

2. The side facing <L is 6

The side facing <Q is 12

Then, x = 8

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Answer:

The answer is 50.

Step-by-step explanation:

Use MDAS

Multiplication, Division, Addition and Subtraction

2 + 6 * 8 =

Multiply first then add

2 + 6*8 = ?

= 2 + 48

= 50

Answer: D

D would round to 4.6, as the third significant figure is 0, we round down, not up unlike the rest of the options.

1) The length of the rectangle is 15 feet and its width is 9 feet.

2) The admission price for an adult ticket is $10 and a student ticket is $6.

1) We shall use the formula for the area of a rectangle to find the length and the width:

A = l * w

where:

A = Area.

l = length

w = width.

Given:

l = 6 feet more than the width.

A = 135 feet square meter

First, we write an equation for the area like this:

(w + 6) * w = 135

Expanding the equation:

w² + 6w - 135 = 0

Next, solve the quadratic equation by factoring:

(w - 9)(w + 15) = 0

So either w - 9 = 0 or w + 15 = 0. This means that either w = 9 or w = -15. Since the width cannot be negative, we have w = 9.

Finally, we shall find the length since we know the width. This can be done by using the fact that it is 6 feet more than the width:

l = w + 6 = 9 + 6 = 15

So, the length is 15 feet and the width is 9 feet.

2) We can find the admission price for an adult ticket and a student ticket by using Mathematical operators:

Let,

a = an adult ticket price

s = a student ticket price

From the given information, we get these equations:

5a + 11s = 116

3a + 4s = 54

Next, solve by substitution.

Solving for 'a' in the second equation:

a = (54 - 4s) / 3

Then, substitute the second expression for 'a' into the first equation:

5((54 - 4s) / 3) + 11s = 116

Multiply both sides by 3:

5(54 - 4s) + 33s = 348

Finally, expand and simplify:

270 - 20s + 33s = 348

13s = 78

s = 6

So, a student ticket costs $6.

Plug this value into either equation to get the adult ticket price:

3a + (4 * 6) = 54

3a + 24 = 54

3a = 30

a = 10

So, an adult ticket costs $10.

Therefore,

1) The length of a rectangle is 15 feet and the width is 9 feet

2) The admission price for an adult ticket is $10 and that of a student is $6

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Given statement solution is :-The ingredients available in the warehouse, a maximum of 15 "Special" cakes and 10 "Supreme" cakes can be made.

To determine how many cakes they can make of each specialty, we need to review the amount of ingredients available in the warehouse and then calculate how many cakes can be made with that amount.

Amount of ingredients in the warehouse:

Sugar: 10 kilos

Eggs: 120

For the "Special" cake:

It requires half a kilo of sugar per cake.

It requires 8 eggs per cake.

Sale price: $200 per cake.

To calculate how many "Special" cakes can be made, we divide the amount of sugar and eggs available in the store by the ingredients required per cake:

"Special" cakes that can be made:

Available sugar / Sugar required per cake = 10 kilos / 0.5 kilos = 20 cakes

Eggs Available / Eggs Required per Cake = 120 Eggs / 8 Eggs = 15 Cakes

Therefore, with the ingredients available in the store, a maximum of 15 "Special" cakes can be made.

For the "Supreme" cake:

It requires a kilo of sugar per cake.

It requires 8 eggs per cake.

Sale price: $270 per cake.

To calculate how many "Supreme" cakes can be made, we again divide the amount of sugar and eggs available in the store by the ingredients required per cake:

"Supreme" cakes that can be made:

Available sugar / Sugar required per cake = 10 kilos / 1 kilo = 10 cakes

Eggs Available / Eggs Required per Cake = 120 Eggs / 8 Eggs = 15 Cakes

Thus, with the ingredients available in the warehouse, a maximum of 10 "Supreme" cakes can be made.

In short, with the ingredients available in the warehouse, a maximum of 15 "Special" cakes and 10 "Supreme" cakes can be made.

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Answer:

  about 1.1%

Step-by-step explanation:

Given a moon has a diameter of 22% of the diameter its planet, you want the volume of the moon as a percent of the planet's volume.

The ratio of moon diameter to planet diameter is given as 22%. The ratio of moon volume to planet volume will be the cube of this scale factor:

  moon volume / planet volume = (0.22)³ ≈ 0.0106 = 1.06%

The volume of the moon is about 1.1% of the volume of the planet.

<95141404393>

Caitlin has 3 3/4 feet more of red yarn than purple yarn.

To find out how much more red yarn Caitlin has compared to purple yarn, we need to subtract the length of the purple yarn from the length of the red yarn.

Given:

Red yarn: 9 3/8 feet

Purple yarn: 5 5/8 feet

To subtract mixed numbers, we need to convert them to improper fractions.

9 3/8 = (8 * 9 + 3)/8 = 75/8

5 5/8 = (8 * 5 + 5)/8 = 45/8

Now, we can subtract the fractions:

75/8 - 45/8 = (75 - 45)/8 = 30/8

Simplifying the fraction, we get:

30/8 = 15/4 = 3 3/4

Therefore, Caitlin has 3 3/4 feet more of red yarn than purple yarn.

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The linear regression equation is y ≈ -30.64x + 883.47. The projected number of new cases for 2011 is approximately 524.

To find the linear regression equation that represents the given set of data, we need to find the equation in the form y = mx + b, where m is the slope and b is the y-intercept.

Using the given data points, we can calculate the slope (m) and the y-intercept (b) using the least squares method.

First, we calculate the mean of x and y:

mean(x) = (0 + 1 + 2 + 3 + 4) / 5 = 2

mean(y) = (885 + 865 + 823 + 793 + 745) / 5 = 822.2

Next, we calculate the differences from the means:

Δx = (x - mean(x))

Δy = (y - mean(y))

Using the differences, we can calculate the slope:

m = Σ(Δx * Δy) / Σ(Δx^2)

 = ((0 - 2) * (885 - 822.2) + (1 - 2) * (865 - 822.2) + (2 - 2) * (823 - 822.2) + (3 - 2) * (793 - 822.2) + (4 - 2) * (745 - 822.2)) / ((0 - 2)^2 + (1 - 2)^2 + (2 - 2)^2 + (3 - 2)^2 + (4 - 2)^2)

 ≈ -30.64

Then, we calculate the y-intercept:

b = mean(y) - m * mean(x)

 = 822.2 - (-30.64) * 2

 ≈ 883.47

Therefore, the linear regression equation that represents the data is y ≈ -30.64x + 883.47.

To find the projected number of new cases for 2011, we substitute x = 12 (since 2011 is 12 years since 1999) into the equation:

y ≈ -30.64 * 12 + 883.47

 ≈ 524.15

Rounding to the nearest whole number, the projected number of new cases for 2011 is approximately 524.

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The trigonometric equations has the following solutions: x = 0 + j · π or x = 0.352π + j · π or x = - 0.352π + j · π, where j is a non-negative whole number.

In this problem we find the case of a trigonometric equation, whose solutions on the interval [0, 2π] must be found. This can be done by both algebra properties and trigonometric formulae. First, write the entire expression:

tan² x · sec² x + 2 · sec² x - tan² x = 2

Second, use trigonometric formulas to reduce the number of trigonometric functions:

tan² x · (tan² x + 1) + 2 · (tan² x + 1) - tan² x = 2

Third, expand the equation:

tan⁴ x + tan² x + 2 · tan² x + 2 - tan² x = 2

tan⁴ x + 2 · tan² x = 0

Fourth, factor the expression:

tan² x · (tan² x - 2) = 0

tan² x = 0 or tan² x = 2

tan x = 0 or tan x = ± √2

Fifth, determine the solutions to trigonometric equation:

x = 0 + j · π or x = 0.352π + j · π or x = - 0.352π + j · π, where j is a non-negative whole number.

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To calculate the future value (FV) of an investment, we can use the formula:

FV = P(1 + r/n)^(nt)

Where:

FV = Future Value

P = Principal amount (initial investment)

r = Annual interest rate (as a decimal)

n = Number of compounding periods per year

t = Number of years

In this case, the principal amount is $500, the annual interest rate is 8% (or 0.08 as a decimal), and the compounding is done semi-annually (n = 2). The investment is held for 5 years (t = 5).

Using the formula, we can calculate the future value:

FV = $500 * (1 + 0.08/2)^(2*5)

FV = $500 * (1.04)^(10)

FV ≈ $734.66

Therefore, the future value of $500 invested at 8% for five years under semi-annual compounding conditions is approximately $734.66.

Your actual bedroom is 23.75 feet long.

If the length of your bedroom on the blueprint is 3 inches and the scale used is 1 to 95, we can use proportions to determine the actual length of your bedroom in feet.

Let's set up the proportion using the given information:

1 inch on the blueprint corresponds to 95 inches in reality.

3 inches on the blueprint corresponds to x inches in reality, where x represents the actual length of your bedroom in inches.

Using the proportion:

1 inch on blueprint / 95 inches in reality = 3 inches on blueprint / x inches in reality

By cross-multiplying:

1 * x = 95 * 3

x = 285 inches

Now, to convert inches to feet, we divide the length in inches by 12:

285 inches / 12 = 23.75 feet

It's important to note that when dealing with blueprints and scales, it is crucial to carefully follow the scale ratio to accurately determine real-life measurements. In this case, the proportion and conversion allowed us to determine the length of your bedroom in feet based on the given blueprint scale.

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You would need 2 mL of Muro 128 5% solution to obtain 0.1 g of sodium chloride.

To determine the volume of Muro 128 5% solution needed to obtain 0.1 g of sodium chloride, we need to consider the concentration of sodium chloride in the solution and perform some calculations.

Muro 128 5% solution refers to a solution containing 5 grams of sodium chloride per 100 mL of solution. This means that in 1 mL of the solution, there is 0.05 grams of sodium chloride (5 grams divided by 100 mL).

To find the volume of the solution needed to obtain 0.1 g of sodium chloride, we can use the following equation:

Volume (mL) = (Mass of sodium chloride (g)) / (Concentration of sodium chloride (g/mL))

In this case, the mass of sodium chloride is 0.1 g, and the concentration of sodium chloride is 0.05 g/mL.

Volume (mL) = 0.1 g / 0.05 g/mL = 2 mL

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The original expression simplifies to log((x+2)^3 * (x-4)^4) + log((x+5)^-2 / (x-9)^3) This represents a sum of Logarithms with different bases and arguments.

The given expression is 3log(x+2) + 4log(x-4) - 2log(x+5) - 3log(x-9). Let's simplify this expression using the properties of logarithms:

1. Product Rule: log(a) + log(b) = log(ab)

  We can apply this rule to the first two terms:

  3log(x+2) + 4log(x-4) = log((x+2)^3) + log((x-4)^4)

                         = log((x+2)^3 * (x-4)^4)

2. Quotient Rule: log(a) - log(b) = log(a/b)

  We can apply this rule to the third and fourth terms:

  -2log(x+5) - 3log(x-9) = log((x+5)^-2) + log((x-9)^-3)

                         = log((x+5)^-2 / (x-9)^3)

Therefore, the original expression simplifies to:

log((x+2)^3 * (x-4)^4) + log((x+5)^-2 / (x-9)^3)

This represents a sum of logarithms with different bases and arguments.

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The teacher's question, the student can provide a List of words including "sixty," "zesty," "skit," "site," "size," "exit," "yeti," "kits," "kite," and "ties."

Let unscramble the jumbled word "gzeysktqix" and find the possible words that can be formed.

Upon unscrambling, we can find several possible words:

1. Sixty

2. Zesty

3. Skit

4. Site

5. Size

6. Exit

7. Yeti

8. Kits

9. Kite

10. Ties

These are some of the words that can be formed from the jumbled letters "gzeysktqix." There may be additional words that can be created, depending on the specific rules or restrictions given by the teacher.

Unscrambling words can be a fun and challenging exercise that helps improve vocabulary, word recognition, and problem-solving skills. It allows students to enhance their language abilities and discover new words they might not have known before.

Remember, the key is to rearrange the given letters systematically and try different combinations until meaningful words are formed.

So, in response to the teacher's question, the student can provide a list of words including "sixty," "zesty," "skit," "site," "size," "exit," "yeti," "kits," "kite," and "ties."

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Answer:

y = - [tex]\frac{1}{2}[/tex] x + 5

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

given slope m = - [tex]\frac{1}{2}[/tex] , then

y = - [tex]\frac{1}{2}[/tex] x + c ← is the partial equation

to find c substitute (8, 1 ) into the partial equation

1 = - [tex]\frac{1}{2}[/tex] (8) + c = - 4 + c ( add 4 to both sides )

5 = c

y = - [tex]\frac{1}{2}[/tex] x + 5 ← equation of line

The equation is :

Solution:

Let's write the equation in point slope first.

The formula is [tex]\bf{y-y_1=m(x-x_1)}[/tex].

Substitute all the data:

[tex]\begin{gathered}\bf{y-1=-\frac{1}{2}(x-8)}\\\bf{y-1=-\frac{1}{2} x+4}\\\bf{y=-\frac{1}{2}x+5}\end{gathered}[/tex]

A Reflection over the y-axis and a shift downwards by three units, which is consistent with the function f(x) = -|x| − 3.

The function f(x) = -|x| − 3 can be graphed by following these steps:

Therefore, the correct graph is an option (D). The graph of the option (D) shows a reflection over the y-axis and a shift downwards by three units, which is consistent with the function f(x) = -|x| − 3.

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The logically equivalent statement to p → q is:

~q → ~p

The conditional statement:

p → q

Assuming p and q are propositions, the conditional statement may be expressed as:

"If p holds true, then q follows suit. "

'

Whenever p is true, q is true as well. This implies that if q is false, then p must also be false.

We can rephrase this statement cleverly using the negative propositions, which include the opposite or contradictory statements.

~p  and ~q

These mean:

Not p and Not q respectively.

Then the statement:

"If q is not true, then p is not true"

Is written as:

~q → ~p

So this is the logically equivalent statement.

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The Complete Question

Given a conditional statement p → q, which statement is logically equivalent?

~p → ~q

~q → ~p

q → p

p → ~q

The mean, Median, mode, and range are all the same in this particular case because the data set contains only one value.

The mean, median, mode, and range of a data set, we need to multiply each value in the data set by 2 and then calculate the corresponding statistics.

Given the data set: 2893103

If we multiply each value by 2, the new data set becomes: 5786206

Mean:

The mean is calculated by summing up all the values in the data set and then dividing by the total number of values. In this case, the sum of the new data set is 5786206. Since there is only one value in the data set, the mean is equal to that value. Therefore, the mean is 5786206.

Median:

The median is the middle value when the data set is arranged in ascending order. In this case, there is only one value, so the median is equal to that value. Therefore, the median is 5786206.

Mode:

The mode is the value that appears most frequently in the data set. In this case, there is only one value, so there is no mode.

Range:

The range is the difference between the maximum and minimum values in the data set. In this case, the maximum value is 5786206 and the minimum value is also 5786206. Therefore, the range is 0.

In summary:

Mean: 5786206

Median: 5786206

Mode: No mode

Range: 0

the mean, median, mode, and range are all the same in this particular case because the data set contains only one value.

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Answer:

8

Step-by-step explanation:

2x² - 4y ( substitute x = - 4 and y = 6 into the expression )

= 2(- 4)² - 4(6)

= 2(16) - 24

= 32 - 24

= 8

Answer:

796871

Step-by-step explanation:

Based on the given conditions, formulate:

5000 x (1 - (1 + 10%) 10)

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

           1 - (1 + 10%)                                                                          

Evaluate the equation/expression:

796871.23005

Find the closest integer to

798871.23005

=  796871

The focal date, the Equivalent amount of money in 2 years is $583.20 and $1166.40 for $500 and $1000 ,6 months as the focal date, the equivalent amount is $533.12 for $500 and $1066.24 for $1000.

The equivalent amount of money in 2 years at an interest rate of 8%, we need to calculate the future value of $500 in 3 months and $1000 in 6 months.

a. Using today as the focal date:

the future value of $500 in 2 years. We'll use the formula for compound interest:

Future Value = Principal * (1 + Interest Rate)^Time

Time is in years, so we convert 3 months to years by dividing by 12: 3/12 = 0.25 years.

Future Value of $500 in 2 years = $500 * (1 + 0.08)^2 = $500 * (1.08)^2 = $583.20

Next, let's find the future value of $1000 in 2 years. Again, we convert 6 months to years: 6/12 = 0.5 years.

Future Value of $1000 in 2 years = $1000 * (1 + 0.08)^2 = $1000 * (1.08)^2 = $1166.40

b. Using 6 months as the focal date:

If we use 6 months as the focal date, we need to calculate the future value of each amount for an additional 1.5 years (2 years - 0.5 years).

Future Value of $500 in 1.5 years = $500 * (1 + 0.08)^1.5 = $500 * (1.08)^1.5 = $533.12

Future Value of $1000 in 1.5 years = $1000 * (1 + 0.08)^1.5 = $1000 * (1.08)^1.5 = $1066.24

the focal date, the equivalent amount of money in 2 years is $583.20 and $1166.40 for $500 and $1000, respectively. If we use 6 months as the focal date, the equivalent amount is $533.12 for $500 and $1066.24 for $1000.

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The measure of the side MN is 19.1.

In mathematics, the trigonometric functions (also called circular functions, angle functions or goniometric functions) are real functions which relate an angle of a right-angled triangle to ratios of two side lengths.

The different trigonometric identities are expressed as:

From the information given, we have that:

Using the tangent identity:

[tex]\text{tan} \ \theta = \dfrac{\text{opposite}}{\text{adjacent}}[/tex]

Substitute the values

[tex]\text{tan}(60) =\dfrac{\text{MN}}{11}[/tex]

Cross multiply the values, we have:

[tex]\text{MN} = \sf 1.73(11)[/tex]

[tex]\text{MN} = 19. 05 \thickapprox\bold{\underline{19.1 \ ft}}[/tex]

Hence, the measure of the side MN is 19.1.

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A. By using wrappers: Wrappers can be created around functions or methods to record start and end times, allowing calculation of execution time per function or method.

To calculate the amount of time spent on each function or method in a program, you can use various techniques depending on the programming language and environment. Here are some common approaches:

A. By using wrappers:

Wrappers involve creating custom functions or classes that wrap around the existing functions or methods. These wrappers can be instrumented to record the start and end times of each function or method, allowing you to calculate the execution time. This method requires modifying the code to add the wrappers and is often language-specific.

B. By using a custom logger:

A custom logger can be implemented to log the entry and exit of functions or methods, along with timestamps. By analyzing the log files, you can calculate the time spent in each function or method. This approach requires adding logging statements throughout the codebase.

C. By using Iptrace:

Iptrace (or eBPF) is a powerful tracing tool that allows you to trace system calls, functions, and method calls in real-time. It provides detailed information about the execution time of each function or method. Iptrace can be useful for profiling and performance analysis.

D. By using strace:

Strace is a debugging tool primarily used on Unix-like systems. It traces system calls made by a program, including function calls. While strace can provide information about the time spent on each system call, it may not provide fine-grained details about individual functions or methods.

It's important to note that the choice of technique depends on the programming language, development environment, and specific requirements. Each approach has its pros and cons, so it's crucial to consider factors such as ease of implementation, overhead, and the level of detail needed for analysis.

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Answer:

Step-by-step explanation:

-3/3m is the answer

[tex]\frac{13}{3m}[/tex]

This is the same thing as subtracting two fractions.

First find the lowest common denominator.

You can multiply the first denominator by 3 to make it

[tex]\frac{24}{3m}[/tex] - [tex]\frac{11}{3m}[/tex]

Now subtract the fractions

21 - 11 = 13

Our answer = [tex]\frac{13}{3m}[/tex]

Answer:

[tex]8.5x+4y=99.5,\ x+y=17[/tex]

Step-by-step explanation:

[tex]\mathrm{System\ of\ equations:}\\8.5x+4y=99.5\\x+y=17\\\mathrm{where,}\ x\ \mathrm{is\ the\ number\ of\ popcorns\ and\ }y\mathrm{\is\ the\ number\ of\ candies}[/tex]

Freya should budget a maximum of $472.50 for housing expenses based on the guideline of spending 30% of her monthly income.

When budgeting for housing, it is generally recommended to allocate a certain percentage of your income towards housing expenses. The recommended percentage varies depending on factors such as location, personal financial goals, and individual circumstances.

A common guideline is to spend no more than 30% of your monthly income on housing expenses. To determine the maximum amount Freya should budget for housing, we can calculate 30% of her monthly income:

Maximum housing budget = 30% of $1575

Maximum housing budget = 0.30 × $1575

Maximum housing budget = $472.50

Therefore, Freya should budget a maximum of $472.50 for housing expenses based on the guideline of spending 30% of her monthly income.

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Answer:

[tex]6x^4y^8\sqrt{5x}[/tex]

Step-by-step explanation:

[tex]\textsf{When $x > 0$ and $y > 0$, we want to find the expression that is equivalent to}[/tex] [tex]\sqrt{180x^9y^{16}}.[/tex]

[tex]\textsf{First, apply the radical rule:} \quad \sqrt{ab}=\sqrt{a}\sqrt{b}[/tex]

[tex]\sqrt{180}\sqrt{x^9}\sqrt{y^{16}}[/tex]

[tex]\textsf{Rewrite $x^9$ as $x^{8+1}$:}[/tex]

[tex]\sqrt{180}\sqrt{x^{(8+1)}}\sqrt{y^{16}}[/tex]

[tex]\textsf{Apply the exponent rule:} \quad a^{b+c}=a^b \cdot a^c[/tex]

[tex]\sqrt{180}\sqrt{x^{8}\cdot x^1}\sqrt{y^{16}}[/tex]

[tex]\sqrt{180}\sqrt{x^{8}}\sqrt{x}\sqrt{y^{16}}[/tex]

[tex]\textsf{Apply\:the\:radical\:rule:\:}\sqrt[n]{a^m}=a^{\frac{m}{n}},\:\quad a\geq 0[/tex]

[tex]\sqrt{180}\;x^{\frac{8}{2}}\sqrt{x}\;y^{\frac{16}{2}}[/tex]

[tex]\sqrt{180}\;x^4\sqrt{x}\;y^8[/tex]

[tex]\sqrt{180}\sqrt{x}\;x^4\;y^8[/tex]

[tex]\textsf{Rewrite $180$ as $(6^2 \cdot 5)$:}[/tex]

[tex]\sqrt{6^2 \cdot 5}\sqrt{x}\;x^4\;y^8[/tex]

[tex]\textsf{Apply the radical rule:} \quad \sqrt{ab}=\sqrt{a}\sqrt{b}[/tex]

[tex]\sqrt{6^2} \sqrt{5}\sqrt{x}\;x^4\;y^8[/tex]

[tex]\textsf{Apply the radical rule:} \quad \sqrt{a^2}=a, \quad a \geq 0[/tex]

[tex]6 \sqrt{5}\sqrt{x}\;x^4\;y^8[/tex]

[tex]\textsf{Apply the radical rule:} \quad \sqrt{a}\sqrt{b}=\sqrt{ab}[/tex]

[tex]6 \sqrt{5x}\;x^4\;y^8[/tex]

[tex]\textsf{Rearrange:}[/tex]

[tex]6x^4y^8\sqrt{5x}[/tex]

[tex]\textsf{Therefore, when $x > 0$ and $y > 0$, the expression that is equivalent to}[/tex]

[tex]\sqrt{180x^9y^{16}}\;\textsf{is}\;\;\boxed{6x^4y^8\sqrt{5x}}\:.[/tex]

Answer:

x = 15

Step-by-step explanation:

the segment inside the triangle is an angle bisector and divides the side opposite the bisected angle into segments that are proportional to the other two sides, that is

[tex]\frac{x}{21-x}[/tex] = [tex]\frac{25}{10}[/tex] ( cross- multiply )

10x = 25(21 - x)

10x = 525 - 25x ( add 25x to both sides )

35x = 525 ( divide both sides by 35 )

x = 15

The theme is the underlying message, lesson, or central idea conveyed by the narrative or story.

Both a narrative and a story share several common elements that contribute to their structure and presentation. These elements include characters, setting, plot, conflict, and theme.

Characters are essential components of both narratives and stories. They are the individuals or entities that drive the events and experiences within the narrative or story. The setting is the time and place in which the events occur and provide the context for the story.

The plot refers to the sequence of events that unfold and create a structure for the narrative or story. Conflict represents the central problem or challenge faced by the characters and is often a driving force behind the plot's progression.

These shared elements create a framework for both narratives and stories, enabling the development and communication of experiences, ideas, and emotions to the audience. They contribute to the engagement, coherence, and impact of the narrative or story, regardless of the medium or genre in which they are presented.

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