Multiply and show all steps please!!

[tex]\\ \sf\longmapsto b^2=-169[/tex]

[tex]\\ \sf\longmapsto b=\sqrt{-169}[/tex]

[tex]\\ \sf\longmapsto b=\sqrt{-(13)^2}[/tex]

[tex]\\ \sf\longmapsto b=13i[/tex]

Answer:-13

Step-by-step explanation:

Answer:

A 51900

BUT ITS ALRIGHT

Step-by-step explanation:

BUT ITS B

Answer:

B and D

Step-by-step explanation:

2+-14 = -12

-4+(- 8) = -12

because its a negative number it wont go up it will go down

Answer:

[tex]a) - 13 + - 1 = = - 13 - 1 = - 14 \\ b)2 + - 1 4 = 2 - 14 = - 12 \\ c) - 5 + 17 = 12 \\ d) - 4 + - 8 = - 12 \\ b \: and \: d \: represent \: - 12as \: answer \\ thankyou[/tex]

#19

[tex]\\ \sf\longmapsto \dfrac{7}{5}[/tex]

#20

[tex]\\ \sf\longmapsto \dfrac{9}{5}[/tex]

#21

[tex]\\ \sf\longmapsto \dfrac{11}{7}[/tex]

#22

[tex]\\ \sf\longmapsto \dfrac{12}{7}[/tex]

#23

[tex]\\ \sf\longmapsto \dfrac{2}{2}=1[/tex]

#24

[tex]\\ \sf\longmapsto \dfrac{3}{2}[/tex]

#25

[tex]\\ \sf\longmapsto \dfrac{5}{2}[/tex]

#26

[tex]\\ \sf\longmapsto \dfrac{6}{2}=3[/tex]

#27

[tex]\\ \sf\longmapsto \dfrac{8}{2}=4[/tex]

#28

[tex]\\ \sf\longmapsto \dfrac{9}{2}[/tex]

#29

[tex]\\ \sf\longmapsto \dfrac{13}{4}[/tex]

#30

[tex]\\ \sf\longmapsto \dfrac{19}{4}[/tex]

#31

[tex]\\ \sf\longmapsto \dfrac{37}{6}[/tex]

#32

[tex]\\ \sf\longmapsto \dfrac{25}{6}[/tex]

Answer:

19. 7 to base five => 12

21. 11 to base seven => 14

23. 2 to base two=> 10

25. 5 to base two => 101

27. 8 to base two => 1000

29. 13 to base four => 31

31. 37 to base six => 101

33. 87 to base five => 322

35. 108 to base four => 1230

37. 19 to base two => 10011

Answer:

11x4=44

Step-by-step explanation:

Cus 11/25, change the 25 to 100 by multiplying by 4 so you also have to multiply 11 by 4 too and yeah...answer

Answer:44

Step-by-step explanation: You want to multiply your denominator by a certain number that will turn it into 100. In this case 25 time 4 is 100. so now that you've multiplied your denominator you also need to multiply your numerator by 4. So the next step would be 11 times 4, which is 44.

Answer:

31 add all together

Step-by-step explanation:

Q1

(52 × 3 ) + ( 34 × 6 ) + ( 20 × 8 ) = 156 + 204 + 160

= 520 $ the students raised on Saturday

Q2

to find the amount raised by the students we multiply each kind of flower bunches with the price to get the total of each kind then we sum the total of each kind to get how much they raised

note : (write this in ur own words )

sorry for my bad English

Step-by-step explanation:

What is the numbers to find the arra

Answer:

x=+/- root 5..................

Answer:

[tex]2 {x}^{2} - 2 = 12 \\ 2 {x}^{2} = 12 + 2 \\2 {x}^{2} = 14 \\ {x}^{2} = \frac{14}{2} = 7 \\ {x}^{2} = 7 \\ x = \sqrt{7} \\ thank \: ou[/tex]

Answer:

6×10-6 have greater value than 2×10-8

Step-by-step explanation:

6×10-6

60-6

=54

And

2×10-8

20-8

=12

Thus, 6×10-6 had the greatest value by 42 more than 2×10-8

6×10-6 have greater value than 2×10-8

The greater value is 600 x 10⁻⁸. And the lesser value is 2 x 10⁻⁸. The number 600 x 10⁻⁸ is 300 times greater number 2 x 10⁻⁸.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

PEMDAS rule means the Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This rule is used to solve the equation in a proper and correct manner.

Compare the numbers 6 x 10⁻⁶ and 2 x 10⁻⁸.

Then the numbers can be written as,

⇒ 6 x 10⁻⁶ and 2 x 10⁻⁸

⇒ 600 x 10⁻⁸ and 2 x 10⁻⁸

The number  600 x 10⁻⁸ times greater than the number 2 x 10⁻⁸ will be

⇒ 600 x 10⁻⁸ / 2 x 10⁻⁸

⇒ 300

The greater value is 600 x 10⁻⁸. And the lesser value is 2 x 10⁻⁸. The number 600 x 10⁻⁸ is 300 times greater number 2 x 10⁻⁸.

More about the Algebra link is given below.

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I'll go ahead and assume you meant to say that S is the surface given by

[tex]S = \left\{(x,y,z) \mid z = \cos(y)\text{ with } 0\le y\le \pi\text{ and }0\le x\le4\right\}[/tex]

This immediately gives us a parameterization for the surface,

[tex]\vec r(x, y) = \left\langle x, y, \cos(y)\right \rangle[/tex]

The upward-pointing normal vector to this surface is then

[tex]\vec n = \dfrac{\partial\vec r}{\partial x} \times \dfrac{\partial\vec r}{\partial y} = \left\langle0,\sin(y),1\right\rangle[/tex]

Then the flux of [tex]\vec F(x,y,z) = \left\langle e^{-z}, 4z, 6xy\right\rangle[/tex] across S is

[tex]\displaystyle \iint_S \vec F(x,y,z)\cdot\mathrm d\vec s = \int_0^4\int_0^\pi \vec F(x,y,\cos(y))\cdot\vec n\,\mathrm dy\,\mathrm dx \\\\ = \int_0^4\int_0^\pi \left\langle e^{-\cos(y)},4\cos(y),6xy\right\rangle \cdot \left\langle0,\sin(y),1\right\rangle \,\mathrm dy\,\mathrm dx \\\\ = \int_0^4\int_0^\pi (4\sin(y)\cos(y)+6xy)\,\mathrm dy\,\mathrm dx \\\\ = 2 \int_0^4\int_0^\pi (\sin(2y) + 3xy)\,\mathrm dy\,\mathrm dx = \boxed{24\pi^2}[/tex]

Step-by-step explanation:

Understand the problem,look back ,carry out the plan, device a plan

The area of a 2D form is the amount of space within its perimeter. The amount that Diana should charge is $5.

The area of a 2D form is the amount of space within its perimeter. It is measured in square units such as cm², m², and so on. To find the area of a square formula or another quadrilateral, multiply its length by its width.

Area of the original cloth = 48 inches × 1 yard

                                          = 48 inches × 36 inches

                                          = 1,728 inches²

The cloth used for the tablecloth = one-fourth of 1,728 inches²

                                                = (1/4) × 1,728 inches²

                                                = 432 inches²

The cloth used to make the Scarf = 12 inches × 12 inches

                                                        = 144 inches²

The cloth used to make the pillow = 1.5 feet × 2 feet

                                                         = 18 inches × 24 inches

                                                         = 432 inches²

Remaining cloth

= Area of the original cloth - cloth used for a tablecloth - cloth used to make the Scarf -  cloth used to make the pillow

= 1728 inches² - 432 inches² - 144 inches² - 432 inches²

= 720 inches²

Cost of the remaining cloth = 720 inches² × ($12 / 1,728 inches²)

                                              = $5

Hence, the amount that Diana should charge is $5.

Learn more about the Area here:

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Answer:

this app is for learning not for driving schools also i dont know abth it sry if i soud rude!

this site is for driving schools selection i guess

The First group i.e 1-10 include more prime numbers .(2,3,5,7,1)

Answer:

Step-by-step explanation:

There is one even prime number - 2.

All the rest primes are odd numbers.

Therefore odd numbers include more primes.

Use the power, product, and chain rules:

[tex]y = x^2 (3x-1)^3[/tex]

• product rule

[tex]\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{\mathrm d(x^2)}{\mathrm dx}\times(3x-1)^3 + x^2\times\dfrac{\mathrm d(3x-1)^3}{\mathrm dx}[/tex]

• power rule for the first term, and power/chain rules for the second term:

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x\times(3x-1)^3 + x^2\times3(x-1)^2\times\dfrac{\mathrm d(3x-1)}{\mathrm dx}[/tex]

• power rule

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x\times(3x-1)^3 + x^2\times3(3x-1)^2\times3[/tex]

Now simplify.

[tex]\dfrac{\mathrm dy}{\mathrm dx} = 2x(3x-1)^3 + 9x^2(3x-1)^2 \\\\ \dfrac{\mathrm dy}{\mathrm dx} = x(3x-1)^2 \times (2(3x-1) + 9x) \\\\ \boxed{\dfrac{\mathrm dy}{\mathrm dx} = x(3x-1)^2(15x-2)} [/tex]

You could also use logarithmic differentiation, which involves taking logarithms of both sides and differentiating with the chain rule.

On the right side, the logarithm of a product can be expanded as a sum of logarithms. Then use other properties of logarithms to simplify

[tex]\ln(y) = \ln\left(x^2(3x-1)^3\right) \\\\ \ln(y) =  \ln\left(x^2\right) + \ln\left((3x-1)^3\right) \\\\ \ln(y) = 2\ln(x) + 3\ln(3x-1)[/tex]

Differentiate both sides and you end up with the same derivative:

[tex]\dfrac1y\dfrac{\mathrm dy}{\mathrm dx} = \dfrac2x + \dfrac9{3x-1} \\\\ \dfrac1y\dfrac{\mathrm dy}{\mathrm dx} = \dfrac{15x-2}{x(3x-1)} \\\\ \dfrac{\mathrm dy}{\mathrm dx} = \dfrac{15x-2}{x(3x-1)} \times x^2(3x-1)^3 \\\\ \dfrac{\mathrm dy}{\mathrm dx} = x(15x-2)(3x-1)^2[/tex]

Step-by-step explanation:

I think the Answer is option A

Answer:

MN=85

Step-by-step explanation:

M___L___N

MN= LN+LM = 54+ 31 = 85

I hope I helped you^_^

Answer:

1.2 is less so your answer should be 1.2.

= 1.2

If you're measuring mountains, they're both huge.

If you're measuring green peas, they're both small.

Either way, 1.2 is smaller than 1.7 .

Answer:

I HOPE IT WILL HELP YOU A LOT.

you can use photo-math it solves equations with steps

Answer:

first add then divide

Step-by-step explanation:

Answer:

Step-by-step explanation:

Ann - a, Josh - j, Claire - c

Substitute a and j into last equation and solve for c:

Find a and j:

Answer:

4500

Step-by-step explanation:

125% = [tex]\frac{125}{100}[/tex] = 1.25 , then

1.25 × 3600 = 4500

Answer:

2m(2-5m^2)

Step-by-step explanation:

removing the common factors (2 and m), leave you with 2m multiplied by (2-m^2)

Answer:

the first 1 {-2.5 .200. 1.23456789 .etc}