Here are the first four terms of a quadratic sequence
3 10 21 36
Work out an expression for the nth term




Please please answers this question ill give u like and mark as brainlist

The answers to all the subparts are:

So, there have been two figures provided.

Let x be the number.

(A) According to the question, the perimeters of both figures are equal.

As a result, the equation will be:

(B) By solving the equation:

As a result, the answer is 4.

(C) Figure 2 perimeter = 2x + 5

As a result, the perimeter of figure 2 equals 13.

Therefore, the answers to all the subparts are:

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5,435,778 in scientific notation will be 5.435778×10⁶.

Scientific notation is the way to represents huge numbers in simple form. This ease understanding and calculation of the numbers. When written in a scientific notation, the number is called coefficient, the number to which power is raised is called base and raised power is called exponent. For instance, in the given answer, 5.435778 is coefficient, 10 is base and 6 is exponent.

While converting the numbers into scientific notation, we need to remember following points -

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The complete question is -

what is 5,435,778 expressed in scientific notation? a.5.435778 x 10⁷ b.5.435778 x 10³ c.5.435778 x 10⁶ d.5.435778 x 10⁵

Answer:

the answer is the answer of the answer okay answer

Step-by-step explanation:

the answer is the answer of the answer okay aanswer

It will take 14.02 weeks for both the accounts to have the same balance

Bank account balance of Rhiannon = -$253.50

Money deposited by Rhiannon in the bank account each week = $35.80

Bank account balance of Sophie = -$78.25

Money deposited by Sophie in the bank account each week = $23.30

Let the number of weeks it takes to have the same account balance be x, therefore formulating the algebric equation we get:

Bank balance of Rhiannon + Money deposited by her each week*No of weeks it will take for the balance to be equal = Bank balance of Sophie + Money deposited by her each week*No of weeks it will take for the balance to be equal

= -253.5 + 35.8(x)  = -78.25 + 23.3(x)

= -175.25 = -12.5(x)

x =  14.02 weeks

Therefore, it will take 14.02 weeks for both the accounts to have the same balance

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Answer:

x=2

Step-by-step explanation:

11-2x=5x-3

the first step, move the 3 over

14-2x=5x

In the second step moves 2x over

14=7x

finally, we just isolate the x from 7 by dividing 7

14/7=7x/7

simplify

2=x or x=2

Answer:

x=2

Step-by-step explanation:

*Shown two ways to solve.

11-2x=5x-3

 +2x +2x

11=7x-3

+3    +3

14=7x

Divide by 7.

2=x

11-2x=5x-3

-11          -11

-2x=5x-14

-5x -5x

-7x=-14

Divide by -7.

x=2

Check to see if you're right.

11-2(2)=5(2)-3

11-4=10-3

7=7

Yep, it's correct.

Hope this helps.

Using it's concept, the range of the given exponential function is:

C. 0 < y ≤ 46638.

The range of a function is the set that contains all possible output values for the function.

In this problem, the function is:

y = 46,638(0.78)^x.

It is an exponential function with initial value 46,638 and rate of change 0.78. Exponential functions that are not shifted down, such as this one, are never negative nor zero, hence the range also has the restriction y > 0, and is given by:

C. 0 < y ≤ 46638.

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The total cost is represented as C = $0.50x + $4300  and the average cost as avgC = $0.50 + $4300/x

We have been given that,

The variable cost for producing the game = $0.50 per unit

The fixed cost for producing the game = $4300

Let the total cost be denoted by C.

And let x be the number of games produced.

a) Total cost = variable cost + fixed cost

          C = $0.50x + $4300

b) Average cost = total cost/number of games produced

                        = C/x

                        = ($0.50x + $4300)/x

                        = $0.50 + $4300/x

Hence the total cost is C = $0.50x + $4300 and the average cost is $0.50 + $4300/x

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The inequality that represents the constraint of the situation is x+y ≥ 400.

Inequality is defined as the mathematical expression in which both sides are not equal .

In inequalities the two vales are compared by "≤" , "≥" , "≠"  .

For Example : 2x+3y≥4 is an example of inequality .

In the given question

Part (a)

Given Kylie sell first oil painting in $x

and second oil painting in $y.

Kylie is trying to earn at least $400.

the term at least means she can earn $400 or greater than $400, so ≥ sign will  be used,

According to the question

we get , x+y ≥ 400    

So , x+y ≥ 400, is the inequality that represents the constraint of the situation.

Part (b)

The Graph of the inequality x+y ≥ 400 that represents the constraint on the sale is shown below .

Therefore , the inequality that represents the constraint of the situation is x+y ≥ 400.

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Answer:

B

Step-by-step explanation:

Image B displays a segment perpendicular to AC.

Constructions are precise drawings of geometric shapes, angles, and lines. We'll need a pencil, a ruler (a straight-edge), and compasses to do this. The fundamental constructions are the perpendicular bisector and the angle bisector.

Geometry is one of the oldest branches of mathematics, along with arithmetic. It is concerned with spatial properties such as figure distance, shape, size, and relative position.

If two geometric objects intersect at a right angle, they are perpendicular. The perpendicular symbol can be used to represent the condition of perpendicularity graphically. It can be defined between two lines, a line and a plane, or two planes.

In image B, the bisector BD is dividing the line AD into two equal halves.

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The value of x in the equation is x = -8/30

Linear equations are equations that have constant average rates of change. Note that the constant average rates of change can also be regarded as the slope or the gradient

The equation is given as

3x + 8 = 7.2

Subtract 8 from both sides of the equation

3x = -0.8

Divide both sides by 3

x = -0.8/3

Rewrite as

x = -8/30

Hence, the value of x in the equation is x = -8/30

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Answer:

3/7

Step-by-step explanation:

12/28=3*4/4*7=3/7

Answer: Translation means you move a shape without rotating or flipping it and reflection is a mirror image of the shape. In the current example, the shape is translated right and down a noncalculable amount.

The population is the ads selected.

A population is a distinct group of individuals, animals, or objects that can be distinguished from one another for the purposes of data gathering and analysis in statistics and other branches of mathematics.

Now,

In the given number of sales from 100 randomly selected L'oreal Makeup ads,

Hence, the population is the ads selected.

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Answer:

Infinitely many solutions.

Step-by-step explanation:

Let's solve your system by elimination.

2x−y=2;−8x+4y=−8

Multiply the first equation by 4,and multiply the second equation by 1.

4(2x−y=2)

1(−8x+4y=−8)

Becomes:

8x−4y=8

−8x+4y=−8

Add these equations to eliminate x:

0=0

Answer: 7, 28, 63, 112, 175, 252, 343, ...

Step-by-step explanation:

7, 28, 63, 112, 175

7*1, 7*4, 7*9, 7*16, 7*25, ...

7*1², 7*2², 7*3^2, 7*4², 7*5²

Hence, 7n², n=1, 2, 3, 4, ...

7*6²=

7*6*6=

252

7*7²=

7*7*7=

343

Thus,

7, 28, 63, 112, 175, 252, 343, ...

Answer:

good luck brooooooooooo

Answer:

-13

Step-by-step explanation:

(-21) - (-8) = -13

-21 - -8 = -13

Because of the two subtract signs next to each other before the number 8, they change to an addition sign.

From -21, move right 8 places along the number line because it is add 8.

-21  -20  -19  -18  -17  -16  -15  -14  -13

And you get to -13

Therefore, -21 + 8 = -13

Answer:

x + 4

For the equation to be true, you have to input the x value and it should give you the y value that corresponds. For example, we will input -2. Hopefully we get -7

-2 + 4

2

this means that x + 4 is not correct.

What about -3x? lets see

-3(-2)

-6

nope!

2x - 3

2(-2) - 3

-4 - 3

-7!!

2x - 3 is the answer!!

Step-by-step explanation:

The average rate of change of f(x) on the interval [1,1+h] is [1/(h + 6) - 1/6]/h

The function is given as

f(x) = 1/(x + 5)

The interval is given as

[1, 1 + h]

Calculate f(1) as follows

So, we have

f(1) = 1/(1 + 5)

f(1) = 1/6

Calculate f(1 + h) as follows

So, we have

f(1 + h) = 1/(1 + h + 5)

f(1 + h) = 1/(h + 6)

The average rate of change of f(x) on the interval [1,1+h] is then calculated as

Rate = [f(1 + h) - f(1)]/[1 + h - 1]

This gives

Rate = [1/(h + 6) - 1/6]/h

Hence, the average rate of change of f(x) on the interval [1,1+h] is [1/(h + 6) - 1/6]/h

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I'll give you the answer if you cas ap $2

Step-by-step explanation:

so, the best way to help you is to help you understand how to solve such problems yourself.

let me know if you still don't understand something :

4.

this you can solve just by common sense.

let's see if you understand it with smaller numbers :

1 ball costs $3. how much will 2 balls cost ? well, twice as much : 2×3 = $6.

how much will 3 balls cost ? hmmm ? three times as much : 3×3 = $9.

and so on.

so, how much will 10 balls cost ? right, ten times a much : 10×3 = $30.

now,

8 eggs for 3 cups of flour.

how many eggs for 30 cups of flour ? you notice that 30 is 10 times 3, right ?

yes, ten times a many eggs : 10×8 = 80 eggs.

5.

3 quarters simply means 3/4.

if we want to know how much 3/4 of something is, we have to multiply that something by 3/4.

so, for 60 students :

60 × 3/4 = 180/4 = 45 students bring a lunch from home.

6.

similar to 4.

5 books in 2 days.

how many books in 8 days ?

you notice that 8 is 4 times 2 ?

so, yes, 4 times as many books : 4×5 = 20 books.

7.

now we are getting into areas, where we need more thinking and apply formal mathematics.

10 pounds jam requires 5 pounds apples.

8 pounds jam require x pounds apples.

the easiest way is to use ratios :

jam to apples = 10/5 = 2/1 = 2

8 pounds jam to x pounds apples must follow the same ratio, as we are using the same recipe.

8/x = 2

8 = 2x

x = 4

so, to get 8 pounds of jam we need 4 pounds of apples.

8.

it seems they were very, very hungry ...

Jenny ate 6 1/4 pizzas.

Dolly ate 5 1/4 pizzas.

6 1/4 = (6×4 + 1)/4 = 25/4

5 1/4 = (5×4 + 1)/4 = 21/4

so, Jenny ate 25/4 / 21/4 = 25/21 = 1.19047619... times more pizza.

or in other words she ate

25/4 - 21/4 = 4/4 = 1 more pizza.

9.

so, he wins 5 of every 15, that is a ratio of 5/15 = 1/3.

he had 75 matches. 1/3 of 75 matches (see also 5.) means

75 × 1/3 = 75/3 = 25.

he won 25 matches.

10.

Mrs. Paul is 145 cm tall.

the daughter is 1/5 of that. see 5. and 9. :

1/5 of 145 means

145 × 1/5 = 145/5 = 29 cm

her daughter is 29 cm tall (a baby).

Answer:

right that is good try hard

Answer:

( 3 * k ) - [tex]\frac{5}{3}[/tex]  [tex]\leq[/tex]  [tex]\frac{4}{9}[/tex]

Hope this helps.

Step-by-step explanation:

Answer: The First game with 16/19 serves

Step-by-step explanation: Fraction also means division. So once you divide both fractions, you'll see that 16/19 > 13/16. That shows that she was more effective in the first game.

Answer:

Step-by-step explanation:

Bisects means that ∠RED will be divided in two parts by segment EB. This means that ∠REB = ∠BED. So,

5x-3 + 5x-3 = 8x+16

10x-6 = 8x+16

2x = 22

x = 11

Keep in mind that 11 is NOT the angle of ∠BED. You will plug it back into ∠REB to get

5(11)-3 = 52

Therefore, ∠BED = 52°

Answer:

A

Step-by-step explanation:

Multply = 24/105

Divide by 3

8/35

No, it is not it true that for any integer n ≤ 2, φ(n) has a primitive root

In modular arithmetic, a number g is called a primitive root modulo n if every number  coprime to n is congruent to a power of  modulo . Mathematically, g is a primitive root modulo n if and only if for any integer  a such that gcd(a, n)=1 , there exists an integer k such that:

.[tex]g^{k}[/tex]≡ a (mod n)

Now,

Existence of Primitive root modulo n exists if and only if:

So,

if n be a positive integer. A primitive root mod n is an integer g such that every integer relatively prime to n is congruent to a power of g mod n.

For example,

As ϕ(11)=10, the order of 2(mod11) must divide 10.  

So we check 22≡4(mod11) and 25≡10(mod11).

Since neither of these are 1, and

we know 2ϕ(11)=210≡1(mod11) by Euler's Theorem,

ord112=ϕ(11), making 2 a primitive root modulo 11.

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This warm-up serves two purposes. It refreshes the concept of distance, rate, and time of travel from grade 6, preparing students to use scale drawings to solve speed-related problems.

It also allows students to estimate decimal calculations.

Students are likely to approach the question in a few different ways. As students work, notice students using each strategy.

By finding or estimating the speed of the train in miles per hour and comparing this to the speed of the car

By finding the distance the car travels in 4 hours and comparing it to the distance the train travels in 4 hours

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Answer:

153

Step-by-step explanation:

12² - 3 [ 4([tex]\frac{1}{4}[/tex] - [tex]1^{8}[/tex] ) ] ← evaluate the inside part of the bracket

= 144 - 3 [ 4([tex]\frac{1}{4}[/tex] - 1) ]

= 144 - 3 [ 1 - 4 ]

= 144 - 3(- 3)

= 144 + 9

= 153