what are the next three terms of the sequence 1,11,22,34​

Answer:

n = 3p

Step-by-step explanation:

12n + 7p - 6n = 25p

12n - 6n +7p = 25p

12n - 6n = 25p - 7p

6n = 18p

[tex]n=\frac{18p}{6}[/tex]

n = 3p

Answer:

(4), -5/6

Step-by-step explanation:

[tex]13-36x^2-13=-12-13\\-36x^2=-25\\\frac{-36x^2}{-36}=\frac{-25}{-36}\\x^2=\frac{25}{36}\\x=\sqrt{\frac{25}{36}},\:x=-\sqrt{\frac{25}{36}}[/tex]For x^2 = f(a), x = f(a), -f(a)

[tex]x=\sqrt{\frac{25}{36}},\:x=-\sqrt{\frac{25}{36}}\\\sqrt{\frac{25}{36}}\\\sqrt{25}\\\sqrt{5^2}=5\\=\frac{5}{\sqrt{36}}\\\sqrt{36}\\=\sqrt{6^2}=6\\=\frac{5}{6}[/tex]

Reverse the same equation from the negative side

[tex]=-\frac{\sqrt{25}}{\sqrt{36}}\\\sqrt{25}\\=\sqrt{5^2}\\=5\\=-\frac{5}{\sqrt{36}}\\\sqrt{36}\\=\sqrt{6^2}\\=6\\=-\frac{5}{6}[/tex]

Therefore,

[tex]x=\pm\frac{5}{6}[/tex]

The answer will be  : x = -- 3y -- 9

⇒ -2 (x + 3y) = 18

⇒ -(2x + 2 * 3y) = 18

⇒ -(2x + 6y) = 18

⇒ (-2x -6y) + 6y = 18 + 6y

⇒ -2x -6y + 6y = 6y + 18

⇒ -2x = 6y + 18

⇒ [tex]\frac{2x}{2} = \frac{-6y + 18}{2}[/tex]

⇒ [tex]x = \frac{-(2*3)y + (2*3)^{2} }{2}[/tex]

⇒ [tex]\frac{-2*3\frac{2*3y}{2*3} + \frac{(2*3)^{2} }{2*3} }{2}[/tex]

⇒ [tex]x = \frac {2*3(y + (3)^{2 - 1}) }{2}[/tex]

⇒ [tex]x = \frac{-2*3(y + 3)}{2}[/tex]

⇒ x = -[3(y + 3)]

⇒ x = (3y + 3*3)

⇒ x = -(3y + 9)

⇒ x = - 3y - 9

WORKING NOTES :

-2 (x + 3y) = 18

[We must multiply a term and an expression in order to enlarge this word.

We'll utilize the following product distributive property:

A(B + C) = AB + AC

⇒ -(2x + 2 * 3y) = 18

The final expression, in this case, will have two terms:

The first term is a product of '2' and 'x'

the second term is a product of '2' and '3y'.]

In this term, numerical components have been multiplied.

⇒ -(2x + 6y) = 18

We must group all the variable terms on one side of the equation and all the constant terms on the other in order to solve this linear equation.

⇒ (-2x -6y) + 6y = 18 + 6y

Here, the '-' (minus)  term, -6y will be moved to the right side.

When a term "moves" from one side of the equation to the other, you'll notice that its sign changes.

Parentheses around expressions must be eliminated.

Each term in the expression changes sign if a negative sign is placed in front of it. Otherwise, the expression stays the same.

There is no negative sign in the situation.

⇒ -2x -6y + 6y = 6y + 18

In order to join like terms in this expression, we must first sum all of the numerical coefficients and, if necessary, replicate the literal section.

Nothing in a number suggests a value of 1.

There is just one set of related terms: -6y, 6y.

⇒ -2x = 6y + 18

We must eliminate the coefficient that multiplies the variable in this linear equation in order to isolate it.

If both sides are divided, then the coefficient must be removed (-2)

⇒ [tex]\frac{2x}{2} = \frac{-6y + 18}{2}[/tex]

We must simplify this fraction to its simplest form.

To do this, divide the variables that occur in both the numerator and the denominator.

The common factor, in this case, is 2.

⇒ [tex]x = \frac{-(2*3)y + (2*3)^{2} }{2}[/tex]

We must consider the GCF (Greatest Common Factor).

The GCF and the original expression, split by the GCF, provide the final term.

⇒ [tex]\frac{-2*3\frac{2*3y}{2*3} + \frac{(2*3)^{2} }{2*3} }{2}[/tex]

GCF in this case is 2*3.

The fraction [tex]\frac{2*3y}{2*3}[/tex] must be lowered to its simplest form. To do this, divide the variables that occur in both the numerator and the denominator.

Here, the common factor is 2*3.

⇒ [tex]x = \frac {2*3(y + (3)^{2 - 1}) }{2}[/tex]

The expression must be lowered to its simplest form.

Driving out the components that exist in both the numerator and the denominator will accomplish this.

2*3 is a common factor.

⇒ [tex]x = \frac{-2*3(y + 3)}{2}[/tex]

Numerical terms in the factor {y + (3²⁻¹)} is added which makes it (y + 3)

The fraction will then be broken down into its smallest terms next.

To do this, divide the variables that occur in both the numerator and the denominator.

2 is the common factor.

⇒ x = -[3(y + 3)]

⇒ x = -(3y + 3*3)

We must multiply a term and an expression in order to expand this term.

We'll utilize the following product distributive property:

A=AB+AC = A(B + C)

The final expression, in this case, will have two terms:

"3" and "y" are the product in the first term.

The second term is the result of the numbers 3 and 3.

⇒ x = -(3y + 9)

This term's numerical terms have been multiplied by three (3*3 = 9).

⇒ x = - 3y - 9

The parenthesis around expressions must be eliminated.

Each term in the expression changes sign if a negative sign is placed in front of it.

Otherwise, the expression stays the same.

The signs of the following two terms will now change. -(3y + 9) = - 3y - 9

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The solution for the expression {8 ( 29 - 7 * 4 ) / ( 7 + 4 - 8 + 1 } - 3 ( 2 ) / 6 will be 1.

We are given the expression:

{8 ( 29 - 7 * 4 ) / ( 7 + 4 - 8 + 1 } - 3 ( 2 ) / 6

We will solve this expression by using the property of PEMDAS:

Solving the expression , we get

{8 (29 - 28) / 11 - 8 + 1} - 3 (2) / 6

= (8 × 1) / 4  -( 6 / 6)

= 2 - 1

= 1

Therefore, the solution for the expression {8 ( 29 - 7 * 4 ) / ( 7 + 4 - 8 + 1 } - 3 ( 2 ) / 6 will be 1.

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Answer:  m 21=

I got it right on test!

Step-by-step explanation:

Answer:

Please see the picture below.  You were on the right track.  You were just off in letter A.

Step-by-step explanation:

[tex](-1)x\times(-1)^{12}\implies -x\times(-1)^{2+2+2+2+2+2} \\\\\\ -x\times(-1)^2 (-1)^2 (-1)^2 (-1)^2 (-1)^2 (-1)^2 \implies -x\times 1\cdot 1\cdot 1\cdot 1\cdot 1\cdot 1\implies -x[/tex]

bear in mind that any value raised to an even power, will always positivize.

The hypothesis of extinction by the violence between them does not seem true as this is the common nature of the species to fight and this would not be a reason for their extinction.

What is a hypothetical illustration?

How should a hypothetical example be written?

The words or abbreviations "for instance," "for example," "i.e." or "e.g." are frequently used after a hypothetical example, albeit the latter two, as you are probably aware, will only come after a comma and won't initiate a new sentence like "for instance" or "for example."

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[tex] \large \bf \implies{15}[/tex]

[tex]\bf \longrightarrow((2 + 4 \times 2) - 5) \times 3[/tex]

Step 1) ; Calculate the product or quotient

[tex]\bf \longrightarrow((2 + 8) - 5) \times 3[/tex]

Step 2) ; Calculate the sum or difference

[tex]\bf \longrightarrow(10 - 5) \times 3[/tex]

Step 3) : Calculate the sum or difference

[tex]\bf \longrightarrow5 \times 3[/tex]

Step 4) : Calculate the product or quotient

[tex]\bf \longrightarrow15[/tex]

b: 3 x 10 to the power of 7

can you please give brainliest

The objective of Exploratory Research research is to gather preliminary information that will help define the problem and suggest hypotheses.

Exploratory Research is a methodology approach that explores research

question that have not previously been studied in depth.

The nature of experimental studies is generally frequently qualitative. However, an investigation with a big sample size might also be quantitative. Due to its open-mindedness and flexibility, it is additionally commonly referred to as interpretivism or a grounded theory method.

It is commonly employed when the subject you're examining is new, or perhaps the data collection method is challenging in certain way.

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The value of g(-4) is 8.

A set of inputs and outputs that are connected to one another in some way is referred to as a relation. We refer to the relations as a function when each input results in a single output. However, you must be certain that no input leads to more than one output in order to determine if a relation is a function or not.

Only when each element of a nonempty set M has a single range to a nonempty set N is a function a relation.

g(x) = ax^2 + 24

⇒ g(4) = a (4)^2 + 24

⇒ 8 = 16a + 24

⇒ 8 − 24 = 16a

⇒ −16 = 16a

⇒ a = −1

Since, g(−4) = a(−4) ^2 + 24

∴ g(−4) = 16(−1) + 24

⇒ g(−4) = 8

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3. (-1,-2), (0,-1), (1,0), (2,1), and (3,2)

3. (0,0), (-1,2), (1,2), (-2,4), and (2,4)

The points where the graph intercepts the x-axis is the root of the function.

from the graph the points are 3.9 and 6.1

The vertex v is at v ( 5, -4 ) this is equivalent to v ( h, k )

the equation of parabola in vertex form is y = a ( x- h )^2 + k

y = a ( x - 5 )^2 + {-4)

substituting point ( 4, -1 ) from the graph we have:

-1 = a ( 4 - 5 )^2 - 4

-1 = a - 4

a = 3

substituting the known values to y = a ( x- h ) + k

y = 3 ( x - 5 )^2 - 4

y = 3 ( x - 5) ( x - 5 ) - 4

y = 3 ( x - 5) ( x - 5 ) - 4

y = 3 ( x^2 - 10x + 25 ) - 4

y = 3x^2 - 30x + 75 - 4

y = 3x^2 - 30x + 71

The points where the graph intercepts the x-axis is the root of the function.

from the graph the points are 2 and 4

The vertex v is at v ( 3, 2 ) this is equivalent to v ( h, k )

the equation of parabola in vertex form is y = a ( x- h )^2 + k

y = a ( x - 3 )^2 + 2

substituting point ( 0, -16 ) from the graph we have:

-16 = a ( 0 - 3 )^2 + 2

-16 = a - 9 + 2

-16 = a - 7

a = -9

substituting the known values to y = a ( x- h ) + k

y = -9 ( x - 3 )^2 + 2

y = -9 ( x - 3) ( x - 3 ) + 2

y = -9 ( x - 3) ( x - 3 ) + 2

y = -9 ( x^2 - 6x + 9 ) - 4

y = 3x^2 - 54x - 81 - 4

y = 3x^2 - 54x - 85

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(q ∨ (¬r ∧ ¬q)) → ¬p is the propositions and create logic sentences.

What is propositions ?

An axiom is a mathematical assertion that is predicated on a proposition, such as "3 is greater than 4," "an infinite set exists," or "7 is prime."

If you are more than  18 years old or if you are above 18 but lack identification proving your age, you are not permitted to to watch cartoon.

Prepositions -

p = You are allowed to watch cartoon.

q = your age is more  than 18 years old

r = you have age proof

(q ∨ (¬r ∧ ¬q)) → ¬p

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The difference between the two prime numbers 17 and 39 is 22.

Prime numbers are those who have only two factors: 1 and the number on its own.

For the number given:

22 17 25 41 39 4

The two primes numbers are 17 and 39.

The difference is 39 - 17 = 22.

Thus, the difference between the two prime numbers is 22.

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Answer:

[tex]\large\boxed{\textsf{The Circumference is the Perimeter of the circle.}}[/tex]

Step-by-step explanation:

[tex]\textsf{We are asked to identfy what the Circumference is.}}[/tex]

[tex]\Large\underline{\textsf{What is the Circumference?}}[/tex]

[tex]\textsf{The Circumference is a fancy word to describe the sum of the arcs of a circle.}[/tex]

[tex]\textsf{The total of the area 'on' the circle is commonly referred to as the Perimeter.}[/tex]

[tex]\mathtt{Circumference = (diameter)\pi }[/tex]

Answer:

4c + 8 = 20

Step-by-step explanation:

To find which equation is true, we have to plug 3 into x in each equation.

2c + 8 = 31

Plug in 3 into c

2(3) + 8 = 31

6 + 8 = 31

14 = 31

Since 14 doesn't equal 31, this equation isn't true.

35 − 5c = 32

Plug in 3 into c

35 − 5(3) = 32

35 - 15 = 32

20 = 32

Since 20 doesn't equal 32, this equation isn't true.

9 − 6c = 0

Plug in 3 into c

9 − 6(3) = 0

9 − 18 = 0

-9 = 0

Since -9 doesn't equal 0, this equation isn't true.

4c + 8 = 20

Plug in 3 into c

4(3) + 8 = 20

12 + 8 = 20

20 = 20

Since 20 equals 20, this equation is true.

Have a lovely rest of your day! :)

The explicit formula, for the arithmetic sequence 3, 7, 11, 15,... is an = 4n - 1

An ordered group of integers with a shared difference between each succeeding word is known as an arithmetic sequence. For instance, the common difference in the arithmetic series 3, 9, 15, 21, and 27 is 6. An arithmetic progression is another name for an arithmetic sequence.

For the arithmetic sequence,

3, 7, 11, 15,...

a = 3,

d = 7 - 3 = 4

So, an = a + (n - 1)d

an = 3 + (n - 1)4

an = 4n - 1

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Answer:

-5,-1

Step-by-step explanation:

add 4 to get the next number

A new apple orchard is being planted by Aaron's uncle. They plant 12 trees after picking up a truckload of them. They still need to plant 40 trees the following day.

The letter (N) is the symbol used to represent natural numbers. Natural numbers are also known as counting numbers, and they begin with the number 1 and continue to infinity (never ending), which is represented by three dots (...)

900n - 9[tex]n^2[/tex] = A(n) = n(900 - 9n)

For the highest A(n), A'(n) = 0, A'(n) = 900 - 18n = 0, 18n = 900, and n = 900/18 = 50.

50 trees should be planted per acre to produce the most apples possible

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An infant may have had birthing complications that reduced the amount of oxygen in her blood if her Apgar score ranges from 7 at 1 minute to 9 at 5 minutes. In this situation, the hospital nurses will most likely vigorously dry her with a towel while holding oxygen under her nose.

The Apgar score is a recognized and practical way to report on the newborn baby's condition right after birth and their reaction to resuscitation, if necessary. One's particular neonatal mortality or neurologic prognosis cannot be predicted by the Apgar score alone, nor can it be regarded as a result of suffocation. It should also not be utilized to do so. An infant's spontaneous breathing score and the Apgar score given after resuscitation are not the same thing. An enhanced Apgar score reporting form that takes into account concurrent resuscitative treatments is encouraged by both the American Academy of Pediatrics and the American College of Obstetricians and Gynecologists.

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Applying the angle relationship, the measures of the angles are:

m<a = 126°

m<b = 54°

m<c = 126°

m<d = 54°

m<e = 126°

m<f = 54°

m<g = 126°

The diagram shows different angles that are formed when a transversal crosses two parallel lines. To find the measure of the missing angles, we would apply the angle relationship.

m<a = 180 - 54 [linear pair]

m<a = 126°

m<b = 54° [vertical angles pair]

m<c = m<a [vertical angles pair]

m<c = 126°

m<d = 54° [corresponding angles]

m<e = m<a [corresponding angles]

m<e = 126°

m<f = m<d [vertical angles pair]

m<f = 54°

m<g = m<e [vertical angles pair]

m<g = 126°

Therefore, applying the angle relationship, the measures of the angles are:

m<a = 126°

m<b = 54°

m<c = 126°

m<d = 54°

m<e = 126°

m<f = 54°

m<g = 126°

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Answer:

[tex]\dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{16}{x}-\dfrac{11}{(x+1)}-\dfrac{1}{(x+1)^2}[/tex]

Step-by-step explanation:

When writing an algebraic fraction as an identity, if its denominator has repeated linear factors, the power of the repeated factor indicates how many times that factor should appear in the partial fractions.

Write out the fraction as an identity:

[tex]\begin{aligned}\dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{A}{x}+\dfrac{B}{(x+1)}+\dfrac{C}{(x+1)^2}\\\\\implies \dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{A(x+1)^2}{x(x+1)^2}+\dfrac{Bx(x+1)}{x(x+1)^2}+\dfrac{Cx}{x(x+1)^2}\\\\\implies 5x^2+20x+16 & \equiv A(x+1)^2+Bx(x+1)+Cx\end{aligned}[/tex]

Calculate the values of A and C using substitution:

[tex]\begin{aligned}\textsf{When }x=0 \implies 16 & =A(1)+B(0)+C(0) \implies A=16\\\\\textsf{When }x=-1 \implies 1 & =A(0)+B(0)+C(-1) \implies C=-1\end{aligned}[/tex]

Substitute the found values of A and C and expand the identity:

[tex]\begin{aligned}\implies 5x^2+20x+16 & \equiv 16(x+1)^2+Bx(x+1)-x\\& \equiv 16x^2+32x+16+Bx^2+Bx-x\\& \equiv (16+B)x^2+(31+B)x+16\\\end{aligned}[/tex]

Compare the coefficients of the x² term to find B:

[tex]x^2 \textsf{ term } \implies 16+B =5\implies B & =-11[/tex]

Replace the found values of A, B and C in the original identity:

[tex]\dfrac{5x^2+20x+16}{x(x+1)^2} & \equiv \dfrac{16}{x}-\dfrac{11}{(x+1)}-\dfrac{1}{(x+1)^2}[/tex]

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Answer: -17

Step-by-step explanation:

-3^2 + -5^2/ -3 - (-5)

-34 / -3 - (-5)

-34/2

-17

Answer:

Step-by-step explanation:

the answer is simply 2

1 hour & 45 minutes is the distance between his home and school.

What is distance short answer?

d=rt

distance = rate of speed times time

d= 33X = 44(7/4-X)

33X = 77- 44X

77X = 77

X = 1 hour

33X = 33 miles

44(7/4 - 4/4) = 33 miles each way

1 hour & 45 minutes = 1 3/4 hours or 7/4 hours

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The mathematical expression can be written as [tex]5(x+7)-4^3[/tex]

Any combination of terms that have undergone operations like addition, subtraction, multiplication, division, etc. is known as an algebraic expression (or variable expression). Let's use the equation 5x + 7 as an example. Thus, 5x + 7 is an illustration of an algebraic expression.

We frequently have to understand a written phrase in order to write an expression. For instance, the notation x + 6 can be used to represent the phrase "6 added to some number," where x stands for the unknown value.

The algebraic properties most frequently utilized to simplify algebraic statements are associative, commutative, and distributive.

Here the quantity x is increased by 7 and the sum is multiplied by 5.

so we get 5(x+7).

Now 4 cubed is subtracted from the resulting expression.

Therefore the expression looks like [tex]5(x+7)-4^{3}[/tex] .

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