Answer:
![\sqrt[4] {x^3}](https://tex.z-dn.net/?f=%5Csqrt%5B4%5D%20%7Bx%5E3%7D)
Step-by-step explanation:
At this point, we can transform the square root into a fourth root by squaring the argument, and bring into the other root:
![\sqrt x \cdot \sqrt[4] x =\sqrt [4] {x^2} \cdot \sqrt[4] x = \sqrt[4]{x^2\cdot x} = \sqrt[4] {x^3}](https://tex.z-dn.net/?f=%5Csqrt%20x%20%5Ccdot%20%5Csqrt%5B4%5D%20x%20%3D%5Csqrt%20%5B4%5D%20%7Bx%5E2%7D%20%5Ccdot%20%5Csqrt%5B4%5D%20x%20%3D%20%5Csqrt%5B4%5D%7Bx%5E2%5Ccdot%20x%7D%20%3D%20%5Csqrt%5B4%5D%20%7Bx%5E3%7D)
Alternatively, if you're allowed to use rational exponents, we can convert everything:
![\sqrt x \cdot \sqrt[4] x = x^{\frac12} \cdot x^\frac14 = x^{\frac12 +\frac14}= x^{\frac24 +\frac14}= x^\frac34 = \sqrt[4] {x^3}](https://tex.z-dn.net/?f=%5Csqrt%20x%20%5Ccdot%20%5Csqrt%5B4%5D%20x%20%3D%20x%5E%7B%5Cfrac12%7D%20%5Ccdot%20x%5E%5Cfrac14%20%3D%20x%5E%7B%5Cfrac12%20%2B%5Cfrac14%7D%3D%20x%5E%7B%5Cfrac24%20%2B%5Cfrac14%7D%3D%20x%5E%5Cfrac34%20%3D%20%5Csqrt%5B4%5D%20%7Bx%5E3%7D)
There are 20 boys in the class. The ratio is 4:3 so that means 4 out of 7 are boys and 3 out of 7 are girls. Divide 35 by 7 and you get 5. 5 times 4 is 20. 5 times 3 is 15. add them together and you have 35 students in total. So 20 students are boys and 15 students are girls.
Answer:
40 bats sold for $42
26 bats sold for $30
Step-by-step explanation:
x + y = 66
42x + 30y = 2460
solve first equation for y and plug in for y in second equation
42x + 30 (66 - x) = 2460
x = 40
y = 66- 40 = 26
Answer:
Both of these equations are in slope-intercept form. The slope-intercept form of a linear equation is: y=mx+b
Where m is the y-intercept value.
y=-2x+5
y=-2x+20
The slope of the two equations are: m1=−2 and m2=−2
Step-by-step explanation:
Because the have the same slope it means the lines represented by these two equations are either parallel or are the same line.
The y-intercepts for the two lines are:b1 = 5 and b1=20
<h2>The height of the rocket increases for some time and then decreases for some time.</h2>
The height from the ground increases from 4 to 26, then decreases from 26 to 0.
Why the others are wrong.
A. The height of the rocket changes at a constant rate for the entire time.
The graph is a curve. This means the rate is not constant. If it were constant, the graph would be linear - a straight line.
C. The height of the rocket remains constant for some time.
The graph is a curve. This means the rate is not constant. If it were constant, the graph would be linear - a straight line.
D. The height of the rocket decreases for some time and then increases for some time.
This implies the graph decreases first then increases. However, the rocket will increase, then decrease.
