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Dennis_Churaev [7]
3 years ago
5

Solve for d in terms of r

Mathematics
2 answers:
Zarrin [17]3 years ago
5 0

Hello!

Answer:

d=2r

Step-by-step explanation:

Simplify both sides and isolate the variable.

Hope this helps!

Sveta_85 [38]3 years ago
4 0

Answer:  D = 2r

Step-by-step explanation:

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Which is the solution of the equation a + 2 = 10?
Alexandra [31]

Hey there!

a + 2 = 10

SUBTRACT 2 to BOTH SIDES

a + 2 - 2 = 10 - 2

CANCEL out: 2 - 2 because that gives you 0

KEEP: 10 - 2 because that helps solve for the a-value

10 - 2 = a

10 - 2 = 8

Answer: Option C. a = 8

Good luck on your assignment and enjoy your day!

~Amphitrite1040:)

8 0
3 years ago
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Last question then I’ll be done I’m pretty sure. Please help and I’ll mark brainliest if it lets me. Just give me a small explan
almond37 [142]

Answer:

B is the right answer I am sure

3 0
3 years ago
The equation below represents the function p.
svet-max [94.6K]
Answers:

1)Tthe first answer is that as x increases the value of  p(x) approaches a number that is greater than  q (x).


2) the y-intercept of the function p is greater than the y-intercept of the function q.


Explanation:


1) Value of the functions as x increases.


Function p:

p(x)=  ( \frac{2}{5} )^{x} -3

As x increases, the value of the function is the limit when x → ∞.

Since [2/5] is less than 1, the limit of [2/5]ˣ when x → ∞ is 0, and the limit of p(x) is 0 - 3 =  -3.

While in the graph you see that the function q has a horizontal asymptote that shows that the limit of q (x) when x → ∞ is - 4.

Then, the first answer is that as x increases the value of  p(x) approaches a number that is greater than  q (x).


2) y - intercepts.

i) To determine the y-intercept of the function p(x), just replace x = 0 in the equation:
p(x) = [ 2 / 5]⁰ - 3 = 1 - 3 = - 2

ii) The y-intercept of q(x) is read in the graph. It is - 3.

Then the answer is that the y-intercept of the function p is greater than the y-intercept of the function q.

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3 years ago
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zvonat [6]
1/8 the fraction?

two eighths = 2/8=1/4
6 0
3 years ago
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How does drawing a rectangle support the idea of composing a larger unit from smaller units
pav-90 [236]

Answer:

When you think rectangles, you think areas. Small areas aggregate to form bigger ones.

If you drew a rectangle, it's easy to divide it into smaller units by simply taking a line through its midsection from one length to the other and one width to the other. One can either form smaller squares or rectangles from a larger one.

When that is one, you'd have taken the larger area of a rectangle which is simply the product of the value of its length and it's the breadth, and divided it into smaller units.

Cheers!

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3 years ago
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