332354 + Interview Questions in Secondary School in Math

1.	2×32÷42+9-6×0+22÷51+2×7÷1
Answer» Answer: Hope it's HELP you Please MARK my answer as BRAINLIEST

1.

2×32÷42+9-6×0+22÷51+2×7÷1

Answer»

Answer:

Hope it's HELP you

Please MARK my answer as BRAINLIEST

Discussion

2.	Length of a rectangle is 16 cm less than twice its breadth. If the perimeter of therectangle is 100 cm, find its length and breadth.
Answer» $\huge\mathfrak\red{YOUR ANSWER}$ *let* *the* *breath* be x *LENGTH* is 16 *less* *than* *twice* *breath* *sooo* *length* is 2x-16 *perimeter* *GIVEN* = 100 *perimeter of rectangle* = 2(l+b) = 2 [ (2x-16) + x ] =100 = (2x-16) + x = 100/2 = 2x-16+x= 50 = 2x+x=50+16 =2x+x=66 =3x=66 =x= 66/3 =x=22 *breath* =22 *length* = 2x-16 2(22)-16 44-16 *length= 28 soooo* *final* *ANSWERS... l=28cm b=22cm $\text{[math]}$ ●═══════════◄ HOPE IT HELPS YOU PLEASE MARK AS BRAINLIEST ►═══════════●* *sooo*

2.

Length of a rectangle is 16 cm less than twice its breadth. If the perimeter of therectangle is 100 cm, find its length and breadth.

Answer»

$\huge\mathfrak\red{YOUR ANSWER}$

let the breath be x

LENGTH is 16 less than twice breath

sooo length is 2x-16

perimeter GIVEN = 100

perimeter of rectangle = 2(l+b)

= 2 [ (2x-16) + x ] =100

= (2x-16) + x = 100/2

= 2x-16+x= 50

= 2x+x=50+16

=2x+x=66

=3x=66

=x= 66/3

=x=22

breath =22

length = 2x-16

2(22)-16

44-16

length= 28

soooo final ANSWERS...

l=28cm

b=22cm

$\text{[math]}$ ●═══════════◄ HOPE IT HELPS YOU PLEASE MARK AS BRAINLIEST ►═══════════●

sooo

Discussion

3.	If 9 out of 24 students scored beliw 75%
Answer» Answer: 15 STUDENTS SCORED MORE THAN 75 PERCENT Step-by-step EXPLANATION:

3.

If 9 out of 24 students scored beliw 75%

Answer»

Answer:

15 STUDENTS SCORED MORE THAN 75 PERCENT

Step-by-step EXPLANATION:

Discussion

4.	See the examples and decidewhether It is set or not.1. Days of a week.2. Months in a year Set3. Brave Children in the class.4. First ten Counting numbers5. Strong forts of staba rashtra.6. Planets in our solar system.
Answer» 1 SET 2 Set 3 not a set 4 Set 5 not a set 6 set

4.

See the examples and decidewhether It is set or not.1. Days of a week.2. Months in a year Set3. Brave Children in the class.4. First ten Counting numbers5. Strong forts of staba rashtra.6. Planets in our solar system.

Answer»

1 SET

2 Set

3 not a set

4 Set

5 not a set

6 set

Discussion

5.	4. Fill in the blanks :a Up to 100 there are are onlynumbers which are perfect squares.b.121c. A rational number whose square isisd. The sum of first 19 odd natural numbers ise. A number ending with an odd number of zeros is ......a perfect square.
Answer» Answer: sorry but your questions look quite inconplete .... Plz mark me Brainliest

5.

4. Fill in the blanks :a Up to 100 there are are onlynumbers which are perfect squares.b.121c. A rational number whose square isisd. The sum of first 19 odd natural numbers ise. A number ending with an odd number of zeros is ......a perfect square.

Answer»

Answer:

sorry but your questions look quite inconplete ....

Plz mark me Brainliest

Discussion

6.	What is the product of 4 and 19 upon 3
Answer» ANSWER: 76/3 Step-by-step explanation: 19×4/3 76/3 *HOP*E IT'S HELP PLEASE MARK AS BRAINLIST ANSWER

6.

What is the product of 4 and 19 upon 3

Answer»

ANSWER:

76/3

Step-by-step explanation:

19×4/3

76/3

HOPE IT'S HELP PLEASE MARK AS BRAINLIST ANSWER

Discussion

7.	REASONING TYPE:23. Statement I: If A = 16x2 + 144y2, then the expression to be added to make it aperfect square is +96xy.Statement I: If (A+B) = A² +2AB+B?, (A-B)' = AⓇ-2AB+B1) Both Statement-I and Statement-II are true.2) Both Statement-I and Statement-II are false.3) Statement I is true, Statement II is false.4) Statement I is false, Statement II is true.
Answer» Answer: gg on FINDING that DU u PLAY FORTNITE Step-by-step explanation:

7.

REASONING TYPE:23. Statement I: If A = 16x2 + 144y2, then the expression to be added to make it aperfect square is +96xy.Statement I: If (A+B) = A² +2AB+B?, (A-B)' = AⓇ-2AB+B1) Both Statement-I and Statement-II are true.2) Both Statement-I and Statement-II are false.3) Statement I is true, Statement II is false.4) Statement I is false, Statement II is true.

Answer»

Answer:

gg on FINDING that DU u PLAY FORTNITE

Step-by-step explanation:

Discussion

8.	M square m/2 - 3/2 = 0
Answer» Step-by-step EXPLANATION: $\: \: \: \: \: \frac{m}{2} - \frac{3}{2} = 0 \\ = > \frac{m}{2} = \frac{3}{2} \\ = > m = \frac{3 \times 2}{2} \\ = > m = 2$

8.

M square m/2 - 3/2 = 0

Answer»

Step-by-step EXPLANATION:

$\: \: \: \: \: \frac{m}{2} - \frac{3}{2} = 0 \\ = > \frac{m}{2} = \frac{3}{2} \\ = > m = \frac{3 \times 2}{2} \\ = > m = 2$

Discussion

9.	X²- 4 root 2x +6=0 solve by factorization
Answer» ANSWER: x²-4√2x+6= 0 x²-3√2x-√2x+6=0 x²-3√2x-√2x+3√2√2=0 [ 6 = 32 = 3√2*√2 ] x(x-3√2)-√2(x-3√2)=0 (x-√2)(x-3√2)=0 x-√2 = 0, x = √2 and x-3√2 = 0, x= 3√2

9.

X²- 4 root 2x +6=0 solve by factorization

Answer»

ANSWER:

x²-4√2x+6= 0

x²-3√2x-√2x+6=0

x²-3√2x-√2x+3*√2*√2=0 [ 6 = 3*2 = 3*√2*√2 ]

x(x-3√2)-√2(x-3√2)=0

(x-√2)(x-3√2)=0

x-√2 = 0, x = √2 and x-3√2 = 0, x= 3√2

Discussion

10.	Shade the Venn diagram of AnB'Please answer very fast I will mark the correct answer brainliest ✌️✌️❤️✌️✌️Don't spam
Answer» Step-by-step EXPLANATION: HELLO MATE .. . FOLLOW me 4 more queries. Thanku❤

10.

Shade the Venn diagram of AnB'Please answer very fast I will mark the correct answer brainliest ✌️✌️❤️✌️✌️Don't spam

Answer»

Step-by-step EXPLANATION:

HELLO MATE

..

.

FOLLOW me 4 more queries.

Thanku❤

Discussion

11.	Simplify this its 2 power 55 in start
Answer» I HOPE that it will HELPFUL to you......

11.

Simplify this its 2 power 55 in start

Answer»

I HOPE that it will HELPFUL to you......

Discussion

12.	Find the greatest 3-digit number which is divsible by 16 18 24i
Answer» ANSWER: SEE the PIC.................

12.

Find the greatest 3-digit number which is divsible by 16 18 24i

Answer»

ANSWER:

SEE the PIC.................

Discussion

13.	Q. (2+i)³ ÷(3+1)³ solve please
Answer» Answer: PLEASE solve your SELF ehdhdhfheje I don't know your question

13.

Q. (2+i)³ ÷(3+1)³ solve please

Answer»

Answer:

PLEASE solve your SELF ehdhdhfheje I don't know your question

Discussion

14.	Find the remaining side of theside of the triangle havingperimeter 7/4 cm whose two sides are 2/3 cm and 1/4cm
Answer» ANSWER: answer is in the ATTACHED PIC...?

14.

Find the remaining side of theside of the triangle havingperimeter 7/4 cm whose two sides are 2/3 cm and 1/4cm

Answer»

ANSWER:

answer is in the ATTACHED PIC...?

Discussion

15.	(9/4x + 8/4y)(9/4x + 8/7y)
Answer» Step-by-step EXPLANATION: PLS MARK MY ANS AS BRAINLIST PLS PLS PLS AND VOTE ME WITH 5 STAR AND FOLLOW ME AND GIVE LIKES TO ME PLEASE PLEASE PLEASE PLEASE

15.

(9/4x + 8/4y)(9/4x + 8/7y)

Answer»

Step-by-step EXPLANATION:

PLS MARK MY ANS AS BRAINLIST PLS PLS PLS AND VOTE ME WITH 5 STAR AND FOLLOW ME AND GIVE LIKES TO ME PLEASE PLEASE PLEASE PLEASE

Discussion

16.	Prove (1+ sin theta)+(1- sin theta)/2 cos theta= 1+ sin theta/1- sin theta
Answer» Answer: this is my FAVOURITE subjects ANTHROPOLOGY ENGLISH Hindi MATHEMATICS photography environmental studies ebook current prime time

16.

Prove (1+ sin theta)+(1- sin theta)/2 cos theta= 1+ sin theta/1- sin theta

Answer»

Answer:

this is my FAVOURITE subjects ANTHROPOLOGY ENGLISH Hindi MATHEMATICS photography environmental studies ebook current prime time

Discussion

17.	Express 218 as product of prime factors
Answer» ANSWER: Step-by-step EXPLANATION:

17.

Express 218 as product of prime factors

Answer»

ANSWER:

Step-by-step EXPLANATION:

Discussion

18.	Which of the following in equal to 1litre-?A)1dm cubeB) 1dcm cubeState the reason for your choosing. THANK YOU! HAVE A NICE DAY.
Answer» ANSWER: a) 1dm3=1litre 1m=10dm 1m3=103dm3 since,1m3=103litre therefore 1dm*3=1litre

18.

Which of the following in equal to 1litre-?A)1dm cubeB) 1dcm cubeState the reason for your choosing. THANK YOU! HAVE A NICE DAY.

Answer»

ANSWER:

a) 1dm*3=1litre

1m=10dm

1m*3=10*3dm*3

since,1m*3=10*3litre

therefore 1dm*3=1litre

Discussion

19.	Divide the sum of 5/6 and 4/5 by thierproduct.
Answer» ANSWER: $\text{[math]}$ ✌sum =5/6+4/5=49/30 PRODUCT =5/6*4/5=20/30=2/3 divide ={(49/30)/(2/3)} $\text{[math]}$ 30Ťhx + fΦ¦łÕw=INBOX Follow MEEEE

19.

Divide the sum of 5/6 and 4/5 by thierproduct.

Answer»

ANSWER:

$\text{[math]}$

✌sum =5/6+4/5=49/30

PRODUCT =5/6*4/5=20/30=2/3

divide ={(49/30)/(2/3)}

$\text{[math]}$

30Ťhx + fΦ¦łÕw=INBOX

Follow MEEEE

Discussion

20.	3x+y=4 ; 2y-10=-5 solve by substitution method
Answer» HOPE it is CORRECT & USEFUL to U

Discussion

21.	Ananyawill bed' years oldherafter 5 years5 years. 7 years agoagewas
Answer» Answer: Ananya will be d' YEARS old her after 5 years 5 years. 7 years ago age was Let the present age of ananya be x years and present age of her mother be y years : y=3x --------(1) (y-5) = 5(x-5) y-5 = 5x-25 y = 5x-20 -------(2) 3x = 5x-20 2x = 20 x = 10 y=3x = 3×10 y = 30 Hence the present age of ananya is 10 years and that of her mother is 30 years.

21.

Ananyawill bed' years oldherafter 5 years5 years. 7 years agoagewas

Answer»

Answer:

Ananya

will be

d' YEARS old

her

after 5 years

5 years. 7 years ago

age

was

Let the present age of ananya be x years

and present age of her mother be y years :

y=3x --------(1)

(y-5) = 5(x-5)

y-5 = 5x-25

y = 5x-20 -------(2)

3x = 5x-20

2x = 20

x = 10

y=3x

= 3×10

y = 30

Hence the present age of ananya is 10 years and that of her mother is 30 years.

Discussion

22.	Findall values of x
Answer» ANSWER: the PIC U SENT is not CLEAR

22.

Findall values of x

Answer»

ANSWER:

the PIC U SENT is not CLEAR

Discussion

23.	The opposite angle of a quadrilateral is supplementary to each other. If the difference between the pairs of opposite angles is 40° and 20°, Find the measure of the angles of the quadrilateral
Answer» $\large{\red{ \bf{ \underline {\underline{Answer}}}}} \\ \\ \purple{ \sf{\mapsto The \: angle \: are \: 110 \degree, \: 100 \degree, 80 \degree, \: 70 \degree}} \\ \\ \mathrm{\green{ \underline{<klux>GIVEN</klux>}}} \\ \\ \sf{\rightsquigarrow The \: two \: opposite \: angle \: of \: quadrilaterals} \\ \sf {are \: supplymentary \: to \: each \: other , \: } \\ \sf{ difference \: between \: the \: pairs \: of \: opposite} \\ \sf{angle \: is \: 40 \degree and \: 20 \degree}\\ \\ \rm{ \blue{ \underline{To \: Find}}} \\ \\ \sf{\rightsquigarrow Measure \: of \: the \: angle \: of \: the \: quadrilateral}$ ACCORDING to given QUESTION $\sf{Let \: the \: angle \: be \: abcd \: respectively} \\ \\ \sf{A + D = 180 \degree - - - - (1)} \: given \\ \sf{B + C = 180 \degree} - - - - (2)\: given \\ \\ \sf{A - D = 40 \degree - - - - (3)}\: given \\ \sf{B - C = 20 \degree - - - - (4)}\: given \\ \\ \sf{ \therefore \: \: Adding \: equation \: (1) + equation \: (3)} \\ \\ \sf{ \implies (A + D = 180 \degree) + (A - D = 40 \degree)} \\ \\ \sf{ \implies 2A = 220 \degree} \\ \\ \sf{ \implies A = \frac{ \cancel{220 }}{ \cancel{2} }} \\ \\ \sf \purple{ \implies \purple {\underline{ \boxed {\sf{A = 110 \degree}}}}} \\ \\ \sf{Substituting \: value \: of \: A \: in \: equation \: (3)} \\ \\ \sf{ \implies 110 \degree - D = 40 \degree} \\ \\ \sf{ \implies D = 110 \degree - 40 \degree} \\ \\ \sf \purple{ \implies \purple {\underline{ \boxed {\sf{D = 70 \degree}}}}}$ $\sf{ Now, \: equation \:(2) + equation \: (4)} \\ \\ \sf{ \implies (B + C = 180 \degree) + (B - C = 20 \degree)} \\ \\ \sf{ \implies 2B = 200 \degree} \\ \\ \sf{ \implies B = \frac{ \cancel{200}}{ \cancel{2} }} \\ \\ \sf{ \purple{ \implies }} \purple{ \underline{ \boxed{ \sf{B = 100 \degree}}}} \\ \\ \sf{ \therefore \: \: Subtituting\:Value \: of \: B \: in \: equation \: (4)} \\ \\ \sf{ \implies 100 \degree - C = 20 \degree} \\ \\ \sf{ \implies C = 100 \degree - 20 \degree } \\ \\ \sf{ \purple{ \implies }} \purple{ \underline{ \boxed{ \sf{C = 80 \degree}}}} \\ \\ \sf \purple{ \therefore \: \:The \: angle \: are \: 110 \degree, \: 100 \degree, \: 80 \degree, \:70 \degree}$ $\sf{\purple{\dag\:\angle A=110\degree}}$ $\sf{\purple{\dag\:\angle B=100\degree}}$ $\sf{\purple{\dag\:\angle C=80\degree}}$ $\sf{\purple{\dag\:\angle D=70\degree}}$

23.

The opposite angle of a quadrilateral is supplementary to each other. If the difference between the pairs of opposite angles is 40° and 20°, Find the measure of the angles of the quadrilateral

Answer»

$\large{\red{ \bf{ \underline {\underline{Answer}}}}} \\ \\ \purple{ \sf{\mapsto The \: angle \: are \: 110 \degree, \: 100 \degree, 80 \degree, \: 70 \degree}} \\ \\ \mathrm{\green{ \underline{<klux>GIVEN</klux>}}} \\ \\ \sf{\rightsquigarrow The \: two \: opposite \: angle \: of \: quadrilaterals} \\ \sf {are \: supplymentary \: to \: each \: other , \: } \\ \sf{ difference \: between \: the \: pairs \: of \: opposite} \\ \sf{angle \: is \: 40 \degree and \: 20 \degree}\\ \\ \rm{ \blue{ \underline{To \: Find}}} \\ \\ \sf{\rightsquigarrow Measure \: of \: the \: angle \: of \: the \: quadrilateral}$

ACCORDING to given QUESTION

$\sf{Let \: the \: angle \: be \: abcd \: respectively} \\ \\ \sf{A + D = 180 \degree - - - - (1)} \: given \\ \sf{B + C = 180 \degree} - - - - (2)\: given \\ \\ \sf{A - D = 40 \degree - - - - (3)}\: given \\ \sf{B - C = 20 \degree - - - - (4)}\: given \\ \\ \sf{ \therefore \: \: Adding \: equation \: (1) + equation \: (3)} \\ \\ \sf{ \implies (A + D = 180 \degree) + (A - D = 40 \degree)} \\ \\ \sf{ \implies 2A = 220 \degree} \\ \\ \sf{ \implies A = \frac{ \cancel{220 }}{ \cancel{2} }} \\ \\ \sf \purple{ \implies \purple {\underline{ \boxed {\sf{A = 110 \degree}}}}} \\ \\ \sf{Substituting \: value \: of \: A \: in \: equation \: (3)} \\ \\ \sf{ \implies 110 \degree - D = 40 \degree} \\ \\ \sf{ \implies D = 110 \degree - 40 \degree} \\ \\ \sf \purple{ \implies \purple {\underline{ \boxed {\sf{D = 70 \degree}}}}}$

$\sf{ Now, \: equation \:(2) + equation \: (4)} \\ \\ \sf{ \implies (B + C = 180 \degree) + (B - C = 20 \degree)} \\ \\ \sf{ \implies 2B = 200 \degree} \\ \\ \sf{ \implies B = \frac{ \cancel{200}}{ \cancel{2} }} \\ \\ \sf{ \purple{ \implies }} \purple{ \underline{ \boxed{ \sf{B = 100 \degree}}}} \\ \\ \sf{ \therefore \: \: Subtituting\:Value \: of \: B \: in \: equation \: (4)} \\ \\ \sf{ \implies 100 \degree - C = 20 \degree} \\ \\ \sf{ \implies C = 100 \degree - 20 \degree } \\ \\ \sf{ \purple{ \implies }} \purple{ \underline{ \boxed{ \sf{C = 80 \degree}}}} \\ \\ \sf \purple{ \therefore \: \:The \: angle \: are \: 110 \degree, \: 100 \degree, \: 80 \degree, \:70 \degree}$

$\sf{\purple{\dag\:\angle A=110\degree}}$

$\sf{\purple{\dag\:\angle B=100\degree}}$

$\sf{\purple{\dag\:\angle C=80\degree}}$

$\sf{\purple{\dag\:\angle D=70\degree}}$

Discussion

24.	What is the standard deviation of the data, 18, 12,10, 12, 8(a) 2.03(b) 2.43(C) 1.27(d) 3.34
Answer» ANSWER: 2.43 is the answer for THISE

24.

What is the standard deviation of the data, 18, 12,10, 12, 8(a) 2.03(b) 2.43(C) 1.27(d) 3.34

Answer»

ANSWER:

2.43 is the answer for THISE

Discussion

25.	ASSIGNMENT 2or school ordered a set of sports goods for cricket, hockey, table tennis and tennis from a famousrts shop in Ludhiana, Punjab. On receiving the order (your school is in Saharanpur, UP), youovered that some of the items were damaged in transit. Write a letter of complaint to the sportso, demanding replacement of damaged items.
Answer» ANSWER: dear manager the SPORTS item which U have sent have been damaged so i HOPE u will replace it and next time send it with nice packing Step-by-step EXPLANATION: thank you yours sincearly your name

25.

ASSIGNMENT 2or school ordered a set of sports goods for cricket, hockey, table tennis and tennis from a famousrts shop in Ludhiana, Punjab. On receiving the order (your school is in Saharanpur, UP), youovered that some of the items were damaged in transit. Write a letter of complaint to the sportso, demanding replacement of damaged items.

Answer»

ANSWER:

dear manager the SPORTS item which U have sent have been damaged so i HOPE u will replace it and next time send it with nice packing

Step-by-step EXPLANATION:

thank you

yours sincearly

your name

Discussion

26.	Find three rational number between -2/3 and -4/5
Answer» ANSWER: GIVEN below are the RATIONALS- -7/10,-3/4,--0.79

26.

Find three rational number between -2/3 and -4/5

Answer»

ANSWER:

GIVEN below are the RATIONALS-

-7/10,-3/4,--0.79

Discussion

27.	SECTION - BII. Short answer type questions:Attempt any five questions.(ii) Each question carries four marks.11. Find the equation of the locus of a point, the difference of whosedistances from (5.0) and (5.0) is 8.-22. When the axes are rotated through an angle a, find the transformedequation of x cos a + y sin a = p.13. Transform the equation 4x - 3y + 12 = 0 intointercept form and(ii) normal form14. Check the continuity of f given by
Answer» ANSWER: INBOX me boys Step-by-step EXPLANATION: CRAZY CHATS

27.

SECTION - BII. Short answer type questions:Attempt any five questions.(ii) Each question carries four marks.11. Find the equation of the locus of a point, the difference of whosedistances from (5.0) and (5.0) is 8.-22. When the axes are rotated through an angle a, find the transformedequation of x cos a + y sin a = p.13. Transform the equation 4x - 3y + 12 = 0 intointercept form and(ii) normal form14. Check the continuity of f given by

Answer»

ANSWER:

INBOX me boys

Step-by-step EXPLANATION:

CRAZY CHATS

Discussion

28.	Arrange in descending order 0.07,0.7,7.07,0.007,0.77
Answer» Answer: 7.07 >0.77> 0.7> 0.07 > 0.007 Step-by-step explanation: HOPE IT HELPED U PLZ BRO MARK AS BRAINLIEST.

28.

Arrange in descending order 0.07,0.7,7.07,0.007,0.77

Answer»

Answer:

7.07 >0.77> 0.7> 0.07 > 0.007

Step-by-step explanation:

HOPE IT HELPED U

PLZ BRO MARK AS BRAINLIEST.

Discussion

29.	if a weight of one box is 4 kg 5 gram so how many boxes can get in in the Van which cannot carry more than 800 kg please give me answer
Answer» Answer: 800/4.005 =199.750312 Step-by-step EXPLANATION: About 200 BOXES it can CARRY..

29.

if a weight of one box is 4 kg 5 gram so how many boxes can get in in the Van which cannot carry more than 800 kg please give me answer

Answer»

Answer:

800/4.005

=199.750312

Step-by-step EXPLANATION:

About 200 BOXES it can CARRY..

Discussion

30.	Write fourour solutionsfor each ofthefollowingx=4y
Answer» Step-by-step EXPLANATION: not UNDERSTOOD, what are U TRYING to SAY

30.

Write fourour solutionsfor each ofthefollowingx=4y

Answer»

Step-by-step EXPLANATION:

not UNDERSTOOD, what are U TRYING to SAY

Discussion

31.	Zsquare -9z-36=0 solve by factorization method
Answer» ✪AnSwEr ${\tt{\red{\underline{\large{Given}}}}}$ A POLYNOMIAL Z²-9Z-36=0 ${\sf{\green{\underline{\large{To\:Find}}}}}$ Factors of the polynomial Relationship between cofficient ${\sf{\pink{\underline{\Large{Explanation}}}}}$ Z²-9Z-36=0 we have to SPILT the middle term in such a WAY that the product BECOME -36 and sum become -9z Z²-9Z-36=0 =>Z²-9Z-36=0 =>Z²-12z+3z-36=0 =>Z(Z-12)+3(Z-12)=0 =>(Z-12) (Z+3) =0 =>Z=12,-3 Additional Information Let the zeroes of the polynomial be $\tt\alpha{and}\beta$ Then, $\rightarrow\tt\alpha{+}\beta{=}\frac{-b}{a}$ & $\rightarrow\tt\alpha{\times}\beta{=}\frac{c}{a}$ Here, a=1 b=-9 C=-36 ☞ $\rightarrow\tt\alpha{+}\beta{=}\dfrac{9}{1}$ $\rightarrow\tt\alpha{+}\beta{=}\dfrac{Cofficient\:of\:Z}{Cofficient\:of\:Z^2}=$ & $\rightarrow\tt\alpha{\times}\beta{=}\dfrac{-36}{1}$ $\rightarrow\tt{\large\alpha{\times}\beta{=}\dfrac{Constant\:term}{Cofficient\:of\:Z^2}}$ Hence,relation VERIFIED

31.

Zsquare -9z-36=0 solve by factorization method

Answer»

✪AnSwEr

${\tt{\red{\underline{\large{Given}}}}}$

A POLYNOMIAL
Z²-9Z-36=0

${\sf{\green{\underline{\large{To\:Find}}}}}$

Factors of the polynomial
Relationship between cofficient

${\sf{\pink{\underline{\Large{Explanation}}}}}$

Z²-9Z-36=0

we have to SPILT the middle term in such a WAY that the product BECOME -36 and sum become -9z

Z²-9Z-36=0

=>Z²-9Z-36=0

=>Z²-12z+3z-36=0

=>Z(Z-12)+3(Z-12)=0

=>(Z-12) (Z+3) =0

=>Z=12,-3

Additional Information

Let the zeroes of the polynomial be $\tt\alpha{and}\beta$

Then,

$\rightarrow\tt\alpha{+}\beta{=}\frac{-b}{a}$

&

$\rightarrow\tt\alpha{\times}\beta{=}\frac{c}{a}$

Here,

a=1

b=-9

C=-36

☞

$\rightarrow\tt\alpha{+}\beta{=}\dfrac{9}{1}$

$\rightarrow\tt\alpha{+}\beta{=}\dfrac{Cofficient\:of\:Z}{Cofficient\:of\:Z^2}=$

&

$\rightarrow\tt\alpha{\times}\beta{=}\dfrac{-36}{1}$

$\rightarrow\tt{\large\alpha{\times}\beta{=}\dfrac{Constant\:term}{Cofficient\:of\:Z^2}}$

Hence,relation VERIFIED

Discussion

32.	For any two sets A and B , prove that A B => B’ A’
Answer» ANSWER: I don't KNOW the answer Step-by-step EXPLANATION:

32.

For any two sets A and B , prove that A B => B’ A’

Answer»

ANSWER:

I don't KNOW the answer

Step-by-step EXPLANATION:

Discussion

33.	Find the sum of first even natural number
Answer» Answer The SUM of the FIRST EVEN NUMBER is 30 2+4+6+8+10= 30

33.

Find the sum of first even natural number

Answer»

Answer

The SUM of the FIRST EVEN NUMBER is 30

2+4+6+8+10= 30

Discussion

34.	3×12-4+6-(6)×7+4×2÷4
Answer» Answer: -2 Step-by-step explanation: My original answer was collapsed, and the answer police said that is because my answer needs editing. There were several things mentioned that said I should explain why my answer is correct. I thought I did so, but let me explain in more detail. A comment on my answer informed me that this problem comes from an area (a "growing" area - horror of horrors!) known as "logical reasoning". Here I will show, using actual logical reasoning why my answer is correct and the answer police are all wet. Here's your question: "If 2=6, 3=12, 4=20, 5=30 and 6=42, what does 9 EQUAL to, 56, 81, 72 or 90?" Detail about why my answer is correct: 1. Your first equation implies that 4=0. Proof: If 2=6, then 2-2=6-2, because of the compatibility of equality in arithmetic with the subtraction operator. Since 2-2=0, it follows from your first equation that 0=6-2, because of transitivity of equality and the substitution rule for equality. Since 6-2=4, it then follows that 0=4, by the substitution rule for equality. QED 2. Your second equation implies that 9=0. Proof: If we assume that 3=12. Then 12=3, by the symmetry property of equality. Thus, because equality is compatible with subtraction, 12-3=3-3=0. By transitivity of equality and since 12-3=9, and by the substitution rule, it follows from the given assumption that 9=0. QED 3. Your first two equations imply that 4=9. Proof: Assume that 2=6 and 3=12. By 1. above, we get 4=0, and by 2. above, we get that 9=0, so by symmetry and transitivity of equality, we have 4=9. QED 4. From your equations, anything can be proven, because you are beginning with false assumptions. Here's my original answer that was collapsed: The question makes no SENSE. Let me explain: 1. In the INTEGERS, 2 is not 6, so whatever in the world you meant, you do not mean for a rational human being to solve a problem involving integer arithmetic. 2. In modular arithmetic, if 2=6 (modn) , then 4=0 (modn) , so that n divides 4 in integer arithmetic. That is, n∈{1,2,4} . If also 3=6(mod n) , then n must also divide 3 , i.e. n∈{1,3} . But then n is in the intersection of the sets {1,2,4} and {1,3} , whence n=1 . But in modular arithmetic, say arithmetic modulo n , if n=1 , then for every integer x and every integer y , we have x=y . But this would be rather uninteresting arithmetic, so since you are an interesting person, no doubt, you would not ask such an uninteresting question. 3. In the real numbers, in modulo 1 arithmetic, the interesting problems are diophantine problems, and your question does not ask about a non-integer real number, so we would be led back to 2, making the problem given just a silly one. 4. In mathematics, you may treat numerals as merely symbols in a language, but to do so without saying what you mean indicates a disingenuous disposition. Why would you do this? 5. Other answers given in this thread are treating your problem like a kind of substitution cypher, but if that's what you mean, then you have used equal SIGNS completely inappropriately. Please stop doing such things. If you meant "If 2 maps to 6, 3 maps to 12, 4 maps to 20, 5 maps to 30 and 6 maps to 42, what does 9 map to, 56, 81, 72 or 90?" Then why not ask your question in that way? That is, why not say what you really meant? In this case, there's no need for me to answer your question because then the answer is that 9 can map to anything. You have not given enough conditions on the kind of mapping you intend so that the problem has a unique solution, but you have asked the question with a rhetorical slant that suggests that there is exactly one solution. This is disingenuous, to say the least HOPE IT HELPS

34.

3×12-4+6-(6)×7+4×2÷4

Answer»

Answer:

-2

Step-by-step explanation:

My original answer was collapsed, and the answer police said that is because my answer needs editing. There were several things mentioned that said I should explain why my answer is correct. I thought I did so, but let me explain in more detail. A comment on my answer informed me that this problem comes from an area (a "growing" area - horror of horrors!) known as "logical reasoning". Here I will show, using actual logical reasoning why my answer is correct and the answer police are all wet.

Here's your question:

"If 2=6, 3=12, 4=20, 5=30 and 6=42, what does 9 EQUAL to, 56, 81, 72 or 90?"

Detail about why my answer is correct:

1. Your first equation implies that 4=0.

Proof:

If 2=6, then 2-2=6-2, because of the compatibility of equality in arithmetic with the subtraction operator. Since 2-2=0, it follows from your first equation that 0=6-2, because of transitivity of equality and the substitution rule for equality. Since 6-2=4, it then follows that 0=4, by the substitution rule for equality.

QED

2. Your second equation implies that 9=0.

Proof:

If we assume that 3=12. Then 12=3, by the symmetry property of equality. Thus, because equality is compatible with subtraction, 12-3=3-3=0. By transitivity of equality and since 12-3=9, and by the substitution rule, it follows from the given assumption that 9=0.

QED

3. Your first two equations imply that 4=9.

Proof:

Assume that 2=6 and 3=12. By 1. above, we get 4=0, and by 2. above, we get that 9=0, so by symmetry and transitivity of equality, we have 4=9.

QED

4. From your equations, anything can be proven, because you are beginning with false assumptions.

Here's my original answer that was collapsed:

The question makes no SENSE. Let me explain:

1. In the INTEGERS, 2 is not 6, so whatever in the world you meant, you do not mean for a rational human being to solve a problem involving integer arithmetic.

2. In modular arithmetic, if 2=6 (modn) , then 4=0 (modn) , so that n divides 4 in integer arithmetic. That is, n∈{1,2,4} . If also 3=6(mod n) , then n must also divide 3 , i.e. n∈{1,3} . But then n is in the intersection of the sets {1,2,4} and {1,3} , whence n=1 . But in modular arithmetic, say arithmetic modulo n , if n=1 , then for every integer x and every integer y , we have x=y . But this would be rather uninteresting arithmetic, so since you are an interesting person, no doubt, you would not ask such an uninteresting question.

3. In the real numbers, in modulo 1 arithmetic, the interesting problems are diophantine problems, and your question does not ask about a non-integer real number, so we would be led back to 2, making the problem given just a silly one.

4. In mathematics, you may treat numerals as merely symbols in a language, but to do so without saying what you mean indicates a disingenuous disposition. Why would you do this?

5. Other answers given in this thread are treating your problem like a kind of substitution cypher, but if that's what you mean, then you have used equal SIGNS completely inappropriately. Please stop doing such things. If you meant "If 2 maps to 6, 3 maps to 12, 4 maps to 20, 5 maps to 30 and 6 maps to 42, what does 9 map to, 56, 81, 72 or 90?" Then why not ask your question in that way? That is, why not say what you really meant? In this case, there's no need for me to answer your question because then the answer is that 9 can map to anything. You have not given enough conditions on the kind of mapping you intend so that the problem has a unique solution, but you have asked the question with a rhetorical slant that suggests that there is exactly one solution. This is disingenuous, to say the least

HOPE IT HELPS

Discussion

35.	Fromthea top oftower 100mheightangle of depression of thetop and boottomof a pole areobservedtheheightof the poleto be 45 and 6o. Find
Answer» ANSWER: the HEIGHT of the POLE is 100(1 - 1/ underroot 3)

35.

Fromthea top oftower 100mheightangle of depression of thetop and boottomof a pole areobservedtheheightof the poleto be 45 and 6o. Find

Answer»

ANSWER:

the HEIGHT of the POLE is 100(1 - 1/ underroot 3)

Discussion

36.	Answer fast clearly and correctly
Answer» ANSWER: (100-6) × (100+6) = (100 × 100 ) - (6 × 6 ) = 10000-36 = 9964

36.

Answer fast clearly and correctly

Answer»

ANSWER:

(100-6) × (100+6) = (100 × 100 ) - (6 × 6 ) = 10000-36 = 9964

Discussion

37.	Yxsquared-yX+z=0 Please help me
Answer» ANSWER: Yx^2-Yx+z=0 was this your EQUATION. can you EXPLAIN the QUESTION CLEARLY.

37.

Yxsquared-yX+z=0 Please help me

Answer»

ANSWER:

Yx^2-Yx+z=0

was this your EQUATION. can you EXPLAIN the QUESTION CLEARLY.

Discussion

38.	John got a price of 75000 in a TV contest he paid 1 by 10 of the prize as the income tax. Out of the remaining he gave 1 by 3 to his son and 1 by 5 to his daughter 1 by 10 to the Red Cross Society and rest to his wife .. what portion of the prize did John's wife get
Answer» ANSWER: His WIFE GETS 32,400 rupees is the answer for the given problem

38.

John got a price of 75000 in a TV contest he paid 1 by 10 of the prize as the income tax. Out of the remaining he gave 1 by 3 to his son and 1 by 5 to his daughter 1 by 10 to the Red Cross Society and rest to his wife .. what portion of the prize did John's wife get

Answer»

ANSWER:

His WIFE GETS 32,400 rupees is the answer for the given problem

Discussion

39.	The angle of quadrilateral measure 68, find the value of x
Answer» ANSWER: $\bold\green{\boxed{VALUE\:OF\:x}}$ $4x-x+68°=360°$ $3x+68°=360°$ $3x=360°-68°$ $3x=292°$ $x=292°/2$ $x=146°\:value\:of\:x$ $\bold\red{\boxed{HOPE\:IT\:HELPS\:YOU}}$

39.

The angle of quadrilateral measure 68, find the value of x

Answer»

ANSWER:

$\bold\green{\boxed{VALUE\:OF\:x}}$

$4x-x+68°=360°$

$3x+68°=360°$

$3x=360°-68°$

$3x=292°$

$x=292°/2$

$x=146°\:value\:of\:x$

$\bold\red{\boxed{HOPE\:IT\:HELPS\:YOU}}$

Discussion

40.	Find the value of x and y for the equation. x+2y=1, 2x-3y=12
Answer» ANSWER: The answer is x is 20 and y is -10.

40.

Find the value of x and y for the equation. x+2y=1, 2x-3y=12

Answer»

ANSWER:

The answer is

x is 20 and y is -10.

Discussion

41.	Find the areas of the trapezoid
Answer» Answer: Step-by-step explanation: To find the area of a trapezoid, multiply the sum of the bases (the parallel sides) by the HEIGHT (the perpendicular distance between the bases), and then DIVIDE by 2.

41.

Find the areas of the trapezoid

Answer»

Answer:

Step-by-step explanation:

To find the area of a trapezoid, multiply the sum of the bases (the parallel sides) by the HEIGHT (the perpendicular distance between the bases), and then DIVIDE by 2.

Discussion

42.	Find the area of a semi circle with radius 70cm
Answer» AREA of a SEMI circle: PIr^2/2 => 3.144900/2 =>15,386/2 => 7693cm^2 HOPE it helps:)

Discussion

43.	Read the following statements. (i) The partial pressure of CO2 in the alveoli is same as that of in the pulmonary vein (ii) The partial pressure of oxygen seen in pulmonary artery is same as that of in the tissues (iii) Partial pressure of oxygen in pulmonary artery and partial pressure of carbon dioxide in pulmonary vein are showing same value (iv)During resting condition the difference between the CO2 P seen in pulmonary artery and in pulmonary vein is approximately 5mmHg Of the above statements 1) only one is true 2) only two are true 3) only three are true 4) all are true
Answer» ANSWER: Step-by-step explanation: All are correct See PICTURE in NCERT for DETAILED Understanding Alveoli 104/40 PV and Aorta 95/40 Tissue and Vein and PA 40/45

43.

Read the following statements. (i) The partial pressure of CO2 in the alveoli is same as that of in the pulmonary vein (ii) The partial pressure of oxygen seen in pulmonary artery is same as that of in the tissues (iii) Partial pressure of oxygen in pulmonary artery and partial pressure of carbon dioxide in pulmonary vein are showing same value (iv)During resting condition the difference between the CO2 P seen in pulmonary artery and in pulmonary vein is approximately 5mmHg Of the above statements 1) only one is true 2) only two are true 3) only three are true 4) all are true

Answer»

ANSWER:

Step-by-step explanation:

All are correct

See PICTURE in NCERT for DETAILED Understanding

Alveoli

104/40

PV and Aorta

95/40

Tissue and Vein and PA

40/45

Discussion

44.	Simplify this ratio: 40kg to 72kg
Answer» ANSWER: the RATIO of the GIVEN NUMBERS is 5:9

44.

Simplify this ratio: 40kg to 72kg

Answer»

ANSWER:

the RATIO of the GIVEN NUMBERS is 5:9

Discussion

45.	(6x4 + 4x² + 9x + 5) ÷ (2x + 3)
Answer» Step-by-step EXPLANATION: KINDLY REFER to ATTACHMENT.

45.

(6x4 + 4x² + 9x + 5) ÷ (2x + 3)

Answer»

Step-by-step EXPLANATION:

KINDLY REFER to ATTACHMENT.

Discussion

46.	Hypophysial portal system starts from: 1) hypothalamus 2) Neurohypophysis 3) Adenohypophysis 4) Thalamus
Answer» ANSWER: $hypothalamus$

46.

Hypophysial portal system starts from: 1) hypothalamus 2) Neurohypophysis 3) Adenohypophysis 4) Thalamus

Answer»

ANSWER:

$hypothalamus$

Discussion

47.	Spraying of which hormone increases the flowering in Pineapple and Litchi 1) Cytokinin 2) NAA 3) Ethylene 4) Gibberellin
Answer» Step-by-step EXPLANATION: According to NCERT Spraying of which hormone INCREASES the flowering in Pineapple and LITCHI is by AUXIN (NAA)

47.

Spraying of which hormone increases the flowering in Pineapple and Litchi 1) Cytokinin 2) NAA 3) Ethylene 4) Gibberellin

Answer»

Step-by-step EXPLANATION:

According to NCERT

Spraying of which hormone INCREASES the flowering in Pineapple and LITCHI is by AUXIN (NAA)

Discussion

48.	1487×327+(-487)×327 With method And use a×b+a×c=a×(b+c) Property
Answer» Answer: 1487×(327+327 ) = 1487 ×654= 972498

48.

1487×327+(-487)×327 With method And use a×b+a×c=a×(b+c) Property

Answer»

Answer:

1487×(327+327 ) = 1487 ×654= 972498

Discussion

49.	Explain elimination method
Answer» ANSWER: The Elimination Method STEP 1: Multiply each equation by a suitable number so that the two equations have the same leading COEFFICIENT. ... Step 2: SUBTRACT the second equation from the first. Step 3: Solve this new equation for y. Step 4: Substitute y = 2 into either Equation 1 or Equation 2 above and solve for x.

49.

Explain elimination method

Answer»

ANSWER:

The Elimination Method

STEP 1: Multiply each equation by a suitable number so that the two equations have the same leading COEFFICIENT. ...

Step 2: SUBTRACT the second equation from the first.

Step 3: Solve this new equation for y.

Step 4: Substitute y = 2 into either Equation 1 or Equation 2 above and solve for x.

Discussion

50.	without actually performing long division state whether 29/255 will have a terminating or non-terminating repeating decimal expansion
Answer» Answer: It will have a non terminating decimal EXPANSION Step-by-step explanation: For this, you FIRST need to prime factorise the denominator. If the denominator is of this FORM, ${5}^{m} \times {2}^{n}$ Then, it is terminating, or ELSE it is non terminating repeating. For this question, the decimal expansion of 255 is 5×3×17 Hence it is non terminating repeating

50.

without actually performing long division state whether 29/255 will have a terminating or non-terminating repeating decimal expansion

Answer»

Answer:

It will have a non terminating decimal EXPANSION

Step-by-step explanation:

For this, you FIRST need to prime factorise the denominator.

If the denominator is of this FORM,

${5}^{m} \times {2}^{n}$

Then, it is terminating, or ELSE it is non terminating repeating.

For this question, the decimal expansion of 255 is 5×3×17

Hence it is non terminating repeating

Discussion

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