For football tryouts at a local school, 16 coaches and 44 players split into groups. Each group will have the same numbers of coaches and players. How many players will be in each group?

Answer:

1. x is greater than -1

2. x is less than or equal to -1

3. x greater than or equal to -1

4. x is less than -1

Step-by-step explanation:

The filled in dots means it could be equal to, non-filled dots mean it can only be greater or less. When the variable is first, look at the direction of the line

You should join my zoom call

Answer:

y=1x+-3

Step-by-step explanation:

using rise over run we can see that we go up one from a point and over 1 from a point making our slope 1. then you you find the y-intercept and here that is very easy because we can clearly see the line pass through -3 on the y axis. the just substitute in your values to get y=1x+-3

Answer:

x = 5

Step-by-step explanation:

3x + 15 = 6x

Solve using inverse operations

3x + 15 = 6x

-3x          -3x

15 = 3x

/3     /3

x = 5

Answer:

Step-by-step explanation:

[tex]\frac{1}{2}(x+15) = 2 + \frac{3}{4}(x-4)[/tex]

To make this easier, to get ride of the fractions, we can multiply both sides by 4

[tex]2(x+15) = 8 + 3(x-4)[/tex]

now use the distributive property

[tex]2x + 30 = 8 + 3x - 12\\[/tex]

now we want to isolate x to one side and isolate all the constants to the other

[tex]2x - 3x = 8 - 12 - 30\\[/tex]

now simplify

[tex]-x = -34\\x = 34[/tex]

to test, we can plug in back to the original

[tex]\frac{1}{2}(34+15) = \frac{49}{2}\\\frac{8}{4} + \frac{3}{4}(34-4) = \frac{8}{4} + \frac{90}{4} = \frac{98}{4} = \frac{49}{2}[/tex]

it works

Answer:

3

Step-by-step explanation:

The linear function or equation in the slope-intercept form will be y = -4x - 5.

A straight line on the coordinate plane is represented by a linear function.

A linear function always has the same and constant slope.

The formula for a linear function is f(x) = ax + b, where a and b are real values.

The linear function is given as,

y = mx + c

Here, m is the slope while c is the y-intercept.

Slope m = (-13 + 9)/(2 - 1)

m = -4

Put m = -4, (1,-9)

-9 = -4(1) + c

c = -5

y = -4x - 5

Hence "The linear function or equation in the slope-intercept form will be y = -4x - 5".

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Complete Question:

You plant an 8-inch spruce tree that grows 4 inches per year and a 14-inch hemlock tree that grows 6 inches per year.

The initial heights are shown.

Write a system of linear equations that represents this situation.

Answer:

[tex]s(x) = 8 + 4x[/tex]

[tex]h(x) = 14 + 6x[/tex]

Step-by-step explanation:

Given

Spruce Tree (s):

[tex]Initial\ Height = 8[/tex]

[tex]Growth = 4[/tex] (yearly)

Hemlock Tree (h):

[tex]Initial\ Height = 14[/tex]

[tex]Growth = 6[/tex] (yearly)

Required

Represent as system of linear equations

Let the number of years be x.

In both cases, the equation can be formed using:

[tex]Equation = Initial\ Height + Growth * x[/tex]

For Spruce Tree (s):

[tex]s(x) = 8 + 4 * x[/tex]

[tex]s(x) = 8 + 4x[/tex]

For Hemlock Tree (h):

[tex]h(x) = 14 + 6 * x[/tex]

[tex]h(x) = 14 + 6x[/tex]

Hence, the equations are [tex]s(x) = 8 + 4x[/tex] and [tex]h(x) = 14 + 6x[/tex]

Answer:

-19

Step-by-step explanation:

Answer:

-19

Step-by-step explanation:

replace x with seven then simplify

Answer:

118 r0

Step-by-step explanation:

590/5=118

there is no remainder

hope this helps :3

if it did pls mark brainliest

You mean like graph? Yeah.

Write in Function form

[tex]\frac{y-3}{x-6}=2\\y-3=2(x-6)\\y=2(x-6)+3\\y=2x-12+3\\y=2x-9[/tex]

So (y-3/x-6)=2 does represent "line"

[tex]\frac{y-6}{x-4}=5[/tex]

multiply x-4 all side.

[tex]y-6=5(x-4)[/tex]

Notice how the equation is similar to "Tangent" so it's clearly a line.

About reasoning, No idea how to explain but this might help...

Whenever you get rid of the fraction part, it'll leave only y-f(a)=f'(a)(x-a) which is a Tangent Line (It explains it.)

And when you simplify in Function Form, you'll get an exact linear function  "[tex]y=mx+b[/tex]"

Answer:

b=100 and c=100

Step-by-step explanation:

Because 100 is across a no value which is also 100 because they are the same and the b and c sides too so they both are 100

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[tex]100° + b = 180°[/tex]

Because they make straight line.

Also ;

[tex]100° + c = 180°[/tex]

Thus :

[tex]b = c[/tex]

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[tex]100° + b = 180°[/tex]

Subtract sides 100°

[tex] - 100° + 100° + b = 180° - 100° \\ [/tex]

[tex]b = 80°[/tex]

So ,

[tex]b = c = 80°[/tex]

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Answer:

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

Step-by-step explanation:

The solution points at the intersection of what is above the orange line and belothe blue line.

(-5, 5) is only in the orange zone so X

(0,3) is on the blue line that is doted so X

(0,-2) is on the orange line that is solid so ✅

(1,1) is in the orange and blue so ✅

(3,-4) is in the blue zone only so X

Answer:

hoi

Step-by-step explanation:

Step-by-step explanation:

3+5=8

40÷8=5

5x5=25 girls

5x3=15

Answer:

the number of girls are 16

Answer:

2 and - 1

Step-by-step explanation:

Calculate the gradients using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (- 2, -3) and (x₂, y₂ ) = (3, 7) ← 2 points on line A

[tex]m_{A}[/tex] = [tex]\frac{7+3}{3+2}[/tex] = [tex]\frac{10}{5}[/tex] = 2

with (x₁, y₁ ) = (- 2, 7) and (x₂, y₂ ) = (7, - 2) ← 2 points on line B

[tex]m_{B}[/tex] = [tex]\frac{-2-7}{7+2}[/tex] = [tex]\frac{-9}{9}[/tex] = - 1

Answer:

We expect 900 students to borrow library books

Step-by-step explanation:

Proportions

If two variables are proportional, then one of them can be obtained as the other times a fixed number.

If x and y are proportional, then:

y=k.x

Where k is the constant of proportionality

The value of k can be obtained by dividing y/x.

That division, also called ratio gives us the proportion to be applied to future calculations.

In Sophia's class, 3 out of 4 students borrowed library books.

This gives us a proportion ratio of 3/4.

If we apply that same proportion to the rest of the Liberty Center Middle School, with 1,200 students, then, we expect to have

3 / 4 * 1200 = 900 students borrowing library books.

We expect 900 students to borrow library books

Answer:

nonlinear

Step-by-step explanation:

sorry if im wrong

Answer:

Linear

Have a great day! :)

The length of the scale model of the car is 120 cm

From the question, we have the following parameters that can be used in our computation:

Length of a car = 3.6 meters

We have the scale to be

Scale = 1 cm to 30 cm

This means that

Scale = 1 cm : 30 cm

using the above as a guide, we have the following:

Scale : 3.6 meters = 1 cm : 30 cm

So we have

Scale = 3.6 m * 1 cm/30 cm

Evaluate

Scale = 0.12 m

Convert to cm

Scale = 120 cm

Hence, the length of the scale model of the car is 120 cm

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Answer:

5.03

Step-by-step explanation:

Because

Answer:

a,b,c,f

Step-by-step explanation:

The data described on the dot plot will be spread, gap, peak, and cluster. Then the correct options are A, B, C, and F.

A statistical chart called a dot chart or dot plot is made up of data points that are represented on a very basic scale, usually using filled-in circles. The dot chart comes in two widely used but quite different forms.

A statistical chart made up of data points drawn on a relatively basic scale is known as a dot diagram, sometimes known as a dot plot. One of the simplest statistical plots is the dot plot, which is typically applied to tiny data sets. They can be used to draw attention to outliers, gaps skew in the distribution and clusters.

The data described on the dot plot will be spread, gap, peak, and cluster. Then the correct options are A, B, C, and F.

More about the dot plot link is given below.

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Answer:b,e,f

Step-by-step explanation:

The correct equations are:

B) 0.4 = 2/5

D) 0.7 = 7/9

E) 0.83 = 5/6

To determine which of the following equations is correct, we need to compare each decimal value to its equivalent fraction. Here are the correct equations:

B) 0.4 = 2/5

D) 0.7 = 7/9

E) 0.83 = 5/6

B) 0.4 is equivalent to 2/5 because 0.4 means 4 tenths, and 2/5 also represents 4 tenths (2 parts out of 5).

D) 0.7 is equivalent to 7/9 because 0.7 means 7 tenths, and 7/9 also represents 7 tenths (7 parts out of 9).

E) 0.83 is equivalent to 5/6 because 0.83 means 83 hundredths, and 5/6 also represents 83 hundredths (5 parts out of 6).

The remaining options (A, C, and F) are not correct as their decimal values do not match their corresponding fractions.

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Answer:

653

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

22.00*0.08=1.76

22.00+1.76 = 23.76

Answer:

c

Step-by-step explanation:

22*0.08=1.76

the total would be the cost plus tax

22+1.76=23.76

hope this helps :3

Answer:8x^2-4x-5

Step-by-step explanation:just subtract

Answer:

I got 8x^2-4x-5 but I'm not super sure

Step-by-step explanation:

Given :

Greg earns a salary of $300 per week plus an additional  6% commission on his sales.

To Find :

If his weekly salary  increases by $50 and his commission increases to 7%  how much will Greg earn if his weekly sales are  $4,000.

Solution :

New weekly salary, S = $( 300 + 50 ) = $350 .

New commission on $4000 sales :

[tex]C=\dfrac{4000\times 7}{100}= \$280[/tex] .

Therefore, total earning T = S + C = $( 350 + 280 ) = $630 .

Hence, this is the required solution.

Answer:

Associative Property

Step-by-step explanation:Because it includes grouping of three numbers and the parentheses group around two different numbers

Answer:  Please look at the steps to see the answers.

Step-by-step explanation:

The line y= 2 has a slope of 0 meaning that for any input of x  the results will always be 2.

This means the the graph will be a horizontal line through the point, (0,2)

You can also use this table to graph it;

x         y  

0          2

1            2

2            2

3            2

4            2

5            2

6            2

-1           2

-2          2.

Answer:

I cannot see anything.

Answer:

Step-by-step explanation:

1) [tex]\frac{1}{3}-(\frac{1}{3}*\frac{1}{3}) + (\frac{1}{3}[/tex] ÷[tex]\frac{1}{3}) =[/tex] [tex]\frac{1}{3}-\frac{1}{9} +(\frac{1}{3}*\frac{3}{1})[/tex]

                                  [tex]=\frac{1}{3}-\frac{1}{9}+1\\\\=\frac{1*3}{3*3}-\frac{1}{9}+\frac{1*9}{1*9}\\\\=\frac{3}{9}-\frac{1}{9}+\frac{9}{9}\\\\=\frac{3-1+9}{9}\\\\=\frac{11}{9}\\\\=1\frac{2}{9}\\[/tex]

2)

 [tex](3\frac{3}{4}-2\frac{2}{3})*1\frac{1}{2}=(\frac{15}{4}-\frac{8}{3})*\frac{3}{2}\\\\=(\frac{15*3}{4*3}-\frac{8*4}{3*4})*\frac{3}{2}\\\\=(\frac{45}{12}-\frac{24}{12})*\frac{3}{2}\\\\=(\frac{45-24}{12})*\frac{3}{2}\\\\=\frac{21}{12}*\frac{3}{2}\\\\=\frac{21}{4}*\frac{1}{2}\\\\=\frac{21}{8}\\\\=2\frac{5}{8}[/tex]

3) When finding equivalent fractions both numerator and denominator should be multiplied with the same number. But  Lethna didn't multiply with the numerator.

[tex]\frac{2}{5}+\frac{1}{2}=\frac{2*2}{5*2}+\frac{1*5}{2*5}\\\\=\frac{4}{10}+\frac{5}{10}\\\\=\frac{9}{10}[/tex]

4) In fraction multiplication convert mixed fraction to improper fraction and reduce to smallest term

[tex]1\frac{1}{2}*5\frac{1}{3}=\frac{3}{2}*\frac{16}{3}\\\\=8[/tex]

5)

[tex]8\frac{2}{3}*5\frac{4}{9}=\frac{26}{3}*\frac{49}{9}\\\\=\frac{1274}{27}\\\\= 47\frac{5}{27}\\\\[/tex]

6) Use Keep Change Flip (KCF) method for fraction division

[tex]4\frac{2}{5}[/tex] ÷ [tex]6\frac{5}{8}[/tex] = [tex]\frac{22}{5}[/tex] ÷ [tex]\frac{53}{8}[/tex]

          [tex]= \frac{22}{5}*\frac{8}{53}\\\\=\frac{176}{265}[/tex]