Answer:
the number is 3
Step-by-step explanation:
Perhaps you'd like to find the number.
If n represents the number, we can write the relationship as ...
3n -1 = n +5
Adding 1-n to both sides gives ...
2n = 6
n = 3 . . . . divide by 2
The number is 3.
_____
Check
The product of the number and 3 is 9. One less is 8. That is 5 more than the number itself: 8 = 3 + 5.
please help!!! 25 points!!
==============================================
Work Shown:
g(x) = x^2-2
g(-2) = (-2)^2-2
g(-2) = 2
Saying (-2, g(-2)) is the same as saying (-2, 2)
---------------
g(x) = x^2-2
g(1) = 1^2 - 2
g(1) = -1
Saying (1, g(1)) is the same as saying (1, -1)
---------------
Let's find the slope of the line through (-2,2) and (1,-1)
m = (y2 - y1)/(x2 - x1)
m = (-1-2)/(1-(-2))
m = (-1-2)/(1+2)
m = -3/3
m = -1
Now turn to point slope form to find the equation
y - y1 = m(x - x1)
y - 2 = -1(x - (-2))
y - 2 = -(x + 2)
y - 2 = -x - 2
y-2+2 = -x-2+2 ... add 2 to both sides
y = -x
You could use the other point (1,-1) and you'd get the same answer. The slope m = -1 is the same each time.
A bell rings every 6 seconds. Another bell rings every 5 seconds. If they both ring together, how many seconds will it be before they both ring together again
Answer:
30 seconds.
Step-by-step explanation:
That will be the Lowest Common Multiple of 5 and 6.
This is 5 *6 = 30.
PLZ ANSWER ASAP NOWWWWW
Answer:c
Step-by-step explanation:
Answer:
c
Step-by-step explanation:
Jan’s age is 3 years less than twice Tritt’s age. The sum of their ages is 30. Write an equation that could be used to find the age of the students.
Answer:
x=2y-3
Step-by-step explanation:
x=Jan's age
y=Tritt's age
PLEASE ANSWER ASAP!!! Solve for X. 15=7x+3-5x X=_(simplify your answer)
Answer:
X=6
Step-by-step explanation:
Step 1: Simplify both sides of the equation.
15=7x+3−5x
15=7x+3+−5x
15=(7x+−5x)+(3)(Combine Like Terms)
15=2x+3
15=2x+3
Step 2: Flip the equation.
2x+3=15
Step 3: Subtract 3 from both sides.
2x+3−3=15−3
2x=12
Step 4: Divide both sides by 2.
2x2=122
x=6
Answer:
x=6
if some one bakes 150 cookies and eats 10% how many did she eat
Answer:
[tex] \boxed{ \bold{ \boxed{ \sf{15 \: cookies}}}}[/tex]
Step-by-step explanation:
Total cookies = 150
percentage of cookies that she ate = 10 %
To find : Number of cookies that she ate
[tex] \sf{10\% \: of \: 150}[/tex]
To convert percent into fraction, divide it by 100 and remove the % symbol.
⇒[tex] \sf{ \frac{10}{100} \times 150}[/tex]
⇒[tex] \sf{15 \: cookies}[/tex]
Thus, She ate 15 cookies.
Hope I helped!
Best regards!!
When driving in England, a U.S. tourist puts gasoline in his car and pays 1.35 European pounds per liter (pounds per liter). The price of gasoline in his U.S. hometown is $3.39 per gallon. Suppose the exchange rate is 0.705 pounds for $1.50. Is gasoline more expensive in England or in the U.S.?
Answer: England
Step-by-step explanation:
England: 1.35 euro/liter
[tex]\text{U.S:}\quad \dfrac{\$3.39}{gallon}\times \dfrac{0.705\ euro}{\$1.50}\times \dfrac{1\ gallon}{3.785\ liter}=\dfrac{0.42\ euro}{liter}[/tex]
1.35 > 0.42
England > US
How can you write 0.07 in the form a and b
Answer:
7/100
Step-by-step explanation:
We want to write .07 as a fraction
7/100 were a = 7 and b = 100
Answer:
seven hundredths
5x + 13-14 or-4x + 6< 10
Answer:
5x - 1 or x>−1
Step-by-step explanation:
Just combine like terms: 13,-14
Combine like terms: 6,10
Divide by -4:-4x/-4<4/-4
The quotient of 3 divided by three-fourths is
Answer:
Step-by-step explanation:
3 * 4/3 = 4 is the solution
Answer:
4
Step-by-step explanation:
[tex]\frac{3}{1}/\frac{3}{4}\\\frac{3}{1}*\frac{4}{3}[/tex]
cancel out the threes and you get:
[tex]\frac{1}{1}=\frac{4}{1}\\1*4=4[/tex]
Matthew's dad is 5 times as old as him. If the differences of their ages is 28, how old is matthew?
Answer:
7
Step-by-step explanation:
5x-x=28 The dad is 5 times as old and the difference in their ages is 28years.
4x=28 Simplify and divide.
x=7
A line passes through the points (2,3) and (6,y) with a slope of 2. What is the value of y?
Answer:
5
Step-by-step explanation:
The slope of a line is always rise over run.
We need to make the rise over run equivalent to 2 to find the value of y.
Looking at the x-coordinates, 2 and 6, we can see there is an increase in 4.
Now we ask: What number, times 2, will equal 4?
That is 2.
So we have to make the increase in the y coordinates 2.
If we have the original point 3, an increase in 2 is 5.
So y is 5.
Hope this helped!
Answer:
11 = y
Step-by-step explanation:
Using the slope formula
m = (y2-y1)/(x2-x1)
2 = (y-3)/(6-2)
2 = (y-3)/4
Multiply each side by 4
2*4 = y-3
8 = y-3
Add 3 to each side
8+3 = y-3+3
11 = y
Elizabeth wrote 3.3 - 0.21= 1.2 Is her answer reasonable? Explain why or why not. Choose the correct answer below and fill in the answer box to complete your choice. A. The estimate would be 0-0= nothing, so her answer is reasonable. B. The estimate would be 4-0= nothing, so her answer is not reasonable. C. The estimate would be 3-0= nothing, so her answer is not reasonable. D. The estimate would be 3-0= nothing, so her answer is reasonable.
Answer:
The estimate would be 3-0= nothing, so her answer is not reasonable.Step-by-step explanation:
Given the expression written by Elizabeth as 3.3 - 0.21= 1.2, to check if Elizabeth expression is reasonable or not, we need to check if her answer is close to or equal to the answer of the diiferebce between 3.3 - 0.21.
Converting 3.3 and 0.21 to fraction
3.3 = 33/10
0.21 = 21/100
Taking the difference of both fractions
[tex]= \dfrac{33}{10} -\dfrac{21}{100} \\\\= \dfrac{330-21}{100} \\\\= \dfrac{309}{100} \\\\= 3.09\\[/tex]
Hence 3.3 - 0.21 = 3.09 ≈ 3.0 (to nearest whole number). Comparing Elizabeth answer which is 1.2 to the answer f=gotten, it can be seen that her answer is far from the right answer with a difference of about 1.8 (3.0-1.2). This large difference makes Elizabeth answer unreasonable.
D.
The estimate would be 30
3, so her answer is not reasonable
You are travelling through a town at 50km/h and a ball rolls onto the road. how far do you travel (in metres) in this time.
Answer:
50000 m
Step-by-step explanation:
50km/h
It means that 1 hour can travelling 50 km
1km=1000m
50km=50000m
So 1hour can travel 50000m
Calculate the rate per cent p.a. at which
a N245 will earn N117.60 in 8 years
Answer:
[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{6 \: \% \: }}}}}[/tex]
Step-by-step explanation:
Given
Principal ( P ) = N 245
Interest ( I ) = N 117.60
Time ( T ) = 8 years
Rate = ?
Finding the rate percent :
[tex] \boxed{ \sf{rate = \frac{interest \: \times 100}{principal \times time} }}[/tex]
plug the values
⇒[tex] \sf{ \frac{117.60 \times 100}{245 \times 8} }[/tex]
Calculate
⇒[tex] \sf{ \frac{11760}{1960} }[/tex]
⇒[tex] \sf{6 \: \%}[/tex]
Hope I helped!
Best regards!!
What is the slope? Loooook atttt the chartttt ✨
Answer:
m = 3/5
Step-by-step explanation:
Slope Formula: [tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]
Step 1: Find 2 coordinates
(0, 80)
(-50, 50)
Step 2: Find slope m
m = (50 - 80)/(-50 - 0)
m = -30/-50
m = 3/5
Answer:
chart.
Step-by-step explanation:
ah yes chart.
What's 5(m−2)−10=6+2(1−m)
Answer: m=4
Step-by-step explanation:
5(m-2) - 10 = 6 + 2(1 - m) Apply the distributive property on both sides
5m -10 -10 = 6 + 2-2m Now combine like terms on both sides
5m -20 = 8- 2m Now add 2m to both sides
+2m +2m
7m - 20= 8 Add 20 to both sides
+20 +20
7m = 28 Divide both sides by 7
m = 4
Which is a disadvantage of using credit?
OA.
You make fewer purchases.
B.
You can build your credit history.
O c.
You pay more because of fees.
R
Answer:
B, You can build your credit history
Step-by-step explanation:
pretty sure i know the answer. will reward brainliest just because.
500 because 80% of 500 is 100
What is the solution to this system of equations?
x + 3y - z = 6
4x - 2y + 2z= -10
6x + z= -12
(an explanation would be great because i barely understand how to do this)
Answer:
[tex]x=-3, y=5, z=6[/tex]
Step-by-step explanation:
1. Divide by 2 both sides in the second equation:
[tex]4x - 2y + 2z= -10[/tex] [tex]2x - y + z= -5[/tex]2. From the third equation find z in terms of x:
[tex]6x + z= -12[/tex] [tex]z= -6x-12[/tex]3. Add up the first and new second equations and find y in terms of x:
[tex](x+2x)+(3y-y)+(-z+z)=6+(-5)[/tex] [tex]3x+2y=1[/tex] [tex]2y=1-3x[/tex] [tex]y=0.5-1.5x[/tex]4. Put new alternatives instead of y and z in the first equation:
[tex]x+3(0.5-1.5x)-(-6x-12)=6[/tex] [tex]x+1.5-4.5x+6x+12=6[/tex] [tex]2.5x=-7.5[/tex] [tex]x=-3[/tex]5. Now we can easily find other two unknowns by using their equations by means of x:
[tex]y=0.5-1.5\times(-3)[/tex] [tex]y=0.5+4.5[/tex] [tex]y=5[/tex][tex]z=-6\times(-3)-12[/tex] [tex]z=18-12[/tex] [tex]z=6[/tex]Answer:
Step-by-step explanation:
2x + 6y - 2z = 12
12x - 6y + 6z = -30
14x + 4z = -18
6x + z = -12
14x + 4z = -18
-24x - 4z = 48
-10x = 30
x = -3
6(-3) + z = -12
-18 + z = -12
z = 6
-3 + 3y - 6 = 6
-9 + 3y = 6
3y = 15
y = 5
x = -3, y = 5, z = 6
If the length of a rectangle is x, and the width is x+3, what is the perimeter of the rectangle?
Simplify the following expression by combining liker terms: 4x +9 -6x +6
10X-15
10x+15
-2x+15
2x+15
Explain your thinking.
Answer:
its very simple you just need to collect like terms...
which is 4x-6x+6+9 which is
-2x+15.
This is my answer I hope it helps you.
Answer:
i think its -2x+15
Step-by-step explanation:
you do 4x-6x (-6 cuz it has a neg. in front) which gives you -2x then 9+6 and it gives you 15
When a problem involves more than one unit for a characteristic (such as length), now can you tell which unit is more appropriate to report the answer in?
Answer:
For larger measurements, we use larger unit while for smaller measurement we use smaller unit.
Step-by-step explanation:
Normally, For larger distances we make use of larger units while for smaller distances we make use of smaller units.
For example, if we consider the distance travelled by a person in some days;
For 15000 units distance; We can represent this value as 15 Kilometers
For 800 units distance; Rather than using kilometers, it would be better to represent it in meters as 8 meters.
Also, For 70 units distance; Instead of kilometers or meters, 70 cm would be a better unit of representation.
Likewise, If we consider some 3 dimensional shapes holding some substances,
For 7000 units, best unit of weight representation would be 7 Kg
For 600 units, instead of in kg, best unit of weight representation would be 600 grams
For 50 units, best unit of weight representation would be 50 grams
So, looking at the examples given in both weight and distances, we will conclude that for larger measurements, we use larger unit while for smaller measurement we use smaller unit.
A truck driver is running
out of gas. His dial says that he can travel exactly 50 miles. He can deliver his shipment to one of two places, Max's Auto
Goods, or Jimmy's Car Supply which are about 50 miles apart from each other. Using the image below determine which store he can make it to with
the amount of gas he has left in his truck?
Truck Driver
500
Max's Auto
Goods
50 miles
610
Jimmy's Car
Supply
What is the sum of the first 150 odd positive integers?
Show work please!!!
Answer:
11325.
Step-by-step explanation:
Step 1: address the formula, input parameters & values.
Input parameters & values:
The number series 1, 2, 3, 4, . . . . , 149, 150.
The first term a = 1
The common difference d = 1
Total number of terms n = 150
Step 2: apply the input parameter values in the formula
Sum = n/2 x (a + Tn)
= 150/2 x (1 + 150)
= 22650/2
1 + 2 + 3 + 4 + . . . . + 149 + 150 = 11325
Therefore, 11325 is the sum of positive integers up to 150.
The sum of the first 150 odd positive integers is 11325.
The number series 1, 2, 3, 4, . . . . , 149, 150.
The first term a = 1
The common difference d = 1
Total number of terms n = 150
Sum = n/2 x (a + Tn)
= 150/2 x (1 + 150)
= 22650/2
1 + 2 + 3 + 4 + . . . . + 149 + 150 = 11325
What is a positive integer example?
: An integer is positive if it is greater than zero. Example 1, 2, 3 . . . Negative Integers: An integer is negative if it is less than zero. Example -1, -2, -3 . . .
The definition of a positive integer is a whole number greater than zero. The set of positive integers includes all counting numbers (that is, the natural numbers).
What is an odd number answer?Odd numbers are the numbers that cannot be divided by 2 evenly. It cannot be divided into two separate integers evenly. If we divide an odd number by 2, then it will leave a remainder. Examples of odd numbers are 1, 3, 5, 7, etc.
Learn more about odd numbers here:https://brainly.com/question/2263958
#SPJ2
5-9(8 - 2x) < 2x - 115 solve for x
Answer:
x < -3
Step-by-step explanation:
Order of Operations: BPEMDAS
Step 1: Write out equation
5 - 9(8 - 2x) < 2x - 115
Step 2: Distribute parenthesis
5 - 72 + 18x < 2x - 115
Step 3: Combine like terms
-67 + 18x < 2x - 115
Step 4: Add 67 on both sides
18x < 2x - 48
Step 5: Subtract 2x on both sides
16x < -48
Step 6: Divide both sides by 16
x < -3
And we have our answer!
Answer:
x<-3
Step-by-step explanation:
5−9(8−2x)<2x−115
Use the distributive property to multiply −9 by 8−2x.
5−72+18x<2x−115
Subtract 72 from 5 to get −67.
−67+18x<2x−115
Subtract 2x from both sides.
−67+18x−2x<−115
Combine 18x and −2x to get 16x.
−67+16x<−115
Add 67 to both sides.
16x<−115+67
Add −115 and 67 to get −48.
16x<−48
Divide both sides by 16. Since 16 is >0, the inequality direction remains the same.
x<-48/16
Divide −48 by 16
x<−3
[ÑL;
´lkCuáles son las cosas que pueden medir en fracciones y cuáles en decimales
Answer:
Las cosas que se pueden contar (i.e. Contar y clasificar frutas) así como cosas que se pueden dividir se pueden medir en fracciones (i.e. Cortar un pastel), mientras que las cosas que no se pueden contar, de naturaleza no discreta, así como cosas que no se pueden dividir (i.e. Líquidos, material granulado) se pueden medir en decimales.
Step-by-step explanation:
Las cosas que se pueden contar (i.e. Contar y clasificar frutas) así como cosas que se pueden dividir se pueden medir en fracciones (i.e. Cortar un pastel), mientras que las cosas que no se pueden contar, de naturaleza no discreta, así como cosas que no se pueden dividir (i.e. Líquidos, material granulado) se pueden medir en decimales.
x/11 = 13/11 please help
Answer:
[tex]x=13[/tex]
Step-by-step explanation:
So we have:
[tex]\frac{x}{11}=\frac{13}{11}[/tex]
To solve for x, multiply both sides by 11.
[tex](11)\frac{x}{11}=(11)\frac{13}{11}[/tex]
Both the left and the right cancel. Thus:
[tex]x=13[/tex]
Our answer is 13 :)
Answer:
Hey there!
x=13
The denominator is the same for both sides, so to make the equation equal, x has to be 13.
Hope this helps :)
I Need Help Plz thank you
Answer:
d
Step-by-step explanation:
Sonia: 19.6 (3/5 = 0.6)
Cesar: 19.7
Stacy: 19.75
Roberto: 19.5 (1/2 = 0.5)
Question 4 Find the value of a and YZ if Y is between X and Z.
XY = 3a - 4, YZ = 6a + 2, XZ = Sa + 22
a=?
YZ=?
Answer:
a = 6YZ = 38Step-by-step explanation:
The segment addition theorem tells you ...
XY +YZ = XZ
(3a -4) +(6a +2) = (5a +22)
4a = 24 . . . . . . . . add 2-5a and simplify
a = 6 . . . . . . . . . . divide by 4
Then the length of YZ is ...
YZ = 6a+2 = 6(6) +2
YZ = 38