Answer:
Step-by-step explanation:
[tex]\displaystyle\\\left \{ {{5x+2y=9\ \ \ \ \ \ \ \ \ \ \ \ \ \ \ } \atop {-0.5x-y=7.5\ \ \ \ \ \ \ \ |\cdot2}} \right. \\\\\\\left \{ {{5x+2y=9} \atop {-x-2y=15}} \right. \\+\\--------\\4x=24\ \ \Rightarrow\ x=24:4\Rightarrow\ x=6\\\\y=-0.5x-7.5=-0.5\cdot6-7.5=-3-7.5=-10.5\\\\\boxed{(x;y)=(6;-10.5)}[/tex]
Given the table below, write a linear equation that defines the
dependent variable, a, in terms of the independent variable, p.
Someone help
Answer:
a = 4p + 3
Step-by-step explanation:
The general form of a linear equation is y = mx + b
where y is the dependent variable, x the independent variable
m = slope(rate of change)
b = y-intercept which is the value of y when x = 0
In this problem, instead of x we are asked to use p and instead of y we are using a
Therefore we get
a = mp + b
We have to compute m and b
Since b is the value of a when p = 0, we can easily see that a = 3 when p = 0
Therefore:
a = mp + 3
To determine m, take any value of p, find the corresponding a from the table, plug in these values and solve for m
When p = 1, a= 7
So we get
7 = m(1) + 3
7 = m + 3
or
m = 7-3 = 4
So the equation is
a = 4p + 3
You can verify this as correct by plugging in different values for p from the table and checking if you get the corresponding a value
What are the slop and Y intercept of the equation 3x - 4y =4
The slope and y-intercept of the linear equation 3x - 4y = 4 will be 3/4 and negative 1, respectively.
What is a linear equation?A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.
The linear equation is given as,
y = mx + c
Where m is the slope of the line and c is the y-intercept of the line.
The linear equation is given below.
3x - 4y = 4
Convert the equation into slope-intercept form, then we have
3x - 4y = 4
4y = 3x - 4
y = (3/4)x - 1
The slope and y-intercept of the linear equation 3x - 4y = 4 will be 3/4 and negative 1, respectively.
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Divit earned $1,420 each month for 3 months this summer working as a lifeguard he spent $450 on a new bike and put half of the rest of his earnings in a savings account?
I know the answer but I don't know how to solve
In a raffle, 1,500 tickets are sold for $3 each. One ticket will be randomly selected and the winner will receive a laptop computer valued at $1000. What is the expected value for a person that buys one ticket?
e(x)=-2.33
how do you find that answer ?
The solution to probability problem is the expected value for a person that buys one ticket is -$2.32
What is probability?Probability is a measure of the likelihood or chance that a specific event will occur, expressed as a number between 0 and 1, where 0 represents impossibility and 1 represents certainty.
According to the given information:
To find the expected value, you need to multiply each possible outcome by its probability and then add them together.
In this case, there are two possible outcomes: either the person wins the laptop computer (with a probability 1/1500), or they don't win anything (with a probability 1499/1500).
So, the expected value can be calculated as:
E(x) = (1/1500)($1000) + (1499/1500)(-$3)
E(x) = $0.67 - $2.99
E(x) = -$2.32
So the expected value for a person that buys one ticket is -$2.32.
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tickets for a school play have one price for students, x, and a different price for non-students, y. The system of equations shown is based on two different ticket orders in which the prices x and y are in dollars. 2x + 3y = 49 and x + 2y = 30
A. What is the first step in solving the system by substitution?
B. Solve the system and explain what your solution represents.
A) x+2y=30
x=30-2y
B) x=8, y=11 and the solutions x and y represent the prices of tickets for students and non students.
What is meant by an equation?An equation in French is defined as having one or more variables, whereas an equation in English is any well-formed formula consisting of two expressions combined with an equals sign.
Solving a variable equation includes determining which variables' values result in equality. Unknowns are the variables for which the equation must be solved, while equation solutions are the unknown values that satisfy the equality. An equation is a mathematical phrase with two equal sides separated by an equal sign. An equation is 4 + 6 = 10. We can see 4 + 6 on the left side of the equal sign and 10 on the right.
Given equations are:
2x + 3y = 49
x + 2y = 30
A) From eq 2,
x+2y=30
x=30-2y
B) x and y represents the prices of tickets for students and non students.
2(30-y)+3y=49
60-4y+3y=49
y=60-49
y=11
x=30-2y
x=30-2(11)
x=30-22
x=8
The solutions x and y represent the prices of tickets for students and non students.
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22. Given f(x)=10x & g(x)=2x-4
Find the value of f(1)
Find the value of g(3)
Find the value of f(1)+g(3)
Find the value of f(10)-g(0)
Answer:
f(1)=10
g(3)=2
f(1)+g(3)=12
f(10)-g(0)=104
Step-by-step explanation:
f(x)=10x
g(x)=2x-4
f(1)=10×1=10
g(3)=2×3-4=2
f(1)+g(3)=10+2=12
f(10)-g(0)=(10×10)-(2×0-4)=100+4=104
A car travels for 7 hours at 55 miles per hour. Use the formula d = r. t, where d =
distance, r = rate, and t = time, to find the distance the car traveled.
The distance traveled is
miles.
The solution is
The distance traveled is 385miles
10 Find the value of 2x+y for the simultaneous equations.
3x + 5y = 48
2x-y=19
y=3
x=11
hence answer 25
3x+5y=48
2x-y=19
eliminate x to find y
(3x+5y=48)2
(2x-y=19)3
(6x + 10y. = 96)
- minus direct
(6x - 3y. = 57)
=
13y = 39
Note: (10y -(-3y)=13y)
divide by 13 to remain with y
y =3
substitute to any equation to get x lets pick second one
2x-(3)=19
2x-3=19
2x=19+3
2x/2=22/2. (to remain with x value)
x=11
therefore 2x+ y results to 2(11) +3=25
Answer:
2x + y = 25
Step-by-step explanation:
Given equations:
[tex]\begin{cases} 3x + 5y = 48\\\;\;2x-y=19\end{cases}[/tex]
Rearrange the second equation to isolate y:
[tex]\implies 2x-y=19[/tex]
[tex]\implies 2x-19=y[/tex]
Substitute the found expression for y into the first equation and solve for x:
[tex]\implies 3x+5y=48[/tex]
[tex]\implies 3x+5(2x-19)=48[/tex]
[tex]\implies 3x+10x-95=48[/tex]
[tex]\implies 13x=143[/tex]
[tex]\implies x=11[/tex]
Substitute the found value of x into the equation for y and solve for y:
[tex]\implies y=2x-19[/tex]
[tex]\implies y=2(11)-19[/tex]
[tex]\implies y=22-19[/tex]
[tex]\implies y=3[/tex]
Therefore, the solution of the given system of equations is:
x = 11, y = 3To find the value of 2x + y, substitute the found values of x and y into the expression and solve:
[tex]\begin{aligned}\implies 2x+y&=2(11)+3\\&=22+3\\&=25\end{aligned}[/tex]
Therefore:
2x + y = 25Each day for three weeks, Kenisha records the number of eggs her chickens lay. The frequency table
shows her data.
On how many days did Kenisha's chickens
lay 5 or more eggs?
?
days
Number of Eggs
3
4
5
6
7
Frequency
!!
11
Answer:
12
Step-by-step explanation:
add the number of days that the chicken laid 5 or more eggs
5 + 5 + 2 = 12
From the given frequency table, we observe that the chicken lays 5 or more eggs on day 4, 5 and 6, and the eggs laid by the chicken are the greatest on day 4.
What is a frequency table?A frequency distribution table is a tool for structuring the provided data in a way that makes sense and facilitates comprehension. Two or three columns make up a frequency distribution table.
here, we have,
All of the results are shown in the first column as individual values or as class intervals.
The table's second column contains the results' totals, which also display the frequency as vertical lines. It's not required.
The frequency of each result is revealed in the third column.
The frequency table uses lines to depict the number of laid eggs. Here, 5 is represented using a hashed line over four lines. Thus, we see that the maximum number of eggs laid are 6, on day 4.
Also, the chicken lays 5 or more eggs on day 4, 5 and 6.
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A $500 purchase will be discounted by 35%. What will be the amount owed after the discount?
Answer:
I think your discount price would be $175, and your final price as $325.
Step-by-step explanation:
Answer: the answer would be 175
Step-by-step explanation:
4. A seed is planted in a glass pot and its height is measured in centimeters
every day. (Lesson 3-4)
Height (cm)
3
2
5
2
-3
-4
-5
HATH
3 6 9 12 15 18 21 24 27 30
Days
The best fit line is given by the equation y = 0.404x - 5.18, where y
represents the height of the plant above ground level, and x represents the
number of days since it was planted.
a. What is the y-intercept of the best fit line? What does the y-intercept of the line mean in this situation? Is it reasonable?
The y-intercept of the line of best fit is -5.18cm and it is showing the initial height of the plant immediately it was planted and it is not reasonable because it shows a negative height
The general form of the equation of a line in slope intercept form is expressed as;
y = mx + c
where;
m is slope
c is y-intercept.
Now, we are given the equation of the line of best fit as;
y = 0.404x - 5.18
where;
y represents the height of the plant above ground level.
x represents the number of days since it was planted.
a) From the given equation, we see that the slope is; m = 0.404 and that the y intercept is -5.18.
Now, what the y-intercept means is that the height of the plant is 5.18 cm below the ground and this is not reasonable.
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Help please[tex]\sqrt{x-3} -\sqrt{x} =3[/tex]
Answer: No solution
Step-by-step explanation:
[tex]\sqrt{x-3}=\sqrt{x} +3\\[/tex]
square both sides
x-3=x+9
x=x+12
0=12
0 does not equal 12, and therefor, there is no solution.
A 12,000-lb killer whale might eat as much as 14,000 lb of fish per month (assume a 30-day month). If the average weight of a certain type of fish is 2.8oz, estimate how many of these fish a killer whale would eat in a day.† (Round your answer to the nearest whole number.)
Answer:
2196 fish
Step-by-step explanation:
:)
Answer:
2196 fish
Step-by-step explanation:
your welcome
Whats 5 3/8 - 3 3/4 ?
let's convert the mixed fractions to improper fractions and the subtract.
[tex]\stackrel{mixed}{5\frac{3}{8}}\implies \cfrac{5\cdot 8+3}{8}\implies \stackrel{improper}{\cfrac{43}{8}} ~\hfill \stackrel{mixed}{3\frac{3}{4}}\implies \cfrac{3\cdot 4+3}{4}\implies \stackrel{improper}{\cfrac{15}{4}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{43}{8}~~ - ~~\cfrac{15}{4}\implies \cfrac{(1)43~~ - ~~(2)15}{\underset{\textit{using this as the LCD}}{8}}\implies \cfrac{43-30}{8}\implies \cfrac{13}{8}\implies {\Large \begin{array}{llll} 1\frac{5}{8} \end{array}}[/tex]
6x + 45 is less than or equal to 240
Answer: neither
Step-by-step explanation:
To get rid of the fractions, we pick a useful number and multiply both sides of the equation by that number. The number is useful if multiplying eliminates all fractions.
NO LINKS!! Determine if the figures have line, point, and/or rotational symmetry. Check all that apply. Part 3
Recall properties of symmetry:
Line - reflection mirror,Rotational - you can rotate it about its center and it will overlap with the initial shape after minimum of 180 degrees rotation,Point - acting as a midpoint of the segment formed by opposite points.Using the properties we can state that:
#9It has no symmetry.#10It has rotational and point symmetry but not line.#11It has a line symmetry.#12It has rotational and point symmetry.The solution to a(x)-b(x)=0
Answer:
a = b
b = a
Step-by-step explanation:
How much more likely is it that a state name begins with "M" than with "A"?
Answer:
Try with this
Step-by-step explanation:
22 that starts with ''m'' and 16 that start with ''a"
Find g(x), where g(x) is the translation 5 units down of f(x)=x2.
Write your answer in the form a(x–h)2+k, where a, h, and k are integers.
If we want to translate (aka move) [tex]f(x) = x^2[/tex] down 5 units, we need to subtract 5 from the [tex]x^2[/tex].
[tex]g(x) = x^2-5[/tex]
The [tex]k[/tex] in the [tex]a(x-h)^2 +k[/tex] form will always be the vertical translation component. If you translate up, [tex]k[/tex] is positive. If you translate down, [tex]k[/tex] is negative.
A cyclist rode 3.85 miles in 0.7 hours. How fast was she going in miles per hour?
A. 3.85 miles per hour
B. 0.18 miles per hour
C. 5.5 miles per hour
D. 1.4 miles per hour
Would you use SSS or SAS to prove the triangles are congruent? If there is not enough information to prove the triangles are congruent, write not enough information. Explain your answer.
We can use both according to the given information.
• In 2 triangles if 2 sides of a triangle and 2 sides of another triangle are equal and if any one angle is equal to the angle in another triangle then we use SAS congruence rule
• In 2 triangles if 3 sides are equal to the 3 sides of another triangle then we use SSS congruence rule
• We can also use RHS (Right angle Hypotenuse Side). It is for 2 right angle triangle.
*Hope It Helps you*°Please Mark Me As Brainliest°HELP ASAP PLEASE!!!!!!
Answer:
the answer is 0
Step-by-step explanation:
Graph y = 2/3x
Where do i put the dots
Answer:
On (3,7) and (-2,7)
Step-by-step explanation:
Which equation models the line on the graph?
Answer:
y = 2x - 4
Step-by-step explanation:
(3, 2) (1, -2)
m = y2-y1 / x2-x1
m = -2-2 / 1-3
m = -4/-2
m = 2/1
m = 2
y = 2x + b
2 = 2(3) + b
2 = 6 + b
b = -4
y = 2x - 4
Could you please give me brainliest for this? Thank you!
Parent wish to have 80,000 available for a child education. If the child is now 5 years old, how much money must be set aside at 8% coompounded semiannually to meet their financial goal when the child is 18
Answer:
To meet the financial goal of having 80,000 available for a child's education when they are 18, the parents must set aside $25,945.90 at 8% compounded semiannually.
Step-by-step explanation:
Can anyone help with this two question ? Please
let's go like the crab, go backwards, start at the last
if you don't have a Unit Circle, this is a good time to get one, there are many online.
Check the picture below.
[tex]~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ (\stackrel{x_1}{6}~,~\stackrel{y_1}{7})\qquad (\stackrel{x_2}{x}~,~\stackrel{y_2}{y}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ x +6}{2}~~~ ,~~~ \cfrac{ y +7}{2} \right) ~~ = ~~\stackrel{midpoint}{(-5~~,~~-5)} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{ x +6}{2}=-5\implies x+6=-10\implies \boxed{x=-16} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{ y +7}{2}=-5\implies y+7=-10\implies \boxed{y=-17}[/tex]
100 POINTS
The two-way frequency table contains data about students' preferred exercise.
What is the joint relative frequency of students who like running and swimming?
45%
37%
28%
14%
Answer:
28
Step-by-step explanation:
hope this helps if its wrong really sorry
help meeeeeeeeeeeeeeee pleaseeeeeeehelp meeeeeeeeeeeeeeee pleaseeeeeeehelp meeeeeeeeeeeeeeee pleaseeeeeeehelp meeeeeeeeeeeeeeee pleaseeeeeee
Answer:
Step-by-step explanation:
im not in 100th grade yet
Ryan has a major problem of overspending from each of his paychecks, even though his ultimate goal is to be saving money for college. His friend Sydney says Ryan's problem is that he's too worried about "keeping up with the Joneses." What does Sydney mean by this?
A.Ryan's college savings goals are too lofty, which is why he can't achieve them
B.Ryan is buying too many material things or spending too much on experiences so that he feels on par with his peers
C.Ryan is imitating a famously wealthy family -- the Joneses -- from American history
D.Ryan doesn't know the 50-20-30 rule for budgeting, so he needs to take a financial management class like the fictitious "Jones" family would do in this situation
Answer: B. Ryan is buying too many material things or spending too much on experiences so that he feels on par with his peers
Idioms
Idioms are phrases or expressions that have a specific meaning that is different from the meaning of the individual words, for example, the idiom "you have bitten off more than you can chew" implies that someone is trying to do something that is too difficult for him/her.
"Keeping up with the Joneses" is an idiom that refers to the urge to keep up with the social status, wealth, or popularity of other people around us. This situation causes someone to constantly compare himself/herself with others and buy the same goods in order to show that he/she has as much money as other people.
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If a polynomial f\mathopen{}\mathclose{\left(x\right)}f(x) has a remainder of 22 when divided by x-6x−6, what is f\mathopen{}\mathclose{\left(6\right)}f(6)?\
f\mathopen{}\mathclose{\left(6\right)}f(6) = (6-6)(something) + 22 = 0(something) + 22 = 22 which has a remainder of 22 when divided by x-6x-6. f\mathopen{}\mathclose{\left(6\right)}f(6) = \boxed{22}.
What is the remainder theorem?The remainder theorem states that when a polynomial is divided by a linear term, the remainder equals the value of the polynomial at the root of the linear term. This theorem may be used to determine the roots of a polynomial by dividing it by a linear term and solving for the remainder. For instance, when the polynomial x3+x2-5x+6 is divided by (x2), the result is identical to the polynomial's value at x=2. After finding the remainder, we may determine that the polynomial's root is 2, which we can do by solving for the remainder. This theorem may also be used to discover the roots of higher degree polynomials by combining linear terms.
How to solve?
f\mathopen{}\mathclose{\left(x\right)}f(x) can be written as (x-6)(something) + 22.
f\mathopen{}\mathclose{\left(6\right)}f(6) = (6-6)(something) + 22 = 0(something) + 22 = 22.
Therefore, f\mathopen{}\mathclose{\left(6\right)}f(6) = \boxed{22}.
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