Answer:
1275000
Step-by-step explanation:
102000/0.08=1275000
2(4x-3)-8=4+2x please solve this linear equation I need help
Answer:
x = 3
Step-by-step explanation:
Perform the indicated multiplication. We get
8x - 6 - 8 = 4 + 2x
Combining the x terms results in:
6x - 14 = 4
Isolate x by adding 14 to both sides:
6x = 18
Find x by dividing both sides by 6:
x = 18/6 = 3
x = 3
The solution or the value of x for the given linear equation 2(4x-3)-8=4+2x is x = 3.
Given that:
2(4x - 3) - 8 = 4 + 2x
Use the distributive property on the left-hand side.
(2 × 4x - 2 × 3) - 8 = 4 + 2x
(8x - 6) - 8 = 4 + 2x
Using the associative property:
8x + (-6 - 8) = 4 + 2x
8x - 14 = 4 + 2x
Subtract both sides by 2x.
8x - 2x - 14 = 4
6x - 14 = 4
Add 14 on both sides.
6x = 18
Divide both sides by 6.
x = 3
Hence, the value of x is 3.
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To the nearest square meter, what is the curved surface area of the half pipe if it’s 7 m long?
The radius is 2.5 m
Answer: 55 m²
Step-by-step explanation:
The arc length of a half-circle is πr, so the area of the curved surface is A = πrl = π(2.5 m)(7 m) = 17.5π m² ≈ 55 m²
The game starts with a pile of 20 tickets. You and the person you are playing against can choose who goes first and second. On each player's turn, they must take 1, 2, or 3, tickets from the pile. The person that takes the last ticket (s) wins. The game starts with a pile of 20 tickets. You and the person you are playing against can choose who goes first and second. On each player's turn, they must take 1, 2, or 3, tickets from the pile. The person that takes the last ticket (s) wins. What is the strategy the 1st player can use to win all the time?
The 1st player would have to say 15 and 16. NOT 17.
No matter how it is.
Ex:
14,15,16
15,16
rewrite the phrase 2 less than a number as a variable expression
Answer:
2-x
Step-by-step explanation:
what is the solution to -18 + k = 37 A. k = 55 B. k = 19 C. k = -19 D. k = -55
What are the steps, in order, needed to solve - 5 = 20? Add 5, and then divide by 2. Subtract 5, and then multiply by 2. Add 5, and then multiply by 2. Subtract 5, and then divide by 2.
Answer:
Add 5, and then multiply by 2
Step-by-step explanation:
Solve x + x + 2 + 2x = -2.
A) -2
B) -1
C) 0
D) 1
Answer:
[tex] \boxed{ \bold{ \blue{ - 1}}}[/tex]Option B is the correct option.
Step-by-step explanation:
[tex] \mathsf{x + x + 2 + 2x = - 2}[/tex]
Collect like terms
[tex] \mathsf{4x + 2 = - 2}[/tex]
Move constant to R.H.S and change its sign
[tex] \mathsf{4x = - 2 - 2}[/tex]
Calculate
[tex] \mathsf{4x = - 4}[/tex]
Divide both sides of the equation by 4
[tex] \mathsf{ \frac{4x}{4} = \frac{ - 4}{4} }[/tex]
Calculate
[tex] \mathsf{x = - 1}[/tex]
Hope I helped!
Best regards!
Answer:
-2
Step-by-step explanation:
Because it says it in the problem.
Since you don't know the value of x you make that a zero.
You add the x's and you get zero.
2+2x=2
= -2
Can someone help me with this.
In a school, 30% of the students have hazel eyes. Find the experimental probability that in a group of 4 students, at least one of them has hazel eyes. The problem has been simulated by generating random numbers. The digits 0-9 were used. Let the numbers "6". "7", and "8" represent the 30% of students with hazel eyes. A sample of 20 random numbers is shown.
Answer:
90%
Step-by-step explanation:
Experimental probability that in a group of 4 students, at least one of them has hazel eyes is 85%.
What is experimental probability?The experimental probability of an event occurring is the number of times that it occurred when the experiment was conducted as a fraction of the total number of times the experiment was conducted.
According to the question
In a school, 30% of the students have hazel eyes.
The number of hazel eyes in data is 17
The total number of data sets are 20.
Experimental probability = [tex]\frac{17}{20}[/tex] × 100%
= 85%
Hence, experimental probability that in a group of 4 students, at least one of them has hazel eyes is 85%.
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Verify :(-50) × [37 + (-7) ] = (-50) × 37 + (-50) × (-7) Those who answers quickly will be marked brainliest
Answer:
(-50) x 30 = -1850 + 350
-1500 = -1500
true
Answer:
It is true.Step-by-step explanation:
It is example of "Distributive Law":
a × (b + c) = a × b + a × c
When we multiply a number by a group of numbers added together we get the same answer as when we do each multiply separately then add them.
Of course, if you don't remember the distributive law, you can verify it just by doing the operations on both sides of the equality:
(-50) × [37 + (-7) ] = (-50) × 37 + (-50) × (-7)
(-50) × [30] = (-1850) + 350
- 1500 = - 1500 ← it's true
a slice of bread weighs 28.349 grams. Which expression shows the weight of a slice of bread in expanded notation?
Answer:
2 x 10 8 x 1 .349 x 1
Step-by-step explanation:
4 divided by 2 + 5 - 3 = ?
3 + 5 x 8 divided by 2 = ?
Answer:
423Step-by-step explanation:
[tex]4\div \:2+5-3\\=2+5-3\\=4\\\\3+5\times \:8\div \:2\\=3+20\\=23[/tex]
Answer:
[tex] \sf{i) \: \: 4}[/tex][tex] \sf{ii) \: \: 23}[/tex]
Step-by-step explanation:
Use PEMDAS rule:
P = Parentheses
E = Exponents
M = Multiplication
D = Division
A = Addition
S = Subtraction
Now, let's solve:
i ) [tex] \sf{4 \div 2 + 5 - 3}[/tex]
[tex] \sf{ = 2 + 5 - 3}[/tex]
[tex] \sf{ = 7 - 3}[/tex]
[tex] \sf{ = 4}[/tex]
ii)[tex]3 + 5 \times 8 \div 2[/tex]
[tex] \sf{ =3 + 40 \div 2}[/tex]
[tex] \sf{ = 3 + 20}[/tex]
[tex] \sf{ = 23}[/tex]
Hope I helped!
Best regards!!
Which statement is false? A: Some integers are irrational. B: Some integers are whole numbers. C: Some rational numbers are integers. D: Some real numbers are irrational.
Answer:
A
Step-by-step explanation:
A is false because irrational numbers can not be integers.
can someone explain how to find the surface area to this composite figure.
Answer:
Surface Area= 498 cm²
Step-by-step explanation:
To calculate the surface area of this composite shape, work out the area of each face and add them together (break this composite figure into two shapes)
- Calculate the areas of the different sized faces
7 x 7 = 49
12 x 7 = 84
12 x 7 = 84
- Now, multiply these areas be number of corresponding faces
49 x 2 = 98
84 x 2 = 168
84 x 2 = 168
- Add these areas together
98 + 168 + 168 = 434
Now do the same for the shape above it
2 x 2 = 4 → 4 x 2 = 8
2 x 7 = 14 → 14 x 2 = 28
7 x 2 = 14 → 14 x 2 = 28 = 64
Add the surface areas together : 434 + 64 = 498 cm²
I HOPE THIS HELPED YOU :)
What is the solution to 24/y = 8? A. y = -4 B. y = -3 C. y = 3 D. y = 4
Answer:
b.y=3
Step-by-step explanation:
you just divide 24 by 8 or think of 8 times what what would give you 24
Wendy thinks the perfect chocolate chip cookie has 35 chocolate chips for every 5 ounces of dough. Cookie Club makes batches of chocolate chip cookies with 100 chocolate chips for every 15 ounces of dough. What will Wendy think about Cookie Club’s cookies? Show your work. Choose 1 answer: A. They are too chocolatey B. They are not chocolatey enough C. They are just right
Answer:
They are not chocolatey enough
Step-by-step explanation: They’re are 5 missing chocolate chips
The blueprint scale is 1 inch : 9 feet if the gym's area is 60 square inches on the blueprint, what is the actual square footage of the gym
Answer:
4860 ft^2
Step-by-step explanation:
9 feet is represented by 1 inch.
● 9 => 1
Square both sides
● 81 => 1
So a 81 ft^2 square is represented by a 1 in^2 square (picture below)
■■■■■■■■■■■■■■■■■■■■■■■■■■
The gym's area in the blueprint is 60 in^2
That 60 1in^2 squares.
● 1 => 81
● 1×60 => 81×60
We have multiplied both sides by 60
● 60 => 4860
So the original are is 4860 ft^2
The actual square footage of the gym will be 4860 square feet.
What is dilation?Dilation is the process of increasing the size of an item without affecting its form. Depending on the scale factor, the object's size can be raised or lowered.
There is no effect of dilation on the angle.
The blueprint scale is 1 inch : 9 feet.
Then the scale factor will be (1/9).
If the gym's area is 60 square inches on the blueprint.
Then the actual square footage of the gym will be
⇒ 60 / (scale factor)²
⇒ 60 / (1/9)²
⇒ 60 x 81
⇒ 4860 square feet
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An isosceles triangle in which the two equal sides, labeled a, are longer than the base, labeled b. This isosceles triangle has two sides of equal length, a, that are longer than the length of the base, b. The perimeter of the triangle is 15.7 centimeters. The equation 2a + b = 15.7 models this information. If one of the longer sides is 6.3 centimeters, which equation can be used to find the length of the base? 6.3+b=15.7 12.6+b=15.7 2a+6.3=15.7 2a+12.6=15.7
Hey There!!
The answer to this is: isosollese triangle has 2 equal sides that are longer than legnth of base
perimiter=15.7
equation is 2a+b=15.7
so if the longer side is 6.3, wat is legnth of base
we know that identical sides are bigger so 6.3 is one of the identical sides
2a means the 2 idneical sides
2(6.3)+b=15.7
12.6+b=15.7
subtract 12.6 from btohs ides
b=3.1
Thus, answer is base=3.1 cm
Hope It Helps!~
Answer:
answer B 12.6 +b =15.7
Step-by-step explanation:
hope this helps got it correct
Anyone? help! are help are appreciated
The 32 angle and q added together is a vertical angle of the 76 angle.
This means they need to be the same.
32 + q = 76
q = 76 - 32
q = 44
-16 + 3n = -8 - 5n what does n equal?
Step-by-step explanation:
-16 + 3n = - 8 - 5n
Bringing like terms on one side
3n + 5n = - 8 + 16
8n = 8
n = 8/8
N = 1
Answer:
n=1
Step-by-step explanation:
-16+3n=-8-5n
-16+8=-5n-3n
-8=-8n
-8n=-8
n=1
Proof:
-16+3n=-8-5n
-16+3(1)=-8-5(1)
-16+3=-8-5
-13=-13
Hope this helps ;) ❤❤❤
Two angles are supplementary. One angle measures 2x, and the other angle measures 3x - 15. Which equation can you use to find the measure of each angle? 2x + 3x - 15 = 90° 2x - 3x - 15 = 180° 2x - 3x - 15 = 90° 2x + 3x - 15 = 180°
Answer:
2x+3x-15=180°
Step-by-step explanation:
When two angles are supplementary, their angles would equal to 180° total when added together. In this answer, the two angles are added together to create 180°.
Answer:
The answer is D
Step-by-step explanation:
Supplementary angles add up to be 180 degrees, so you put the two angles together equal to that
Rectangle A measures 9 inches by 3 inches. Rectangle B is a scaled copy of Rectangle A. Select all of the measurement pairs that could be the dimensions of Rectangle B.
Answer:
3 inches by 1 inches or 6 inches by 2 inches. Both answera are correct
Step-by-step explanation:
just an equivalent ratio
The measurement pairs that could be the dimensions of Rectangle B are;
6in by 2in3in by 1inThe scaled copy of a shape is derived if the original figure is dilated by a constant
Given the measure of the sides of rectangle A:
Length = 9in
Width = 3in
Get the dilation factor
Dilation factor k = ratio of the sides
k = 9/3
k = 3
This means that rectangle B must also have the same scale factor as A.
The possible dimension pairs are 6in by 2in and 3in and 1in since the ratio of their sides is also 3;
k = 6/2 =3
k = 3/1 = 3
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Two-variable inequalities from their graph: Please help me answer the question in the screenshot!
Answer:
Step-by-step explanation:
any two points on dotted line are (0,0) and (4,3)
[tex]slope=\frac{3-0}{4-0} =3/4\\eq.~ of~ dotted~ line~ is ~y=\frac{3}{4} \\consider~the~inequality~ y<\frac{3}{4} x \\take ~any~point~in~the~shaded~region,~let ~x=1,y=0\\\\0<\frac{3}{4}\\which~is~true.\\Hence~y<\frac{3}{4} x[/tex]
Answer:
4X > 3Y
Step-by-step explanaition
The number on the x axis will always be larger than the one on the y-axis because if x is 4 y will be 3
Sorry if this is wrong
7(5a-4)-1=14--8a i need help
Answer:
a=1
Step-by-step explanation:
35a-29=14-8a
35a+8a=43a
43a-29=14
14+29=43
43a=43
A=1
Answer:
a=1
Step-by-step explanation:
first you distribute for 7(5a-4) so you get 35a - 28 - 1 =14 - 8a.
then you combine like terms so you get 35a - 29 =14 - 8a.
then you do it again which gives you 43a = 43.
divide both sides by 43 to get a by itself and you get a = 1
During the same classifying activities, Haily said -√49 is an integer and Josh stated it is a rational number. Who is correct and why?
Answer:
-√49
Step-by-step explanation:
iron
Answer:
[tex]\sqrt{49}[/tex]
Step-by-step explanation:
-3(k-8)-(k+5)=23 please explain how to do this
Answer:
k = -1
Step-by-step explanation:
-3(k-8)-(k+5)=23
Distribute
-3k +24 -k-5 = 23
Combine like terms
-4k +19 = 23
Subtract 19 from each side
-4k +19-19 = 23-19
-4k = 4
Divide by -4
-4k/-4 = 4/-4
k = -1
Answer:
k = -1
Step-by-step explanation:
Use the distributive property to eliminate parentheses. That property tells you that the outside factor multiplies each term inside parentheses:
-3(k -8) -(k +5) = 23
-3k -3(-8) -k -(+5) = 23
-3k +24 -k -5 = 23 . . . . simplify
-4k +19 = 23 . . . . . . . . . collect terms
-4k = 4 . . . . . . . . . . . . . subtract 19 from both sides
k = -1 . . . . . . . . . . . . . . . divide both sides by -4
_____
The rule for manipulating equations is, "any operation performed on one side of the equation must also be performed on the other side." Operations include addition, subtraction, multiplication, division, application of a function. Using the distributive property and collecting terms are ways to simplify equations that don't affect the truth of the equal sign (if those are done correctly).
In general, you make use of inverse operations to undo the operations you don't want. The goal is to get the variable by itself on one side of the equal sign.
Judith wants to buy her mother flowers. Judith earns $4 dollars a week doing chores. If each flower costs $2, how many flowers can Judith buy her mother if she saves for three weeks.
Can anyone help my friend out? And I will check over your Answer!
Answer:
Hi!
1.Well, let's try simplifying 4:18 so we can compare.
If we divide 4:18 by 2, we get 2:9
We can see that 2:9 =/= 2:12
Thus, the two are not equivalent ratios.
2. 5:20 and 15:60 are equivalent, 5:20 x 3 to both numbers is 15:60
Therefore, It is equivalent.
3. 17 times 4 is 68 and 3 times 4 is 12. 17:3 and 68:12 are equivalent because you can times and divide them into each other
4. He read for 180 minutes.
You can find that because every time he practices math for five minutes, he reads for 20, and 45 is 5, 9 times. So you multiply 20 by 9.
5. If he eats 3 slices in 2 minutes, he will have eaten 15 pieces in 10 minutes.
6. For this one, I hope my calculations are correct, but I do NOT think August made the correct recipe using the correct ratio.
If #6 is wrong, I sincerely Apologize, but I know for a fact #5 is Correct.
Hope this helps! If you need anymore help Let me know i'd be happy to help you!
~~~PicklePoppers~~~
jan's gas tank is nearly empty, at 1/12 full. she doesn't have enough cash to fill the tank, she adds enough gas to reach 2/3 full.
How much gas did she add, as a fraction of the tank?
Answer:
she added 7/12
hope it helps
Step-by-step explanation:
so 4/12 is 1/3 she reached 2/3 so she would be at 8/12. take away 1/12 cause she started with that so you get 7/12.
PLSSSS MARKING BRAINLIST QUESTION BELOW
Answer:
C
Step-by-step explanation:
The question states that Car A after two hours is at 95. We can represent this as (2, 95). We know the slope is 40, which means we can find the y intercept of Car A using point slope form: y = 40(x - 2) + 95. y = 40x + 15. This means that Car B is 5 miles east of car a, as the Y intercept of Car B is 5 greater.
Terri wrote the equation using slope-intercept form for the line that passes through the points (4, 6) and (–2, 3). Step 1: m = StartFraction 4 minus (negative 2) Over 6 minus 3 EndFraction = StartFraction 6 Over 3 EndFraction = 2 Step 2: 3 = 2 (negative 2) + b Step 3: 3 = negative 4 + b. 7 = b. Step 4: y = 2 x + 7 Which best describes Terri’s first error? In step 1, the slope of the line should be One-half. In step 2, she should have substituted the point (4, 6). In step 3, she should have subtracted 4 from both sides of the equation. In step 4, the m and b values should be switched.
Answer:
(A) In step 1, the slope of the line should be One-half
Step-by-step explanation:
Terri calculated the slope as (x1 -x2)/(y1 -y2). Her first error was using this formula, when she should have used ...
m = (y1 -y2)/(x1 -x2)
= (6 -3)/(4 -(-2)) = 3/6 = 1/2
The best of the offered descriptions is ...
In step 1, the slope of the line should be One-half
Answer:
y = (1/2)x + 4
Step-by-step explanation:
As we move from the point (-2, 3) to the point (4, 6), x (the 'run') increases by 6 and y (the 'rise')increases by 3. Therefore the slope of the line connecting the two points is m = rise / run = 3/6, or m = 1/2.
We want the slope-intercept form of the equation of this line. The basic form is y = mx + b. Arbitrarily choosing to use the point (4, 6) and using m = 1/2, we get:
6 = (1/2)(4) + b, or b = 4.
Then the desired equation is y = mx + b, or y = (1/2)x + 4