Answer:
x=4
Explanation:
3x+x−2x+8=3x+x
Step 1: Simplify both sides of the equation.
3x+x−2x+8=3x+x
3x+x+−2x+8=3x+x
(3x+x+−2x)+(8)=(3x+x)(Combine Like Terms)
2x+8=4x
2x+8=4x
Step 2: Subtract 4x from both sides.
2x+8−4x=4x−4x
−2x+8=0
Step 3: Subtract 8 from both sides.
−2x+8−8=0−8
−2x=−8
Step 4: Divide both sides by -2.
−2x−2=−8−2
x=4
Which type of parent function is graphed on the coordinate plane?
Answer:
f(x)=∛x
Step-by-step explanation:
Solve for y.
2y − 2 = 8
y =
Answer:
y=5
Step-by-step explanation: 8+2=10 so 10/2=5
Use the Distributive Property to expand the expression -(u-v)
Answer:
(U+V) is the answer to the solution
Fill in the blank?!?!? PLEASE HELP ME SOON AS POSSIBLE
Answer:
5
Step-by-step explanation:
mark braniac
Answer:
x = 5
Step-by-step explanation:
let's take the blank as x
(-2+5) (x)/3 = 5
3 × x/3 = 5
cross multiply
3x = 15
x = 5
Greg ran 12 miles a day on 18 different days last month. How many miles did he run?
Answer:
216
Step-by-step explanation:
12*18=216
hope this helps :3
if it did pls mark brainliest
Bits are items of ________.
A. Biannual data
B. Bimodel data
C. Binary data
D. Binomial data
Answer:
C. Binary Data
Step-by-step explanation:
1 meter is equal to 37.3701 inches. What is 37.3701 inches rounded to the nearest tenth?
Answer:
37.4
Step-by-step explanation:
the number places after the column go as followed ; tenth, hundredths, thousandths, ten thousandths
Find the value of x in the following ratio 3:15=x:30
b) x :9 =4=36
Three hundred seventeen kids went on a field trip last
Tuesday. There were supposed to be six full buses, but
seven kids were sick that day. How many kids fit on
each bus?
Write an equation
Answer:
(317-7)/6≈52
Step-by-step explanation:
There was approximately 52 kids in each bus
Total number of kids = 317
Total number of buses = 6
Number of kids sick = 7
Therefore, the number of kids on each bus will be:
= (317 - 7) / 6
= 310/6
= 51 2/3
= 52 kids approximately
In conclusion, there was approximately 52 kids in each bus.
Read related link on:
https://brainly.com/question/20167606
Which expression is shown by the model? 28 + 14 = 7 (4 + 14) 28 + 14 = 4 (7 + 2) 28 + 14 = 4 (14 + 28) 28 + 14 = 7 (4 + 2)
Answer:
ay
Step-by-step explanation: step by step
The slope of the line passing through the points (2,3) and (4, y) is
3/2. What is the value of y?
Answer:
6
Step-by-step explanation:
y2-y1 y-3 =3 what -3 =3? 6 :)
x2-x1 4-2 = 2
slope is 3/2
I need help plz mark brainliest
Answer:
Yes, No, No, Yes
Step-by-step explanation:
Answer:
A.) No
B.) No
C.) No
D.) Yes
Step-by-step explanation:
I just did it a month ago.
Suzi starts her hike at 200 feet below sea level. When she reaches the end of the hike, she is
still below sea level at -190 feet. What was the change in elevation from the beginning of
Suzi's hike to the end of the hike?
what is the reciprocal of 8
Answer:
0.125
Step-by-step explanation:
to get the reciprocal of a number we divide the number by 1
in this case it would be 1 divide by 8
1/8 = 0.125
Describe your thinking and the steps taken when developing an
algebraic representation for the sum of the first t terms of a
linear sequence.
Let's see what to do buddy...
_________________________________
Step (1)
Suppose we want to find the sum of numbers from 1 to n.
To do this, we use the following method.
By writing the sum of numbers from 1 to n
, Then we write the sum of numbers n to 1 below it, see :
[tex]s = 1 + 2 + 3 + ... + n[/tex]
[tex]s = n + (n - 1) + (n - 2) + ... + 1 \\ [/tex]
Now we add the sentences of the above two phrases, peer to peer like this :
[tex]1 + n = n + 1 \\ [/tex]
[tex]2 + n - 1 = n + 1[/tex]
[tex]3 + n - 2 = n + 1[/tex]
And the others.....
So we have :
[tex]2s = ( n + 1) + (n + 1) + ... + (n + 1) \\ [/tex]
We had n numbers to sum so we have :
[tex]2s = n \times (n + 1)[/tex]
Divided the sides of the equation by 2
[tex]s = \frac{n \times (n + 1)}{2} \\ [/tex]
Remember this step I will use it again.
_________________________________
Step (2)
What does the linear sequence mean ?
The linear sequence is the sequence which any terms created by the sum of previous term with constant.
I name that constant value d.
According to above :
[tex]t(2) = t(1) + d[/tex]
And
[tex]t(3) = t(2) + d [/tex]
[tex]t(3) = t(1) + d + d[/tex]
[tex]t(3) = t(1) + 2d[/tex]
I have a question ;
[tex]3 - 1 = 2[/tex]
Is it correct ?
If it is correct we have :
[tex]t(3) = t(1) + (3 - 1)d[/tex]
WOW we found a thing ;
Put n instead of 3 :
[tex]t(n) = t(1) + (n - 1)d[/tex]
_________________________________
Step (3)
Stop right here.
Let's go to find the sum of the n first terms of the linear sequence.
Do you remember what did we do in step(1) ? Of course you do.
Let's do it again.
[tex]s = t(1) + t(2) + t(3) + ... + t(n) \\ [/tex]
[tex]s = t(n) + t(n - 1) + t(n - 2) + ... + t(2) + t(1) \\ [/tex]
According to the thing what we found in step(2) we have :
[tex]s = t(1) + ( \: t(1) + d \: ) + ( \: t(1) + 2d \: ) + ... + ( \: t(1) + (n - 1)d \: ) \\ [/tex]
[tex]s = ( \: t(1) + (n - 1)d \: ) + ( \: t(1) + (n - 2)d \: ) + ... + t(1) \\ [/tex]
Sum the two above equation's terms like this:
[tex]t(1) + t(1) + (n - 1)d = 2t(1) + (n - 1)d \\ [/tex]
And
[tex]t(1) + d +t(1) + (n - 2)d = 2t(1) + d(n - 2 + 1) = 2t(1) + (n - 1)d \\ [/tex]
And the others like this.
We had n terms so we sumed n terms.
So we have :
[tex]2s = n \times ( \: 2t(1) + (n - 1)d \: )[/tex]
Divided the sides of the equation by 2
[tex]s(n) = \frac{n}{2} \times ( \: 2t(1) + (n - 1)d \: ) \\ [/tex]
_________________________________
And we're done.
Thanks for watching buddy good luck.
♥️♥️♥️♥️♥️
The Enormous State University History Department offers three courses—Ancient, Medieval, and Modern History—and the chairperson is trying to decide how many sections of each to offer this semester. The department is allowed to offer 45 sections total, there are 4,700 students who would like to take a course, and there are 58 professors to teach them. Sections of Ancient History have 100 students each, sections of Medieval History hold 50 students each, and sections of Modern History have 200 students each. Modern History sections are taught by a team of two professors, while Ancient and Medieval History need only one professor per section. How many sections of each course should the chair schedule in order to offer all the sections that they are allowed, accommodate all of the students, and give one teaching assignment to each professor?
Answer:
The number of sections in Ancient history is 10, number of students in Medieval history is 22 and the number of students in Modern history is 13.
Step-by-step explanation:
[tex]x[/tex] = Number of sections in Ancient history
[tex]y[/tex] = Number of sections in Medieval history
[tex]z[/tex] = Number of sections in Modern history
The number of sections that are allowed is 45 so
[tex]x+y+z=45[/tex]
The number of students in each section is 4700 where 100 of them take ancient history 50 of them take medieval history and 200 take modern history so
[tex]100x+50y+200z=4700[/tex]
The number of professors is 58 where Ancient and Medieval History need only 1 professor per section and Modern History sections are taught by a team of 2 professors, so
[tex]x+y+2z=58[/tex]
Solving the first and last equations by subtracting them we get
[tex]-z=-13\\\Rightarrow z=13[/tex]
Substituting this value in the second equation and first equation we get
[tex]100x+50y+2600=4700\\\Rightarrow 100x+50y=2100\\\Rightarrow 2x+y=42[/tex]
[tex]x+y+13=45\\\Rightarrow x+y=32[/tex]
Solving these equations by subtracting them we get
[tex]x=10[/tex]
[tex]x+y=32\\\Rightarrow y=32-10=22[/tex]
So, [tex]x=10, y=22, z=13[/tex]
Hence, the number of sections in Ancient history is 10, number of students in Medieval history is 22 and the number of students in Modern history is 13.
(-12,8), (9,1)
What is the point-slope form of the equation of the line?
Answer:
y-y1 = m (x-x1)
where
m is the slope
and (x1,y1) is one of the points given.
You have been given 2 points (-12,8) and (9,1). You can call one of them (x1,y1) and the other (x2,y2). It doesn't matter which one is which.
But before we go further, we need to determine the slope.
We can do this from the points as well.
y2-y1
m = ---------
x2-x1
Let's say
(x1,y1) = (-12,8)
(x2,y2) = (9,1)
This gives us a slope of
y2-y1 1-8 -7 -1
m = --------- = ---------- = ---- = ---
x2-x1 9-(-12) 21 3
Now that we have everything we need
y-8 = (-1/3)[x-(-12)]
Distribute the -1/3
y-8 = (-1/3)x -4
If we add 8 to both sides we have the equation in the slope intercept form (y=mx+b)
y = (-1/3)x + 4
-3-(3-10)
can someone help me find the answer to this integer problem plz
question likh kar bhej dijiye
the perimeter of a semicircle is 5.14 millimeters what is the semicircle diameter
Answer:
2 mm
Step-by-step explanation:
let the radius of the semi-circle be r
Then,
length of curved portion = 1/2 x circumference = (1/2) (2)(π)r = πr
length of straight portion = diameter of circle = 2r
Hence, we can write an expression for the perimeter
Perimeter = length of curved portion + length of straight portion
Perimeter = πr + 2r
Perimeter = (π + 2)r
since we are given the perimeter = 5.14, assuming that π=3.14, our equation becomes:
5.14 = (3.14 + 2)r
5.14 = 5.14 r
r = 5.14 / 5.14 = 1
Hence, diameter = 2r = 2(1) = 2 mm
Three less than the product of a number and two
If the sum of four consecutive numbers is 942, what is the last one?
Answer:
237
Step-by-step explanation:
11.
April is going to the bakery to purchase donuts and cinnamon rolls for the office personnel. She must purchase at least 30 items. She has collected only $30, so total cost must be no more than $30. If d represents donuts that cost $0.75 each and r represents cinnamon rolls that cost $1.25 each, which system of inequalities can be used to represent the region for the number of donuts and cinnamon rolls April could purchase?
A.d + r ≥ 30
0.75d + 1.25r ≤ 30
B. d + r ≥ 30
1.25d + 0.75r ≤ 30
C. d + r ≤ 30
0.75d + 1.25r ≥ 30
D. d + r ≤ 30
1.25d + 0.75r ≥ 30
Please answer quickly :)
The system of inequalities that can be used to represent the region for the number of donuts and cinnamon rolls April could purchase is $0.75d + $1.25r ≤ $30
April cannot spend more than $30. Thus, the inequality sign that would be used is ≤ (the less than or equal to sign).
April wants to purchases two items, cinnamon rolls and donuts. The donuts cost $0.75 per dollar and cinnamon rolls cost $1.25 per dollar.
The total amount April can spend on donuts = $0.75 x d = $0.75d
The total amount April can spend on cinnamon rolls = $1.25 x r = $1.25r
The sum of $0.75d and $1.25r has to be less than $30
This can be represented with this inequality: $0.75d + $1.25r ≤ $30
A similar question was solved here: https://brainly.com/question/18649886?referrer=searchResults
3.8.10) Inclusions are defects in poured metal caused by contamitants. The number of (large) inclusions in cast iron follows a Poisson distribution with a mean of 2 per cubic millimeter. Deter mine the following:
(a) Probability of at least one inclusion in a cubic millimeter.
(b) Probability of at least 3 inclusions in 4.0 cubic millimeters.
(c) Volume of material to inspect such that the probability of at least one inclusion is 0.98
(d) Determine the mean inclusion per cubic millimeter such that the probability of at least one inclusion is 0.98.
Answer:
a) P(X>=1) = 0,7293 or P(X>=1) = 72,93 %
b) P(X>=3) = 0,5686 or P(X>=3) = 56,86 %
c) y = 0,8494 mm³
d) λ = 1,69897 inc per mm³
Step-by-step explanation:
a) P(X>=1) = 1 - P(X=0)
P(X = 0) = λ⁰ * e∧⁻λ / 0! where λ = 2 in/mm³
P(X = 0) = e∧-2 ⇒ P(X = 0) = 0,2706
Then
P(X>=1) = 1 - 0,2706
P(X>=1) = 0,7293 or P(X>=1) = 72,93 %
b) 3 inc. in 4 mm³ = 2*4/3 λ = 2,67 inc. per mm³
P(X>=3) = 1 - P(X=1 ) - P(X=2)
P(X=1) = λ¹ * e∧-λ / 1! ⇒ P(X=1) = 2,67 *e∧- 2,67/1
P(X=1) = 0,1846
P(X=2) = λ² * e∧-λ / 2! ⇒ P(X=2) = (2,67)² * e ∧ - 2,67/2
P(X=2) = 7,1289* 0,06925/2 ⇒ P(X=2) = 0,2468
Then
P(X>=3) = 1 - 0,1846 - 0,2468
P(X>=3) = 0,5686 or P(X>=3) = 56,86 %
c) P(X>=1) = 0,98
and λ = 2*y where y is the quantity of material
P(X=0) = 1 - P(X>=1)
P(X=0) = 1 - 0,98 P(X=0) = 0,02
0,02 = (2*y)⁰ * e ∧ -2*y /0!
0,02 = 1 * e ∧ -2*y
Taking log on both sides of the equation
log (0,02) = -2*y - 1,69897 = - 2*y
y = 0,8494 mm³
d) P(X >=1 ) = 1 - P( X = 0)
0,98 = 1 - P( X = 0)
P( X = 0) = 0,02
0,02 = λ⁰ * e ∧ - λ / 0!
0,02 = e ∧ -λ
Taking log on both sides of the equation we get:
log ( 0,02 ) = - λ
- 1,69897 = - λ
λ = 1,69897 inc. per mm³
A ball is thrown into the air with an initial velocity of 22 meters per second.
The quadratic function ℎ() = −4.9
2 + 22 + 5.5 represents the height of
the ball above the ground, in meters, with respect to time , in seconds.
Part A: Determine ℎ(3) and explain what it represents.
Answer:
27.4 metres
Step-by-step explanation:
Um, your question is missing the x's. I'm going to assume, -4.9x^2+22x+5.5
= -4.9(3)^2+22(3)+5.5
= 27.4
At 3 seconds the ball is 27.4 metres above the ground.
9/5 ÷ 2/5 Show your work.
Answer:
9.4
Step-by-step explanation:
9/5 / 2/5=9.4
1 4/5 / 2/5 = 9.4
Answer: 9/2
Step-by-step explanation:
9/5 divided by 2/5
you keep 9/5 you change the divide sing into a times then you flip 2/5 to 5/2 then you times them and cross cancel.
Make a proportion for the following word problem and answer the question.A zippster car can travel 342 miles every 3 hours. How far can Michelle’s zippster car travel in 14 hours?FOR 25 POINTS
Answer:
1596 miles
Step-by-step explanation:
A suitable proportion can be ...
[tex]\dfrac{\text{miles}}{\text{hours}}=\dfrac{M}{14\text{ h}}=\dfrac{342\text{ mi}}{3\text{ h}}\\\\M=\dfrac{14\cdot 342}{3}\text{ mi}=1596\text{ mi}[/tex]
We solved it by multiplying both sides by 14 hours. The units of hours cancel, leaving units of miles.
Michelle's car can travel 1596 miles in 14 hours.
Solve the inequality
4(x + 3) - 72 x + 3(x + 1)
Answer:
= -65x + 15
Step-by-step explanation:
You Welcome ❤
Answer:
=-65+18i think sorry I'm not much help but I hope it was right
SHOW WORK ILL MARK BRAINLIST !!!!
Answer:
Let's see what to do buddy....
Step-by-step explanation:
_________________________________
Step (1)
[tex]f(x) = 3x - 2[/tex]
[tex]g(x) = {x}^{2} - 5 [/tex]
_________________________________
Step (2)
We need to find f(2) first ;
To do this we must put 2 instead of the x in f(x) function.
Let's do it :
[tex]f(2) = 3(2) - 2[/tex]
[tex]f(2) = 6 - 2[/tex]
[tex]f(2) = 4[/tex]
_________________________________
Step (3)
Now we are going to find g( f (2) ) ;
Look :
[tex]g( \: f(2) \: ) = g(4)[/tex]
So we want to find g(4) ;
which means we must put 4 instead of the x in g(x) function.
Let's do it :
[tex]g(4) = ({4})^{2} - 5 [/tex]
[tex]g(4) = 16 - 5[/tex]
[tex]g(4) = 11[/tex]
_________________________________
And we're done.
Thanks for watching buddy good luck.
♥️♥️♥️♥️♥️
Deon throws a ball into the air. The height h of the ball, in meters, at time t seconds is modeled by the function h(t)=-5t^2+2t+39
Will the ball reach height of 41 meters. What is the discriminate?
Please help me, please
Answer:
The ball will not reach a height of 41 meters.
The discriminate is 784
Step-by-step explanation:
You know that the height h of the ball, in meters, at time t seconds is modeled by the function h(t) = - 5*t² + 2*t + 39
To find out if the ball will reach a height of 41 meters, you must calculate the maximum of the function, that is, the highest or highest point on the graph. That is, the maximum in a function f is the largest value that the function takes.
The vertex is a point that is part of the parabola, which has as its ordinate the maximum value (as in this case) or minimum value of the function. That is, the vertex is the maximum of the function (as in this case) or minimum.
In this case, the maximum of t is obtained by:
[tex]t=\frac{-b}{2*a}[/tex]
Being a=-5 and b=2 (comparing with a quadratic function of the form: f(x)=a*x² + b*x +c)
[tex]t=\frac{-2}{2*(-5)}[/tex]
t= 0.2
The maximum height value must be obtained by substituting the previously calculated value of t in the function:
h(0.2) = - 5*0.2² + 2*0.2 + 39
h(0.2)=39.2
So the maximum height the ball will reach is 39.2 meters. The ball will not reach a height of 41 meters.
The discriminate of a quadratic function is:
Δ=b²-4*a*c
In this case, being a=-5, b=2 and c=39, the discriminate is:
Δ=2²-4*(-5)*39
Δ= 4+780
Δ= 784
The discriminate is 784
The first derivative test is the process of analyzing functions using their first derivatives in order to find their extreme point.
No, ball can not reach at height of 41 meters.
Since, The height h of the ball, in meters, at time t seconds is modeled by the function [tex]h(t)=-5t^2+2t+39[/tex]
To find maximum height where can ball reach. We use first and second derivative test.
[tex]h(t)=-5t^2+2t+39\\\\\frac{dh}{dt}=-10t+2[/tex]
Now, equate above derivative to zero.
[tex]-10t+2=0\\\\t=1/5[/tex]
Now, find second derivative
[tex]\frac{d^{2}h }{dt^{2} } =-10[/tex] , Which is less than zero.
Therefore, at t= 1/5 second , will give maximum height that can ball reach.
So, h(1/5) = 39.2 meters.
That is, ball can reach at 39.2 meters.
Learn more:
https://brainly.com/question/16944025
Please help me understand how to solve equations like these, I don’t understand them:
Answer:
subtract the unwanted b termdivide by the coefficient of bb = 60Step-by-step explanation:
The numbers 4/5 and 9/10 are fractions. They multiply the variable 'b' in each case.
How to solve an equation like this
An example of an equation like this without fractions is ...
6 + 3b = 8b
You solve this sort of equation by rearranging the equation so the terms having 'b' in them are all on one side of the equal sign. You want all of the terms not containing 'b' to be on the other side of the equal sign.
Here, the terms are mixed on the left, but the right has only a 'b' term. So, if we can remove the 'b' term from the left side, we will have reached the goal
In the example equation, we do that by adding -3b to both sides of the equation.
6 +3b -3b = 8b -3b
Simplifying, we have ...
6 = 5b
Now, we divide by the coefficient of 'b', which is 5. We divide both sides of the equation by that:
6/5 = (5b)/5
6/5 = b . . . . after simplifying
_____
How to solve this equation
The given equation is solved exactly the same way. We add the opposite of the 'b' term that we don't want (which is 4/5b):
6 + 4/5b -4/5b = 9/10b -4/5b
Simplifying, this is ...
6 = (9/10 -4/5)b = (9/10 -8/10)b
6 = 1/10b
We can make the coefficient of 'b' be 1 by multiplying it by 10. We have to do that to both sides of the equation:
(10)(6) = (10)(1/10)b
60 = b . . . . . the solution
_____
Comment on equations in general
The one absolute rule in Algebra is that the equal sign must remain valid. You keep that commandment by observing the properties of equality. Essentially, you can do anything you like to one side of an equation, as long as you do exactly the same thing to the other side.
Here, when we say "subtract 4/5b", the way we keep this commandment is that we do it to both sides of the equation. The same is true for "multiply by 10". This is emphasized by the bold highlighting in the solution shown above.
Comment on arithmetic
In solving this equation, we did the arithmetic using the given fractions. Often, for an equation like this, you will be told the first step is to "eliminate fractions". You can do that here by multiplying the equation by 10:
10(6 +4/5b) = 10(9/10b)
60 +8b = 9b
Now, the unwanted term is 8b, so subtracting that (from both sides) gives ...
60 = b
This is essentially a "2-step" equation, either way you do it.
It is helpful if you are comfortable doing arithmetic with fractions, mixed numbers, decimals, percentages, and numbers in scientific notation, as well as integers.