Complete the table with values for x or y that make this equation true : 3x+y=15.

The coordinates of the point P on the directed line segment that partitions the segment into a ratio of 2 to 3 is the ordered pair (3, 0).

In this scenario, we would use line ratio to determine the coordinates of the point P on the directed line segment that partitions the segment into a ratio of 3 to 2.

In Mathematics, line ratio can be used to determine the coordinates of the point P and this is modeled by this mathematical expression:

P(x, y) = [(mx₂ + nx₁)/(m + n)],  [(my₂ + ny₁)/(m + n)]

Substituting the given parameters into the line ratio formula, we have;

P(x, y) = [(mx₂ + nx₁)/(m + n)],  [(my₂ + ny₁)/(m + n)]

P(x, y) = [(2(9) + 3(-1))/(2 + 3)],  [(2(6) + 3(-4))/(2 + 3)]

P(x, y) = [(18 - 3)/(5)],  [(12 - 12)/5]

P(x, y) = [15/5],  [0/5]

P(x, y) = [3, 0]

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Complete Question:

Find the coordinates of point P along the directed line segment AB so that AP to PB is the given ratio. A(-1, -4), B(9, 6); to 3. The coordinates of P are?

Answer:

12 possible outcomes

Step-by-step explanation:

The equation to find the possible outcomes is:

possible outcomes  x  total

We know she picks 1, so we have

1 x 12 = 12 possible outcomes

So, there are 12 possible outcomes

so hmmm we look at hmm x³ + x² - 8x - 6 so how do squeak out a factor out of it, well, using the rational root test and using our p/q checking for factors, we find that likely factors can be ± 6/1 and ±(3, 2, 1) / 1, anyhow so we check some of those and hopefully without boring you to death we find that -3 works, we can always use the remainder theorem to check if that's true, by simply plugin in f(-3) and if it's indeed a factor, that'd give us 0, well, f(-3) = -27 + 9 +24 +6 = 0, holly smokes!! is a factor.

well, all that jazz means that -3 is a factor, namely the factor is really x = -3 or x + 3 = 0 so the factor is (x+3) and for our synthetic division we'll use the -3 version, Check the picture below.

so we end up with the factors of (x+3)(x²-2x-2), now for the 2nd factor what we can do to break it up is use the quadratic formula

[tex]~~~~~~~~~~~~\textit{quadratic formula} \\\\ y=\stackrel{\stackrel{a}{\downarrow }}{1}x^2\stackrel{\stackrel{b}{\downarrow }}{-2}x\stackrel{\stackrel{c}{\downarrow }}{-2} \qquad \qquad x= \cfrac{ - b \pm \sqrt { b^2 -4 a c}}{2 a}[/tex]

[tex]x= \cfrac{ - (-2) \pm \sqrt { (-2)^2 -4(1)(-2)}}{2(1)} \implies x = \cfrac{ 2 \pm \sqrt { 4 +8}}{ 2 } \\\\\\ x= \cfrac{ 2 \pm \sqrt { 12 }}{ 2 }\implies x=\cfrac{2\pm\sqrt{2^2\cdot 3}}{2}\implies x=\cfrac{2\pm 2\sqrt{3}}{2}\implies x=1\pm\sqrt{3} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill {\Large \begin{array}{llll} (x+3)(x-1+\sqrt{3})(x-1-\sqrt{3}) \end{array}}~\hfill[/tex]

now, just to clarify, all those are real roots, and the last two come from simply setting x = 1 ± √3 to 0 to get the factors.

the equation of the desired line is x = 3y + 6.

To find the equation of a line that is parallel to the given line

y = 1\3x + 10

and passes through the point (3,-1), since parallel lines have the same slope.

Therefore, the slope of the desired line is also 1\3.

Since the desired line passes through the point (3,-1), we can use the point-slope formula to write its equation:

y - (-1) = 1\{3}(x - 3)

Simplifying, we get

y + 1 = 1\ 3x - 1

Multiplying both sides by 3, we get

3y + 3 = x - 3

Adding 3 to both sides, we get

3y + 6 = x

Therefore, the equation of the desired line is x = 3y + 6.

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Answer: 2.4

Step-by-step explanation:

we start from the right most digit, that is 8. Since 8 is greater than 5, we add 1 in the number before 8, that is 3. When we add 3 and 1 we get 4. This way, we get our answer 2.4 , which is correct to 2 significant figures.

hope that helps...

The direction of inequality is reversed when you multiply or divide both sides by a negative value.

When expressions are compared using the operators "less than" (), "less than or equal to" (=), "greater than" (>), or "greater than or equal to" (>=), an inequality is created.

Example- x + 3 <= 10

A solution for an inequality in x is a number such that when we substitute that number for x we have a true statement. So, 4 is a solution for example 1, while 8 is not.

The solution set of an inequality is the set of all solutions.

The solution set of example 1 is the set of all x <= 7. In interval notation, this set is (-inf, 7], where we use inf to stand for infinity.

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An average of 782 travelers miss their flight each day during a typical day. In contrast, 1,835 passengers are late for their flights every day over the Christmas holiday, which results in 14 planes being delayed.

1,053 travelers (2,835-782 = 1,053)

During the Christmas holidays, there are 1,053 extra passengers who are late for their flights.

In order to compute WADO, we multiply the total amount of each overdue invoice by the number of days past due, then divide that total by the number of days past due. You may figure out your average daily sales by dividing your total sales over a certain period of time by the number of days in that same period.

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Answer:

The tower is 113 meters.

Step-by-step explanation:

We are given a pole and a tower that both create a shadow.

Hence, the figures made are triangles.

If you draw the figure (attached to this response), you can see the two triangles are similar triangles.

⭐What are similar triangles?

The length of the height of the pole (3.2) corresponds to the length of the height of the tower (x).

The length of the shadow of the pole (1.32) corresponds to the length of the shadow of the tower (46.75).

Therefore, our two ratios are:

[tex]\frac{3.2}{x}[/tex] and [tex]\frac{1.32}{46.75}[/tex]

A proportion is when you set two ratios equal to each other:

[tex]\frac{3.2}{x} = \frac{1.32}{46.75}[/tex]

To solve for x, cross multiply by multiplying the opposite parts of the fraction together.

[tex]\frac{3.2}{x} = \frac{1.32}{46.75}\\46.75(3.2) = 1.32x\\149.6 = 1.32x\\\\113 = x[/tex]

∴ The tower is 113 meters tall!

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Answer: In mathematics, the reciprocal of a number is 1 divided by that number. So the reciprocal of 7/9 is 1/(7/9) which can be simplified to 9/7.

Therefore, 9/7 is the number that when multiplied by 7/9 will result in the product of 1.

Another way of arriving at the same solution is to remember that the product of a number and its reciprocal is always 1. In this case, the number is 7/9, and its reciprocal is 9/7.

Step-by-step explanation:

Answer:

standard form

= x⁶ + 53x⁵ + 2x⁴ -2

Step-by-step explanation:

the degree is 6.

leading coefficient is 1

this is called a polynomial.

it has 4 terms

Answer:

The result of 6 divided by 9.51 is approximately 0.63.

Answer:

0.63091482649

Step-by-step explanation:

The general formula for logarithms is [tex]log_b(x) = y[/tex].

What is a logarithmic function?

A logarithmic function is a type of mathematical function that expresses the power to which a given number (the base) must be raised in order to produce a certain value. It is typically written in the form: [tex]f(x) = log_b(x),[/tex] where b is the base of the logarithm.

The general formula for logarithms is:

[tex]log_b(x) = y[/tex]

This means that b raised to the power of y is equal to x.

Where b is the base of the logarithm, x is the number that we are taking the logarithm of, and y is the result or the logarithm of x to the base b.

Hence, the general formula for logarithms is [tex]log_b(x) = y[/tex].

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The general formula for logarithms is [tex]log_b(x)=y[/tex].

What is a logarithmic function?

A logarithmic function is a type of mathematical function that expresses the power to which a given number (the base) must be raised in order to produce a certain value. It is typically written in the form: [tex]f(x)=log_b(x)[/tex] where b is the base of the logarithm.

The general formula for logarithms is:

[tex]log_b(x)=y[/tex]

This means that b raised to the power of y is equal to x.

Where b is the base of the logarithm, x is the number that we are taking the logarithm of, and y is the result or the logarithm of x to the base b.

Hence, the general formula for logarithms is [tex]log_b(x)=y[/tex].

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Answer:25cm

Step-by-step explanation:area of triangle=1/2 × base× height

=1/2×10×5

= 25cm^2

Answer:

D.

Step-by-step explanation:

They are parallel would be the best explanation. AB and PQ are in a sense the same segment but PQ is AB translated.

To find the terminal point of a line segment, identify the starting point, measure the length and direction, and use these parameters to calculate the coordinates of the terminal point.

To find the terminal point of a line segment, first identify the starting point of the line. Then, measure the length of the line segment and the direction in which it is going. Finally, use a combination of the starting point coordinates, the length, and the direction to calculate the coordinates for the terminal point of the line.

1. Identify the starting point of the line.

2. Measure the length of the line segment and the direction in which it is going.

3. Use the starting point coordinates, the length, and the direction to calculate the coordinates of the terminal point.

4. The coordinates of the terminal point are the location of the line segment’s endpoint.

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To simplify the expression 20-10y-7y + 9, we can combine like terms.

Like terms are terms that have the same variables raised to the same exponents. For example, 10y and -7y are like terms because they both have the variable y raised to the exponent 1.

We can start by combining the like terms:

20 - 10y - 7y + 9

= 20 + (-10y - 7y) + 9

= 20 + (-17y) + 9

Next, we can combine the constants:

20 + (-17y) + 9

= (20 + 9) + (-17y)

= 29 + (-17y)

The simplified expression is: 29 + (-17y)

[tex]20-10y-7y + 9[/tex]

Combine Like Terms:

[tex](-10y+-7y)+(20+9)[/tex]

[tex]-17y+29[/tex]

[tex]\fbox{Option E}[/tex]

Answer:

2 ≥ p

Step-by-step explanation:

-14 ≤ -7p

Divided both sides by -7. Because divided by a negative number, the < will turn to >

So, the equation is

2 ≥ p

Because there is an equal, the circle will be close and to the left of 2.

Answer:

2 ≥ p

Step-by-step explanation:

Have a great day :) <3

Yes, you can make a triangle with three different length sides.

1. Draw three lines of different lengths on a piece of paper.

2. Connect the ends of the lines to form a triangle.

3. The triangle will have three different length sides. The lengths of the sides depend on the lengths of the three lines you drew.

4. To make sure the triangle is valid, use the triangle inequality theorem. This theorem states that the sum of any two sides of a triangle must be greater than the third side.

5. Measure each side of the triangle with a ruler and add them together.

6. Compare the sum of the two sides to the third side. If they are not equal or greater, adjust the lines to create a valid triangle.

7. Once the triangle is valid, it will be a triangle with three different length sides.

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The equations for parts A and B are 170 = 60x + 50 and 210 = 75x + 35 - 10x, respectively.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

We have LHS = RHS (left hand side = right hand side) in every mathematical equation.

To determine the value of an unknown variable that represents an unknown quantity, equations can be solved.

The statement is not an equation if there is no "equal to" sign in it.

According to our question-

A) It is stated that Maci once earned $170 by grooming dogs.

For each appointment, she charges $60, and she received $50 in tips. Consequently, the equation to illustrate this is;

170 = 60x + 50

the number of appointments is x.

B) Logan earned $210.00 in profit. He charged $75.00 for each session and got $35.00 in gratuities. In addition, he had a $10.00 truck rental fee per appointment. In order to represent this, the equation is;

210 = 75x + 35 - 10x

the number of appointments is x.

C) The quantity of tips they will receive even without an appointment varies between the formulae.

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Here the 10th term of this arithmetic sequence is 999.

Given data :

an = n³ - 1

a1 = 1³ - 1 = 1 - 1 = 0

a2 = 2³ - 1 = 8 - 1 = 7

a3 = 3³ - 1 = 27 - 1 = 26

a4 = 4³ - 1 = 64 - 1 = 63

a5 = 5³ - 1 = 125 - 1 = 124

a10 = 10³ - 1 = 1000 - 1 = 999

I saw that these numbers were one less than the cubes. So the answer is

a_n = n^3 - 1

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Answer:

2

Step-by-step explanation:

408 / 4 = 102

48c + 6 = 102

48c = 102 - 6

48c = 96

c = 96/48

c = 2

Hence, the value of c is 2.

Answer:

[tex] \sf \: c = 2[/tex]

Step-by-step explanation:

Given equation,

→ 48c + 6 = 408 ÷ 4

Now the value of c will be,

→ 48c + 6 = 408 ÷ 4

→ 48c + 6 = 102

→ 48c = 102 - 6

→ c = 96 ÷ 48

→ [ c = 2 ]

Hence, the value of c is 2.

The side lengths of a right-angle triangle can be calculated using the Pythagorean Theorem. Which states that the square of the hypotenuse is equal to the sum of squares of the other sides in the triangle.

[tex]a^2+b^2=c^2[/tex]

rearranging the equation can help calculate the third side:

[tex]c^2-a^2=b^2[/tex]

[tex](5)^2-(4)^2=b^2[/tex]

[tex]25-16=b^2[/tex]

[tex]9=b^2[/tex]

[tex]\sqrt{9}=\sqrt{b^2}[/tex]

[tex]{ {{b_1=+3} \atop {b_2=-3}} \right.[/tex]  

note: a length can never be negative so never take into account a negative answer

b = 3

Answer:

Step-by-step explanation:

Combine multiplied terms into a single fraction

one-third x minus 2 ⋅ 9 x squared plus negative 4 over 3 end fraction x squared minus 13 x minus 10 plus negative 7 over x end fraction minus 1

1 x over 3 end fraction minus 2 ⋅ 9 x squared plus negative 4 over 3 end fraction x squared minus 13 x minus 10 plus negative 7 over x end fraction minus 1

Multiply by 1

1 x over 3 end fraction minus 2 ⋅ 9 x squared plus negative 4 over 3 end fraction x squared minus 13 x minus 10 plus negative 7 over x end fraction minus 1

x over 3 end fraction minus 2 ⋅ 9 x squared plus negative 4 over 3 end fraction x squared minus 13 x minus 10 plus negative 7 over x end fraction minus 1

Multiply the numbers

x over 3 end fraction negative 2 ⋅ 9 x squared plus negative 4 over 3 end fraction x squared minus 13 x minus 10 plus negative 7 over x end fraction minus 1

x over 3 end fraction negative 18 x squared plus negative 4 over 3 end fraction x squared minus 13 x minus 10 plus negative 7 over x end fraction minus 1

The cubic equation in factor form f(x) = (x + 7) · (x - 3) · (x - r) contains zeros (- 7 , 0) and (3, 0), for r = 0: f(x) = (x + 7) · (x - 3) · (x - r).

Cubic functions are polynomials with grade 3 and whose standard form is described by the following form:

y = a · x³ + b · x² + c · x + d

Where a, b, c, d are real coefficients. The factor form of a cubic function is described by the following definition:

y = a · (x - r₁) · (x - r₂) · (x - r₃)

Where:

Replace all known variables in factor form of cubic equation: (a = 1, r₁ = - 7, r₂ = 3, r₃ = r)

f(x) = (x + 7) · (x - 3) · (x - r)

Variable r means that there is more than one answer concerning the expression, if we assume that r = 0, then the particular solution is f(x) = (x + 7) · (x - 3) · x.

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In order to determine which inequality represents a graph, you need to look at the inequality and identify if the equation is an open or closed interval. If it is an open interval, it will be represented by a dashed line on the graph. If it is a closed interval, it will be represented by a solid line on the graph.

1. Look at the inequality and identify if the equation is an open or closed interval.

2. If it is an open interval, it will be represented by a dashed line on the graph.

3. If it is a closed interval, it will be represented by a solid line on the graph.

4. Determine the starting and ending points of the inequality, and plot them on the graph.

5. Draw the line that connects the two points, either dashed or solid, depending on whether the interval is open or closed.

6. Shade the area of the graph that is represented by the inequality.

7. Label the graph with the inequality, the points, and the shading.

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the total of 29 cheesecake and 2 slices of cheesecake will be making $703.

What is the arithmetic operation?

The four basic arithmetic operations are addition, subtraction, multiplication, and division of two or more quantities. They all fall under the umbrella of mathematics, and among them is the study of numbers, particularly the order of operations, which is crucial for all other branches of the subject, such as algebra, data organisation, and geometry. To solve the problem, you must be familiar with the fundamentals of mathematical operations.

A lacrosse team is raising money by selling cheesecakes.

The players plan to sell an entire cheesecake for 24. 00 each and slices of cheesecake for 3. 50 each.

A multiplier of 24 close to 700 is 29

So 29 cheesecake will cost 696.

Now they need more 4 dollars to raise so they have to sell 2 slices, which will be 7$.

So the total of 29 cheesecakes and 2 slices of cheesecake will be making $703.

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Step-by-step explanation:

2×4=8

8×2/3

8×2=16

16×3=48

ans = 48

So the solution to the system of equations is:

c = 4, d = 1

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, separated by the 'equal' sign.

x ax2 + bx + c = 0 is a quadratic equation, which is a second-order polynomial equation in a single variable. a 0. It has at least one solution since it is a second-order polynomial equation, which is guaranteed by the algebraic basic theorem.

Given equation I is [tex]3c+6d=18[/tex] and equation II is [tex]6c-2d=22[/tex]

We can start by multiplying the first equation by -2 and adding it to the second equation. This will eliminate the d variable:

[tex]-6c - 12d = -36[/tex]

[tex]6c - 2d = 22[/tex]

[tex]0c - 14d = -14[/tex]

solving this we know value of [tex]d=1[/tex]

So we know that d = 1, and we can substitute that into the first equation to find the value of c:

[tex]3c + 6d = 18[/tex]

[tex]3c + 6(1) = 18[/tex]

[tex]3c = 12[/tex]

[tex]c = 4[/tex]

So the solution to the system of equations is:

[tex]c = 4, d = 1[/tex]

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Answer:

perimeter = 10

area = 6.25

Step-by-step explanation:

Every square has four equal sides. If we know one side is 2.5, then all sides are 2.5.

2.5*4 = 10

To find the area of a square you multiply the height and length. Since all sides of a square are the same, you just multiply 2.5 with itself.

2.5*2.5=6.25