Compare your response to the sample response above. Did your explanation include that distance is a function of time? include that the constant rate of change, or slope, is 64? include the equation y = 64x + 22? say to substitute 4 in for x to get 278 miles?

An equation that combines with the given equation  x + 2y = 21 to form a system of equations with the solution x = 3 and y = 9 is 4x + y = 21.

The correct answer is an option (c)

As x = 3 and y = 9 are the solution of system of equations, the required equation must be true for x = 3 and y = 9.

Given equation is: x + 2y = 21

For x = 3 and y = 9 given equation is 3.

In order to find the required equation, we substitute the values of x and y in each equation and check whether the equation is true for x = 3 and y = 9.

a. For equation, 4x + 6y = 64

LHS = 4(3) + 6(9)

LHS = 12 + 54

LHS = 66

LHS ≠ RHS

So, this is not a required equation.

b. 2x + y = 36

LHS = 2(3) + 9

LHS = 6 + 9

LHS = 15

LHS ≠ RHS

So, this is not a required equation.

c. 4x + y = 21

LHS = 4(3) + 9

LHS = 12 + 9

LHS = 21

LHS = RHS

this is the required equation.

d. -3x + 4y = 33

LHS = -3(3) + 4(9)

LHS = -9 + 36

LHS = 27

LHS ≠ RHS

So, this is not a required equation.

e. 3x + 2y = 28

LHS = 3(3) + 2(9)

LHS = 9 + 18

LHS = 27

LHS ≠ RHS

So, this is not a required equation.

Therefore, the reuired equation is 4x + y = 21

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Answer:

[tex]h=\pm6[/tex]

Step-by-step explanation:

[tex]3h^4=3888\\h^4=1296\\h=\pm6[/tex]

x=12

L||M means L will be parallel to M.

Two lines are parallel if their corresponding angles are the same.

Corresponding angles are shown below.

As the two angles given are corresponding, L||M when x+5 = 2x-7.

x+5 = 2x-7

x = 12

Therefore, the value of x which makes L||M is 12.

Answer:

x = 12

Step-by-step explanation:

Now we have to,

→ find the required value of x.

Forming the equation,

→ x + 5 = 2x - 7

Then the value of x will be,

→ x + 5 = 2x - 7

→ x - 2x = -7 - 5

→ -x = -12

→ [ x = 12 ]

Hence, the value of x is 12.

The vertex for the given equation [tex]y=x^2+5x-7 is (-2.5,-4.25)[/tex] and the solution  to the equation is x = -5,7/1. Similarly , the vertex for the given equation  [tex]y=-x^2+3x+8\ is\ (-3/2,1/4)[/tex] and the solution to the equation is [tex]x = -2,4[/tex].

The graph of a quadratic function is a symmetrical, U-shaped geometric form known as a parabola. It is the collection of all points that are equally spaced apart from a fixed point (referred to as the focus) and a fixed straight line (called the directrix).

A parabola's vertex is the location where its symmetry line and parabola intersect.

The vertex of a parabola is the highest or lowest point on the graph of the parabola. In the case of a parabola in the form of [tex]y = ax^2 + bx + c[/tex], the vertex is the point (h, k), where:

[tex]h = -b / 2a\\k = f(h) = a(h^2) + bh + c[/tex]

For the first equation: [tex]y = x^2 + 5x - 7[/tex]

The vertex would be:

[tex]h = -b/2a = -5/2 = -2.5\\k = f(h) = a(h^2) + bh + c = (1)((-2.5)^2) + (5)(-2.5) - 7 = 6.25 - 12.5 - 7 = -4.25[/tex]

So the vertex is [tex](-2.5,-4.25)[/tex]

For the second equation:[tex]y = -x^2 + 3x + 8[/tex]

The vertex would be:

[tex]h = -b/2a = -3/2(1) = -3/2\\k = f(h) = a(h^2) + bh + c = (-1)((-3/2)^2) + (3)(-3/2) + 8 = -9/4 + -9/2 + 8 = 1/4[/tex]

So the vertex is [tex](-3/2,1/4)[/tex]

To find the solutions or roots of the equation, you can set the equation equal to zero and solve for x.

[tex]y = x^2 + 5x - 7 = 0\\x^2 + 5x - 7 = 0\\x^2 + 5x - 7 + 7 = 0 + 7\\x^2 + 5x = 7\\x(x+5) = 7\\x = -5,7/1\\y = -x^2 + 3x + 8 = 0\\x^2 - 3x - 8 = 0\\(x-4)(x+2) = 0\\x = -2,4[/tex]

Solutions for first equation are x = -5 and x = 7/1 and for the second equation are x = -2 and x = 4

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[tex]10\frac{1}{12}[/tex]  is the distance between  [tex]-6\frac{1}{3}[/tex] and [tex]4\frac{5}{12}[/tex]

The length along a line or line segment between two points on the line or line segment.

Distance=√(x₂-x₁)²+(y₂-y₁)²

We need to find the distance between [tex]-6\frac{1}{3}[/tex] and [tex]4\frac{5}{12}[/tex]

The given fractions are mixed fractions we have to convert them to improper fractions

[tex]-6\frac{1}{3}[/tex] =-17/3

[tex]4\frac{5}{12}[/tex] =53/12

Now we have to find the difference

53/12-(-17/3)

53/12+17/3

53+68/12

121/12

[tex]10\frac{1}{12}[/tex]

Hence, [tex]10\frac{1}{12}[/tex]  is the distance between  [tex]-6\frac{1}{3}[/tex] and [tex]4\frac{5}{12}[/tex]

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The difference in perimeters is 6.

We  have  3  possible  points  for  the  last  vertex.

These  are

[ -1 + 2 , 0 + 4 ]  - [ 2 , -4 ]  =  [  [ 1 , 4] - [2 , - 4 ] =   ( -1, 8  )

The perimeter of this parallelogram = [tex]2 [ \sqrt{(-1-2)^{2} + (8-4)^2]} + 8][/tex]

                                                            = [tex]2 [ \sqrt{9+16}+ 8 ][/tex]

                                                            = 2 [ 5  + 8 ]

                                                            = 26

Another possible  point is

[ 2 + 2, 4 - 4]  - [-1,0] =  [ 4, 0]  - [ -1,0]  = (5,0)

The perimeter of this parallelogram

= [tex]2 [ \sqrt{(5-2)^{2} +(0-4)^{2} } + \sqrt{(2+1)^{2}+ (4-0)^{2} } ][/tex]

= [tex]2 [ \sqrt{3^{2}+ 4^{2} } + \sqrt{3^{2}+ 4^{2} }][/tex]

= [tex]2(\sqrt{25} +\sqrt{25})[/tex]

= 2(5 + 5)

= 20

The third feasible point won't change either the largest perimeter of 26 or the smallest perimeter of 20; therefore, we don't need to calculate it.

Difference = 26-20

                  = 6

Hence, the difference in perimeters is 6.

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The total hours did Brendan work that week is 669.86.

A finite collection of symbols that are properly created in line with context-dependent criteria is referred to as an expression, sometimes known as a mathematical expression. Operations include addition, subtraction, multiplication, and division.

The collection of mathematical symbols that emerges from the right arrangement of numbers is known as a mathematical expression and variables using operations like addition, subtraction, multiplication, division, exponentiation, and other as-yet-unlearned operations and functions.

The three different types of algebraic expressions are monomial, binomial, and polynomial.

The total hours did Brendan work that week is 669.86.

The complete question is: Brendan is an hourly worker and earns $15.25/hour. During a week's pay period, he worked the following hours and minutes:

Day Hours Minutes

Monday 8 45

Tuesday 7 52

Wednesday 8 0

Thursday 9 36

Friday 8 24

Using the hundredth-hour method, what is Brendan's gross pay for the week? The employer pays overtime for all time worked in excess of 40 hours per week.

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Answer:

$42.00

Step-by-step explanation:

Interest = principle x rate x time

Interest = 300 x .07 x 2

Interest = 42

The value of a perfect square is either a positive number or zero. They cannot be neutral.

Perfect squares are generated when you square an integer. For instance, the number 81 is a perfect square since it can be derived by squaring 9: 99=81. 144 is a perfect square since 12 is squared to produce it. 169 is a perfect square since 13 may be squared to obtain it. Mathematical language Informally: When an integer (a "whole") number, whether positive, negative, or zero, is multiplied by itself, the outcome is referred to as a square number, a perfect square, or simply "a square." Therefore, all square numbers are 0, 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, and so on.

given

The value of a perfect square is either a positive number or zero. They cannot be neutral.

Square differences can be positive, negative, or zero depending on the order in which the numbers are obtained.

One squared term will be added to the difference of squares, and another squared term will be subtracted.

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(x - 1) is thus a factor of f(x) = x3 - 2x2 - 5x + 6.

The factorization of x^3 2x^2 5x 6 is (x^2)(2x)(3) . This can be found by dividing x^3 2x^2 5x 6 by its prime factors.

You can also factor out x^2 from the expression x^3 2x^2 5x 6, which would leave you with x^2(x 2.5 6) or x^2(x 2.5 3)

Given that x3 - 2x2 - 5x + 6 = f(x),

We must determine the factored form of f in its entirety (x).

Consider (x - 1) as a factor (x).

Let's see if (x - 1) is a factor of f. (x).

f(1) = (1) (1)

3 - 2(1) (1)

2 - 5(1) + 6

= 1 - 2 - 5 + 6

= 6 - 6

= 0

f(1) = 0

(x - 1) is thus a factor of f(x) = x3 - 2x2 - 5x + 6.

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Answer:Yes

Step-by-step explanation: It is a right triangle as if you imagine it, you can see that is half of a square, holding a right angle within it.

Answer:

To find out how many cups a single jug of water fills, you can divide the total number of cups filled by the number of jugs:

184 cups / 23 jugs = <<184/23=8>>8 cups/jug

This means that one jug of water fills 8 cups.

Step-by-step explanation:

To list the sides of a triangle in order from shortest to longest, you can follow these steps - Measure the length of each side of the triangle using a ruler or measuring tape. Then, write down the lengths of each side in a list. Sort the list in ascending order. The shortest side will be at the top of the list, and the longest side will be at the bottom.

A triangle is a polygon with three sides. By the property of a triangle which is the sum of any two sides of a triangle is greater than the third side. This property is known as the "Triangle Inequality Theorem".

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Answer: 75p

Step-by-step explanation:

So, if one kilogram of bacon is £1.50, then half a kilogram would cost half of that, so 75p

Answer: slope=2

Step-by-step explanation:

using y=mx+b, we know the equation of the line is y=2x. The slope is the m term so we know that the slope is 2.

The corresponding element in the range when 7 is an element  in the domain is f(7)=33

Step-by-step explanation:

Given that the 7 is an element in the domain of f(x)

The function f is defined by f(x)=6x-18/2

To find the corresponding element in the range:

That is put x=7 in the given function f(x)

Therefore f(x) becomes

f(7) = 6(7)-18/2

      =42-18/2

      =42-9

      =33

Therefore corresponding element in the range when 7 is an element  in the domain is f(7)=33

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Answer:

just ask your teacher for clarification, then you will actually learn...

The digit A stands for 7 when the four-digit number is divisible by 9 and is given by 3AA1.

A number is divisible by 9 if the sum of its digits is also 9-divisible.

Numbers that are 9 - divisible are also called multiples of 9. Multiples in mathematics are the outcomes of multiplying an integer by a certain number.

Using the aforementioned attribute, we can say

3 + A + A +1 = 9, 18, or 27

4 + 2A =  9, OR 18, OR 27

taking 18

2A = 18 - 4

2A = 14

A = 7

Because of this, the whole digits are 3771

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Answer:

30.8% increase.

Step-by-step explanation:

17 - 13 |13| * 100% = 4 13 * 100 = 30.8%

I hope this helped you!

A is the variable and X is the coefficient term in the supplied  X2 expression. An algebraic expression is used to solve a particular mathematical problem .

In mathematics, a variable is an alphabet or phrase that denotes an unknowable quantity, unknowable value, or unknowable number. In the case of algebraic expressions or algebra, the variables are employed specifically. The two primary categories of variables are categorical and numeric. Then, for categorical and numerical variables, respectively, nominal or ordinal and discrete or continuous subcategories are created for each category. This section provides a quick overview of these types.

given

The coefficient term is denoted as X2, and the variable is A.

An algebraic expression is used to solve a particular mathematical problem by combining words and numbers.

For instance, the numerical coefficient in the equation 5x is 5, meaning that the variable x has been multiplied by 5 times.

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The solution of x in the given linear equation (x - 13 + 155 = 180) is equal to 38.

To solve the equation (x - 13 + 155 = 180), we need to pursue the following steps.

Step 1. Move all terms to the left:

⇒(x - 13 + 155 - (180)) = 0

Step 2. Add all the numbers jointly, and all the variables

⇒(x - 38) = 0

Step 3. Get rid of parentheses

⇒x - 38 = 0

Step 4. Transfer all terms including x to the left, and all other terms to the right

⇒x = 38

Hence, the required solution of x in the given linear equation (x - 13 + 155 = 180) is 38.

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Answer:

y = -x + 5

Step-by-step explanation:

The equation is y= mx + b

m = the slope or rise/run or (y2 - y1) / (x2 - x1)

b = y-intercept

The slope here is -1, and the y-intercept is 5, so our equation is

y = -x + 5

x     y   is the two-step function table of the given linear equation

0    -4

1     0

A linear equation is an algebraic equation of the form y=mx+b, where m is the slope and b is the y-intercept, and only a constant and a first-order (linear) term are included. The variables in the preceding equation are y and x, and it is occasionally referred to as a "linear equation of two variables."

given an equation y  = 4x -4

Use the slope-intercept form to find the slope and y-intercept.

y = mx + c

m =4

c = -4

Slope = 4

The slope of the line is the value of m, and the y-intercept is the value of b.

y-intercept  : (0, -4)

x-intercept where y = 0 : (1, 0)

Therefore, the table of the two-step functions is Written below.

x     y  

0    -4

1     0

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The sequences of transformations could be applied is

A point, line, or geometric figure can be transformed in one of four ways, each of which affects the shape and/or location of the object. Pre-Image refers to the object's initial shape, and Image, after transformation, refers to the object's ultimate shape and location.

From the picture we have, g(x) = -3x - 1

Parent function: f(x) = x

1)  Reflect over the y-axis gives g(x) = -x

Vertically stretch by a factor of 3 gives g(x) = -3x

Shift down 1 unit gives g(x) = -3x - 1

2) Shift left 2 units: g(x) = x+2

Reflect over x-axis: g(x) = -x-2

Vertically stretch by a factor of 3 gives g(x) = -3x -6

3) Shift right 1 unit: g(x) = x-1

Reflect over the y-axis: g(x) = -x-1

Vertically stretch by a factor of 3: g(x) = -3x -3

4) Shift right 1 unit: g(x) = x-1

Reflect over the x-axis: g(x) = -x+1

Vertically stretch by a factor of 3: g(x) = -3x +3

5) Reflect over the x-axis: g(x) = -x

Vertically stretch by a factor of 3: g(x) = -3x

Shift down 1 unit: g(x) = -3x - 1

6) Shift down 1 unit: g(x) = x - 1

Reflect over the x-axis: g(x) = -x + 1

Vertically stretch by a factor of 3: g(x) = -3x + 3

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Answer: ≈ 100km/h

Step-by-step explanation:

62 : 0.62 = 100 km

On a graph, y 3x 3 would be a line that is 3 units below the line y = 3x. It would have the same slope but lower y-intercept.

To graph y 3x 3, we can first graph y = 3x. To do this, we can pick any two points along the line and plot them. For example, if we choose (0,0) and (1,3), the line would look like this:

(0,0) -------------------------- (1,3)

Now, to graph y 3x 3, we want to move the line 3 units down. Therefore, the new points that we plot should be (0,-3) and (1,0). The graph should look like this:

(0,-3) -------------------------- (1,0)

This line is 3 units below the line y = 3x. It has the same slope, but a lower y-intercept.

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The equivalent expression of 5[tex]x^{3/2}[/tex] is  5√(x³). The correct option is last one.

Expressions that are equivalent to the same thing, even when they have distinct appearances. When we enter the same value(s) for the variable, two algebraic expressions that are equivalent have the same value (s).

Given:

An expression,

5[tex]x^{3/2}[/tex]

To find the equivalent expression:

We have to simplify the expression,

5[tex]x^{3.1/2}[/tex]

= 5(x³)[tex]){1/2}[/tex]

= 5√(x³)

The above expression is an equivalent expression.

Therefore, 5√(x³) is an equivalent expression.

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The evaluation of the expression z − 2xy when x = 3, y = -4 and z = -6 is 18

From the question, we have the following parameters that can be used in our computation:

Expression: z − 2xy

Values: x = 3, y = -4 and z = -6

Substitute the known values in the above equation, so, we have the following representation

z − 2xy = -6 - 2 * 3 * -4

Evaluate the products

This gives

z − 2xy = -6 + 24

Evaluate the like terms in the equation

So, we have the following representation

z − 2xy = 18

Using the above as a guide, we have the following:

The solution is 18

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Based on the two-way table, there seems to be a relationship between the type of books Julia's friends like best and the number of books they have read this month, A. Yes, because those who like fiction read one book at a rate four times that of those who read non-fiction books.

A two-way table, also called a contingency table, is a statistical table that shows the observed frequency for two variables.

The rows of a two-way table indicate one category and the columns indicate the other category.

For instance, based on the two-way table, one can observe that 80% of Julia's friends prefer fiction while 20% prefer non-fiction.

Among those who read 1 book this month, 80% read fiction against 20% who read non-fiction.  Similarly, among those who read 2 books this month, the same 80% read fiction against 20% who read non-fiction.

The number of students who prefer fiction = 60

The number of students who prefer non-fiction = 15

The number of fiction-preferring students who read 1 book this month = 40, which is 80% of the total (40/50 x 100).

The number of fiction-preferring students who read 2 books this month = 20, which is 80% of the total (20/25 x 100).

Thus, we can conclude that Option A is correct.

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The Two-way Table:

                                       Read 1 book         Read 2 books     Total

Prefer fiction books               40                            20              60

Prefer non-fiction books        10                              5               15

Total                                       50                            25              75

==========================================================

Explanation:

Pick any two points on the line to apply the slope formula.

I'll select (-5,1) and (5,-1)

[tex](x_1,y_1) = (-5,1) \text{ and } (x_2,y_2) = (5,-1)\\\\m = \text{slope} = \frac{\text{rise}}{\text{run}} = \frac{\text{change in y}}{\text{change in x}}\\\\m = \frac{\text{y}_{2} - \text{y}_{1}}{\text{x}_{2} - \text{x}_{1}}\\\\m = \frac{-1 - 1}{5 - (-5)}\\\\m = \frac{-1 - 1}{5 + 5}\\\\m = \frac{-2}{10}\\\\m = -\frac{1}{5}\\\\[/tex]

The slope as a fraction is -1/5

A slope of -1/5 means " go down 1, then to the right 5 units".

An example of this motion is when going from (-5,1) to (0,0)

Another example would be going from (0,0) to (5,-1)

----------

The "down 1, right 5" motion is because