Hello! The answer is 7.26! I didn't answer this question first, so please give the other person brainliest. :)
have a nice day! :)
Find the value of x and y
Answer: x=16, y=10
Step-by-step explanation:
To find the value of x and y, we need to know the angle properties. We know that 8x-14 and 5x+34 are equal to each other because of Alternate Exterior Angles. Now, we also know that 8x-14 and 5y+16 are supplementary angles, meaning they are equal to 180°. To solve, let's first find the value of x.
8x-14=5x+34 [subtract both sides by 5x]
3x-14=34 [add both sides by 14]
3x=48 [divide both sides by 3]
x=16
Now that we know x=16, we can find the value of y.
8x-14+5y+16=180 [plug in x=16]
8(16)-14+5y+16=180 [multiply]
128-14+5y+16=180 [combine like terms]
130+5y=180 [subtract both sides by 130]
5y=50 [divide both sides by 5]
y=10
Now, we know that x=16 and y=10.
How many positive terms are in an arithmetic progression: 17.2; 17; 16.8
Answer:
3
Step-by-step explanation:
a = first term = 17.2
tn = last term = 16.8
d= common difference = -0.2
n = number of terms = ?
To find the number of positive terms, we'll use the formula;
tn = a + (n - 1) d
Substituting the figures,
=> 16.8 = 17.2 + (n -1) -0.2
=> 16.8 - 17.2 = (n - 1) - 0.2
=> -0.4 = (n - 1) - 0.2
=> -0.4/-0.2 = n - 1
=> n - 1 = 2
=> n = 3
Therefore, the number of positive terms in the sequence is 3
Which statement is true?
Answer: bro its the last one
Step-by-step explanation:
Answer:
its G.
Step-by-step explanation:
do you want the explanation? cuz i could i give one :)
square root of 5 times square root of 8
Answer:
6.32455532034
Rounded: 6.32
Hope this helps! :)
Write an equation of the line passing through the point (1, 9) that is parallel to the line y=3x−2.
The equation of the line is y=x+
.
Answer:
y= 3x+6
Step-by-step explanation:
9. Three eggs are required to make two dozen muffins. How many eggs are
needed to make 12 dozen muffins?
Answer:
18 eggs
Step-by-step explanation:
There are 5 students in a class that take the bus, and there are 20 total students in the class. What percentage of students take the bus?
Answer:
25%
Step-by-step explanation:
5/20=1/4=25%
Consider the function f(x) = 9X. Which statement MUST be true?
Α)
f(4), f(8)
f(1) f(5)
B)
f(4)-f(1) = f(8) f(5)
C)
f(4) - f(1) = f(8) - f(5)
ng
20
cols
D)
f(4) - f(1) = f(-4) - f(-1)
Choose the correct statement!
Answer:
i think it is c but i am not for sure hope that helps
What is 17%of 40? Pls help
Answer:
6.8
Step-by-step explanation:
Answer:
6.8
Step-by-step explanation:
40 / 100 = 0.4
0.4 · 17 = 6.8
write a function expressing how pressure change depending on the under water
Answer:
When diving in the ocean, you must consider how much pressure you will experience from diving a certain depth.
From the atmosphere, we experience about 14.7 pounds per square inch (psi) and for every foot we dive down into the ocean, we experience another 0.44 psi in pressure.
How far (in feet) can you dive without experiencing more than 58.7 psi of pressure on your body?
:
let d = the depth which gives 58.7 psi
.44d + 14.7 = 58.7
.44d = 58.7 - 14.7
.44d = 44
d = 44/.44
d = 100 ft
Step-by-step explanation:
Dawn works at the sponge factory and puts sponges in bags. She gets paid $0.12 for every sponge. If she got a paycheck for $864.00, then how many sponges did she put in bags?
A. 7,200
B. 23,000
C. 103
D. 865
Answer:
A 7,200 is the answer. I divided 864 by 0.12 and got that answer
Answer:
answer is A
A. 7,200
Step-by-step explanation:
Hope this helps
MODELING WITH MATHEMATICS A farmer plants a garden that contains corn and pumpkins. The total area (in square
feet) of the garden is modeled by the expression 2x2 + 5x + 4. The area of the corn is modeled by the expression
x2 – 3x + 2. Write an equation in standard form that models the area A of the pumpkins.
Answer:
The equation in standard form that models area of pumpkins is:
[tex]A_p = A_G - A_c[/tex]
and the area is: [tex]x^2+8x+2[/tex]
Step-by-step explanation:
Given that the garden has corn and pumpkins
The expressions are:
Total area of garden: [tex]A_G = 2x^2+5x+4[/tex]
Area of Corn: [tex]A_c = x^2-3x+2[/tex]
Area of Pumpkins: [tex]A_p = ?[/tex]
The sum of areas of corn and pumpkins is the total area of the garden.
It can be expressed mathematically as:
[tex]A_G = A_c+A_p[/tex]
If we have to find the area of pumpkins,
[tex]A_p = A_G - A_c[/tex]
Putting the values
[tex]A_p = (2x^2+5x+4) - (x^2-3x+2)\\A_p = 2x^2+5x+4-x^2+3x-2\\A_p = 2x^2-x^2+5x+3x+4-2\\A_p = x^2+8x+2[/tex]
The equation in standard form that models area of pumpkins is:
[tex]A_p = A_G - A_c[/tex]
and the area is: [tex]x^2+8x+2[/tex]
The equation in standard form that models the area A of the pumpkins is x² + 8x + 2
From the question, we are given the following parameters
Area of the garden = 2x² + 5x + 4
Area of the corn = x² – 3x + 2
To get the area A of the pumpkin, we will take the difference in the areas as shown:
A = Area of garden - Area of corn
A = (2x² + 5x + 4) - (x² – 3x + 2)
A = 2x² - x² + 5x + 3x + 4 - 2
A = x² + 8x + 2
Hence the equation in standard form that models the area A of the pumpkins is x² + 8x + 2
Learn more here: https://brainly.com/question/16239445
hello please answer this question if you have the time, thanks! :)
Together, Katya and Mimi have 480 pennies in their piggy banks. After Katya lost ½ of her pennies and Mimi lost 2/3 of her pennies, they both had an equal number of pennies left. How many pennies did they lose altogether?
Answer:
400
Step-by-step explanation:
Answer:
288 pennies
Step-by-step explanation:
Can someone please tell me this i have to turn it in in 4 hours
7(8i+9) (Show work please)
which of the following have infinitely many solutions
A) -6x+35=-6x+35
B) 6x+35 = -6x - 35
C) -6x + 35 = -6x -35
D) 6x + 35 = -6x + 35
↝ The answer is A.
↝ By graphing 2 exact lines/graphs give you infinitely graph-intercepts. Basically meaning that both graphs are the same, thus intercepting each others infinitely.
What is the acceleration of a 1,500-kilogram truck with a net force of 7,500 newtons?
plz give answer with units
Answer:
The answer is [tex]5\: m/s^2[/tex]
Step-by-step explanation:
hope this helps :)
Julie started to solve the exponential expression (–2)3. (–2)3 = –2 ⋅ –2 ⋅ –2 = ? Which of these explains why Julie gets a negative number for her final answer? Question 25 options: The exponent 3 is an odd number. The base –2 is an even number. The base –2 is a negative number. The exponent 3 is a positive number.
Answer:
The base –2 is a negative number
Step-by-step explanation:
We need to solve the exponential expression (–2)³.
(–2)³ = -2×-2×-2
= -8
The final answer is -8. It is negative. It is because the base i.e. -2 is an even number. If the base is negative and the power is odd, the answer will be a negative number. Here, base is -2, power is 3. Hence, the correct option is (c) "The base –2 is a negative number".
Answer:
The exponent 3 is an odd number.
Step-by-step explanation:
Since the exponent (3) is an odd number, the answer will be negative. Answer: –8
Sidenote: I got this answer correct on the test :)))
what are the dimensions of the largest rectangular field that can be enclosed with 64m of wire?
Step-by-step explanation:
perimeter = 2*length + 2*width
area = length*width
perimeter = 64
Rectangular means all the corners have to be right angles.
If we say it can be a square, then...
perimeter = 4*side
64 / 4 = side
side = 16 meters
So the dimensions would be 16 m x 16 m
Consider the arithmetic sequence: 6, 2, -2, -6, \dots6,2,−2,−6,…6, comma, 2, comma, minus, 2, comma, minus, 6, comma, dots If nnn is an integer, which of these functions generate the sequence? Choose all answers that apply: Choose all answers that apply:
Answer:
[tex]a_n=-4n+10[/tex]
Step-by-step explanation:
Let us consider the given terms one by one:
First term, [tex]a[/tex] = 6
Second term, [tex]a_2=2[/tex]
Difference between First and Second term = 2 - 6 = -4
Third term, [tex]a_3[/tex] = -2
Difference between Second and Third term = -2 - 2 = -4
Fourth term, [tex]a_4[/tex] = -6
Difference between Second and Third term = -6 -(-2) = -4
Therefore, the common difference is:
[tex]d[/tex] = -4
Let the use the formula for [tex]n^{th}[/tex] term of an arithmetic sequence:
[tex]a_n=a+(n-1)d[/tex]
Putting the values of [tex]a[/tex] and [tex]d[/tex]:
[tex]a_n=6+(n-1)(-4)\\\Rightarrow a_n=6-4n+4\\\Rightarrow a_n=-4n+10[/tex]
Therefore, the [tex]n^{th}[/tex] term is:
[tex]a_n=-4n+10[/tex]
The function that generates the sequence 6, 2, -2, -6, ... is: f(n) = 6 - 4(n - 1)
To generate the arithmetic sequence 6, 2, -2, -6, ... , use the general formula for an arithmetic sequence:
an = a1 + (n - 1)d
A) f(n) = 6 - 4n
If we substitute n = 1, we get f(1) = 6 - 4(1) = 2, which matches the second term of the sequence.
However, it doesn't generate the rest of the sequence, so it is not correct.
B) f(n) = 6 - 4(n - 1)
If we substitute n = 1, we get f(1) = 6 - 4(0) = 6, which matches the first term of the sequence.
By substituting other values of n, we can verify that this function generates the entire sequence. It is correct.
C) f(n) = 6 + 4(n - 1)
If we substitute n = 1, we get f(1) = 6 + 4(0) = 6, which matches the first term of the sequence.
However, it doesn't generate the rest of the sequence, so it is not correct.
D) f(n) = 6 - 2n
If we substitute n = 1, we get f(1) = 6 - 2(1) = 4, which does not match the first term of the sequence. It is not correct.
Based on the analysis above, the function that generates the sequence 6, 2, -2, -6, ... is: f(n) = 6 - 4(n - 1)
Learn more about Arithmetic Sequence here:
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The missing options are:
A) f(n) = 6 - 4n
B) f(n) = 6 - 4(n - 1)
C) f(n) = 6 + 4(n - 1)
D) f(n) = 6 - 2n
pls help I will mark brainliest
Answer:
neither bc they put the same amount of strawberries
Step-by-step explanation:
it might be debbie tho bc like rick put more rhubarb so it might overpower of the strawberry so debbie might have more flavor so one sec
Answer:
The correct answer is Debbie's pie will taste more like starwberries
Step-by-step explanation:
Dixie packaging co has contracted to manufacture a box with no top that is to be made by removing squares of width x from the corners of a 15-in by 60-in piece of cardboard.
a) Write a function for the VOLUME of the box as a function of x.
b) Determine x so that the volume of the box is at least 450 cubic inches.
c) Determine x so that the volume of the box is maximum.
Answer:
a) V(x) = x ( 60 -2x )( 15-2x )
b) 0.55 inches ≤ x ≤ 6.79 inches
c) x ≥ 6.79 inches
Step-by-step explanation:
Given data:
No top, cardboard dimensions ; 15-in by 60-in
a) A function for the volume of the box as a function of x the Volume can be represented by this function below
= V(x) = x ( 60 -2x )( 15-2x )
where : x = height , ( 60 - 2x ) = length , ( 15 -2x ) = width
b) determine x so that the volume of the box ≥ 450 inches
450 = x( 60 - 2x ) ( 15 -2x ) ( solving the equation )
0.55 inches ≤ x ≤ 6.79 inches
c ) The value of x for which volume of the box is maximum
will be x ≥ 6.79 inches
The volume of the box as a function of x V(x) = x ( 60 -2x )( 15-2x )
The volume of the box as a function of x inches 0.55 inches ≤ x ≤ 6.79
The volume of the box is maximum x ≥ 6.79 inches
Given ,
The box with no top that is to be made by removing squares of width x
The corners of a 15-in by 60-in piece of cardboard.
Volume can be represented by this function belowV(x) = x ( 60 -2x )( 15-2x )
Where : x = height , ( 60 - 2x ) = length , ( 15 -2x ) = width
The volume of the box as a function of x is V(x) = x ( 60 -2x )( 15-2x )
To determine x so that,The volume of the box ≥ 450 inches
V(x) = x ( 60 -2x )( 15-2x )
The volume of the box is at least 450 cubic inches.0.55 inches ≤ x ≤ 6.79 inches
The value of x for which volume of the box is maximum will be x ≥ 6.79 inches.For more information about Volume of the square click the link given below
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Simplify the following expression: 2x − 2y + 5z − 2x − y + 3z
Answer:
-3y+8z
Step-by-step explanation:
Answer:2x - 2y + 8z
Step-by-step explanation:
Hellllllp awarding brainllest
2x+3y= -18 on the graph
Answer:
graph two points at the coordinates (-6, 0) and the coordinates (-8, 3), and make a line through them.
Step-by-step explanation:
First simplify. 2x+3y= -18., -----------> 3y= -2x -18., ---------> y= -2/3x -6
To graph this you would first go to the coordinates (-6, 0) and put a point there. Next, you would go to the coordinates (-8, 3) and put a point there. Then make a line and you are done. That should be right.
what is the domain and range of the graph in interval notation?
Answer:
Domain: (-∞, ∞)
Range: (-∞, ∞)
General Formulas and Concepts:
Algebra I
Domain is the set of x-values that can be inputted into function f(x). Range is the set of y-values that are outputted by function f(x).Step-by-step explanation:
According to the graph, we see that it stretches forever in both directions of the number line. This means that the graph encompasses every single number. Therefore, both our domain and range are all real numbers:
Domain: (-∞, ∞)
Range: (-∞, ∞)
David invested $340 in an account paying an interest rate of 2\tfrac{1}{8}2 8 1 % compounded continuously. Natalie invested $340 in an account paying an interest rate of 2\tfrac{3}{4}2 4 3 % compounded quarterly. After 17 years, how much more money would Natalie have in her account than David, to the nearest dollar?
Answer:
$53.83
Step-by-step explanation:
For David
David invested $340 in an account paying an interest rate of 2\tfrac{1}{8}2 8 1 % compounded continuously.
r = 2 1/8% = 17/8% = 2.125% = 0.02125
t = 17 years
P = $340
For Compounded continuously, the formula =
A = Pe^rt
A = Amount Invested after time t
P = Principal
r = interest rate
t = time
A = $340 × e^0.02125 × 17
A = $ 487.94
For Natalie
Natalie invested $340 in an account paying an interest rate of 2\tfrac{3}{4}2 4 3 % compounded quarterly.
r = 2 3/4 % = 11/4% = 2.75% = 0.0275
t = 17 years
P = $340
n = compounded quarterly = 4 times
Hence,
Compound Interest formula =
A = P(1 + r/n)^nt
A = Amount Invested after time t
P = Principal
r = interest rate
n = compounding frequency
t = time
A = $340 (1 + 0.0275/4) ^17 × 4
A = $ 541.77
After 17 years, how much more money would Natalie have in her account than David, to the nearest dollar?
This is calculated as
$541.77 - $ 487.94
= $53.83
Hence, Natalie would have in her account, $53.83 than David
2. A bag of trail mix weighs 2 pounds. By weight, 18% of the mix is oats. (a) Use the 10 by 10 grid to represent 2 lb of trail mix. Determine how much weight each square represents and label all the squares. Then, shade in 18% of the grid. (b) What is the weight of the oats in the trail mix? Show your work and label your answer. Answer:
Answer:
Weight of EACH square = 0.2 pounds
18% oat = 0.36 pounds
Step-by-step explanation:
Given that:
Weight of bag = 2 lb
Percentage of oat in mix = 18%
% of the mix is oats. (a) Use the 10 by 10 grid to represent 2 lb of trail mix. Determine how much weight each square represents and label all the squares. Then, shade in 18% of the grid. (b) What is the weight of the oats in the trail mix? Show your work and label your answer. Answer:
If trail mix is represented by 10 by 10 square grid ;
Each square represents : 2 pounds / 10 = 0.2 pounds
18% of the total weight
0.18 * 2 = 0.36 pounds
find the slope
A- 1/4
B- 1/3
C- 1/5
D- 2/3
Answer:
1/3
Step-by-step explanation:
if you move up 1 over three, the line intersects the graph