Answer:
y= -1
Step-by-step Explanation:
3(5y +2)-y=2(y-3)
Distribute- 15y +6-y=2y -6
Combine variables- 15y-2y-y=-6-6
Add everything together- 12y= -12
Divide- y= -1
Answer:
y = -1
Step-by-step explanation:
Step 1. Expand the brackets.
3(5y + 2) - y = 2(y - 3)
(3 x 5y) + (3 x 2) - y = (2 x y) - (2 x 3)
15y + 6 - y = 2y - 6
Step 2. Simplify the expanded brackets (not always necessary but is in this case).
15y + 6 - y = 15y - y + 6 = 14y + 6
So
14y + 6 = 2y - 6
Step 3. Solve the equation.
14y + 6 = 2y - 6
+ 6 to both sides
14y + 12 = 2y
- 14y from both sides
12 = -12y
÷ 12 on both sides
1 = -y
flip the negative
-1 = y
Step 3. Write your answer.
y = -1
can someone please help me with this.
Answer:
handle your brain its easy
PLEASE HELP The domain is {x∈R| x≠−3}, and the range is {y∈R| y≠−5}. The domain is {x∈R| x≠−2}, and the range is {y∈R| y≠−5}. The domain is {x∈R| x≠−5}, and the range is {y∈R| y≠−2}. The domain is all real numbers, and the range is all real numbers as well.
The domain is {x∈R| x≠−2}
The range is {y∈R| y≠−5}
====================================================
Explanation:
Using the function, we can factor the numerator to get
x^2-x-6 = (x-3)(x+2)
Then the (x+2) terms cancel out leaving x-3 only
Therefore, f(x) simplifies to f(x) = x-3.
This produces the straight line graph that is shown. But there's a hole at (-2,-5)
Why is this? It's because plugging x = -2 into the original equation (before you simplify) leads to a division by zero error.
The denominator x+2 becomes -2+2 = 0 and we can't divide by zero.
If we plugged x = -2 into the simplified version of f(x), then we have
f(x) = x-3
f(-2) = -2-3
f(-2) = -5
Showing why the hole is at (-2,-5)
There is no way that x can equal -2, so this is why we kick it out of the domain. Similarly, there's no way to get to y = -5, and this value is kicked out of the range.
The notation x∈R means that x is in the real number set. Saying {x∈R| x≠−2} means x is any real number but -2. The range is a similar story but we kick out -5 instead.
*MAKE SURE YOU ANSWER CORRECTLY WITH DETAILS, WILL CHOOSE BRAINLIEST * Describe a hemisphere of this picture and explain how it was formed. If given the radius of the globe, how would you find the volume of the hemisphere?
Answer:
Volume of the hemisphere = [tex]\frac{2}{3}\pi r^{3}[/tex]
Step-by-step explanation:
It's a picture of a globe and a globe of the Earth is in the shape of a sphere.
We know equator divides the earth into two equal halves and these equal halves are called as "hemisphere".
Therefore, a line joining the two extreme points of the diameter of the Earth divides the Earth into two hemispheres.
If the radius of the Earth is 'r',
Volume of the hemisphere = [tex]\frac{2}{3}\pi r^{3}[/tex]
PLEASE HELP ME!!
Jason was hired to mow a lawn that covers an area of acres. It took him blank hours to complete the job. What was his unit rate in hours per acre? In this activity, you will multiply the numerator in a complex fraction by the reciprocal of the denominator to calculate a unit rate involving fractions. Answer the questions below to calculate Jason’s unit rate as he mowed
Answer: A: hours per acre. B. 4 1/8÷2 3/4 C. 4 1/8÷2 3/4=33/8÷11/4
Step-by-step explanation:
Which slope is steepest?
A.-8
B.-1/15
C.5
D.0.9
Answer:
A.-8
Step-by-step explanation:
The greater the slope the steeper the line.
In order to determine which line is closer to vertical, we have to consider the absolute values, because the slope can be positive or negative.
Therefore, the steepest is -8.
Examine the graph. Which statements are true about the function represented by the graph? Select all that apply.
The function is negative over the interval (−16,0).
The function is negative over the interval (−5,3).
The function is positive over the interval (3,∞).
The function is positive over the interval (−∞,−5).
The function is positive over the interval (−5,3).
The function is negative over the interval (−∞,−5).
====================================================
Explanation:
The portion below the x axis is when f(x) is negative. This happens on the interval [tex]-5 < x < 3[/tex]. Note how -5 and 3 are the x intercepts or roots. So because f(x) is negative when [tex]-5 < x < 3[/tex] we can say f(x) is negative over the interval (-5, 3). This is interval notation and not ordered pair notation.
----------
The function f(x) is positive in two places. When x < -5 and when x > 3. This is where the purple parabola is above the x axis.
The x < -5 portion converts to the interval notation (−∞,−5)
The x > 3 portion converts to the interval notation (3,∞)
The function is positive over the interval (3,∞) and interval (−∞,−5) while negative over interval (−5,3) so options (B),(C), and (D) will be correct.
How to plot a graph?A graph is a diagram that shows the fluctuation of one variable in relation to one or more other variables.
In order to plot the graph, we need to find out y's values corresponding to x's value
After that, we need to substitute the values of x's and y's into the coordinate geometry.
If we look at the graph
The value of graph is positive after x = 3 and it is positive before x = -5
Let's say the graph is going infinitely in both directions.
Then the function is positive over the interval (3,∞) and interval (−∞,−5).
The function is negative from x = -5 to 3 so it will be negative over that.
Hence "The function is positive over the interval (3,∞) and interval (−∞,−5) while negative over interval (−5,3)".
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PLEASE HELP AND EXPLAIN SO I CAN LEARN. THANKS. Indicate whether each item described contains parallel lines or perpendicular lines. a. The back and side edge of a filing cabinet b. Two walls facing each other in a square room c. The hands of the clock at 3:00 d. Two straight telephone poles on flat ground e. The hands of the clock at 9:00
Answer:
Hey! I think I can help.
Parallel lines are lines that can't meet.Perpendicular lines are lines that can meet.
e.)Since the line at 12 and the line at 9 meets then it is a perpendicular line.
c.)Perpendicular line.
a.)Perpendicular line.
b.)Parallel line.
d.)Depending on how they are faced if the ends of the telephone wire meets the second one then it is perpendicular but if not then it is parallel that's if they are in different directions which they can not meet.Thank you for the question
On three science tests, Olivia has received scores of 89%, 98%, and 96%. What is the lowest score Olivia can get on her fourth and final science test to
achieve an average score of 95%?
Answer:
97%
Step-by-step explanation:
89%+98%+96%+?=95×4
283+?=380
?=380-283
?=97%
The lowest score Olivia can get on her fourth test is 97%.
The average score can be determined by dividing the sum of the four scores by the total number of tests taken.
The first step is to determine the sum of the three scores Olivia already has.
Sum of scores = 89 + 98 + 96 = 283%
The second step is to multiply 95 x 4. 95% x 4 = 380%
The third step is to subtract 283% by 380%. 380% - 283% = 97%
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Solve for x :4 1/3 - x = 2 3/4
Answer:
3/2
Step-by-step explanation:
To get x we need to isolate it
First, subtract both sides by 4 1/3
-x=2 3/4- 4 1/4
Find LCD
-x= 2 9/12- 4 3/12
Multiply both sides by -1
x=-2 9/12 +4 3/12
x=1 1/2 or 3/2
1. Marcar con rojo los pares de ángulos que sean complementarios y con verde los que sean suplementarios. A. 25º B. 155º C. 65º D. 30º E. 150º F. 15º G. 28º 2. Averiguar el valor de los ángulos a. ¿Cuál es el complemento de un ángulo a=39º? b. Se sabe la amplitud del ángulo R=143º pero se desconoce la del ángulo m, ¿Cuánto medirá m?
Answer:
A y C → complementarios
A Y B → suplementarios
D Y E → suplementarios
El complemento de un ángulo de 39°, mide 51°
La amplitud de m, como suplemento es de 36°
Si lo tomamos como ángulo conjugado, es de 217°
Step-by-step explanation:
Ángulos completarios → Aquellos que sumados, me dan 90°
Ángulos complementarios → Aquellos que sumados, me dan 180°
Angulos complementarios entonces, son:
A y C (sumados, dan 90° → 25 + 65)
Angulos suplementarios entonces, son:
A y B (sumados, dan 180° → 25 + 155)
D y E (sumados, dan 180° → 30 + 150)
Complemento de un ángulo de 39° → Ya vimos que su suma debe dar 90°, por lo que el complemento mide: 90 - 39 = 51°
Si la amplitud del ángulo R es 143°, la del ángulo m, será 37°. Sería el ángulo suplementario a R.
No podríamos tener un complemento porque estamos en valores a 90°, pero también se podría obtener otro ángulo cuya amplitud sea de 217°, en este caso ambos ángulos suman 360°, se los llama angulos conjugados.
Joshua has 11 baskets of apples. In total he has 88 apples. How many are there in 1 basket?
Answer:
8
Step-by-step explanation:
We know Joshua has 11 baskets of apples with a total of 88 apple, it can be written down to something like this:
88 ÷ 11
We know that 88 divided by 11 is 8, therefore, there are 8 apples in each basket.
Don't believe me? Checked work:
11 x 8 = 88
8 apples per basket
Choose the rate of change (slope) to match the line.
Mr. Garcia and his 30 students are collecting soup labels to help buy classroom equipment. The total number of labels collected can be found evaluating the expression 30/ + 15. If / = 5, what is the value of the expression?
Answer: C 165
Step-by-step explanation:
30(5)+15= 165
an angle is 14 degrees more than complementary angle find the measure
Answer:
[tex]\Huge \boxed{\mathrm{52\°}}[/tex]
Step-by-step explanation:
Complementary angles add up to 90 degrees.
There are two angles in this case.
Let the first angle be x.
Let the second angle be x+14.
The sum of these two angles is 90.
x + x + 14 = 90
Combine like terms.
2x + 14 = 90
Subtract 14 from both sides.
2x = 76
Divide both sides by 2.
x = 38
Let x = 38 for the second angle.
38 + 14 = 52
The two angles are 52 degrees and 38 degrees.
52 degrees is 14 degrees more than complementary angle.
Answer:
[tex]\huge\boxed{ Angle = 52\ degrees}[/tex]
Step-by-step explanation:
Complementary angles add up to 90 degrees
So, Let the first angle be x then the second angle will be x + 14
Given condition is:
x + x + 14 = 90
2x + 14 = 90
Subtracting 14 to both sides
2x = 90 - 14
2x = 76
Dividing both sides by 2
x = 38
So, the second angle that is 14 degrees more than 38
=> Second Angle = 38 + 14
=> Second Angle = 52 degrees
PLEASE HELP ASAP I AM REALLY DUMB
Answer: 65
Step-by-step explanation: Just divide the numbers, It's simple. 3835 divided by 59 equals 65
Hope this helps^^
Answer:
65 :)
Step-by-step explanation:
Help me please!!!!!!
Answer: see both proofs below
Step-by-step explanation:
Use Difference Identity: tan (A - B) = (tan A - tan B)/(1 + tanA · tanB)
Use Unit Circle to evaluate: tan (π/4) = 1
Use Tangent Identity: tanA = (sinA)/(cosA)
Use Half-Angle Identities:
[tex]\cos \dfrac{A}{2}=\sqrt{\dfrac{1+\cos A}{2}}\\\\\\\sin \dfrac{A}{2}=\sqrt{\dfrac{1-\cos A}{2}}[/tex]
Part 1 Proof LHS → Middle
LHS: [tex]\tan\bigg(\dfrac{\pi}{4}-\dfrac{A}{2}\bigg)[/tex]
Difference Identity: [tex]\dfrac{\tan (\frac{\pi}{4})-\tan(\frac{A}{2})}{1+\tan(\frac{\pi}{4})\cdot \tan(\frac{A}{2})}[/tex]
Unit Circle: [tex]\dfrac{1-\tan(\frac{A}{2})}{1+ \tan(\frac{A}{2})}[/tex]
[tex]\text{Tangent Identity:}\qquad \qquad \dfrac{\frac{\cos\frac{A}{2}-\sin\frac{A}{2}}{\cos\frac{A}{2}}}{\frac{\cos\frac{A}{2}+\sin\frac{A}{2}}{\cos\frac{A}{2}}}[/tex]
Simplify: [tex]\dfrac{\cos\frac{A}{2}-\sin\frac{A}{2}}{\cos\frac{A}{2}+\sin\frac{A}{2}}[/tex]
LHS = Middle: [tex]\dfrac{\cos\frac{A}{2}-\sin\frac{A}{2}}{\cos\frac{A}{2}+\sin\frac{A}{2}}=\dfrac{\cos\frac{A}{2}-\sin\frac{A}{2}}{\cos\frac{A}{2}+\sin\frac{A}{2}}\qquad \checkmark[/tex]
Part 2 Proof Middle → RHS
Middle: [tex]\dfrac{\cos\frac{A}{2}-\sin\frac{A}{2}}{\cos\frac{A}{2}+\sin\frac{A}{2}}[/tex]
[tex]\text{Half-Angle Identity:}\qquad \qquad \dfrac{\sqrt{\frac{1+\cos A}{2}}-\sqrt{\frac{1-\cos A}{2}}}{\sqrt{\frac{1+\cos A}{2}}+\sqrt{\frac{1-\cos A}{2}}}[/tex]
Simplify: [tex]\dfrac{\sqrt{1+\cos A}-\sqrt{1-\cos A}}{\sqrt{1+\cos A}+\sqrt{1-\cos A}}[/tex]
Rationalize Denominator: [tex]\dfrac{\sqrt{1+\cos A}-\sqrt{1-\cos A}}{\sqrt{1+\cos A}+\sqrt{1-\cos A}}\bigg(\dfrac{\sqrt{1+\cos A}-\sqrt{1-\cos A}}{\sqrt{1+\cos A}-\sqrt{1-\cos A}}\bigg)[/tex]
[tex]=\dfrac{1+\cos A-2\sqrt{1-\cos^2 A}+1-\cos A}{1+\cos A-(1-\cos A)}[/tex]
Simplify: [tex]\dfrac{2-2\sqrt{1-\cos^2 A}}{2\cos A}[/tex]
[tex]=\dfrac{2-2\sqrt{sin^2 A}}{2\cos A}[/tex]
[tex]= \dfrac{2-2\sin A}{2\cos A}[/tex]
Factor: [tex]\dfrac{2(1-\sin A)}{2(\cos A)}[/tex]
Simplify: [tex]\dfrac{1-\sin A}{\cos A}[/tex]
Expand: [tex]\dfrac{1-\sin A}{\cos A}\bigg(\dfrac{1+\sin A}{1+\sin A}\bigg)[/tex]
[tex]=\dfrac{1-\sin^2 A}{\cos A(1+\sin A)}[/tex]
Simplify: [tex]\dfrac{\cos^2 A}{\cos A(1+\sin A)}[/tex]
[tex]=\dfrac{\cos A}{1+\sin A}[/tex]
Middle = RHS: [tex]\dfrac{\cos A}{1+\sin A}=\dfrac{\cos A}{1+\sin A}\qquad \checkmark[/tex]
-6/11 + (-5/11) =? HELP ASAP ps the dash means that there a fraction
Answer:
-1
Step-by-step explanation:
Since the denominators are the same, then we add the numerators
-6+-5/11
-11/11
-1
Step-by-step explanation:
-6/11 - 5/11 = -11/11
1. The fraction of -5/11 stays negative because -*+ = -. So the fraction stays negative.
2. Then, you can add the two fractions because they are both the same sign and also have the same denomination.
The answer is -1 or -11/11.
Hope this helped,
Kavitha
How would you explain a number system to someone who had never seen numbers before?
We have that in teach number system to someone who had never seen numbers before you have to give a clear and understand explanation on numbers and number systems to in a language they can understand.
Firstly we have to understand what number are
Numbers
A number or numbers are just words or expressions or drawings or even symbols use to represent(Represent being a key word) a particular quantity or used to calculate.
With the definition above every one must have come across number but in a different way from other
Therefore
its just left for you to open their eyes to what the have already encountered
Firstly you have to give the person a Generally knowledge on NumbersSecondly you have to teach the person the different branches of number system which are Decimals Binary Octal Hexadecimal And the various basesFinally you give a test to ensure the person has understood you.In conclusion
You have to give a clear and understand explanation on numbers and number systems to in a language they can understand
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A number system is a mathematical system for representing numbers, that is, quantities.
Thus, the numbers are writing symbols that allow a mental representation of a certain quantity, as well as the different mathematical operations that arise from said quantities.
Otherwise, that is, if the numbers did not exist, the representation of quantities would be very limited.
It also would only abstain from the existence or nonexistence of a certain thing or situation.
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Find the measure of c. A. 10 B. 280 C. 100 D. 140
Answer:
63°
Step-by-step explanation:
a = 27°
b = 180° - (a + 27°)
b = 180° - (27° + 27°)
b = 180° - 54°
b = 126°
By inscribed angle theorem:
c = 1/2 b = 1/2 * 126°
c = 63°
HELP PLS ASAP!!!!!!!!!
Answer:
2
Step-by-step explanation:
Pls help It’s due tomorrow question is in the picture
Answer:
C
Step-by-step explanation:
Let's find the area of each of the two circles.
First Circle:
The first circle has a diameter of 10 inches. That means the radius is 5 inches. So, its area is:
[tex]A=\pi r^2\\A=\pi (5)^2\\A=25\pi[/tex]
Second Circle:
The second circle has a diameter twice that of the first. So, the diameter is 20 inches. This means that the radius is 10 inches. Find the area:
[tex]A=\pi r^2\\A=\pi (10)^2\\A=100\pi[/tex]
Now, find the ratio between them by dividing:
[tex]\frac{\text{Smaller}}{\text{Larger}}=\frac{25\pi}{100\pi}[/tex]
Simplify:
[tex]\frac{\text{Smaller}}{\text{Larger}}=\frac{1}{4}[/tex]
1/4 is the same as 1:4
So, our answer is C :)
The radius of a circle is 3 m. Find its area to the nearest tenth.
Answer:
28.3 square meters.
Step-by-step explanation:
So we know that the radius of the circle is 3 meters. With that, we can figure out the area of the circle.
The area of a circle is given by the formula:
[tex]A=\pi r^2[/tex]
Plug in 3 for r:
[tex]A=\pi (3)^2[/tex]
Square the number:
[tex]A=9\pi[/tex]
Use a calculator. Approximate:
[tex]A\approx28.2743\approx28.3[/tex]
Therefore, the area of the circle is approximately 28.3 square meters.
Answer:
28.3 m²
Step-by-step explanation:
The area of a circle can be found using the following formula.
[tex]a=\pi r^2[/tex]
We know the radius of the circle is 3 meters. We can substitute 3 m in for the variable, r.
[tex]a= \pi (3m)^2[/tex]
Evaluate the exponent.
(3m)² = 3m * 3m= 9 m²
[tex]a= \pi (9 m^2)[/tex]
Multiply pi and 9 meters squared.
9 m² * π = 28.2743339 m²
[tex]a=28.2743339 m^2[/tex]
Round to the nearest tenth. The 7 in the hundredth place tells us to round the 2 in the tenth place to an 3
[tex]a\approx 28.3 m^2[/tex].
The area is approximately 28.3 square meters.
How to get the answer
Answer:
2*x^4*z^3
Step-by-step explanation:
To answer this kind of question, you first start rearranging the terms in the numerator and denominator, so you don't get confused.
3x^3 * 4x^3 * z^4 / 2x * x * 3z
Now you multiply like parts in the numerator and denominator to keep it simple.
(3x^3 * 4x^3) * z^4 / (2x * x) * 3z
3x^3 * 4x^3 = 12x^6
2x * x = 2x^2
12x^6 * z^4 / 2x^2 * 3z
Now divide like terms that are in the numerator and denominator so multiplying later will be easier.
12x^6 / 2x ^ 2 * z^4 / 3z
12x^6 / 2x^2 = 6x^4
z^4/3z = z^3 / 3
Now you multiply both terms,
6x^4 * z^3/3
2*x^4*z^3
. The table shows the number of different
colors of marbles a student found when
he opened a bag.
Marble Colors
Color Number
Red
15
Purple
Yellow 12
Orange 15
Green 15
18
What is the probability that he will
randomly pick up a yellow marble?
A 25%
B 20%
C 16%
D 12%
Answer:
12/(15+12+15+18)
12/60=0.2=20%
B 20%
please mark as brainliest
What is the value of the expression
x - 11 when x = 46?
Answer:
The answer is 35.
46-11=35
Answer:
35
Step-by-step explanation:
x-11
46-11
35
Which is the best estimate of the product of 13 and 49?
Answer:
if you round the 13 to fifteen and the 49 to 50, your best estimate answer would be 750. Hope this is what you were looking for and that it helps!
Step-by-step explanation:
The best estimate of the product of 13 and 49 is 600.
What is multiplication?Multiplication is an operation that represents the basic idea of repeated addition of the same number. The numbers that are multiplied are called the factors and the result that is obtained after the multiplication of two or more numbers is known as the product of those numbers.
The two given numbers are 13 and 49.
The product of 13 and 49 is
13×49 =637
So, 637 is estimated to 600
Therefore, the best estimate of the product of 13 and 49 is 600.
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Without simplifying Select all the expressions that represent a rational number( someone helppppppp)
Answer:
The correct options are;
[tex]4\dfrac{2}{3} - \dfrac{\sqrt{4} }{8}[/tex]
[tex]4\dfrac{2}{3} \div \dfrac{\sqrt{4} }{8}[/tex]
Step-by-step explanation:
We note that a rational number is one that can be expressed as a ratio of two integers a and b
An irrational number is one that cannot be expressed as a ratio of two integers. Example of an irrational number is √3
Also an irrational number divided by a rational number is an irrational number, therefore, we have, the expressions without irrational numbers, which are;
[tex]4\dfrac{2}{3} - \dfrac{\sqrt{4} }{8}[/tex] = [tex]\dfrac{53}{12}[/tex]
and
[tex]4\dfrac{2}{3} \div \dfrac{\sqrt{4} }{8}[/tex]
solve √3+√48/√6.....
Answer:8.26402
Step-by-step explanation:
A granola bite contains 27 calories. Most of the calories come from c grams of carbohydrates. The rest come from other ingredients. One gram of carbohydrate contains 4 calories. The equation 4c + 5 = 27 represents the relationship between these quantities. Step 1: Answer the following questions: a. What could the 5 represent in this situation? b. Priya said that neither 8 nor 3 could be the solution to the equation. Explain why she is correct. c. Find the solution to the equation.
Answer:
a. 5 represents the number of calories that come from other ingredients.
b. Neither 8 nor 3 satisfy the given equation, so neither 8 nor 3 can be the solution to the equation.
c. c = 5.5
Step-by-step explanation:
We are given the equation:
[tex]4c + 5 = 27[/tex]
Where [tex]c[/tex] represents the grams of carbohydrates
27 is the total number of calories that are received by the granola bite.
4 is the number of calories from 1 gram of carbohydrates and
5 is the number of calories that are received from other ingredients.
Answer of Part a:
5 is the number of calories that are received from other ingredients.
Part b:
Let us take left hand side (LHS) and put values of c = 8 and 3 one by one.
So, LHS becomes:
4 \times 8 + 5 = 37 [tex]\neq RHS\ i.e.\ 27[/tex]
4 \times 3 + 5 = 17 [tex]\neq RHS\ i.e.\ 27[/tex]
So, Priya is correct that neither 8 or 3 could be solution.
Part c:
[tex]4c + 5 = 27\\\Rightarrow 4c = 22\\\Rightarrow \bold{c = 5.5}[/tex]
So, solution to the equation is: c = 5.5
pleasee nn tyyy yall i rlly need help
You need to find the GCF (greatest common factor) of 96 and 36. The GCF of 96 and 36 is 12.
12 times what gets you 36?
12 times 3 gets you 36.
12 times what gets you 96?
12 times 8 gets you 96.
So the third answer has 12 as the GCF.
The answer is 12(8+3) = 96+36 = 132
♡ Hope this helped! ♡
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