what is 4x-5/3+2x=7+2/9x+2

The total cost of the meal, plus tax and tip will be $11.19.

Steps to do are as follows:

Here given,

Meal = $9.45

Tax equals 3% of 9.45, or.

.03 x 9.45 = $0.2835

Meal plus tax equals $9.45 + $0.2835 = $9.7335

Tip equals 15% of $9.7335

or .15 x 9.7335 = $1.460

TOTAL = Meal + Tax + Gratuity = $9.45+ $0.2835 + $1.460

= $11.19

Therefore the total cost is $11.19.

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Answer:

f(-4) = -20

f(1) = 5

f(2) = 10

f(3) = 15

f(6) = 30

Step-by-step explanation:

Since the equation is f(x) = 5x, you will have to substitute the x-values into the equation to find out what f(x) equals for each one.
For example, for x = -4, f(-4) would equal -20 since 5 * -4 = -20.
The rest would be:
f(1) = 5 * 1 = 5

f(2) = 5 * 2 = 10

f(3) = 5 * 3 = 15

f(6) = 5 * 6 = 30

Hope this helps!

Answer: 20

Step-by-step explanation: i did this before on a quiz

Answer:

20

Step-by-step explanation:

online calcs can help with this

The requried dimension of the original rectangle is given as length = 25 cm, width = 10 cm.

The rectangle is 4 sided geometric shape whose opposites are equal in length and all angles are about 90°.

Let the length and width of the original rectangle be x and y,
According to the quesiton,

The perimeter of a rectangle is 70 cm.
2 [x + y] = 70
x  + y = 35 - - - -(1)

Now,
its length is decreased by 5 cm and its width is increased by 5 cm, its area will increase by 50 cm².
Area of the new rectangle = area of the original rectangle + 50
(x  - 5)(y + 5) = xy + 50

from equation 1,

(x - 5)(35 - x + 5) = x(35 - x) + 50
-x² - 200 + 40x + 5x = 35x - x² + 50
45x - 35x = 50 + 200
10x = 250
x = 25

Now,
y = 35 - 25
y = 10

Thus, the requried dimension of the original rectangle is given as length = 25 cm, width = 10 cm.

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Answer:

B. -$0.75

Step-by-step explanation:

that is really very simple.

the value on day 1 (the begin) is $2.50.

the value on day 5 (the end of the week I assume) is $1.75.

so, the value changed by -$0.75 from $2.50 to $1.75.

yes, this is the sum of all little individual changes day by day. but there is no need to do these detailed calculations. at the end it is just

value end - value begin

C) (0,3) is only solution set of the given system of inequality.

To solve the system of inequalities x + y ≥ 2 and 4x + y ≥ -1 , we can start by isolating the variables on one side of each inequality and then finding the intersection of the solutions.

given:

x+y ≥2     ----(i)

4x+y ≥-1    ----(ii)

subtracting (i) from (ii) we get

3x ≥ -3

=> x ≥ -1

now y ≥ 2- x

=> y ≥ 2 -(-1)

=> y ≥ 3

So, the solution set for the given system of inequalities is the set of all ordered pairs (x, y) such that x ≥ -1 and y ≥ 3.

and only option C(0,3) satisfies this equation.

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The area of the triangle is 12 in². Option C is the correct option.

What is a triangle?

A triangle is a three-edged polygon with three vertices. It is a fundamental shape in geometry. Triangle ABC denotes a triangle with vertices A, B, and C. In Euclidean geometry, any three non-collinear points define a unique triangle and, by extension, a unique plane.

The base of the triangle is 6 inches.

The height of the triangle is 4 inches.

The area of a triangle is half of the product of the base and height.

The area of the given triangle is

1/2 × 6×4

= 3×4

=12 in²

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Answer:

there some rules

Step-by-step explanation:

Answer:

Step-by-step explanation:

Assuming the correct question is "Can a triangle be formed with side lengths of 3, 4 and 7?"

3 + 4 = 7

so your answer is NO

Answer:

The x value of a point where a vertical line intersects a function represents the input for that output y value. If we can draw any horizontal line that intersects a graph more than once, then the graph does not represent a function because that y value has more than one input.

Step-by-step explanation:

False. The percentage of children enrolled in public schools that are of non-Caucasian ancestry varies by location and can change over time. According to the National Center for Education Statistics (NCES), as of the 2018-2019 school year, the percentage of public school students who were non-Caucasian was around 50%.

According to the National Center for Education Statistics (NCES), as of the 2018-2019 school year, the percentage of public school students who were non-Caucasian was around 50%. So it is not true that over 62% of children enrolled in public schools are of non-Caucasian ancestry.

It's hard to say why the percentage of non-Caucasian students in public schools is less than 62%. It could be because of a variety of factors, such as demographic changes in the population, socioeconomic factors, or even educational policies. However, it's important to note that the percentage of non-Caucasian students in public schools can vary depending on location and can change over time.

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5 , 7 , 8 represent the side of acute angled triangle.

The correct answer is set B.

Now, According to the question:

We use the following result:

When given 3 triangle sides then to determine if the triangle is acute angled , right angled or obtuse angled.

First find Square all 3 sides, then Sum the squares of the 2 shortest sides and then Compare the sum to the square of the last side.

if sum > Square of last side ⇒ it is Acute Triangle

if sum = Square of last side ⇒ it is Right Triangle

if sum < Square of last side ⇒ it is Obtuse Triangle  

a). 4  , 5 , 7

[tex]4^2 = 16 , 5^2 = 25 , 7^2 = 49[/tex]

16 + 25 = 41

∵ 41 < 49

⇒ It is an Obtuse Triangle.

b). 5 , 7 , 8

[tex]5^2 = 25 , 7^2 = 49 , 8^2 = 64[/tex]

25 + 49 = 74

∵ 74 > 64

⇒ It is an acute Triangle.

c). 6 , 7 , 10

[tex]6^2 = 36 , 7^2 = 49 , 10^2 = 100[/tex]

36 + 49 = 85

∵ 85 < 100

⇒ It is an Obtuse Triangle.

d). 7 , 9 , 12

[tex]7^2 = 49 , 9^2 = 81 , 12^2 = 144[/tex]

49 + 81 = 130

∵ 130 < 144

⇒ It is an Obtuse Triangle.

Therefore,5 , 7 , 8 represent the side of acute angled triangle.

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Answer:

7.07 units

Step-by-step explanation:

Answer:

the third one

Step-by-step explanation:

it only passes once

The time it takes Timothy to drive to his friend's house does not proportional to the distance. Because all ordered pairs do not pass through a straight line.

What is the ordered pair?

An ordered pair is a composition of the x coordinate (abscissa) and the y coordinate (ordinate), with two values, expressed between parenthesis in a predetermined order. It aids visual comprehension by locating a point on the Cartesian plane. An ordered pair's numeric values can be integers or fractions.

Given ordered pairs are (5,10), (11,15), and (18,20).

The ordered pairs are plotted on the graph.

A line can not draw through the ordered pairs.

Thus, time is not proportional to distance.

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The operation you would use to solve [tex]6y=10[/tex] is division because we want to get the variable by itself. We use division because it' is the inverse of multiplication. So to solve [tex]6y=10[/tex], I would be dividing.

[tex]6y=10[/tex]

Divide both sides by 6(get the variable by itself):

[tex]\dfrac{6y}{6} =\dfrac{10}{6}[/tex]

[tex]=1.666667[/tex]

Answer:

B

I am sorry if this is wrong

After solving tan² (0) = 1 on the interval [0, π), The answers are A and B where 0 < A, A = 22 and B = 4.

A set of intervals on the real line are used to create an interval graph, which is an undirected graph in graph theory. Each interval has its own vertex, and there is an edge between vertices where its intervals intersect. It is the graph created by intersecting the intervals.

Chordal and perfect graphs both exist as interval graphs. In these graphs, an optimal graph colouring or maximum clique can be found in linear time, and they are recognisable. The interval graphs comprise all proper interval graphs, which are defined from a set of unit intervals in the same manner.

[tex]$\tan x-1=0 \rightarrow \tan x=\pm 1$[/tex]

Trig table give [tex]$\tan x=1=\tan \left(\frac{\pi}{4}\right)$[/tex]

Trig unit circle gives another arc that has same tan value:

[tex]$x=\left(\frac{\pi}{4}+\pi\right)=\left(\frac{5 \pi}{4}\right)$[/tex]

and

[tex]$ tan \ x=-1=\tan \left(\frac{3 \pi}{4}\right)$[/tex]

Trig circle gives another angle: [tex]$x=\frac{3 p}{4}+\pi=\frac{7 \pi}{4}$[/tex]

In the interval [tex]$(0, \pi)[/tex]   there are 4 answers: [tex]$\frac{\pi}{4} ; \frac{3 \pi}{4} ; \frac{5 \pi}{4} ; \text{and} \frac{7 \pi}{4}$[/tex]

7(22/7)/4

= 22/4

A = 22

B = 4

Thus, After solving tan² (0) = 1 on the interval [0, π), The answers are A and B where 0 < A, A = 22 and B = 4.

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Answer:

Part A: 2

Part B: 10° F

Step-by-step explanation:

Part A

The rate of change is calculated by dividing the difference in temperature by the time.

rate of change = (7°F)/(3 1/2 hours)

rate of change = 7/3.5

rate of change = 2

Answer: 2

Part B

The rate of change tells us that each hour that passes, the temperature decreases by 2° F.

In 5 hours, 5 × 2 = 10, so the change in temperature will be 10° F.

Answer: 10° F

It represents the average amount of change in the function per unit throughout that time period.

Divide the change in y-values by the change in x-values to calculate the average rate of change. When analyzing changes in measurable parameters like average speed or average velocity, finding the average rate of change is quite helpful.

The formula R = D/T, or rate of change equals the distance traveled divided by the time required to do so, can be used to approach rate-of-change problems in general.

It represents the average amount of change in the function per unit throughout that time period. It is generated from the slope of the straight line joining the interval's ends on the graph of the function.

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Answer: A C A B

Step-by-step explanation:

Answer:

x<4

Step-by-step explanation:

To solve and make the problem less intimidating, it is easier to just imagine that the < is a = sign. The only difference when solving a inequality versus an equation is that you flip the inequality sign when multiplying or dividing by a negative, which we won't need to worry about in this problem. Now, hopefully, this will make more sense when we are solving.

The first step is to add 20 to both sides:

15x - 20 < 40 (Add 20 to both sides)

15x < 60

Now, divide both sides by 15, so we are juts left with x:

15x < 60 (Divide both sides by 15)

x < 4

So, the inequality is true for any x value that is less than 4, or x<4.

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A pyramid with a square base has a volume of 1682.64 cubic meters.

A perimeter is a closed route that covers, surrounds, or outlines a two-dimensional form or length. The circumference of a circle or an ellipse is its perimeter. There are various practical applications for calculating the perimeter. The perimeter of a shape is the distance around its edge. A shape's perimeter is always computed by summing the lengths of each of its sides. The perimeter of a thing is the distance surrounding it. Your house, for example, has a fenced-in yard. The perimeter of the barrier is its length.

Here,

side=16.7 m

volume=1/3*16.7²*18.1

=1/3*5047.909

=1682.64 m³

The volume of a pyramid with a square base is 1682.64 m³.

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Answer:

SSS

Step-by-step explanation:

They share one common side, and the two other sides are marked with single and double line identifiers, meaning they are the same. Therefore, SSS.

He will read 700 pages each day.He must be committed to reading this amount of pages each day in order to finish the book in two days.

1. There are 1400 pages in the book.

2. The book must be read in even days.

3. To find the number of pages read each day, divide 1400 by 2 (since it must be read in two days).

4. The answer is 700 pages read each day.

The book contains 1400 pages and must be read in two days. To find the answer, the number of pages must be divided by two. This means that each day, he must read 700 pages. This is the same amount each day, so he will read the same amount of pages for each day he reads it. He will have to read for two days in order to finish the book and will read 700 pages for each day. He must be committed to reading this amount of pages each day in order to finish the book in two days.

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7 with an exponent 4 is 2401. It can be expressed as,

          [tex]7^{4}[/tex] = 7. 7. 7. 7 = 2401

In the exponent form, two terms frequently in exponents are base and powers. Powers are mathematical expressions in the form [tex]x^{n}[/tex] , where x is the base and n is the exponent. Powers represent repeated multiplication, where the base is the number or variable that is multiplied repeatedly, and the exponent indicates how many times to multiply the base by itself.

We can write it in exponent form as [tex]7^{4}[/tex], where 7 is the base and 4 is the power. Power should always be written on top of the base.

It means 7 is multiplied 4 times. So, 7 × 7 × 7 × 7 = 2401

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So on solving the provided question we can say that -  the length is 4.5 times the area Area of rectangle = A = x X 4.5x; x = 5

A rectangle in Euclidean plane geometry is a quadrilateral with four right angles. You might also describe it as follows: a quadrilateral that is equiangular, which indicates that all of its angles are equal. The parallelogram might also have a straight angle. Squares are rectangles with four equally sized sides. A quadrilateral of the shape of a rectangle has four 90-degree vertices and equal parallel sides. As a result, it is sometimes referred to as an equirectangular rectangle. Because its opposite sides are equal and parallel, a rectangle is also known as a parallelogram.

here,

the length is 4.5 times the area

let length = x

breadth = 4.5 x

Aare of rectangle = A = x X 4.5x

100 = 4x^2

x = 5

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In the equation 3x², the variable x²'s coefficient is 3.

The formula is 3x2.

To determine: The expression's variable x2's coefficient

The number next to the variable in the equation is the coefficient.

Three is the coefficient of x in 3x².

The coefficient of a number is the product of the number and the variable. For example, 6 is the value of the x² coefficient in the formula 6x2+99.

The word that is multiplied by x² is 3, as can be seen.

Consequently, the value of x² in the equation 3x² is 3.

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Complete question - What is the coefficient of x² in 3x²?

Factor theorem is most commonly used for factoring a polynomial or integer and searching the roots of the polynomial. It is a particular case of a polynomial remainder theorem.

As defined in the introduction, a polynomial f(x) has a factor (x-a), if and only if, f(a) = 0. It is one of the processes to do the factorization of a polynomial.

Here we can prove the factor theorem, according to which we can.

factories the polynomial.

Consider a polynomial f(x) which is divided by (x-b), then f(c)=0.

Using remainder theorem,

f(x)= (x-b) q(x)+f(b)

Where f(x) is the target polynomial and q(x) are the quotient polynomial.

because f(b) = 0, So,

f(x)= (x-b) q(x)+f(b)

f(x) = (x-b) q(x)+0

f(x) = (x-b) q(x)

So, (x-b) is a factor of the polynomial f(x).

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