What is y = -3x+4 and y=-7x

Answer:

x = 40

Step-by-step explanation:

x/8 - 5/2 =5/2

x/8 = 10/2

x/8 = 5

x  = 40

Answer:

[tex]\Huge \boxed{x = 40}[/tex]

Step-by-step explanation:

x/8 - 5/2 = 5/2

Add 5/2 to both sides of the equation.

x/8 - 5/2 + 5/2 = 5/2 + 5/2

Simplify the equation.

x/8 = 10/2

x/8 = 5

Multiply both sides of the equation by 8.

(8)x/8 = (8)5

x = 40

Answer:

[tex]\huge \boxed{(x+7)^2 }[/tex]

Step-by-step explanation:

The quantity x + 7 is squared.

[tex](x+7)^2[/tex]

Expand the brackets and simplify the expression.

[tex](x+7)(x+7)[/tex]

[tex]x(x+7)+7(x+7)[/tex]

[tex]x^2 +7x+7x+49[/tex]

[tex]x^2 +14x+49[/tex]

We can leave the expression in factored form.

Answer:

( X+7 ) ^ 2

Step-by-step explanation:

=X ^ 2+ 2 x 7 x X + 7 ^ 2

= X^2 +14X +49

Answer:  The common difference is  8

Step-by-step explanation:

First Use the formula for the second to generate the first two numbers.

[tex]u_{n}[/tex] = 2^3n-2  

Put in 1 for the first term and you will get 2 and the second term is 16 and to get from 2 to 16 you will multiply by 8.

Answer:

So the sequence of the five numbers are;

10,26,74,218,650

Step-by-step explanation:

In this question, we are interested in building a sequence of 5 numbers given the initial term.

Okay, to build this sequence, we will need to look at the rule that guides the building of the new sequence:

The rule is that the next term is 4 less than 3 times the previous term.

Okay, let’s call the next term y, while the previous term is x.

Following what was specified in the question;

y = 3x -4

Recall; the next term(y) is 4 less (-4) than 3 times (3 multiplied by) the previous term (x)

So let’s start with the initial term of 10.

The next term will be;

y = 3(10) -4 = 30-4 = 26

The next term after 26 will be ;

y = 3(26) -4 = 78-4 = 74

The next term after 74 will be;

y = 3(74) -4 = 222-4 = 218

The next term after 218 will be;

y = 3(218) -4 = 650

Answer:

Step-by-step explanation:

Cross multiply

That's

4( 2x - 5) = 12( x + 2)

Expand the terms in the bracket

That's

8x - 20 = 12x + 24

Group like terms

8x - 12x = 24 + 20

- 4x = 44

Divide both sides by - 4

We have the final answer as

Hope this helps you

Answer: x = -11

Step-by-step explanation:

First Cross product  to reduce it

4(2x-5) = 12(x+2)   Now apply the distributive property on each sides and solve for x.

8x - 20 = 12x + 24   Add 20 to both sides

     +20           +20

8x = 12x +44        subtract 12x from both sides

-12x    -12x

-4x = 44                  Divide both sides by -4

x = -11  

Answer:

The number is 3

Step-by-step explanation:

Let the number be x

Four times a number = 4 *x = 4x

Three more than four times a number = 4x + 3

4x +3 = 15

Subtract 3 from both sides

4x + 3 - 3 = 15 -3

            4x = 12

Divide both sides by 4

           4x/4x = 12/4

x = 3

Answer:

61

Step-by-step explanation:

7n+5

Let n=8

7*8 +5

56+5

61

Answer:

[tex]\Huge \boxed{61}[/tex]

Step-by-step explanation:

[tex]7n+5 \\ \\ \\ n=8[/tex]

Replace n with 8.

[tex]7(8)+5[/tex]

Evaluate the expression.

[tex]56+5[/tex]

[tex]=61[/tex]

Answer:

Third option

Step-by-step explanation:

The first definition is not as broad as it should be, therefore, while an angle does meet that criteria, it's not a general definition, hence, it is incorrect. The second one is incorrect as well because a parabola has a vertex, and it is certainly not an angle. This definition is not specific enough, so it will be eliminated. The last one is again, too specific. The third one is the best answer because it is broad enough while still being specific.

Multiply both sides of the second equation by 100 to get rid of the decimals:

0.05n + 0.10d = 1.50

==>  5n + 10d = 150

Multiply both sides of the first equation by -5:

n + d = 21

==>  -5n - 5d = -105

Add the two equations together:

(5n + 10d) + (-5n - 5d) = 150 + (-105)

Notice that the terms containing n get eliminated and we can solve for d :

(5n - 5n) + (10d - 5d) = 150 - 105

5d = 45

d = 45/5 = 9

Plug this into either original equation to solve for n. Doing this with the first equation is easiest:

n + 9 = 21

n = 21 - 9 = 12

So Donna used 12 nickels and 9 dimes.

Answer:

576

Step-by-step explanation:

"(15+12)−3 to the 2 power" can be rewritten, symbolically, as:

[ (15+12) − 3 ]^2, or

[ 27 - 3 ]^2, or

24^2, or 576

Answer:

it is 18

Step-by-step explanation:

Answer:

= -7/2

Step-by-step explanation:

What the equation is saying is that 9 - 4x = 23.

x means some number we don't know, but the value of x should be able to satisfy 9 - 4x = 23

In order to find what x may be we must separate it so it is by itself.

First we subtract 9 from both sides,

9 - 9 - 4x = 23 - 9

-4x = 14

Now we divide both sides by -4 to get x,

-4x/-4 = 14/-4

x = -14/4 = -7/2

Answer:

x= -3.5 or x=-7/2

Step-by-step explanation:

We are given the equation:

23 = 9 - 4x

We want to solve for the variable, x. Therefore, we must isolate x on one side of the equation.

First, let's rearrange the equation.

23 = 9 -4x

23= -4x +9

9 is being added to -4x. The inverse of addition is subtraction. Subtract 9 from both sides of the equation.

23-9= -4x +9-9

23-9= -4x

14 = -4x

-4 and x are being multiplied. The inverse of multiplication is division. Divide both sides of the equation by -4.

14/-4= -4x/-4

14/-4= x

-7/2=x

-3.5=x

Let's check our solution. Plug -3.5 in for x and solve.

23=9-4x    (x=-3.5)

23= 9-4(-3.5)

23= 9- -14

23= 9+14

The statement above is true, so we know our solution is correct.

The solution to the equation is x= -3.5 or x= -7/2

Answer:

[tex] \frac{25}{39} [/tex]

Step-by-step explanation:

[tex]\frac 13,~\frac 27,~\frac 3{10},~\frac 4{13},~\frac 5{17}~?[/tex]

Convert them to fractions with their L.C.D (lowest common denominator)

[tex]\frac {15470}{46410},~\frac {13260}{46410},~\frac {13923}{46410},~\frac {14280}{46410},~\frac {13650}{46410}~?[/tex]

hence the two largest are

[tex] \frac{1}{3} \: and \: \frac{4}{13} [/tex]

[tex] \frac{1}{3} + \frac{4}{13} = \frac{25}{39} [/tex]

Answer:

a and e jfdjjxjccjddjdjdjdjdjjdjdidie

Answer: 1/3

Multiply

1×2=2

5×3=15

= 2/15

2×1=2

5×2=10

= 2/10

Simplify

2/5 = 2/15

2/10 = 1/5

Add

2/15 + 1/5 = 1/3

Answer:

[tex] \boxed{ \huge{ \boxed{ \bold{ \sf{ \blue{ \frac{1}{3} }}}}}}[/tex]

Step-by-step explanation:

[tex] \sf{ \frac{1}{5} \times \frac{2}{3} + \frac{2}{5} \times \frac{1}{2} }[/tex]

Multiply the fractions

⇒[tex] \sf{ \frac{1 \times 2}{5 \times 3} + \frac{2 \times 1}{5 \times 2} }[/tex]

⇒[tex] \sf{ \frac{2}{15} + \frac{2}{10} }[/tex]

Take the L.C.M of 15 and 10

⇒[tex] \sf{ \frac{2 \times 2 + 2 \times 3}{30} }[/tex]

Multiply the numbers

⇒[tex] \sf{ \frac{4 + 6}{30} }[/tex]

Add the numbers

⇒[tex] \sf{ \frac{10}{30} }[/tex]

Reduce the numbers with 10

⇒[tex] \sf{ \frac{1}{3} }[/tex]

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How can we find the L.C.M ( Least Common Multiple )?

https://brainly.com/question/17208712

--------------------------------------------------------------

Hope I helped!

Best regards!

Answer:

486 cubic feet

Step-by-step explanation:

This question is trying to trick you, by including 6 inches. Convert 6 inches into 0.5 feet to make the question easier. Now, all you have to do is multiple 81 x 12 x .5 to get the answer of 486 cubic feet of concrete.

Answer:

whats the question love?

Step-by-step explanation:

Answer:

umm I'm not pretty sure but i say 7

Using proportions, it is found that 14 students are boys, option C.

-----------------------------

2 boys - 5 students

x boys - 35 students

Applying cross multiplication:

[tex]5x = 2 \times 35[/tex]

[tex]5x = 70[/tex]

[tex]x = \frac{70}{5}[/tex]

[tex]x = 14[/tex]

14 students are boys, option C.

A similar problem is given at https://brainly.com/question/24112433

Answer:

59,000

Step-by-step explanation:

123,456-64,456=59,000

Answer:

2a +ab-9

Step-by-step explanation:

First, write out what you have:

3a-2b-ab-(a-b+ab)+3ab+b-9

Then, distribute the "-" to the "a-b+ab" inside the parenthesis:

3a-2b-ab-a+b-ab+3ab+b-9

Finally, combine like terms and simplify:

3a-a-2b+b+b-ab+3ab-ab-9

2a-2b+2b+3ab-2ab-9

2a+0+ab-9

2a+ab-9 is you equation fully simplified

Answer:

team loss after three games is 5.

Step-by-step explanation:

we will use positive sign for gain and negative sign for loss.

Given

Jim's team gained 7 yards on the first play

gain of yards = +7

lost 2 yards on the second play

loss of yards = -2

lost 10 yards on the third play

loss of yards = -10

Total yards gain or lost by Jim's team = +7 + (- 2) + ( - 10)

Total yards gain or lost by Jim's team = +7 -2 -10 = -5

sine sign is negative, it means there is loss and the net loss is 7 yards.

Thus, team loss after three games is 5.

Answer:

u = 7

Step-by-step explanation:

-21 + 7u = 28

add 28 to both sides

7u = 49

divide by 7

u = 7

Answer:U=7

Step-by-step explanation:

Hey There!!

∠ABC ≅ ∠DEC

∠DEC = ∠GEF

thus:

∠ABC = ∠GEF

∠GFE ≅ ∠DCE

∠DCE = ∠ACB

thus:

∠ACB = ∠GFE

If two of their angles are equal, then the third angle must also be equal, because angles of a triangle always add to make 180°.

Thus: ΔABC ∼ ΔGEF by AA similar triangle postulate.

Hope It Helped!~ ♡

ItsNobody~ ☆

Answer:

A translation (9 units) to the left will result in a function that is neither even nor odd

Step-by-step explanation:

With horizontal translation to the left, we have;

h(x) = 12(x - 9)⁸ + 49

Which gives;

h(x) = 12(x - 9)⁸ + 49 = 12(x⁸ - 72x⁷ + 2268x⁶ - 40824x⁵ + 459270x⁴ -3306744x³ + 14880348x² - 38263752x + 43046721) + 49

For x = 1, we get;

h(x) = 201326641

When we replace x by -x, we get;

h(x) = 12(-x - 9)⁸ + 49 = 12(x⁸ + 72x⁷ + 2268x⁶ + 40824x⁵ + 459270x⁴ + 3306744x³ + 14880348x² + 38263752x + 43046721) + 49

For x = 1, we get;

h(x) = 1200000049

Therefore a translation 9 units to the left will result in a function that is neither even nor odd.

Answer:

Step-by-step explanation:

Given the expression − 6 + 3 ( 2 + ( − 4 t ) ), to get the equivalent expression, the following steps must be followed;

Step 1: Multiply the signs inside the parenthesis

= − 6 + 3 ( 2 + ( − 4 t ) )

= -6+3(2-4t)

Step 2: Open up the parenthesis

= -6 + 3(2)+3(-4t)

= -6 + 6 - 12t

Step 3: Simplify the resulting expression by taking the diffrence between -6 and 6:

= 0 - 12t

= -12t

Hence the equivalent expression is -12t

Answer:

-12t

Step-by-step explanation:

Answer:

Step-by-step explanation:

Given the rate at which a dwarf sea horse swims expressed as 49.68 feet per hour, to convert the speed to inches per minutes, the following conversion factors must be used.

1 foot = 12inches and 1 hour = 60 minutes

49.68 feet per hour can also be written as [tex]\dfrac{49.68* 1 ft}{1 hour}[/tex]

On conversion:

[tex]= \dfrac{49.68* 1 ft}{1 hour} * \dfrac{1 hour * 12 in}{1 ft * 60min} \\\\= \dfrac{49.68* 12in}{60 min} \\\\= \dfrac{596.16in}{60 min}\\\\= 9.936 in/min[/tex]

Hence the speed expressed in inches per minute is 9.936in/min

Answer:

0.44 seconds

Step-by-step explanation:

Time period is the time duration for completing one oscillation:

Answer is 0.44 seconds

Step-by-step explanation:

The Time period of pendulum (T) is

T=46/20

T=2.3s

Answer:

41.

Step-by-step explanation:

The range = highest - lowest value

= 65 - 24

= 41.

Answer:

Step-by-step explanation: use the calculatrr

Answer:

Step-by-step explanation:

Equation of a line is y = mx + c

where

m is the slope

c is the y intercept

From the question the equation is

- 5x + 10y = 20

To find the slope we must first write the equation in the form above

- 5x + 10y = 20

Move - 5x to the right side of the equation

10y = 5x + 20

Divide both sides by 10

We have

[tex]y = \frac{5}{10} x + \frac{20}{10} [/tex]

[tex]y = \frac{1}{2} x + 10[/tex]

Comparing with the general form of equation above

Slope / m = 1/2

Hope this helps you

Answer:

The range of time it would take the plane to be in the instructed area is 2.5 minutes to 4 minutes.

Step-by-step explanation:

The given parameters are;

The current altitude of the plane = 33,000 feet

The required altitude of the plane = Below 31,000 or above 35,000 feet

The average climbing speed of the plane = 800 feet per minute

The average descending speed of the plane = 500 feet per minute

The difference in the current and required altitudes are;

For climbing we have  35,000 feet - 33,000 feet = 2,000 feet

For descending we have  33,000 feet - 31,000 feet = 2,000 feet

Speed = Distance/Time

∴ Time = Distance/Speed  

Based on the climbing and descending rate, we have;

The time it would take to climb 2,000 feet is t = 2000 feet/(800 feet/minute) = 2.5 minutes

The time it would take to descend 2,000 feet is t = 2000 feet/(500 feet/minute) = 4 minutes

The range of time it would take the plane to be in the instructed area is therefore;

Time for descending to time for ascending, which is 2.5 minutes to 4 minutes.

The range of time it would take the plane to be in the instructed area = 2.5 minutes to 4 minutes.

Answer:

  D. a = cost of apples O = cost of oranges

Step-by-step explanation:

The only choice that actually shows a definition of the variables is choice D.