Answer: (0, 0)
Step-by-step explanation:
We have the linear system:
y = r*x
y = s*x
We want to find the point where the lines intersect,
We know that
r*x = y = s*x
r*x = s*x
if r and s are different numbers (if r = s, this means that the two lines are the same line)
Then we have that the equality is only true when x = 0.
this means that the value of y is.
y = s*0 = r*0 = 0
So the point (x, y) where the lines intersect is (0, 0)
A number is equal to the sum of half a second number and 3. The first number is also equal to the sum of one-quarter of the second number and 5. The situation can be represented by using the graph below, where x represents the second number. On a coordinate plane, a line goes through (0, 3) and (8, 7) and another line goes through (0, 5) and (8, 7). Which equations represent the situation? y= one-half x + 3 and y = one-fourth x + 5 y = 3 x + one-half and y = 5 x + one-fourth y = 2 x + 3 and y = 4 x + 5 y = 3 x + 2 and y = 5 x + 4
Answer:
answer A)
Step-by-step explanation:
y=1/2+3 And y=1/4+5 hope this helps
Answer:
Your Answer will be A!!!!
Step-by-step explanation:
y= one-half x + 3 and y = one-fourth x + 5
A train is traveling at 30 miles per hour. The train is supposed to stop at 1:35 WHY is the train?
Answer:
i don't under stand this question but i think its because its supposed to stop at a certain time
Step-by-step explanation:
Answer:
The train is used to transfer people and instead of roads it uses railroad tracks. The train knows the way.
Step-by-step explanation:
HEY GUYS I NEED HELP WITH THIS PLZZ! write down everything from the detail of how yall found ur answer plzz! 20 points or more...
Math problem: Julie went shopping. She spent ⅙ of her money on books, ⅛ of her money on shoes and $5 on food. She had $13.50 left. Write an equation to represent this information. Solve the equation to find how much money she had at the beginning of the day?
Answer:
1/6+1/8+$13.50+$5=x
x=$18.79
Step-by-step explanation:
i add them
first i find the common denominator for 1/6 and 1/8
then i add 13.50 by 5
then add 18.50 by 7/24
i hope this explains how i got my answer
Answer:
Total amount of $ at beginning of day ⇒ ( About ) $ 26.1
Step-by-step explanation:
Let us say x represents ⇒ amount of $ at the beginning of the day;
If she spent 1 / 6 of this total money on books, we can say that the amount spent on books is 1/6x. Consecutively if 1/8 of this money was spent on shoes, the amount spent on shoes is 1/8x;
Knowing that $13.50 was remaining, let us set up the following equation;
x - ( 1/6x + 1/8x + 5 ) = 13.50 ⇒ now let us solve for x,
x - ( 1/6x + 1/8x + 5 ) = 13.50 ⇒ add similar elements, expanding,
x - ( 7/24x + 5 ) = 13.50 ⇒ distribute the minus sign
x - 7/24x - 5 = 13.50 ⇒ multiply either side by 24,
17x - 120 = 324 ⇒ add 120 to either side,
17x = 444,
Solution; Total amount of $ at the beginning of day ⇒ ( About ) $ 26.1
Which of the following is not a translation of the algebraic expression 12.4 - 36 into words?
12.4 minus 3 times a number
The product of 3 and a number subtracted from 12.4
The difference of 12.4 and a quotient of and a number
The difference of 12.4 and 3 times a number
Answer:
The difference of 12.4 and a quotient of and a number because when it says quotient it is talking about division and you are not dividing anything.
Step-by-step explanation:
"The difference of 12.4 and a quotient of and a number" is not a translation of the algebraic expression.
What is an expression?One mathematical expression makes up a term. It might be a single variable (a letter), a single number (positive or negative), or a number of variables multiplied but never added or subtracted. Variables in certain words have a number in front of them. A coefficient is the number used before a phrase.
Given:
An algebraic expression 12.4 - 36.
The equivalent expressions are:
1). 12.4 minus 3 times a number 6.
Let a = 6
That means, 12.4 - 3(6)
2). The product of 3 and a number subtracted from 12.4.
Let a = 6
That means, 12.4 - 3(6)
3). The difference of 12.4 and a quotient of and a number.
That means,
12.4 - 3/6
4). The difference of 12.4 and 3 times a number.
Let a = 6
That means, 12.4 - 3(6)
Therefore, "The difference of 12.4 and a quotient of and a number" is a required expression.
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Which situation can be modeled by the inequality 7x+6<30?
Answer:
I believe the answer would be the one involving dai's project.
Step-by-step explanation:
i hope this helps!
stay safe.
The correct question which can be modeled by the inequality
7x + 6 < 30 is,
⇒ Dai must complete a project in less than 30 days. He work on a project 7 days each. To date, 6 days have already passed. What is greater number of weeks Dai has left to complete the project.
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
Given that;
The inequality is,
⇒ 7x + 6 < 30
So, For the given inequality, the correct question is,
⇒ Dai must complete a project in less than 30 days. He work on a project 7 days each. To date, 6 days have already passed. What is greater number of weeks Dai has left to complete the project.
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The following graph represents the hourly commission of a home appliance salesperson, y, based on the number of salespeople that are
working the showroom floor, x. The graph of the hourly commission of the salesperson is a quadratic function. What is the equation for
the function in standard form if the vertex is 6.5,42.25 and the origin is the only other known point?
We have been given graph of a downward opening parabola with vertex at point [tex](6.5,42.25)[/tex]. We are asked to write equation of the parabola in standard form.
We know that equation of parabola in standard form is [tex]f(x)=ax^2+bx+c[/tex].
We will write our equation in vertex form and then convert it into standard form.
Vertex for of parabola is [tex]y=a(x-h)^2+k[/tex], where point (h,k) represents vertex of parabola and a represents leading coefficient.
Since our parabola is downward opening so leading coefficient will be negative.
Upon substituting coordinates of vertex and point (0,0) in vertex form, we will get:
[tex]0=-a(0-6.5)^2+42.25[/tex]
[tex]0=-a(42.25)+42.25[/tex]
[tex]-42.25=-a(42.25)+42.25-42.25[/tex]
[tex]-42.25=-42.25a[/tex]
[tex]a=1[/tex] Divide both sides by [tex]-42.25[/tex]
So our equation in vertex form would be [tex]f(x)=-(x-6.5)^2+42.25[/tex].
Let us convert it in standard from.
[tex]f(x)=-(x^2-13x+42.25)+42.25[/tex]
[tex]f(x)=-x^2+13x-42.25+42.25[/tex]
[tex]f(x)=-x^2+13x[/tex]
Therefore, the equation of function is standard form would be [tex]f(x)=-x^2+13x[/tex].
Could I please have some help? Thanks
Answer:
D
Step-by-step explanation:
There is a common difference d between consecutive terms, that is
d = - 1 [tex]\frac{1}{2}[/tex] -(- [tex]\frac{1}{2}[/tex] ) = - 1
d = - 2 [tex]\frac{1}{2}[/tex] - (- 1 [tex]\frac{1}{2}[/tex] ) = - 1
d = - 3 [tex]\frac{1}{2}[/tex] - (- 2 [tex]\frac{1}{2}[/tex] ) = - 1
This indicates the sequence is arithmetic with explicit formula
[tex]a_{n}[/tex] = a₁ + (n - 1)d
where a₁ is the first term and d the common difference
Here a₁ = - [tex]\frac{1}{2}[/tex] and d = - 1 , thus
[tex]a_{n}[/tex] = - [tex]\frac{1}{2}[/tex] - 1 (n - 1) = - [tex]\frac{1}{2}[/tex] - n + 1 = [tex]\frac{1}{2}[/tex] - n , where n = 1, 2, 3, 4, ......
Three times a number, X, increased by four is equal to five times the number, x. Which equation can be used to solve for x
3x+ 5x=4
3x4.5
3x4+5
3-4-5
Answer:
Step-by-step explanation:
Three times a number x : 3x
Three times a number x increase by 4: 3x +4
Five times the number x: 5x
5x = 3x +4
Subtract 3x from both the sides.
5x - 3x = 3x +4 - 3x
2x = 4
Divide both sides by 2
2x/2 = 4/2
x=2
The number is 2
find the slop of the lines containing the following points
Answer:
7/2
Step-by-step explanation:
The slope of the line is given by
m = (y2-y1)/(x2-x1)
= (12-5)/(3-1)
= 7/2
Two lines meet at a point. List the relevant angle relationship in the diagram. Set up and solve an equation to find the value of . Find the measurement of one of the vertical angles.
Answer:
Measure of one Vertical Angle; 96°
Step-by-step explanation:
Here the measure of one of these vertical angles ⇒ 96°, explained in the attachment below;
Kerri attends a 40-minute yoga class 5 times per week. How much time does she spend in the yoga class over a 7-week period?
Answer:
1,400 minutes
Step-by-step explanation:
First, let’s find how much time she spends per week.
She attends a class that is 40 minutes long and she does this 5 times a week.
Therefore, we can multiply 5 and 40 to find the total time per week.
5*40
200
She spends 200 minutes per week and she does this over a 7 week period.
We can multiply 200 and 7
200*7
1,400
She spends 1,400 minutes in yoga class over a 7 week period.
Answer:
1,400 minutes.
Step-by-step explanation:
Kerri attends a 40-minute yoga class 5 times per week.
Multiply 40 by 5 to get the total minutes for one week:
[tex]40*5=200[/tex]
So, Kerri attends yoga classes for 200 minutes total for one week.
With that in mind:
[tex]\text {Total Minutes for a Week} * \text {Weeks} =\\\rightarrow 200 * 7=\\\boxed {1400}[/tex]
Kerri should attend yoga classes for a 1,400 minute total in a seven week span.
When the maximum value in a data set is exchanged for a higher
number, does it change any of the other numbers in the five-number
summary?
Answer:
It doesn't change any of the other numbers of the five number summary. Only the maximum value of the data set changes, out of the five number summary of the data set.
Step-by-step explanation:
The five number summary of any data set consists of five values which includes
- The maximum value of the data set.
- The minimum values.
- The lower quartile.
- The upper quartile.
- The median.
These values are usually presented together and ordered from lowest to highest: minimum value, lower quartile (Q1), median value (Q2), upper quartile (Q3), maximum value.
Replacing the maximum value with a higher number doesn't change any of the other five number summary as they all position markers, whose values do not change because of changes at one end of the distribution as the positions of the other variables n the dataset are untouched.
This means that, of the five number summary, only the maximum value of the data set changes.
Although, values like the range, mean and standard deviation also change too.
Hope this Helps!!!
There is no change in any of the other numbers of the five number summary.
Only the maximum value of the data set is changed.
Data set of numbers :The five number summary of any data set consists of five values which includes
Maximum value of the data set. Minimum values. Lower quartile. Upper quartile. Median.The median divides the data into a lower half and an upper half.
The lower quartile is the middle value of the lower half. The upper quartile is the middle value of the upper half.
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Write the equation of the graph which is the reflection of y=−|x−1|−1 about the origin
Answer:
f(x) = |x + 1| + 1
Step-by-step explanation:
A reflection over the y-axis followed by a reflection over x-axis is equivalent to a reflection about origin.
f(x) = -|x-1| -1
reflection over the x-axis:
-f(x) = (-1)*(-|x-1| -1) = |x-1| +1
reflection over the y-axis of the previous function:
-f(-x) = |-x-1| +1 = |x + 1| + 1
which is the reflection of f(x) about the origin
A pizza store charges $5 for delivery and $12 for p pizzas. How much does it cost to have 3 pizzas delivered?
Answer:
$41
Step-by-step explanation:
If we multiply 3 times 12 equals 36 plus $5 for delivery which equals $41.
Hope this helps!!! PLZ MARK BRAINLIEST!!
Answer:
41$
Step-by-step explanation:
12$ * 3 + 5$ = 41$
(would really appreciate the brainliest)
50 points!! A scale drawing of a building needs to be made using the scale 1 in = 190 ft. How tall will the building in the scale be if the building 2090 ft tall?
Answer:
11 inches tall
2090/190ft =11 inches
1inch=190ft
11x190
2090ft
Step-by-step explanation:
Answer:
11 inches
Step-by-step explanation:
We can use ratios to solve
1 inch x inches
------------ = --------------
190 ft 2090 ft
Using cross products
1 * 2090 = 190 * x
Divide each side by 90
2090/190 = 190x/190
11 =x
11 inches
In a class of 150 students, 95 are taking math (M), 77 are taking science (S), and 53 are taking both math and science. One student is picked at random. Find the probability.
P(taking math or science or both)=????????????
(Round to three decimal places as needed.)
All my points ;c
31%is the answer i think
PLSS ANSWER NOW I WILL RATE 5 STARS AND WILL GIVE BRAINLIEST
If you sleep 8 hours out of 24 hours, what percent of the time do you sleep?
Answer:
8/24 = 1/3
1/3 = 0.3333
0.3333 = 35%
Step-by-step explanation:
Answer:
(8 / 24) x 100 = 33.33 %
Step-by-step explanation:
Which of these chess pieces starts on squares a1 and h1, and a8 and h8?
Answer: Each player has two rooks (formerly also known as castles), which begin the game on the corner squares a1 and h1 for White, a8 and h8 for Black.
Step-by-step explanation: Mark me as brainliest
help! will mark brainliest:)
Answer:
x<-1 and x>2
Step-by-step explanation:
The domain is the values that input can b, in this case x
X can be less than -1
x< -1
X can be greater than 2
x>2
x<-1 and x>2
what is 2 times 8/10???
So the right answer is 8/5
Look at the attached picture
Hope it will help you
Good luck on your assignment
Think of the 2 in this problem as 2/1.
So we have 2/1 × 8/10.
Now we can cross-cancel the 2 and 10 to 1 and 5.
So we have 1/1 × 8/5 which is 8/5.
When you play with dice in a board game, they are in the shape of what?
Faces/ Sides Shape
6 Cube
8 Octahedron
10 Pentagonal trapezohedron
12 Dodecahedron
Answer:
They are in the shape of a cube
Step-by-step explanation:
PLEASE ANSWER THIS QUESTION CORRECTLY AND ILL MARK YOU AS THE BRAINLIEST
Answer:
4. (x+3)^2 =16
Step-by-step explanation:
Rewrite x^2 +6x -7 = 0 in quadratic form by compliting the square
x^2 +6x = 7 divide 6 by 2 ans square so 6/2 = 3, [tex]3^{2} = 9[/tex] add 9 on each side
x^2 +6x +9 = 7+9 =16 remember that [tex](a + b)^{2} = a^{2} +2ab + b^{2}[/tex]
[tex](x +3)^{2} = 16[/tex]
use this site if it helps for your question desmos.com
If the expression f^2+g^4-2f+1 is rewritten in the form a^2+(g^2)^2, what must be the value of a?
Answer: √(f^2 - 2f + 1) = a
Step-by-step explanation:
We have that:
f^2+g^4-2f+1 = a^2+(g^2)^2
And we want to find the value of a, so we should isolate it.
f^2 + g^4 - 2f + 1 = a^2 + g^(2*2) = a^2 + g^4
where i used that (x^y)^z = x^(y*z)
We can remove the term g^4 in both sides of the equation and get:
f^2 - 2f + 1 = a^2
now we can apply the square rooth to both sides and get
√(f^2 - 2f + 1) = a
So we just found the value of a.
is this relation a function?
Answer:no
Step-by-step explanation:
A function must have each x value map onto 1 y value. The x value 11 maps to two y values (1,3)
The functions f(x) and g(x) are described using the following equation and table:
f(x) = 3(1.02)x
_______
x g(x)
−1 −4
0 6
1 8
2 10
_______
Which statement best compares the y-intercepts of f(x) and g(x)?
A: The y-intercept of f(x) is equal to the y-intercept of g(x).
B: The y-intercept of f(x) is equal to 2 times the y-intercept of g(x).
C: The y-intercept of g(x) is equal to 2 times the y-intercept of f(x).
D: The y-intercept of g(x) is equal to 2 plus y-intercept of f(x).
Answer: D) The y-intercept of g(x) is equal to 2 times the y-intercept of f(x)
Answer:
D
Step-by-step explanation:
Have a good day! :D
what is the value of x?
Answer:7
Step-by-step explanation:
If in a crowd, each person takes about 2.5 ft2 to stand comfortably, estimate the size of a crowd that is 10 feet deep on both sides of a street for a mile and is filled with people.
Hi!
I'm Happy to help you today!
The answer would be B. or 42,240!
The reason is because if you do the math and all that it gives you the answer of 42,240 or B. !
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A bicycle manufacturing company makes a particular type of bike. Each child bike requires 4 hours to build and 4 hours to test. Each adult bike requires 6 hours to build and 4 hours to test. With the number of workers, the company is able to have up to 120 hours of building time and 100 hours of testing time for a week. If c represents child bikes and a represents adult bikes, determine which system of inequality best explains whether the company can build 5 child bikes and 15 adult bikes in the week.
No, because the bike order does not meet the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
No, because the bike order does not meet the restrictions of 4c + 4a ≤ 120 and 6c + 4a ≤ 100
Yes, because the bike order meets the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
Yes, because the bike order meets the restrictions of 4c + 4a ≤ 120 and 6c + 4a ≤ 100
Answer:
Yes, because the bike order meets the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
Step-by-step explanation:
4c + 6a ≤ 120:
You can set up the inequality 4c + 6a ≤ 120, because it takes 4 hours to build per child bike (c) and 6 hours to build an adult bike (a), all together this time cannot surpass 120 hours. That is why you use the 'less than or equal to' sign.
4c + 4a ≤ 100:
You can then set up the inequality 4c + 4a ≤ 100, because it takes 4 hours to test a child bike (c) and 4 hours to test an adult bike (a). Since 100 hours is the max amount of time they can use to test out bikes, you will use the 'less than or equal to' sign.
4(5) + 6(15) = 20 + 90 = 110. 110 is less than 120
4(5) + 4(15) = 20 + 60 = 80. 80 is less than 100
Yes, because the bike order meets the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
Answer:
Yes, because the bike order meets the restrictions of 4c + 6a ≤ 120 and 4c + 4a ≤ 100
Step-by-step explanation:
I took the test on FLVS
how does 10 to the power of -3 compare to 2 to the power of -3
Answer:
10^-3 is 1/1000 and 2^-3 is 1/16
Step-by-step explanation
Answer:
I think the correct answer is 10^-3 1/1000 and 2^-3 is 1/16
Step-by-step explanation:
-edit: The other user copied my answer! ^_^
To rationalize the denominator of StartFraction 2 StartRoot 10 EndRoot Over 3 StartRoot 11 EndRoot EndFraction, you should multiply the expression by which fraction? StartFraction StartRoot 10 EndRoot Over StartRoot 10 EndRoot EndFraction StartFraction StartRoot 11 EndRoot Over StartRoot 11 EndRoot EndFraction StartFraction 2 minus StartRoot 10 EndRoot Over 2 minus StartRoot 10 EndRoot EndFraction StartFraction 3 minus StartRoot 11 EndRoot Over 3 minus StartRoot 11 EndRoot EndFraction
Step-by-step explanation:
bbbbbbbbbbbbbbb,bbbbbb
To rationalize the denominator of [tex]\frac{2\sqrt{10} }{3\sqrt{11} }[/tex] you should multiply the expression by [tex]\frac{\sqrt{11} }{\sqrt{11} }[/tex]
Given the surd function:
[tex]\frac{2\sqrt{10} }{3\sqrt{11} }[/tex]Rationalizing surd functions means multiplying the numerator and denominator of such function by the conjugate of the denominator.For the surd function given, to rationalize it, we only need to multiply the numerator and denominator by √11 as shown:
[tex]=\frac{2\sqrt{10} }{3\sqrt{11} }\times \frac{\sqrt{11} }{\sqrt{11} } \\=\frac{2\sqrt{110}}{3(11)}\\= \frac{2\sqrt{110}}{33}\\[/tex]
Hence we can conclude that to rationalize the denominator of [tex]\frac{2\sqrt{10} }{3\sqrt{11} }[/tex] you should multiply the expression by [tex]\frac{\sqrt{11} }{\sqrt{11} }[/tex]
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