Mathematics High School

2x – 2y = 24
4x + 7y = –40

Answers

Answer 1

Answer:

Step-by-step explanation:

Related Questions

Can the sides of a triangle have lengths 9.4, 16.2, and 3.4?

Answers

Answer:

Step-by-step explanation:

9.4 and 3.4 to 16.2 just doesnt work.

A bag contains 2 blue, 1 red, and 3 green marbles. You choose one marble. Without putting it back, you choose a second marble. What is the probability that you first choose a green marble and then a blue marble?

Answers

Try 75% ..... I'm not good at math at all though but that's just common sense

Does anyone know the email to contact whoever you are supposed to contact for problems?

Answers

Answer:

what kind of problem? if it's for brainly, scroll to the bottom of the page and press help and you can fill out an email thing to brainly from there

Step-by-step explanation:

have a great day! I hope this helps! <3

mast3rmind~

brainliest pls, if you want :)

Answer:

Yes!

Step-by-step explanation:

https://brainly.com/app/contact

Fill that out and they would get back to you!

Brainliest appreciated! :D

Have a good day/afternoon/night!

If AABC = ADEC,
ZB = 50° and ZE = 5x
A
B
С
E
U
x= [?]
tar

Answers

Answer:

x = 10

Step-by-step explanation:

Since the triangles are congruent then corresponding angles are congruent.

∠ E = ∠ B , that is

5x = 50 ( divide both sides by 5 )

x = 10

57:12
The vertices of a quadrilateral in the coordinate plane are known. How can the perimeter of the figure be found?
C D
VX
O Use the distance formula to find the length of each side, and then add the lengths.
O Use the slope formula to find the slope of each of side, and then determine if the opposite sides are parallel
O Use the slope formula to find the slope of each of side, and then determine if the consecutive sides are
perpendicular
O Use the distance formula to find the length of the sides, and then multiply two of the side lengths.
Mark this and retum
Save and Exit
Next
Submit

Answers

Answer: Use the distance formula to find the length of each side, and then add the lengths.

Step-by-step explanation:

To find the perimeter of this quadrilateral with known vertices: Use the distance formula to find the length of each side, and then add the lengths.

What is distance?

The distance between two points is the length of the line joining the two points. Distance is a numerical or occasionally qualitative measurement of how far apart objects or points are. In physics or everyday usage, distance may refer to a physical length or an estimation based on other criteria.

Here, we have,

Mathematically, the distance between points on a coordinate plane is given by this formula:

Formula: distance= √(x_2-x_1)²+(y_2-y_1)²

Where:

x and y are the vertices (points) on a coordinate plane.

Therefore, when the distance formula has been used to determine the length of of each side of the quadrilateral. You should then add the lengths of each side together.

Answers

Given:

Ratio is [tex]2\dfrac{1}{4}:6\dfrac{3}{4}[/tex]

To find:

Convert this ratio to a unit rate.

Solution:

We have,

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=\dfrac{2\times 4+1}{4}:\dfrac{6\times 4+3}{4}[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=\dfrac{8+1}{4}:\dfrac{24+3}{4}[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=\dfrac{9}{4}:\dfrac{27}{4}[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=\dfrac{\dfrac{9}{4}}{\dfrac{27}{4}}[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=\dfrac{9}{27}[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=\dfrac{1}{3}[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}=0.333...[/tex]

[tex]2\dfrac{1}{4}:6\dfrac{3}{4}\approx 0.33[/tex]

Therefore, the unit rate is about 0.33.

PLEASE HELP AND IF YOU DO I NEED THE WORK IM SO CONFUSED

Answers

Answer:

(a) ER = 29.5

(b) SR = 29.5

Step-by-step explanation:

(a) PE=ER, ES is a perpendicular bisector of PR.

(b) Tryangle SER is an isosceles triangle, therefor SR is = to ER.

Bisectors cut and angle or line in half.

Perpandicular means makes a 90 degree angle.

Are there any outliers in the data? What does the outlier mean?

Answers

Answer:

44, definition below

Step-by-step explanation:

An outlier is a number that is much larger or smaller than the general populous of numbers. For example, if there was a dot plot with dots clustered at 2, 3, and 5, but there was one or two dots around 10, then 10 would be considered an outlier.I would consider 44 to be an outlier in the number set.

If I am incorrect in my reasoning, please let me know so that I can plan better for my future answers. Have an amazing day.

Answer: I think it's 44

Step-by-step explanation: Outlier means the one that stands out from the rest. As you can see most of the numbers are in between 50 and 90 but 44 is not so it is 44.

Hope it helped :D

Which expressions are equivalent to 7^8 * 7? Select all that apply a: 7^3 * 7^3 b: 7^18 / 7^9 c: (7^3)^3 d: 7^4 + 7^5 e: 7^4 * 7^5

Answers

9514 1404 393

Answer:

b: 7^18 / 7^9

c: (7^3)^3

e: 7^4 * 7^5

Step-by-step explanation:

The applicable rules of exponents are ...

(a^b)(a^c) = a^(b+c)

(a^b)^c = a^(bc)

(a^b)/(a^c) = a^(b-c)

The given expression is ...

[tex]7^8\cdot7=7^8\cdot7^1=7^{8+1}=7^9[/tex]

The offered alternatives are ...

[tex]\textbf{a: }7^3\cdot7^3=7^{3+3}=7^6\quad\textbf{not equivalent}\\\\\textbf{b: }\dfrac{7^{18}}{7^9}=7^{18-9}=7^9\quad\textbf{equivalent}\\\\\textbf{c: }(7^3)^3=7^{3\cdot3}=7^9\quad\textbf{equivalent}\\\\\textbf{d: }7^4+7^5=7^4(1+7)=8\cdot7^4\quad\textbf{not equivalent}\\\\\textbf{e: }7^4\cdot7^5=7^{4+5}=7^9\quad\textbf{equivalent}[/tex]

pls answer thank you :D

Answers

Answer:

1)90--63=27

2)180--50=130

3)43

4)90--29=61

5)90

Step-by-step explanation:

please mark me as brainlest

Answer:

Step-by-step explanation:

[tex]1)Solution\\\\b+63=90[Complementary\: angles]\\\\b=90-63\\\\b=27[/tex]

[tex]2)Solution\\\\b+29=90[Complementary\: angles]\\\\b=90-29\\\\b=61[/tex]

[tex]3)Solution\\\\b+60=180[Linear\: pair]\\\\b=180-60\\\\b=120[/tex]

[tex]4)Solution\\\\b=90[Vertically\:opposite\: angles]\\\\b=90[/tex]

[tex]5)Solution\\\\b=43[Vertically\:opposite\: angles]\\\\b=43[/tex]

19= 7a + 7 -2 what is the and to this need help ASAP

Answers

Answer:

a = 2

Step-by-step explanation:

19= 7a +5

19-5=7a

14÷7=a

a=2

hey, what's the ans

4(m-15)=7m+9

Answers

Step-by-step explanation:

[tex]4(m - 15) = 7m + 9[/tex]

[tex]4m - 60 = 7m + 9[/tex]

[tex] - 60 - 9 = 7m - 4m[/tex]

[tex] - 69 = 3m[/tex]

[tex]m = \frac{ - 69}{3} [/tex]

[tex]m = - 23[/tex]

Hello!

4(m-15)=7m+9

4m -60 =7m +9

-60 -9 = 7m -4m

-69 = 3m

3m = -69

m = -69/3

m = -23

A company figured it needed 68. 5 square feet of carpet for its reception room. To allow for waste, it was decided to order 40 percent more material than needed. Fractional parts of square feet cannot be ordered. At $8. 00 per square foot, how much would the carpet cost?

Answers

The total cost of the carpet purchased by the company for its reception is $767.20.

What is the total cost of the carpet?

The first step is to determine the total square feet of carpet that would be bought: 1.40 x 68.5 = 95.9 square feet

Now, determine the total cost of the carpet. This can be known by multiplyig the cost per square foot by the total amount of carpet needed.

95.9 x 8 = $767.20

To learn more about how to determine total cost, please check: https://brainly.com/question/25717996

$32 per hour; cents per minute

Answers

Answer:

53 cents per minute

Step-by-step explanation:

32 $ per hour

60 minutes per hour

100 cents per dollar

7.) Given f(x) = 6(x - 1). what is the value of f(-8)? * A) 42 B) -42 C) 54 D) -54

Answers

Answer:

D) -54

Step-by-step explanation:

To solve this question, simply plug in -8 for x:

f(-8)=6(-8-1)

f(-8)=6(-9)

f(-8)=-54

Hope this helps!!

What polynomial must be subtracted from 2x^3 − x^2 + 4x − 5 so that the difference is
x^3 + 2x − 9?

Answers

X^3 + x^2 - 2x - 4 is the polynomial that must be subtracted.

A carpet cleaner charges $59 for a service call and $30 for each room cleaned. A customer does not want to spend more than $125 for having the carpets in his house cleaned. Choose the correct inequality for the situation and the total number of rooms the customer can afford to have cleaned.

Answers

Answer:

[tex]59 + 30c \leq 125[/tex]

2 rooms

Step-by-step explanation:

Given

[tex]Base\ Amount = \$59[/tex]

[tex]Additional = \$30[/tex] per carpet

[tex]Customer\ Budget = \$125[/tex]

Required

Write an inequality to determine the situation

Represent the number of carpets with c

First, we need to determine an expression for the cleaner's charges:

This is:

[tex]59 + 30 * c[/tex]

[tex]59 + 30c[/tex]

Since the customer's budget do not exceed $125.

This implies that the cleaner's charges must be less than or equal to the budget.

So, we have:

[tex]59 + 30c \leq 125[/tex]

Solving further: [Collect Like Terms]

[tex]30c \leq 125 - 59\\[/tex]

[tex]30c \leq 66[/tex]

Divide through by 30

[tex]c \leq 66/30[/tex]

[tex]c \leq 2.2[/tex]

Since number of rooms can't be fraction;

The maximum number of rooms the customer can afford is 2

Answer:

No sé exactamente de qué se trata el ejercicio, hay muchas respuestas posibles

Step-by-step explanation:

system of inequalities is shown.

The graph shows a dashed upward opening parabola with a vertex at 1 comma negative 4, with shading inside the parabola. It also shows a dashed line passing through the points negative 1 comma 1 and 0 comma 4, with shading above the line.

Which system is represented in the graph?

y ≥ x2 – 2x – 3
y ≤ 3x + 4
y < x2 –2x – 3
y > 3x + 4
y < x2 – 2x – 3
y > 3x + 4
y > x2 – 2x – 3
y > 3x + 4

Answers

Answer:

y > x² – 2x – 3

y > 3x + 4

Step-by-step explanation:

took the test, this is the only answer choice that matches the image of the graph shown in the problem. hoped this helped.

Answer: c y < x2 – 2x – 3y > 3x + 4

Step-by-step explanation: it correct

Isabelle plans to line her flower garden with a decorative border. Her flower bed is 60 inches by 78 inches. The border is sold in bundles of 40 ft. How much border will be leftover once Isabelle lines her garden?

Answers

Step-by-step explanation:

I guess, the flower bed is a true rectangle, right ?

so, then, the perimeter of that rectangle is

2×length + 2×width = 2×78 + 2×60 = 156 + 120 = 276 in.

1 ft = 12 in

276 in = 23 ft

she can only buy a bundle of 40 ft.

that means she will have

40 - 23 = 17 ft left.

Abby practiced her horn for 3/4 of an hour every day for 12 days?

a) How many hours did she practice in those 12 days?

b) How many minutes did she practiced in those 12 days?

Answers

The time practiced in the 12 days is an illustration of proportions

She practices a total of 9 hours in the 12 daysShe practices a total of 540 minutes in the 12 days

The total number of hours practiced

The given parameters are:

Days = 12

Proportion = 3/4

So, the number of hours is:

Hours = Days * Proportion

This gives

Hours = 12 *3/4

Hours = 9

Hence, she practices a total of 9 hours in the 12 days

The total minutes practiced

There are 60 minutes in an hour.

So, we have:

Minutes = 9 * 60

Minutes = 540

Hence, she practices a total of 540 minutes in the 12 days

Answers

Answer:

Jeff can make 48 sandwiches.

Step-by-step explanation:

[tex]6[/tex] ÷ [tex]\frac{1}{8}[/tex]

KCF

6 ÷ [tex]\frac{8}{1}[/tex] = 48

What instruments did the Greeks not utilise while building geometric structures?
Check all the correct answers
A. Compass
B. straightedge
C. Protractor
D. Eraser

Answers

the answer is c and d ! hope it’s right

8 4/5 - 5 1/10?
PLEASE ANSWER QUICK!! D:

Answers

Answer:

3 7/10

Step-by-step explanation:

Hope this helps and good luck!

Answer: [tex]3\frac{7}{10}[/tex] or [tex]\frac{37}{10}[/tex]

Step-by-step explanation:

Hey there! I will give the following steps, if you have any questions feel free to ask me in the comments below. Follow these steps I made for you.

Step 1: Convert [tex]8\frac{4}{5}[/tex] to an improper fraction. Use this rule: [tex]a\frac{b}{c} = \frac{ac + b}{c}[/tex].

[tex]\frac{8 * 5 + 4}{5} - 5\frac{1}{10}[/tex]

Step 2: Simplify 8 × 5 to 40.

[tex]\frac{40 + 4}{5} - 5\frac{1}{10}[/tex]

Step 3: Simplify 40 + 4 to 44.

[tex]\frac{44}{5} - 5\frac{1}{10}[/tex]

Step 4: Convert [tex]5\frac{1}{10}[/tex] to an improper fraction. Use this rule [tex]a\frac{b}{c} = \frac{ac + b}{c}[/tex].

[tex]\frac{44}{5} - \frac{50 * 10 + 1}{10}[/tex]

Step 5: Simplify 5 × 10 to 50.

[tex]\frac{44}{5} - \frac{50 + 1}{10}[/tex]

Step 6: Simplify 50 + 1 to 51.

[tex]\frac{44}{5} - \frac{51}{10}[/tex]

Step 7: Find the Least Common Denominator (LCD) of [tex]\frac{44}{5}, \frac{51}{10}[/tex]. In other words, find the Least Common Multiple (LCM) of 5, 10.

LCD = 10

Step 8: Make the denominators the same as the LCD.

[tex]\frac{44 * 2}{5 * 2} - \frac{51}{10}[/tex]

Step 9: Simplify. Denominators are now the same.

[tex]\frac{88}{10} - \frac{51}{10}[/tex]

Step 10: Join the denominators.

[tex]\frac{88- 51}{10}[/tex]

Step 11: Simplify.

[tex]\frac{37}{10}[/tex]

Step 12: Convert to a mixed fraction.

[tex]3\frac{7}{10}[/tex]

~I hope I helped you! :)~

What us the greatest common factor of 56 and 49

Answers

Answer:

Step-by-step explanation:

56÷7=8

49÷7=7

Answer: 7

Step-by-step explanation:

First, list the factors of 56 and 49:

56 : 1, 2, 4, 7, 8, 14, 28 and 56

49 : 1, 7 and 49

Find the greatest number that is in BOTH lists and there you go :)

What are the examples of union of events?

Answers

Step-by-step explanation:

That is, the event A ∪ B will occur if either A or B occurs. In Example 4.1(a), if A = {g} is the event that the child is a girl and B = {b} is the event that it is a boy, then A ∪ B = {g, b}.

Associative law: (E ∪ F)∪G = E ∪ (F ∪ G)

Distributive law: (E∪F)G=EG∪FG

Commutative law: E ∪ F = F ∪ E

Multiply. Express your answer in simplest form. 3 1/3 x 1 3/4

Answers

Answer:

5 5/6

Step-by-step explanation:

10/3 * 7/4

Answer:

5.83

Step-by-step explanation:

Or if you finish the whole problem I got Conversion a mixed number 5.833333

3 1/3 * 1 3/4 = 35/6 = 5 5/6

≅ 5.8333333

20% of a university's 4,000 students have a scholarship
a. What percentage of the students do not have a scholarship?
b. How many students have a scholarship?
c. How many students don't have a scholarship?

Answers

a. What percentage of the students do not have a scholarship?

80% don't have a scholarship

b. How many students have a scholarship?

800 students

c. How many students don't have a scholarship?

3200 students dont have a schscholarship

How do I solve this I am confused? (-2x-1)-(x-7)=

Answers

Answer:

1x-8

Step-by-step explanation:

This is timed!!! It is a math equation that I am too lazy to solve.

Answers

Answer: Below

Step-by-step explanation:

Using the information, we can see that they all refer to Elena as a marker for how much they walked, directly or indirectly.

Let's use E for Elena, J for Jada, and L for Lin.

E + 4 = J

E + 6 = L

E = E

We know they all walked a total of 37 miles.

J + L + E = 37

(E + 4) + (E + 6) + E = 37

Simplify.

3E + 10 = 37

3E = 27

E = 9

Using E is 9, we find that:

Elena walked 9 miles

Lin walked 15 miles

Jana walked 13 miles

13 + 15 + 9 = 37, so our answer checks out.

Solution:

We know that:

[tex]Jada + Elena + Lin = 37 \space\ miles[/tex][tex]Jada = 4 + Elena[/tex][tex]Lin = 2 + Jada[/tex]Finding the distance each walked:[tex]Jada + Elena + Lin = 37 \space\ miles[/tex]

Add 4 both sides

=> [tex]Jada + Elena + 4 + Lin = 37 + 4[/tex]=> [tex]Jada + Jada + Lin = 41 \space\ miles[/tex] [tex][Jada = 4 + Elena][/tex]=> [tex]Jada + Jada + Jada + 2 = 41 \space\ miles[/tex] [tex][Lin = Jada + 2][/tex]

Changing "Jada + Jada + Jada" to "3(Jada)"

=> [tex]3(Jada) + 2 = 41 \space\ miles[/tex]

Subtracting 2 both sides:

=> [tex]3(Jada) = 41 - 2[/tex]=> [tex]3(Jada) = 39 \space\ miles[/tex]

Divide 3 both sides:

=> [tex]3(Jada) = 39 \space\ miles[/tex]=> [tex]\frac{3(Jada)}{3} = \frac{39 \space\ miles}{3}[/tex]=> [tex]\bold{Jada} = \bold{13 \space\ miles}[/tex]

Substituting the miles Jada walked into the equation "Jada = 4 + Elena"

[tex]Jada = 4 + Elena[/tex]=> [tex]13 = 4 + Elena[/tex]

Subtract 4 both sides:

=> [tex]13 - 4 = 4 - 4 + Elena[/tex]=> [tex]\bold{Elena} = \bold{9 \space\ miles}[/tex]

Substituting the miles Jada walked into the equation "Lin = 2 + Jada"

=> [tex]Lin = 2 + 13[/tex]=> [tex]\bold{Lin} = \bold{15 \space\ miles}[/tex]

Erik used 16 centimeters of tape to wrap 2 presents. Then, he used an additional 24 centimeters of tape to wrap another 3 presents. How many centimeters of tape does Erik use to wrap each present?

Answers

Answer:

Erik uses 8 centimeters of tape to wrap each present.

Step-by-step explanation:

16 centimeters can wrap 2 presents.
24 centimeters can wrap 3 presents.
Add both amounts of tape together to find the total amount of tape used. Then add the number of presents wrapped together.
16 + 24 = 40 centimeters
2 + 3 = 5 presents
40/5

In order to find how much tape wraps one present, divide both the top and bottom by the denominator (5)
40/5 = 8 centimeters
5/5 = 1 present

Erik uses 8 centimeters of tape to wrap each present.

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2x – 2y = 24 4x + 7y = –40

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2x – 2y = 24
4x + 7y = –40