find the value in the figure

Therefore , the solution of the given problem of inequality comes out to be the inequality is: 25g + 10l ≤ 250.

In mathematics, an inequality is a connection that does not have an equal sign between equations or values. Inequality precedes imbalance, therefore. When two numerical values are not equal, an inequality establishes a connection between them. Difference between equality and inequality Have used the not equal symbol, which is most often used, when values are not similar (). No issue how little or huge the values, variable inequalities are employed to contrast them.

Here,

Given:

Lacrosse balls cost $10 per pack

while golf balls price $25 per pack.

Total funds equal $250.

In order to create an inequality,

we must multiply g by the quantity of golf balls you bought and I by the quantity of lacrosse balls.

So, the inequality is:

25g + 10l ≤ 250

Therefore , the solution of the given problem of inequality comes out to be the inequality is: 25g + 10l ≤ 250.

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Step-by-step explanation:

[tex]2\mathbf{u}=\langle 10,6 \rangle \\ \\ 3\mathbf{v}=\langle -12, 0 \rangle \\ \\ 2\mathbf{u}-3\mathbf{v}=\langle 10,6 \rangle -\langle -12,0 \rangle =\langle 22,6 \rangle[/tex]

Solving a linear inequality step by step involves several steps including isolating the variable on one side of the inequality sign, simplifying the inequality, graphing the inequality, shading the region that include the solutions and representing the solutions in the form of an interval.

1. Isolate the variable on one side of the inequality sign: This can be done by adding or subtracting the same value from both sides of the inequality, or by multiplying or dividing both sides by the same non-zero value.

2. Simplify the inequality: This can include combining like terms, or simplifying fractions or decimals.

3. Graph the inequality: This can be done by plotting the inequality on a number line or a coordinate plane, using a solid line for "greater than" or "less than" and a dotted line for "greater than or equal to" or "less than or equal to"

4. Test a point: To test whether a point is a solution of the inequality, substitute the coordinates of the point into the inequality, and check if the statement is true.

5. Shade the region that includes the solutions: The solutions of the inequality are all the points that make the inequality statement true. The solutions of the inequality are all the points that are in the shaded region.

6. Write the solution in interval notation: Write the solution in interval notation, if needed.

Here is an example:

Solve the inequality 2x - 3 > 5.

Step 1: Isolate the variable by adding 3 to both sides: 2x > 8

Step 2: Divide both sides by 2: x > 4

Step 3: Graph the inequality on a number line. Using a solid line, draw a line at x = 4 and shade the region to the right of the line, including 4.

Step 4: Test a point, e.g. x = 5, if 5 > 4 is true.

Step 5: The solution is x > 4.

Step 6: if needed, the solution can be written in interval notation as (4, +inf)

It's important to note that solving inequalities is not always straightforward, and some inequalities may require multiple steps to be solved.

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Answer:

$3,040.00

Step-by-step explanation:

[tex]\boxed{\begin{minipage}{8.5 cm}\underline{Continuous Compounding Formula}\\\\$ A=Pe^{rt}$\\\\where:\\\\ \phantom{ww}$\bullet$ $A =$ final amount \\\phantom{ww}$\bullet$ $P =$ principal amount \\\phantom{ww}$\bullet$ $e =$ Euler's number (constant) \\\phantom{ww}$\bullet$ $r =$ annual interest rate (in decimal form) \\\phantom{ww}$\bullet$ $t =$ time (in years) \\\end{minipage}}[/tex]

Given:

Substitute the given values into the continuous compounding formula and solve for P:

[tex]\implies 8441.60=Pe^{0.06 \times 17}[/tex]

[tex]\implies 8441.60=Pe^{1.02}[/tex]

[tex]\implies P=\dfrac{8441.60}{e^{1.02}}[/tex]

[tex]\implies P=3043.99824...[/tex]

Therefore, the amount of the initial investment is $3,040.00 (rounded to the nearest tens place).

Answer:

2880

Step-by-step explanation:

N = (360/x) - 2

This formula finds the number of sides N in a regular polygon when given the measure of one interior angle x.

The formula is derived from the fact that the sum of all interior angles in a regular polygon is equal to (N-2)*180, where N is the number of sides.

Therefore, it can be rearranged to be N = (360/x) - 2.

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Answer:

"Substitution comes in three flavors: nominal, verbal, or clausal, depending on the item being substituted.

Step-by-step explanation:

Hope it helps!

Answer:

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

Given AP with recursive formula:

As per recursive formula the first term is a₁ = 7 and common difference is d = -1.

Use the nth term formula to find the 5th term:

Answer:

See below

Step-by-step explanation:

52 degrees C below  0 °  C    is just    - 53 °C

A polyhedron with 3 rectangular faces and triangular shaped bases is called a triangular prism. It is a three-dimensional shape with three side faces, two base faces, and edges connecting them to one another.

Nine different nets make up the pentahedron known as Triangular Prism. The bases are connected at their vertices and edges by three rectangular sides. The triangular prism's rectangular-shaped sides are joined to one another side by side.

Triangles have all cross-sections that are perpendicular to their base faces. In contrast to a triangular prism, a triangular pyramid has four triangular bases that are all congruent with one another and connected together.

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Answer: Where they bisect each other at W the 2 lines  are split in the center by one another which means both of those lines are 180

Step-by-step explanation:

Answer:

  SAS

Step-by-step explanation:

You have segments UT and VS bisecting each other at point W, and you want to show triangles UWV and TWS ae congruent.

Each half of the segment is congruent to the other half:

  UW≅TW and VW≅SW

The angles between them are vertical angles so are congruent:

  ∠UWV ≅ ∠TWS

So, you have congruent corresponding sides and the angle between. The triangles UWV and TWS are congruent by the SAS congruence postulate.

__

Additional comment

You can use substantially the same argument to say triangles UWS and TWV are congruent. The proof above shows UV≅TS. The congruence of triangles UWS and TWV shows US≅TV. Hence the figure TSUV is a parallelogram.

The triangle can be constructed from sides of triangle measuring 3.5 cm 9.2 cm and 5.3 cm due to side rule of triangle.

The possibility to construct the triangle will be found out through the sum of any two sides of triangle. If the sum is greater than the remaining side of the triangle, the construction is possible. Let us assume the side a, b and c of triangle to be 3.5, 9.2 and 5.3 cm.

Now, using the side-side-side rule of triangle -

Side a + side b > side c

3.5 + 9.2 > 5.3

Add the values

12.7 > 5.3

Side b + side c > side a

9.2 + 5.3 > 3.5

Add the values

14.5 > 3.5

side c + side a > side b

5.3 + 3.5 > 9.2

Add the values

8.8 not greater than 9.2

Based on the results, the construction of triangle from mentioned sides is possible according to length rule of the triangle.

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The weight of a piece can be found through the letter because the diagram is made up of balanced hangers which means that the weight of one side is equal to the weight of the other side.

For diagram A = X+3 = 8

X = 8-3 = 5

The weight of the letter piece X = 5

For diagram B = 12= 2y

y = 12/2 = 6

The weight of the letter piece y = 6

For diagram C = 11 = 4z

z = 11/4 = 2.75

The weight of the letter piece z = 2.75

For diagram D = 13⅘ = w + 3⅘

w = 13⅘ - 3⅘ = 10

The weight of the letter piece w = 10

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Answer:

The third side of the triangle must be greater than 4 and less than 19. This follows from the Triangle Inequality Theorem, which states that the sum of any two sides of a triangle must be greater than the third side, and the difference between any two sides of a triangle must be less than the third side. Therefore, the third side must be greater than 4 (5 + 4) and less than 19 (14 - 4).

The required equation is x×1/2+25-x ×1/4=10

Linear equations help in representing the relationship between variables such as x, y, and z, and are expressed in exponents of one degree. In these linear equations, we use algebra, starting from the basics such as the addition and subtraction of algebraic expressions.

Given here, A math quiz has a total of 25 questions. Some questions or worth 1/2 a point and some questions or worth 1/4 point there are a total of 10 points available. let there be x 1/2 points question and 25-x 1/4 points question, then

x×1/2+25-x ×1/4=10

Hence, this is the required linear equation

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Therefore , as a result the solution of the given problem of expressions comes out to be the typical rate of change is -2/5 in its simplest form.

An algebraic equation must be checked by replacing each variable with a number and performing arithmetic operations. Since 8 plus 6 = 14, the reply variable in the above example is equivalent to 6. In order to test the expression, we can replace the values of the variables  with ones we already know.

Here,

Simply said, the median rate of change is -2/5.

The function's gradient or slope is its rate of change.

The slope of a function can be calculated using the formula:

=> D = dy/dx = y2, -y1, and x2, -x1.

Using the coordinates (0, 41) from the table and (15, 35)

Replace the expression with the coordinate:

=>m = 35-41/15-0

=>m = -6 /15

=>m =-2/5

As a result, the typical rate of change is -2/5 in its simplest form.

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The value of  y= 1.6667 when x= 5.

The graph is attached below.

In general, the term "proportion" refers to a part, share, or amount that is compared to a total.

According to the concept of proportion, two ratios are in proportion when they are equal.

A mathematical comparison of two numbers is called a proportion. According to proportion, two sets of provided numbers are said to be directly proportional to one another if they increase or decrease in the same ratio. "::" or "=" are symbols used to indicate proportions.

Given:

x= 1 when y=3, if x and y vary inversely.

Then, x = k/y

where is proportionality constant

So, k = x y

k = 3

Using Proportion

x/ y = k

5/y= 3

y= 5/3

y= 1.6667

Hence, y= 1.6667 when x= 5.

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Answer:

Step-by-step explanation:

So, the prime factorisation of 60 is 2 × 2 × 3 × 5 or it can be written as 22 × 3 × 5. where 2, 3 and 5 are prime numbers.

To obtain 3x² + 5xy from 2x² + 2xy², you would need to add the polynomial x² + 5xy to the original expression.

In order to add two polynomials together, the terms must have the same degree and variable. In this case, we see that 2x^2 and 2xy^2 have different degrees and variables. So, we need to find a polynomial that when added to 2x² + 2xy² will give us 3x² + 5xy.

To do this, we can start by looking at the x² term in 3x² + 5xy. We can see that we need to add x² to our original polynomial. Next, we can look at the xy term in 3x² + 5xy. We can see that we need to add 5xy to our original polynomial.

So by adding x² + 5xy to 2x² + 2xy², we get the desired polynomial of 3x² + 5xy.

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What should be added to 2x² + 2xy² to obtain 3x² + 5xy.

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To make a parallelogram, Aston must connect the pieces of wood in the following order: 3 feet, 4 feet, 3 feet, 4 feet.

How many different parallelograms could he make with these

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Answer:

27x9+57+5 / 9 = 243 + 57 + 5 / 9 = 305 / 9 = 33.89

Step-by-step explanation:

Answer:

33.89

Step-by-step explanation:

(27*9+57+5)/9=33.89

-1.6 is the residual value of 5 for given regression table.

A residual value is the difference between the observed and expected y-values (as determined by the regression equation).

Here,

In this case, the given regression equation for the line,

y = 5.2 x - 0.4

As a result, for x = 5, the anticipated value is y = 5.2 5 - 0.4 = 26.0 - 0.4 = 25.6.

Now, according to the table,

The observed value of y = 24 for x = 5.

As a result, the residual for 5 = Observed y for 5 - Predicted y for 5

= 24 - 25.6 = - 1.6

The first option is the correct one.

The residual value of 5 for the provided regression table is -1.6.

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The complete question:

The line of best fit to model the data in the table is y = 5.2x – 0.4.

What is the residual for 5?

–1.6

–0.6

0.6

1.6

Answer:

To have a positive balance of $15, Brittney will need to save an additional $25 - $10 = $15. Therefore, she will need to earn an additional $15 to meet her goal.

So we can write 4/6 as equivalent to 2/3

Equal is not the same as equivalent. While comparable indicates similar but not the same, equal means the same in all respects. For instance, 1 + 1 is comparable to 2, even if 2 is supposed to be equal to 2.

Expressions that are equivalent do the same thing even when they have distinct appearances. When we enter the same value for the variable, two algebraic expressions that are equivalent have the same value.

The fractions with distinct numerators and denominators but the same value are said to be equivalent fractions. For instance, since 2/4 and 3/6 both equal the 1/2, they are identical fractions. An element of a whole is a fraction. The same amount of the whole is represented by equivalent fractions.

So , 4/6 can be written as 2*2/3*2 =  2/3

So we can write 4/6 as equivalent to 2/3

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Answer:  132.526

Step-by-step explanation:

Answer: already simplified

Step-by-step explanation:

You cannot solve an equation without an equal sign, you could only solve it if it were like 3x  + 6.5 = 0.5

then you would put the x on one side of the equation and the numbers on the other by subtracting 6.5 with 0.5.

3x = -6

divide by 3

x = -2

THIS QUESTION IS ALREADY SIMPLE, THER IS NOTHIGN TO DO ABOUT IT! SORRY!

Answer:

No solution

Step-by-step explanation:

y=8x-2

y=8x+2

8x - 2 = 8x + 2

8x = 8x + 4

0x = 4

We know any number multiplied by 0 will be equal to 0.

So, there is no solution.

To find the center and radius of a circle given the endpoints of its diameter, you can use the following steps:

For example, if the endpoints of a diameter are (-3, 4) and (7, -6), you can use the midpoint formula to find the center:

(x,y) = ((-3 + 7)/2 , (4 + -6)/2)

(x,y) = (2,-1)

The center of the circle is (2,-1)

To find the radius, you can use the distance formula:

d = √((7-(-3))^2 + (-6-4)^2)

d = √((10)^2 + (-10)^2)

d = √(100+100)

d = √200

d = 10√2

The radius of the circle is 10√2/2 units.

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The side lengths of a 45-45-90 triangle can be found using side ratios or the formula that the length of hypotenuse is root two times the length of each leg which is equal.

A 45-45-90 triangle is a special type of right triangle that has two angles that measure 45 degrees and one angle that measures 90 degrees. This triangle has a unique relationship between its side lengths.

The length of the hypotenuse (the side opposite the 90-degree angle) is equal to √2 times the length of one of the legs (the two sides that are congruent and form the 45-degree angles).

The length of each leg is equal to the length of the hypotenuse divided by √2.

For example, if the hypotenuse of a 45-45-90 triangle measures 8 units, then one leg measures 8/√2 = 8/1.4142 = 5.6568 units, and the other leg measures also 8/√2 = 8/1.4142 = 5.6568 units.

Another way to find the side lengths of a 45-45-90 triangle is to use the side ratios. The ratio of the sides in a 45-45-90 triangle is 1:1:√2, so if you know the length of one side, you can find the length of the other sides using these ratios.

It's important to keep in mind that a 45-45-90 triangle is a special type of triangle and its side lengths can be found using the formulas and ratios mentioned above. Regular triangles, such as a 30-60-90 triangle, have also similar relationships between their sides.

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In a scatter diagram, a line that provides an approximation of the relationship between the variables is known as trend line.

Explain what a scatter diagram is?

In a scatter diagram, pairs of numerical data are graphed with one variable on each axis in an effort to find a correlation between them. The points will fall along a line or curve if the variables are correlated. The points will hug the line closer the more highly correlated the data is.

Why are scatter plots employed?

The relationship between two different types of data is displayed using a scatter diagram. The connection between a cause and an effect, between two causes, or even between three causes, could be the subject of the analysis.

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