Answer:
1) y=18
2)y=-0.18
Step-by-step explanation:
1) y-15=3. Add 15 on both sides.
y=18
2)-2.1+5y=-3. Add 2.1 on both sides
5y=-0.9. Divide 5 on both sides
y=-0.18
HELP ME PLS AKANKANWKWN
Answer:
The answer is C, the third one.
What is the solution to the equation 5 +b= 18? 1
Answer:
b = 13
Step-by-step explanation:
5 + b = 18
-5. -5. -5 on both sides to get b by itself
b = 13
Please do nowwww im clueless
Answer:
just put in 50,tab,0,tab,200,tab,400,tab,100,tab,0.
Step-by-step explanation:
tab is the key on your keyboard.
Solve the following equation for x: -3(x-2)=12
I need help!!
Answer:
x = -2
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Step-by-step explanation:
Step 1: Define
-3(x - 2) = 12
Step 2: Solve for x
Divide -3 on both sides: x - 2 = -4Add 2 on both sides: x = -2The diagram below shows the start and finish diagrams of a construction using a compass and straightedge.
Start
Finish
G
Which of the following statements are true about this construction? Select all that apply.
G
O
O
O
O
O
The construction is of a line perpendicular to FG from a point not on FG
The first step of the construction is to draw a circle with center X.
The first step of the construction is to draw the perpendicular bisector of wY
The second step of the construction is to draw the perpendicular bisector of FG.
The second step of the construction is to draw the perpendicular bisector of VwY.q
Answer:
Choices 1, 2, 4
Step-by-step explanation:
i took the test
18. The sum of 'l6, /3, and 'Is is
OA. 12, or'/3-
B. "12.
c.1/12, or 1'/12-
OD./72, or'/36-
Answer:
wn work
Step-by-step explanation:
In ΔUVW, w = 9.7 cm, ∠W=110° and ∠U=42°. Find the length of u, to the nearest 10th of a centimeter
9514 1404 393
Answer:
6.9 cm
Step-by-step explanation:
The law of sines is useful here:
u/sin(U) = w/sin(W)
u = w · sin(U)/sin(W) = (9.7 cm)sin(42°)/sin(110°)
u ≈ 6.9 cm
Answer:
6.9
Step-by-step explanation:
Please help!! i’ll mark you as brainliest!!
Answer:
For Triangle 1
a. Hypothenus = 4
b. Adjacent = 2√3
For Triangle 2:
a. Hypothenus = 2√2
b. Adjacent = 2
Step-by-step explanation:
For Triangle 1
NOTE: We shall be using angle 30°.
a. Determination of the Hypothenus.
Opposite = 2
Angle (θ) = 30°
Hypothenus =?
Sine θ = Opposite /Hypothenus
Sine 30 = 2 / Hypo
0.5 = 2 / Hypo
Cross multiply
0.5 × Hypo = 2
Divide both side by 0.5
Hypo = 2 / 0.5
Hypothenus = 4
b. Determination of the Adjacent
NOTE: We shall be using angle 30°.
Opposite = 2
Angle (θ) = 30°
Adjacent =?
Tan θ = Opposite / Adjacent
Tan 30 = 2 / Adj
1 / √3 = 2 / Adj
Cross multiply
1 × Adj = 2 × √3
Adjacent = 2√3
For Triangle 2:
a. Determination of the Hypothenus.
Opposite = 2
Angle (θ) = 45°
Hypothenus =?
Sine θ = Opposite /Hypothenus
Sine 45 = 2 / Hypo
1 / √2 = 2 / Hypo
Cross multiply
1 × Hypo = 2 × √2
Hypothenus = 2√2
b. Determination of the Adjacent
Opposite = 2
Angle (θ) = 45°
Adjacent =?
Tan θ = Opposite / Adjacent
Tan 45 = 2 / Adj
1 = 2 / Adj
Cross multiply
1 × Adj = 2
Adjacent = 2
help??
Anyone??
need it asap
8th grade math
Answer:
8
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightStep-by-step explanation:
Step 1: Define
(m - 8)² × n
m = 10
n = 2
Step 2: Evaluate
Substitute: (10 - 8)² × 2(Parenthesis) Subtract: 2² × 2Exponents: 4 × 2Multiply: 8Answer:
8 is the answer
Step-by-step explanation:
cause (10-8)=2 then 2x2=4 then 4x2=8
sorry if i did ths wrong i am only in 7th grade
Dec 23, 8:45:08 PM
Find three consecutive POSITIVE ODD integers such that when you multiply the first
and third the result is nine less than six times the second integer.
Answer:
3, 5, 7
Step-by-step explanation:
Let the first of the three positive consecutive odd numbers be [tex]x[/tex].
Now, the second odd number = [tex]x+2\\[/tex]
And, the third odd number = [tex]x+4[/tex]
As per question statement, the multiplication of the first and third odd number is 9 lesser than the 6 times the second integer.
Writing the equation, we get:
[tex]x(x+4) = 6(x+2)-9\\\Rightarrow x^{2} +4x=6x+12-9\\\Rightarrow x^{2} +4x-6x = 3\\\Rightarrow x^{2} -2x - 3=0\\\text{Solving the above equation by factorization method:}\\\Rightarrow x^{2} -3x +x - 3=0\\\Rightarrow x(x -3) + 1(x - 3)=0\\\Rightarrow (x -3) (x+ 1)=0\\\Rightarrow x =3, -1[/tex]
As, we got a quadratic equation, so we have two solutions here.
One is positive integer and other one is negative.
So, solution is [tex]x=3[/tex]
First number is 3.
Second number is 3 + 2 = 5
Third number is 5 + 2 = 7
what is 9/4-2(4x+4/3)+5/2x?
9514 1404 393
Answer:
-11/2x -5/12
Step-by-step explanation:
Eliminate parentheses and collect terms.
9/4 -2(4x +4/3) +5/2x . . . . given
= 9/4 -8x -8/3 +5/2x
= (-16/2 +5/2)x +27/12 -32/12 . . . . use common denominators
= -11/2x -5/12
Examine the figure below. Determine which of the following angel measures are correct . Select all that apply
Answer:
bhnnjn
Step-by-step explanation:
Which starements are true about points A, B, and C? check all that apply.
Answer:
2
Step-by-step explanation:
2 seems to be the only one that is correct
Correct Statements: (modified the statements that are incorrect)
1. The coordinates of point A are (-3, 3)
2. Already correct
3. The coordinates of point C are (-2, -2)
4. Point B is the closest to the y-axis (only one away)
5. Point A is 3 away and Point B is 1 away
(sorry if this is confusing but this is what I got)
Alexandra has 4 bags of beads. Some of the bags contain 3 purple beads and the rest contain 6 indigo beads. If Alexandra has 21 beads in all, how many bags of each color bead does Alexandra have?
Please help me fast !!
Answer:
1 bag of 3 purple beads and 3 bags of 6 indigo beads
Step-by-step explanation:
3 + 18 = 21
Simplify the following expression.
?
9t2 + 7t + 4 - 2t2 + 5t
Answer:
I'm assuming the 2 after 9t and -2t means squared.
7t² + 12t + 4
Step-by-step explanation:
To simplify the expression we should combine like terms. Like terms are terms with same variables and powers.
Let's start with 9t² and -2t² since they have the same variable and power of t². To combine them we should add them together which would be: 9t² + (-2t²) = 9t² - 2t² = 7t²
Next we can combine 7t and 5t since they have the same variable and power of t. 7t + 5t = 12t
4 doesn't have any like terms so we leave it as it is.
Lastly we add all of our terms: 7t² + 12t + 4
On average, Americans have lived in 4 places by the time they are 18 years old. Is this average a different number for college students? The 50 randomly selected college students who answered the survey question had lived in an average of 3.79 places by the time they were 18 years old. The standard deviation for the survey group was 1.2. What can be concluded at the α = 0.10 level of significance?
Answer:
The decision rule is
Fail to reject the null hypothesis
The conclusion is
There is no sufficient evidence to conclude that the average is a different number for college students
Step-by-step explanation:
From the question we are told that
The sample size is n = 50
The population mean is [tex]\mu = 4[/tex]
The sample mean is [tex]\= x = 3.79[/tex]
The standard deviation is [tex]\sigma = 1.2[/tex]
The level of significance is [tex]\alpha = 0.10[/tex]
The null hypothesis is [tex]H_o : \mu = 4[/tex]
The alternative hypothesis is [tex]H_a : \mu \ne 4[/tex]
Generally the test statistics is mathematically represented as
[tex]z = \frac{ \= x - \mu }{ \frac{ \sigma }{ \sqrt{n}} }[/tex]
=> [tex]z = \frac{ 3.79 - 4 }{ \frac{1.2}{ \sqrt{50}} }[/tex]
=> [tex]z = -1.237[/tex]
From the z table the area under the normal curve to the left corresponding to -1.237 is
[tex]P(Z < -1.237) = 0.10804[/tex]
Generally the p-value is mathematically represented as
[tex]p-value = P(Z < -1.237) = 2 * 0.10804[/tex]
=> [tex]p-value = 0.21608[/tex]
Generally from the values obtained we see that
[tex]p-value > \alpha[/tex]
Hence
The decision rule is
Fail to reject the null hypothesis
The conclusion is
There is no sufficient evidence to conclude that the average is a different number for college students
who can help me solve this problem?
Answer:
30, 28, 34, -6, 44
Step-by-step explanation:
A 1200 kg car travels at a constant speed of 15 m/s in a circular loop with a diameter of 45 m. What is the coefficient of friction on the car?
(a)
KE = m v^2 / 2 = (1200 kg)(20 m/s)^2 / 2 = 240,000 J
(b)
The energy is entirely dissipated by the force of friction in the brake system.
(c)
W = delta KE = KEf - KEi = (0 - 240,000) J = -240,000 J
(d)
Fd = delta KE
F = (delta KE) / d = (-240,000 J) / (50 m) = -4800 N
The magnitude of the friction force is 4800 N.
mark brainliest if correct
The Ulis family spends $1,632 a year for gym memberships. How much does the family spend in 4 years?
Enter your answer in the box.
Help me please.
PLEASE HELP!!
Eight U.S. coins are worth a total of 38 cents. How many of the coins are dimes?
Take off 3 of the pennies and the 5 that remain would be 3 nickels and 2 dimes
2 dimes=20 cents
3 nickels = 15 cents
3 pennies=3 cents
Or these 8 coins = 38 cents
What is the rate change of the linear function that has a graph that passes through the points (2,9) (-1,3)
The linear function is y = 3x + 6. Then the rate of change of the linear function will be 3.
What is differentiation?The rate of change of a function with respect to the variable is called differentiation. It can be increasing or decreasing.
The linear equation that is passing through the points (2,9) and (-1,3).
Then we have
y - 3 = [(3 - 9)(-1 - 2)] (x + 1)
y - 3 = (-6) / (-2) (x + 1)
y - 3 = 3x + 3
y = 3x + 6
Then the rate of change of the linear function will be
y' = 3
More about the differentiation link is given below.
https://brainly.com/question/24062595
#SPJ2
20% tip of the cost of a d dollar dinner
Answer: 0.2d
Step-by-step explanation: For calculating the 20% tip of the cost in dollars of a dinner, simply multiply 0.2 by the cost of dollars of a dinner. 0.2 represents 20% and by using the variable "d" to represent the cost of the dinner, you can write this equation: 0.2d.
1 hundred 8 million 4 hundred 4 thousand translate
Answer:
800,004,500
Step-by-step explanation:
PLEASE HELP ASAP WILL GIVE BRAINLEIST
y=9
x=12
hope its right pls do mark me the brainleist
6/8 = x/12. Pls help I’m failing math
Answer:
x=9
Step-by-step explanation:
Answer:
x = 9
Step-by-step explanation:
you want to get x alone and so you need to do the opposite of dividing which is multiplying, so you multiply each side by 12.
6/ 8 = x / 12
* 12 *12
6*12/ 8 = x [tex]\frac{6*12}{8}[/tex]
72/8=x [tex]\frac{72}{8}[/tex]
9=x
Hope this helped!
Which of the following correctly describes the end behavior of the polynomial
function, f(x) = -3x4 +2x2 - x?
HELPPPPPP ASAAP
Answer:
A. Both ends go down.
General Formulas and Concepts:
Algebra II
End behavior - what the y-values are approaching as x approaches negative infinity or infinityStep-by-step explanation:
If we graph the function, we can see that when x goes to -∞, y also goes to -∞.
We also see that when x goes to ∞, y still goes to -∞.
Therefore, both ends of the graph would head towards -∞, making A. the correct answer choice.
Answer:Both ends go down
Step-by-step explanation:
guys help I am stuck on this question I have to send my winter holiday
48 girls and 64 boys belong to the Twelve Mile Coulee School choir. The choir teacher plans to arrange the students into equal rows (the same number of students in each row). Only girls or boys will be in each row. What is the greatest number of students that could be in each row?
Answer:
16
Step-by-step explanation:
To find the greatest number of students that could be in each row, we need to find their greatest common factor. We can list out their prime factors first.
48: 2 × 2 × 2 × 2 × 3
64: 2 × 2 × 2 × 2 × 2 × 2
Here, their common prime factors are 2 × 2 × 2 × 2 which is 16. Thus, the greatest number of students that could be in each row is 16.
No. of rows in the girls = 48 ÷ 16
= 3
No. of rows in the boys = 64 ÷ 16
= 4
Answer:
Step-by-step explanation:
I believe for this question you need to find the HCF (or GCF you may say) of 48 and 64
HCF - Highest Common Factor
GCF - Greatest common Factor
First, prime factorize 48 and 64 (write them in the product of their prime numbers)
64 = 2 × 2 × 2 × 2 × 2 × 2
48 = 2 × 2 × 2 × 2 × 3
Choose common prime factors (all of them that are common)
on observation, there is 2 × 2 × 2 × 2 common between both of them
which is 16.
So 16 maximum people in each row
Also additional thing, it's fine if some questions were wrong, try and attempt it yourself first before asking it from someone. Getting used to ask someone is going to be troublesome in the long run. If you get stuck, then get help from your teachers (unless the teacher is unco-operative) in which case, seek help from your friends, or talk to your parents about it if you freely share stuff with them.
But anyway, hope that helps ^
Describe how to find the inverse of the function.
To find the inverse of the function, change f(x) to y, switch and y, and solve for . The resulting function can be written as , where .
1st box: x
2nd box: y
3rd box: 3
4th box: 0
Why do people say that black ops 2 is the best? I will give brainlest
Answer:
They say it because the wanna be different from others lol
Please give me brainliest
Step-by-step explanation:
Answer:
people say that black ops 2 is the best because of the replayabilty and its story line not so much zombies tho
The pencils produced by the machine are unsharpened, so two employees in the factory need to sharpen each pencil by hand. Employee A can sharpen 8 pencils per minute and Employee B can sharpen 5 pencils per minute. Employee A breaks 10% of the pencils they sharpen and Employee B breaks 15% of the pencils they sharpen. What is the probability that a broken pencil was broken by Employee A
Answer:
0.4156
Step-by-step explanation:
Given that:
Employer A:
8 pencils per minute
Probability of breaking a pencil = p(A) = 10%
Employer B:
5 pencils per minute
Probability of breaking a pencil = p(B) = 15%
Hence,
Probability of breaking a pencil:
P(breaking a pencil) = (P(A breaks pencil) * P(A)) + (p(B breaks pencil) * p(B))
P(A breaks pencil) = 0.1 * 8 = 0.8
P(B breaks pencil) = 0.15 * 5 = 0.75
P(breaking a pencil) = (0.8 * 0.1) + (0.75 * 0.15) = 0.1925
Hence, probability that a broken pencil was broken by employer A will be :
(P(A breaks pencil) * P(A)) / probability of breaking a pencil
= (0.8 * 0.1) / 0.1925
= 0.08 / 0.1925
= 0.4155844
= 0.4156