Solve the absolute value equation.
|x|-7 = -3
A. x = 14
B. x = +10
C. x = 4, 10
D. x = -4, -10

Answer:

y=7x

Step-by-step explanation:

The ingredient will the bakery department need in order to make 3 banana bread Loaves is 3/2 cup butter, 9/4 cup brown sugar, 6 eggs, 27/4 cups flour, 3 teaspoon baking soda, 3/4 teaspoon salt, and 9 ripe bananas.

The fundamental concept of making the same number of additions repeatedly is represented by the action of multiplication. The results of multiplying two or more integers are known as the products, and the factors that are used in the multiplication are referred to as the factors.

Given:

The ingredient for the 1 loaf of bread,

Butter = 1/2 cups,

Brown sugar = 3/4 cups,

Eggs = 2,

Flour = 2 1/4 cups,

Baking soda = 1 teaspoon,

Salt = 1 / 4 teaspoon,

Ripe bananas = 3

To make 3 banana bread loaves, we have to multiply the ingredient by 3,

Thus, the ingredients for 3 3 banana bread loaves will be,

Butter = 1/2 × 3 = 3/2 cups

Brown sugar = 3/4 × 3 = 9/4 cups,

Eggs = 2 × 3 = 6,

Flour = 2 1/4 = 9 / 4 × 3 = 27 / 4 cups,

Baking soda = 1 × 3 = 3 teaspoons,

Salt = 1 / 4 × 3 = 3 / 4 teaspoons,

Ripe bananas = 3 × 3 = 9

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According to the question,

Given data,

The correlation between cost and distance is 0.791.

The farther the house is from a first station, the higher cost of damage tends to be.

the correlation between cost and distance

The largest single cost of liver transplantation is the cost of organ acquisition, with the variable portion of that amount being associated travel costs. We assessed the proportion of donors using ground, air, and jet transport and compared the transport costs of these three types of transport and their impact on organ procurement costs for transplant centers.

How is correlation measured?

The sample correlation coefficient r quantifies the strength of the relationship. Correlations are also tested for statistical significance.

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Alvarez received $200,000 which is 40% of the profit.

A value or ratio that may be stated as a fraction of 100 is referred to as a percentage in mathematics. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Per 100 is what the word percent means. The letter "%" stands for it. Rather than being expressed as a fraction, a percentage is a piece of a whole expressed as a number between 0 and 100. Nothing is zero percent; everything is 100 percent; half of something is 50 percent; and nothing is zero percent. You divide the part of the whole by the whole and multiply the result by 100 to get the percentage.

Given

Profit $500000

Alvarez owns 40% of the business.

Percentage

500000 × 40%

200000

Alvarez received $200,000 which is 40% of the profit.

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The distance between the Trolley Train and the Silly Slide is 5 units. The  3rd option is the answer

From the map, the coordinate of the Trolley Train is (-2, -6) and the coordinate of the Silly Slide is (2, -3)

The formula for finding the distance between the two points is given as:

d=√(x₂ – x₁)² + (y₂ – y₁))²).

where

x₁ = -2,

y₁ = -6 (Trolley Train)

x₂ = 2

y₂ = -3 (Silly Slide)

d = √((2 – (-2))² + (-3 – (-6))²)

d = √((4)² + (3)²)

d = √25

d = 5 units

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The value of the variable, y as represented in the image attached to the task content is; 14.

By observation; it follows that the lines CA and CB have equal length measures and hence, angles CAB and ABC are congruent (base angles of an isosceles triangle).

On this note;

50 = 2x.

Therefore; 2x = 50°.

Consequently, since the sum of interior angles of a triangle is; 180°; it follows that;

50 + 50 + 5y + 10 = 180

5y + 110 = 180

5y = 180 - 110

5y = 70

y = 70 / 5

y = 14.

On this note, the value of variable, y as required in the task content is; 14.

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The probability that the sample mean cholesterol level is greater than 205 is 0.62%.

To find the probability that the sample mean cholesterol level is greater than 205, we need to use the standard normal distribution and the formula for a normal distribution.

The sample mean cholesterol level, μ, is the population mean cholesterol level, 196, and the standard deviation of the sample mean, σ, is the standard deviation of the population divided by the square root of the sample size:

μ = 196

σ = 36 / √104 = 3.17

We want to find the probability that the sample mean cholesterol level is greater than 205, so we need to find the area under the curve of the standard normal distribution to the right of z = (205 - 196) / 3.17 = 2.5.

We can use the TI-84 calculator to find this probability by using the normal cdf function. In the function, we enter 2.5 as the lower bound and infinity as the upper bound to find the area under the curve to the right of z = 2.5.

The probability that the sample mean cholesterol level is greater than 205 is about 0.0062, or 0.62%.

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Answer:

B

Step-by-step explanation:

[tex]7\frac{1}{2} - 3\frac{3}{4} - 2\frac{5}{6} \\= \frac{15}{2} - \frac{15}{4} - \frac{17}{6} \\(common denominate is 12)\\=\frac{90}{12} -\frac{45}{12} -\frac{34}{12} \\\\=\frac{11}{12}[/tex]

Answer:

AGDB

Step-by-step explanation:

1: 1 is alternate interior because the angles are on opposite sides of the interior of the transversal. (A)

2: 2 is alternate exterior because the angles are on opposite sides of the exterior of the transversal. (G)

3: 3 is same-side interior because the angles are on the same side of the interior of the transversal. (D)

4: 4 is same-side exterior because the angles are on the same side of the exterior of the transversal. (B)

Answer:

0.93 km

Step-by-step explanation:

The White Chuck Glacier lost 70% of its area between 1958 and 2002, which means that its area was reduced by 70/100 = <<70/100=0.7>>0.7.

Since the glacier-covered 3.1 km. in 1958, its area was reduced by 0.7 * 3.1 km? = <<0.7*3.1=2.17>>2.17 km.

Therefore, the area of the White Chuck Glacier in 2002 was 3.1 km. - 2.17 km? = <<3.1-2.17=0.93>>0.93 km.

The probability that a randomly selected group of 5 females has a mean shoe bigger than 10.5 is 2.1.

Probability is the likelihood that something will occur. When we don't know how an event will turn out, we might discuss the likelihood or likelihood of several outcomes. Statistics is the study of occurrences that follow a probability distribution.

Mean = 10.5 and Total no. of females = 5 = random variable

Now, the Probability that a randomly selected group of 5 females have a mean shoe size bigger than 10.5:
P(x > 10.5)

Z = ( x- μ )

=  (σ / [tex]\sqrt{n}[/tex])

=  10.5 / 5

=  2.1

The probability that a randomly selected group of 5 females has a mean shoe bigger than 10.5 is 2.1.

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The transformation describing the function is a translation 5 units to the right.

Transformation of functions means that the curve representing the graph either "moves to left/right/up/down" or "it expands or compresses" or "it reflects".

Given that, a function f(x) = x² translated to g(x) = (x-5)²

We know,

h(x) = A(x - h)² + k

Where

A represent the vertical stretch (by factor of A)

h represent the horizontal shift (positive = Right, negative = Left)

k represent the vertical shift (positive = Up, negative = Down)

f(x) = x²

g(x) = (x - +5)²

Where,  positive shows to  the right.

Hence, the translation is 5 units to the right.

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Answer: 3 people

Step-by-step explanation:

1/5 of 30 will give us the number of students.

6

1/2 of 6, will give us the number of people who can use social media.

3 people.

The value of the expression  [tex]- \frac{2}{3} x \frac{5}{-6}[/tex] is 10/18



An expression in math is a sentence with a minimum of two numbers/variables and at least one math operation in it. The mathematical operators can be of addition, subtraction, multiplication, or division. For example, x + y is an expression, where x and y are terms having an addition operator in between

Simplify the expression

[tex]- \frac{2}{3} x \frac{5}{-6}[/tex]

multiply the numerator by numerator and also multiply the denominator

10/ 18

Therefore, solution to the expression is 10/18

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Answer:G(x) = 3/4 |x|, nevertheless that is the same that G(x) = |3/4x|.

Step-by-step explanation:

Note that given that 3/4 is less than 1 the original function is compressed.

- Take care <3

Answer:y=4x-6

Step-by-step explanation: slope intercept form is y=mx+b

1st: add -4 to both sides of the equal sign

-4x+y=-6

+4x+y=-6+4x

2nd: rewrite equation to look like

y=4x-6

Answer:

y = 4x - 6

Step-by-step explanation:

Now we have to write,

→ The equation in slope-intercept form.

The equation is,

→ -4x + y = -6

The slope-intercept form is,

→ y = mx + b

Let's rewrite the equation,

→ -4x + y = -6

→ y = -6 + 4x

→ [ y = 4x - 6 ]

Hence, the answer is y = 4x - 6.

The rate was the temperature increased by 1 degree for every 1 hour that passed.

A rate is a type of ratio that compares two values with distinct units. A rate is expressed as a fraction.

Kaylee carried out a scientific experiment. For a period of time, the temperature of a compound grew by one degree per hour.

The rate at which the temperature of the compound rose is 1 degree per hour. This means that for every hour that passed, the temperature of the compound increased by 1 degree.

The units for the rate are degrees per hour, which means that the temperature increased by 1 degree for every 1 hour that passed.

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Answer:

Step-by-step explanation:

0

Answer:

f(1/2) = 5 1/3

Step-by-step explanation

All you need to do is replace each x in the function with -1/2, and you have your answer!

Hope this helps :)

Answer: 194

Step-by-step explanation:

From the volumes, we deduce that the side lengths of the cubes are 1 cm, 2 cm, 3 cm, and 5 cm. We position the cubes as follows:

[asy]

unitsize(0.5 cm);

draw((0,0)--(5*dir(-30))--(5*dir(-30) + 5*dir(30))--(10*dir(-30))--(5*dir(-30) + 5*dir(-90))--(5*dir(-90))--(0,0));

draw((5*dir(-30))--(5*dir(-30) + 5*dir(-90)));

draw((0,0)--(0,2)--((0,2) + 2*dir(-30))--(2*dir(-30)));

draw((0,2)--((0,2) + 2*dir(30))--((0,2) + 2*dir(30) + 2*dir(-30))--(2*dir(30)));

draw((2*dir(-30))--(2*dir(-30) + dir(30))--(2*dir(-30) + dir(30) + (0,1))--(2*dir(-30) + 2*dir(30) + (0,1))--(2*dir(-30) + 2*dir(30) + (0,2)));

draw((2*dir(-30) + dir(30))--(3*dir(-30) + dir(30))--(3*dir(-30) + dir(30) + (0,1))--(2*dir(-30) + dir(30) + (0,1)));

draw((3*dir(-30) + dir(30) + (0,1))--(3*dir(-30) + 2*dir(30) + (0,1))--(2*dir(-30) + 2*dir(30) + (0,1)));

draw((2*dir(30) + (0,2))--(2*dir(30) + (0,3))--(2*dir(30) + 3*dir(-30) + (0,3))--(2*dir(30) + 3*dir(-30))--(dir(30) + 3*dir(-30)));

draw((2*dir(30) + (0,3))--(5*dir(30) + (0,3))--(5*dir(30) + 3*dir(-30) + (0,3))--(5*dir(30) + 3*dir(-30))--(5*dir(30) + 5*dir(-30)));

draw((3*dir(-30) + 2*dir(30))--(3*dir(-30) + 5*dir(30)));

draw((3*dir(-30) + 2*dir(30) + (0,3))--(3*dir(-30) + 5*dir(30) + (0,3)));

[/asy]

The surface area of a cube with side length $s$ is $6s^2$, so the total surface area of the cubes is $6 \cdot 1^2 + 6 \cdot 2^2 + 6 \cdot 3^2 + 6 \cdot 5^2 = 234$.

Note that every pair of cubes touches, and furthermore, they have maximum contact. (This is why this solid has the smallest possible area.) The area of contact of the 1-cube and the 2-cube is 1 square centimeter, so we must subtract this twice from 234 (because this portion of the area from both the 1-cube and 2-cube is not seen anymore).

Doing this for every pair of cubes, we find that the surface area of this solid is $234 - 2 \cdot 1^2 - 2 \cdot 1^2 - 2 \cdot 1^2 - 2 \cdot 2^2 - 2 \cdot 2^2 - 2 \cdot 3^2 = \boxed{194}$.

The two numbers are x = 3.43 and y = 22.57.

What is a linear equation in two variables?

An equation is said to be a linear equation in two variables if it is written in the form of ax + by + c=0, where a, b & c are real numbers and the coefficients of x and y, i.e a and b respectively, are not equal to zero.

Let the first number be x and the second number be y. Then we can write the given information as a system of equations:

x + y = 26

(2/5)x + (3/8)y = 10

To solve this system, we can eliminate one of the variables by multiplying the first equation by 8 and the second equation by 5, then subtracting the resulting equations:

8x + 8y = 208

10x + 15y = 50

Subtracting these equations gives us:

-2x - 7y = -158

Dividing both sides by -7, we get:

x + y = 22.57

Substituting this back into the first equation, we get:

x + 22.57 = 26

Solving for x, we get:

x = 26 - 22.57

= 3.43

Substituting this back into the original equation x + y = 26, we get:

3.43 + y = 26

Solving for y, we get:

y = 26 - 3.43

= 22.57

Hence, the two numbers are x = 3.43 and y = 22.57.

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If vector u = <-3.5, -1.5> and vector v=<-1.25, 2.25>, the graph given in attachment shows the resulting vector for 2v-u

In mathematics, a vector is an object that has both magnitude and direction. size defines the size of the vector. This is represented by a line with an arrow. The length of the line is the magnitude of the vector and the arrow indicates the direction. It is also known as Euclidean his vector, geometric vector, space vector, or simply "vector".

Given vectors:

vector u = <-3.5, -1.5> and vector v=<-1.25, 2.25>

Now, 2v - u = 2<-1.25,2.25> - <-3.5,-1.5> = <-2.5,4.5> - <-3.5,-1.5>

                                                                = <(-2.5 + 3.5) , (4.5 + 1.5)>

                                                                = < 1 , 6.0>

θ = tan⁻¹ (6/1) = 80.5° ≈ 81 degree

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There are 2024 ways in which the instructor can choose 3 students from a class of 24 students for the field trip.

A combination is a mathematical technique for calculating the number of possible arrangements in a set of items where the order of the selection is unimportant.You can choose the items in any order in combinations.

Permutations and combinations are often confused. In permutations, however, the order of the selected items is critical. For example, the arrangements ab and ba are equal in combinations (considered as one arrangement), but different in permutations.

There is a way you can calculate combinations using a formula. This formula is:

[tex]nC_r = \frac{n! }{ r!(n-r)! }[/tex]

where

n = total no. of items;

r = items selected for the combination;

"!" is the factorial

Given,

Total number of students in class , n = 24

Number of students selected, r = 3

So, the number of ways that 3 students can be selected from 24 students is

[tex]24C_3=\frac{24 !}{3!(24-3) !}\\\\=\frac{24 !}{3!*21 !}\\\\=\frac{3!*24*23*22*21 !}{3!*21 !}\\\\=\frac{24*23*22}{3*2*1}\\\\=2024[/tex]

Hence, the students can be selected in 2024 ways for the field trip.

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Answer:

I can't see a solution from what you have given us

What are variables ?

There are certain things in real life that never change, like your birthday. However, other factors, such as temperature, age, height, etc., change with place and time. These amounts might be referred to as variables because they are changeable.

A symbol (often a letter) used in mathematics to represent an unknowable numerical value in an equation or algebraic statement. A variable can be defined as a quantity that is changeable and not fixed. Variables are crucial since they make up a significant portion of algebra.

Typically, "x" and "y" are used to denote unknowable integers. However, it is not required; any letter will do.

If I have $50 in my bank account and i have to make it $130 by mowing a lawn that means i need to earn on $80 by mowing the lawn

($130 - $50 =$80)  

I can earn $8 per hour by mowing the lawn which means in only need to work for 10 hours to earn $80  ($8 per hour x 10 hours= $80 )

Chang and Carlotta method use different operations to simplify the expression in same order

Chang's method uses variable but Carlotta doesn't

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Answer:

Below

Step-by-step explanation:

The volume will be the end AREA X Length

7 1/3 units^2  X  2 units =  14 2/3 units^3

The volume of cylinder in terms of π is cubic feet.

What is volume ?

A three-dimensional solid's volume is the amount of space it takes up, the area encircled by a border, the area filled by an item, or the amount of space it can contain. A cuboidal box's volume, for instance, may be used to calculate how much water or other substance is within. The space occupied inside an object's borders in three dimensions is referred to as its volume. It is sometimes referred to as the object's capacity.

Given the radius of the cylindrical shaped concrete column is 3 feet

Height of the column is 15 feet

The volume of a cylinder is calculated by the formula;

[tex]\mathrm{V}=\pi r^2 h, \text { where }[/tex]

r is the radius and h is the height

Substituting the values,

[tex]\begin{aligned}& \mathrm{V}=\pi \times(3) 2 \times(15) \\& \mathrm{V}=\pi \times 9 \times 15\end{aligned}[/tex]

[tex]\begin{aligned}& V=\pi \times 135 \\& V=135 \pi\end{aligned}[/tex]

Hence, the volume of cylinder in terms of [tex]135 \pi[/tex]is  cubic feet

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Applying the surface area of a rectangular prism, the number of square inches hat will be painted is, 346 in.².

The surface area of a rectangular prism = 2(wl + hl + hw), where:

The L-shaped piece of wood is composed of two rectangular prisms, therefore:

The square inches of paint needed = surface area of prism 1 + surface are of prism 2 - 2(area where both prism meet).

Prism 1 surface area:

l = 7 in.

w = 6 in.

h = 5 + 1 = 6 in.

Surface area = 2·(6·7+7·7+7·6) = 266 in.²

Prism 2 surface area:

l = 7 in.

w = 11 - 6 = 5 in.

h = 1 in.

Surface area = 2·(5·7+1·7+1·5) = 94 in.²

Area where both prism meet = (l)(w) = (7)(1) = 7 in.²

Number of square inches that needs to be painted = 266 + 94 - 2(7)

= 346 in.²

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The missing side of the right triangle is b = 35.7

Remember that we know that for a right triangle, the sum of the squares of the legs is equal to the square of the hypotenuse.

Here we know that c is the hypotenuse, so we can write:

a^2 + b^2 = c^2

We also know that:

a = 13

c = 38

And we want to find the value of b, so we can write:

b^2 = c^2 - a^2

b = √(c^2 - a^2)

b =  √(38^2 - 13^2)

b = 35.7

That is the value of the missing side.

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Answer:

The Bill Begins. Laws begin as ideas.

The Bill Is Proposed. When a Representative has written a bill, the bill needs a sponsor.

The Bill Is Introduced.

The Bill Goes to Committee.

The Bill Is Reported.

The Bill Is Debated.

The Bill Is Voted On.

The Bill Is Referred to the Senate

Step-by-step explanation:

ACSA Governmental Relations staff tracks hundreds of education related bills through the legislative process from introduction through to the Governor’s signature or veto of the bill. We bring most of these bills to ACSA’s Legislative Policy Committee to take positions on behalf of ACSA. Once these positions are set by the Committee, ACSA Governmental Relations staff begins advocating for or against the bill in accordance with the position taken.

When necessary and at key points in the legislative process, we will take our advocacy efforts back to you and ACSA’s membership by sending “Action Alerts” asking you to either send a letter or make a phone call to your legislative representatives and/or policy or fiscal committee members advocating ACSA’s position on the legislation in question. It is important that you respond to “Action Alerts” as quickly as possible as legislation is quickly moving through the process, making most of these alerts time sensitive.