The sum of three times a number and 6 is 4 times the difference of a number and "-3"
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Answer:
x = 30
Step-by-step explanation:
i hope it help, sorry if its wrong
Related Questions
Please i need the correct answer, no funny business.
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Answer:
Age of the spear head = 6349 years.
Step-by-step explanation:
Expression to be used to calculate the age of the spear head,
[tex]N_t=N_0e^{-kt}[/tex]
Here, [tex]N_t[/tex] = Final amount of C-14
[tex]N_0[/tex] = Initial amount
[tex]k[/tex] = 0.0001
[tex]t[/tex] = Time in years
If [tex]N_t[/tex] = 53% of [tex]N_0[/tex] = [tex]N_0\times (0.53)[/tex]
[tex]0.53N_0=N_0e^{-0.0001\times t}[/tex]
[tex]0.53=e^{-0.0001t}[/tex]
[tex]\text{ln}(0.53)=\text{ln}(e^{-0.0001t})[/tex]
[tex]-0.634878=(-0.0001)t[/tex]
[tex]t=6348.78[/tex] years
[tex]t[/tex] ≈ [tex]6349[/tex] years
Therefore, age of the spear head = 6349 years.
The heights of 200 adults were recorded and divided into two categories
Which two-way frequency table correctly shows the marginal frequencies
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Answer:
C
Step-by-step explanation:
male total= 98
female total =102
total total=200
Daniel expanded the expression as shown.
What errors did he make? Select three options.
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Answer:
Below.
Step-by-step explanation:
The second term should be positive.
The last term should be -1 1/2 not -1 1/4.
He did not correctly multiply -8 and -2.
Answer:
b,c,d
Step-by-step explanation:
(.*_*)hope this helps(- _-.)
Please help me solve this problem
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which expression is equivalent to 13-(-18)
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[tex]\huge\text{Hey there!}[/tex]
[tex]\huge\textsf{13 - (-18)}[/tex]
[tex]\huge\textsf{= 13 + 18}[/tex]
[tex]\huge\textsf{= \bf 31}[/tex]
[tex]\boxed{\boxed{\huge\text{Therefore, your answer is most likely: \textsf{31}}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\huge\text{Amphitrite1040:)}[/tex]
Answer:
[tex] \displaystyle 31[/tex]
Step-by-step explanation:
we want to simplify the following expression:
[tex] \displaystyle 13 - ( - 18)[/tex]
remove parentheses and change its sign because we know that two negatives make positive Thus:
[tex] \displaystyle 13 + 18[/tex]
finally simplify addition:
[tex] \displaystyle\bf \fbox{31}[/tex]
hence,
[tex] \displaystyle 13 - ( - 18) = \boxed{31}[/tex]
I need to know the transformation of the shape
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Answer:
is there anything underneath it? it says which of the following
Step-by-step explanation:
stuck on a maths question please help with an explanation thank you stay safe :)
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======================================================
Explanation:
He answered 5/7 of the 35 short-answer questions correctly. So he got (5/7)*35 = 25 of those questions correct. At 2 marks each for these questions, he earned 25*2 = 50 points from this group alone.
There are 35 short-answer questions and 15 long-answer questions. That's 35+15 = 50 questions total.
We're told that he answered 60% of all the questions correctly. So he answered 0.60*50 = 30 questions correctly.
Earlier we found that he answered 25 short-answer questions, which must mean he got 30-25 = 5 long-answer questions done correctly. At 4 marks a piece, Keith earns 5*4 = 20 points in this group.
So overall, he earned 50+20 = 70 points from both types of questions.
---------------------
If he got all answers correct, then he would earn 35*2 = 70 points from the short-answer questions and 15*4 = 60 points from the long-answer questions. That's a total of 70+60 = 130 points to get a perfect score.
The ratio of his score to the perfect score is 70:130 which reduces to 7:13 when dividing both parts by the GCF 10.
9514 1404 393
Answer:
70/130 . . . . reduces to 7/13
Step-by-step explanation:
StrategyThe problem statement describes 2 kinds of quiz questions, and different relations regarding the numbers of questions answered correctly. The problem asks for the number of marks Keith had relative to the total number of marks.
This means you need to find Keith's marks and the available marks for each question type (4 numbers).
Because of the way the problem tells you the number of long-answer questions answered, additional computations are required to find the total number of questions Keith answered and the number of short-answer questions Keith answered. (The difference of these is the number of long-answer questions answered.) That's 3 more computations.
You have to keep in mind the purpose of each computation and how it fits in to the final result. This is why we label the intermediate results.
SolutionShort Answer Marks
There were 35 short-answer questions for 2 marks each. That's a total of ...
(35)(2) = 70 . . . . marks for all short-answer questions
Keith got 5/7 of those, so got ...
(5/7)×70 = 50 . . . . Keith's marks for short-answer questions.
__
Long Answer Marks
There were 15 long-answer questions for 4 marks each. That's a total of ...
(15)(4) = 60 . . . . marks for all long-answer questions
The total number of questions on the quiz was 35 +15 = 50. Keith answered 60% of them, so answered ...
0.60×50 = 30 . . . . total number of questions Keith answered
We know Keith answered (5/7)(35) = 25 short-answer questions, so must have answered 30-25 = 5 long-answer questions. His marks for those were ...
(5)(4) = 20 . . . . Keith's marks for long-answer questions
__
Total Marks
Then the total number of marks for all answers on the quiz is ...
short marks + long marks = 70 +60 = 130 . . . available marks
And Keith's overall score was ...
(Keith's short marks + Keith's long marks)/(available marks)
= (50 +20)/130 = 70/130 . . . . Keith's score ratio for the quiz
in 1990 sausage cost an average of $2.42 per pound. In 1994 it cost 51.35 per pound. What was the percent of depreciation (percent of decrease)?
*(show your work)*
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Answer:
Cumulative price change 105.96%
Average inflation rate 2.36%
Converted amount ($100 base) $205.96
Price difference ($100 base) $105.96
CPI in 1990 130.700
Step-by-step explanation:
The average of Mindy’s two test scores must be at least 90 to make an A in the class. Mindy got an 95 on her first test. What scores can she get on her second test to make an A in the class?
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Answer:
Step-by-step explanation:
Total points needed for two tests to average 90 is 90 x 2 = 180 points.
Subtract the score of the first test from the total points needed:
180 -95 = 85
She needs an 85 on the second test.
Determine whether the mapping is a relation or a function or neither.
the 4th awnser was cannot be determined
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Answer:
The answer is not a function
Step-by-step explanation:
I think at least
Which of the following is an example of rigid transformations?
A. Moving the glass from one place to other
B. Cutting a piece of bread
C. Squeezing the cherry
D. All of the choices
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Answer:
Moving the glass from one place to other is rigid transformation.
Step-by-step explanation:
The rigid transformation includes rotation, translation, reflection or their combination.
So, Moving the glass from one place to other place is translation. It is example of rigid transformation.
Now, cutting a piece of bread is not rotation or translation or reflection. So, it is NOT rigid transformation.
Squeezing the cherry is not rotation or translation or reflection. So, it is too NOT rigid transformation.
Mary's Mum said she would pay 2/5 of the cost of
her new dress. If the dress cost £165, how much
money did Mary have to pay?
HELPPP
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Answer:
66 dollars im pretty sure
Step-by-step explanation:
The graph of a relation is shown.
Which of these values could be the slope of the line?
Select two options.
-2
-8/5
0
7/4
3
Answers
Answer:
4th option, 7/4 and
5th option, 3
Step-by-step explanation:
The line seems like it will have a positive slope and will not be 0 since it's not passing through the origin
so, possible values are 7/4 and 3
Answered by GAUTHMATH
Answer: The answer would be 7/4, 3
Step-by-step explanation:
Which of the following are true statements about the expression 12^5?
Check all that apply.
A. 12 is the base.
B. 12 is the exponent and tells us how many times we should
multiply 5 by itself.
C. 5 is the exponent and tells us how many times we should multiply 12 by itself.
D. 5 is the base.
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If the value of a is 8 in f(x)=ax^2, what does the graph look like?
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Step-by-step explanation:
the answer is in the image above
use the information in the diagram, set up a proportion to solve for the height of the tree
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Answer:
Step-by-step explanation:
There are a couple of ways you could solve this problem. B is one of them.
The correct answer is going to be Small hypotenuse / Large hypotenuse = tree / building height
Let the tree equal x
100/220 = x / 176 Multiply both sides by 176
100 * 176 / 220 = x
x = 80
Notice that 80 is almost 1/2 of 176 so the answer should be right since 100 is nearly 1/2 of 220
If a point is chosen inside the square, what is the probability that it will also be inside the circle?
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Answer:
[tex]79\%[/tex]
Step-by-step explanation:
The probability that the point is chosen in the circle is equal to the area of the circle divided by the area of the square.
Formulas used:
Area of a square with side length [tex]s[/tex] is given by [tex]A=s^2[/tex] Area of a circle with radius [tex]r[/tex] is given by [tex]A=r^2\pi[/tex]The segment marked as 1 represents not only the radius of the circle, but also half the side length of the square. Therefore, the side length of the square is 2, and we have:
Area of square: [tex]A=2^2=4[/tex]
Area of circle:
[tex]A=1^2\pi=\pi[/tex]
Therefore, the probability that the point will be inside the circle is:
[tex]\frac{\pi}{4}=0.78539816339\approx \boxed{79\%}[/tex]
Amanda asked each student in her class: How many pets do you have? The data collected is below.
Amanda's Class: 0, 0, 2, 1, 1, 0, 5, 0, 3, 2, 1, 1, 0, 2, 4, 0, 2, 1, 1, 1, 2, 3, 1, 0, 2
Charley asked the same question to each student in his class (which is no
class as Amanda's). The data he collected is below.
Charley's Class: 1, 2, 1, 3, 1, 1, 0, 0, 1, 0, 0, 2, 3, 1, 2, 5, 2, 0, 0, 4, 1, 1, 2, 0, 0, 1, 1
Whose class had a larger percentage of students with no pets?
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Answer:
Charley's class.
Step-by-step explanation:
There are 25 students in Amanda class and 27 in Charley's.
Number of students with no pets in Amanda's = 7 which is 100 * 7/25 = 28%.
In Charley's class this is 8 which is 100 * 8/27 = 29.6%.
Answer:
Charley's class
Step-by-step explanation:
Amanda's class has 7 students with zero pets out of 25 total students. Charley's class has 8 students with zero pets out of 27 total students.
7/25 = 28% with zero pets
8/27 = around 30% with zero pets
Charley's class has a larger percentage of students with no pets
pleasee help asapp:)
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They gave you the length of the two sides of the triangular part. Calculate the circumference of the semi circle on top.
Circumference of a semi circle is 1/2 x 2 x radius x PI
The radius is given as 3 ft.
Circumference = 1/2 x 2 x 3 x 3.14 = 9.42ft
Perimeter is the length of the circumference of the semi circle plus the side lengths of the triangle:
5 + 5 + 9.42 = 19.42 feet
Answer: 19.42 feet
Answer:
10 + 3[tex]\pi[/tex]
19.42
Step-by-step explanation:
Please help!!!!!!!!!!!!!!
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Answer:
choice A is the answer
Step-by-step explanation:
[tex]5 + 2.75s \leqslant 21 \\ 2.75s \leqslant 21 - 5 \\ s \leqslant 16 \div 2.75 \\ s \leqslant 5.82[/tex]
but since we only can have a whole number in the number of stops, she can only travel 5 stops with the money she has.
On a world , the distance between city A and city B is 5,625 inches. The two cities are actually 1688 miles apart. On the same , what would be the distance between city C and city D, two cities that are actually 1296 miles apart? Use a proportion to solve this problem.
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Answer:
The distance between C and D is 4.2768 inches.
Step-by-step explanation:
As from A to B the distance is 5.625 inches and actual is 1688 miles
so,
1 mile = 5.625/1688 = 0.0033 inches
So, the distance between C and D is 1296 miles
= 1296 x 0.0033 inches = 4.2768 inches
see ss below
please explain each step
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Answer:
p(x) = (x - 5)(x + 1)(x + 4)
General Formulas and Concepts:
Algebra I
Terms/CoefficientsFactoringAlgebra II
Factoring Cubes: [tex]\displaystyle (a \pm b)(ax^2 \mp bx + c)[/tex]Long DivisionSynthetic DivisionStep-by-step explanation:
*Note:
Please excuse my bad handwriting :)
Step 1: Define
Identify
p(x) = x³ - 21x - 20
Linear factor (x - 5)
Step 2: Factor
Option 1: Factoring cubes formula
Factor [Factoring Cubes]: p(x) = (x - 5)(x² + 5x + 4)Factor: p(x) = (x - 5)(x + 4)(x + 1)
Option 2: Long Division
See Attachment
Option 3: Synthetic Division
See Attachment #2
factor x^2-3x-28 using the x method
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Answer:
[tex] {x}^{2} - 7x + 4x - 28 \\ = x(x - 7) + 4(x - 7) \\ = (x - 7)(x + 4)[/tex]
Raegan needs 2 boards to make a shelf one board is 1 1/2 m long and the other is 3 1/2 m long what is the total length of the shelf
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Answer:
5 m
Step-by-step explanation:
Find the total length of the shelf by adding together the lengths of the two boards:
1 1/2 + 3 1/2
= 5
So, the total length of the shelf is 5 m
If 12 is the greatest common factor of y and 36, how many possible values for y are in between 20 and 80 ?
Answers
Answer: 3
Step-by-step explanation: I don’t have an explanation but I got the same question on a quiz and 3 was the correct answer.
the possible values for y are in between 20 and 80 will be 3.
What is Algebra?The analysis of mathematical representations is algebra, and the handling of those symbols is logic.
If 12 is the greatest common factor of y and 36.
The value of y will be a multiple of 12 and greater than 36.
Then the numbers will be
12 x 4 = 48
12 x 5 = 60
12 x 6 = 72
Then the possible values for y are in between 20 and 80 will be 3.
More about the Algebra link is given below.
https://brainly.com/question/953809
#SPJ2
Find the volume of this solid.
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Answer:
Step-by-step explanation:
area of side surface=50×20+20×35=1000+700=1700 m²
voume of solid=1700×12=204,00 m³
the inverse of f(x) is a function true or false
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anyone know the answer?
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Answer:
26.97
find side km using cos,after you find km you can then use tan to find the angle
hope this helps
how to do?? helppppp
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Answer:
x = - 3, x = [tex]\frac{1}{2}[/tex]
Step-by-step explanation:
Given
(2x - 1)(x + 3) = 0
Equate each factor to zero and solve for x
x + 3 = 0 → x = - 3
2x - 1 = 0 ⇒ 2x = 1 ⇒ x = [tex]\frac{1}{2}[/tex]
Answer:
x = 0.5 and -3
Step-by-step explanation:
(2x - 1)(x + 3) = 0
We are solving for the two x values (since this is a polynomial)
(2x-1) = 0/(x + 3)
2x - 1 = 0
2x = 1
x = 1/2 = 0.5
And the second x value
(x + 3) = 0 / (2x - 1)
x + 3 = 0
x = -3
simplify.
[tex] {y }^{ - 3} [/tex]
Options:
3/y
-1/y^3
-3y
1/y^3
Answers
Answer:
Rewrite the expression using the negative exponent rule [text]{b}^{-n } = 1/bn
Step-by-step explanation:
1/y^3
