Theresa bought 2 pineapples for $6. She be wants to find the constant of proportionality in terms of dollars per pineapple. She modeled this proportional relationship on a number line diagram, as shown.

Part A

Using the diagram, find the constant of proportionality in terms of dollars per pineapple.

Answer:

Here,

a= 12

b = 6

Then,

a+b

= 12 + 6

= 18

.°. 18 is the solution

Answer:

[tex] \boxed{ \bold{ \boxed{ \sf{18}}}}[/tex]

Step-by-step explanation:

If the values of variables of algebraic expressions are given, the value of the term or expression can easily obtained by replacing the variables with numbers.

Given, a = 12 and b = 6

[tex] \sf{a + b}[/tex]

plug the values

⇒[tex] \sf{12 + 6}[/tex]

Add the numbers

⇒[tex] \sf{18}[/tex]

Hope I helped!

Best regards!!

Answer:

5 seconds

Step-by-step explanation:

Well we know that when the soccer ball is on the ground the height will be 0.

So we replace y with 0 and solve for x.

0=-12x²+60x

factor out and divide x, (this x is x=0, which is before he kicked it)

0=-12x+60

subtract 60 from both sides

-60=-12x

x=5

x = number of 1-cent stamps

y = number of 8-cent stamps

z = number of 12-cent stamps

We have 31 stamps all together, so x+y+z = 31.

"I have 4 more 1-cent stamps than 8-cent stamps" means we have the equation x = y+8. Whatever y is, add 8 to it to get x. Solve for y to get y = x-8.

You also have "twice as many one cent stamps as 12 cent stamps", so x = 2z. Solving for z gets you z = 0.5x

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

x+y+z = 31

x+x-8+z = 31 ... y replaced with x-8

x+x-8+0.5x = 31 ... plug in z = 0.5x

2.5x-8 = 31

2.5x = 31+8

2.5x = 39

x = 39/2.5

x = 15.6

Your teacher made a typo somewhere because we should get a positive whole number result for x (since x is a count of how many 1-cent stamps we have).

The number of one-cent stamps is 14.

Total stamps = 31
We have three types of stamps: 1-cent stamps, 8-cent stamps, and 12-cent stamps.

The person has 4 more 1-cent stamps than 8-cent stamps.

The person has twice as many 1-cent stamps as 12-cent stamps.

We have to make equations with the given above statement.

Consider,

1-cent stamp = A

8-cent stamp = B

12-cent stamp = C

4 more 1-cent stamps than 8-cent stamps: A = 4 + B.

A = 4 + B

B = A - 4..........(1)

Twice as many 1-cent stamps as 12-cent stamps: A = 2C.

A = 2C

C = A/2...............(2)

Total number of stamps = 31

A + B + C = 31................(3)

Putting (1) and (2) in (3)

we get,

A + ( A - 4 ) + A / 2 = 31

A + A - 4 + A / 2 = 31

2A - 4 + A / 2 = 31

2A + A / 2 = 31 + 4

(4A + A) / 2 = 35

4A + A = 35 x 2

5A = 70

A = 70 / 5

A = 14

Thus the number of 1-cent stamps is 14.

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The fraction that each person gets is 1/2.

It should be noted that 2 1/2 cases of soda to split between 5 families.

In their case, the fraction that each person will get will be:

= Total / Number of people

= 2 1/2 ÷ 5

= 2.5/5

= 0.5 or 1/2.

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2 1/2 cases of soda to split between 5 families. What fraction will each person get?

Answer: Option "a" is the only expression that represents a function.

Step-by-step explanation:

A function f(x) = y is a "operator" that takes an input element, x, and assigns it to only one output element, y.

So, if we have that for a given value of x.

f(x) = y and f(x) = h

where y and h are different values, then this is not a function, because is assigning the input value x to two different output values.

Let's see the different options:

a) {(1, 2), (4, −2), (8, 3), (9, −3)}

This points are of the form (x, y)

We can see that each value of x is assigned to only one value of y, so this can represent a function.

b)  y^2 = 16 − x^2

Ok, suppose that x = 0, then:

y^2 = 16 - 0 = 16

then we have that y*y = 16.

So y can take two different values:

y = 4 ---> 4*4 = 16

y = -4 ---> -4*-4 = 16.

So this is not a function.

c) 2x^2 + y^2 = 5

First, we want to isolate y in one side:

y^2 = 5 - 2*x^2

Here we have a similar case to the option b, and we can use a similar argument to prove that this is not a function, so we can discard this.

d) x = 7.

Ok, this is not a relation between two variables, so this is not a function, as if x is the input value, we have only one value of x that solves the equation.

Answer:

infinite solutions along the line y = 2x+1

Step-by-step explanation:

3y – 6x = 3

y = 2x + 1

Replace y in the first equation with the second equation

3 ( 2x+1) -6x =3

6x +3 -6x = 3

3=3

This is always true so there are infinite solutions along the line y = 2x+1

Step-by-step explanation:

Hi, there!!!

you mean to solve it, right.

then let's begin...

3y-6x=3..........epuation 1.

y = 2x+1..........equation 2.

now, substituting the value y of equation 2 in equation 1. so, we get,

3y-6x=3

or, 3(2x+1) -6x = 3

or, 6x+3-6x=3

by simplifying it we get, 3=3

so, this equation can have infinite solution.

you may have wrote wrong question ..

Answer:

Its commutative property..

Step-by-step explanation:

Commutative property says A×B=B×A

Explanation is attached below.

Answer:

fourth option

Step-by-step explanation:

∠ FTC = ∠ MTL ( vertical angles )

Since FC and ML are parallel, then

∠ FCT = ∠ TML (corresponding angles )

Thus

Δ TCF ~ Δ TML by the AA postulate

Answer:

[tex]\large \boxed{\mathrm{similar, \ AA \ similarity}, \ \Delta TML}[/tex]

Step-by-step explanation:

The two triangles are similar.

We can prove by angle-angle similarity, in [tex]\mathrm{AA}[/tex] similarity, there are two pairs of congruent corresponding angles in two triangles, this proves the two triangles are similar.

[tex]\angle U[/tex] and [tex]\angle M[/tex] are a pair of congruent corresponding angles.

[tex]\angle V[/tex] and [tex]\angle L[/tex] are a pair of congruent corresponding angles.

Therefore,

[tex]\Delta TUV \sim \Delta TML[/tex]

Answer:

[tex]\boxed{6.875 \text{\: grams}}[/tex]

Step-by-step explanation:

Half-lives are how long it takes for half of a substance to decay. If you start with a certain amount and it decays for a certain amount of half-lives, you are dividing by [tex]2^{x}[/tex], where x  is equal to the amount of half-lives.

In order to solve this question, simply divide the starting value by 2 raised to the value of half-lives.

[tex]\large\boxed{\frac{220}{2^{5}}=6.875\text{\: grams}}[/tex]

Answer:

(d-4)(c-9)

Step-by-step explanation:

cd-9d-4c+36

d(c-9)-4(c-9)

pull out the (c-9),

(d-4)(c-9)

Step-by-step explanation:

Hey, there!

Given, equations are,

2x+y=10.............(i)

-3x+y= -5...........(ii)

From equation (i)

y=10- 2x...........(iii)

Putting the value of "y" from equation (iii) in equation (ii).

-3x+y= -5

-3x + (10-2x)= -5

-3x + 10-2x= -5

- 5x = -15

[tex]x = \frac{ - 15}{ - 5} [/tex]

Therefore, x= 3.

Now, putting the value of "x" in equation (iii).

y= 10- 2x

y= 10- 2×3

Therefore, y= 4.

Hope it helps...

Answer:

  C.  -1

  D.  1

Step-by-step explanation:

A perfect linear relationship is indicated by a correlation with a magnitude of 1. The sign of the correlation coefficient is the sign of the slope of the line describing the relationship. It may be positive or negative.

The appropriate choices are ...

  C.  -1

  D.  1

Answer:

c=-1

d=1

Step-by-step explanation:

Answer:

22.57 x 28

Step-by-step explanation:

10.86 + 4x = 101.14

-10.86           -10.86

            4x = 90.28

             /4       /4

              x = 22.57

5.43 + 22.57 = 28

22.57

Answer:

1. $-50

2. $25

Step-by-step explanation:

1. If she had $150 in her bank account and bought a bike for $200, then that means she spent all of her money PLUS $50 extra then what she had.  That means $200-$150=$50.  Her $150 is spent and that $50 becomes negative because she paid $200 when she only had $150.

2.  If she deposits $75 in her account then it will be $75+(-50).  That translates to $75-$50 which is $25.  

+ and - = -

+ and + = +

- and - = +

Answer:

1. $-50

2. $25

Step-by-step explanation:

1.

We know that Clare originally had $150 in her account. She then buys a bike, which means she must have taken money out of her account for this purchase.

Since she spent $200, we need to subtract 200 from 150:

150 - 200 = -50

So, her account balance is $-50.

2.

Clare earns $75 later, which means she's receiving the money and can add it back into her account. Her current balance is -50, so we add 75 to -50:

-50 + 75 = $25

Thus, her account balance is now $25.

~ an aesthetics lover

Answer: 60°

Step-by-step explanation:

apply concept: the interior angle sum of triangle is 180°

x+x+x=180

     3x=180

       x=60

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

this is also an equilateral triangle which if you know it, you will know that each angles are all 60°

Answer: x=60°

Step-by-step explanation:

We know that the sum of the angles in a triangle is 180°. Since all of the angles are x°, we know that they are equal in degrees. Since there are 3x, we can use that to solve for x.

3x=180                              [divide both sides by 3]

x=60°

Answer: an equation that has one term which is nameless and squared also no term which gets raised to higher power.

Step-by-step explanation:

Answer:

the real answer is: 4493.75472

BUT for ESTIMATION STRATEGY it is: 4500

Step-by-step explanation:

Answer:

(a) The significance level of the test is 0.002.

(b) The power of the test is 0.3487.

Step-by-step explanation:

We are given that a coin is thrown independently 10 times to test the hypothesis that the probability of heads is 0.5 versus the alternative that the probability is not 0.5.

The test rejects the null hypothesis if either 0 or 10 heads are observed.

Let p = probability of obtaining head.

So, Null Hypothesis, [tex]H_0[/tex] : p = 0.5

Alternate Hypothesis, [tex]H_A[/tex] : p [tex]\neq[/tex] 0.5

(a) The significance level of the test which is represented by [tex]\alpha[/tex] is the probability of Type I error.

Type I error states the probability of rejecting the null hypothesis given the fact that the null hypothesis is true.

Here, the probability of rejecting the null hypothesis means we obtain the probability of observing either 0 or 10 heads, that is;

            P(Type I error) = [tex]\alpha[/tex]

         P(X = 0/[tex]H_0[/tex] is true) + P(X = 10/[tex]H_0[/tex] is true) = [tex]\alpha[/tex]

Also, the event of obtaining heads when a coin is thrown 10 times can be considered as a binomial experiment.

So, X ~ Binom(n = 10, p = 0.5)

P(X = 0/[tex]H_0[/tex] is true) + P(X = 10/[tex]H_0[/tex] is true) = [tex]\alpha[/tex]

[tex]\binom{10}{0}\times 0.5^{0} \times (1-0.5)^{10-0} +\binom{10}{10}\times 0.5^{10} \times (1-0.5)^{10-10}[/tex]  = [tex]\alpha[/tex]

[tex](1\times 1\times 0.5^{10}) +(1 \times 0.5^{10} \times 0.5^{0})[/tex] = [tex]\alpha[/tex]

[tex]\alpha[/tex] = 0.0019

So, the significance level of the test is 0.002.

(b) It is stated that the probability of heads is 0.1, and we have to find the power of the test.

Here the Type II error is used which states the probability of accepting the null hypothesis given the fact that the null hypothesis is false.

Also, the power of the test is represented by (1 - [tex]\beta[/tex]).

So, here, X ~ Binom(n = 10, p = 0.1)

[tex]1-\beta[/tex] = P(X = 0/[tex]H_0[/tex] is true) + P(X = 10/[tex]H_0[/tex] is true)

[tex]1-\beta[/tex] = [tex]\binom{10}{0}\times 0.1^{0} \times (1-0.1)^{10-0} +\binom{10}{10}\times 0.1^{10} \times (1-0.1)^{10-10}[/tex]  

[tex]1-\beta[/tex] = [tex](1\times 1\times 0.9^{10}) +(1 \times 0.1^{10} \times 0.9^{0})[/tex]

[tex]1-\beta[/tex] = 0.3487

Hence, the power of the test is 0.3487.

Answer:

600

Step-by-step explanation:

first, 40% of 15000 is 6000,

10% of 6000, which is the number of students studying mathematics as well as science, 600

Answer:

•600 students studied both the subject.

Answer:

bonds: $65,000

cd's: $30,000

stocks: $20,000

Step-by-step explanation:

b + c + s = 115000

0.045b + 0.0325c + 0.082s = 5540

b = c + 35000

b = 65,000

c = 30,000

s = 20,000

The area of the entire shape is 33,562 square units

The space occupied by any two-dimensional figure in a plane is called the area. The space occupied by the circle in a two-dimensional plane is called the area of the circle.

The figure is made up of a square and four 3/4 circles. So the total area will be equal to the sum of the area of the square and the sum of the 3/4 th circles.

Area of Square:-

= 100  x  100   =  10,000

Area of each circle

= π r² = 3.1416  x  50  x  50  =  7854

Area of each 3/4 circle  

= 7854  x  ( 3/4 ) =   5890.5

Area of all four 3/4 circles

= 5890.5  x  4=23562

The TOTAL area will be the sum of all the areas

A  = 23562  +  10,000 = 33,562 square units

Therefore the area of the entire shape is 33,562 square units

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The area of the entire shape is 33,562 square units.

The space occupied by any two-dimensional figure in a plane is called the area. The space occupied by the circle in a two-dimensional plane is called the area of the circle.

Here, we have,

The figure is made up of a square and four 3/4 circles.

So the total area will be equal to the sum of the area of the square and the sum of the 3/4 the circles.

Area of Square:-

= 100  x  100   =  10,000

Area of each circle

= π r² = 3.1416  x  50  x  50  =  7854

Area of each 3/4 circle  

= 7854  x  ( 3/4 ) =   5890.5

Area of all four 3/4 circles

= 5890.5  x  4=23562

The TOTAL area will be the sum of all the areas

A  = 23562  +  10,000 = 33,562 square units

Therefore the area of the entire shape is 33,562 square units

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Answer:$40.00

Step-by-step explanation:first divide 20 by 5 and the answer will be 4. now multiply 10 into 4 and you'll get the answer $40.00

Answer:

x=9; one ticket is $9

Step-by-step explanation:

4x+12=48

4x=48-12

4x=36

x=36/4

x=9

Answer:

  C. G(x) = x - 9

Step-by-step explanation:

You know that the transformation ...

  g(x) = f(x -h) +k

causes parent function f(x) to be shifted right h units and up k units.

You're looking for a function that is shifted right, so you want something that looks like ...

  g(x) = f(x -constant) = x - constant

Choice C has that form:

  C. G(x) = x - 9

_____

A. the function is shifted up 2 units

B. the function is vertically expanded by a factor of 4 (no shift)

C. shifted right

D. the function is reflected over the y-axis (no shift)

Answer: C [G(x) = x-9]

Step-by-step explanation:

I got it right

Answer:

length: 9cm

width: 9cm

Step-by-step explanation:

9×9=81

Answer:

As the calculated value of t is greater than critical value reject H0. The tests supports the claim at ∝= 0.05

If the p-value for the test statistic for this hypothesis test is 0.014, then the critical region is t ( with df=9) for a right tailed test is 2.821

then we would accept H0. The test would not support the claim at ∝= 0.01

Step-by-step explanation:

Mean x`= 518 +548 +561 +523 + 536 + 499+  538 + 557+ 528 +563 /10

x`= 537.1

The Variance is  = 20.70

H0 μ≤ 520

Ha μ > 520

Significance level is set at ∝= 0.05

The critical region is t ( with df=9) for a right tailed test is 1.8331

The test statistic under H0 is

t=x`- x/ s/ √n

Which has t distribution with n-1 degrees of freedom which is equal to 9

t=x`- x/ s/ √n

t = 537.1- 520 / 20.7 / √10

t= 17.1 / 20.7/ 3.16227

t= 17.1/ 6.5459

t= 2.6122

As the calculated value of t is greater than critical value reject H0. The tests supports the claim at ∝= 0.05

If the p-value for the test statistic for this hypothesis test is 0.014, then the critical region is t ( with df=9) for a right tailed test is 2.821

then we would accept H0. The test would not support the claim at ∝= 0.01

Step-by-step explanation:

check the tile whose side length is divisible by both 150 and180 in such a way that you don't get decimal points

150÷4=37.5 so that is impossible

150÷8=18.75 so that is also impossible

150÷6=25 180÷6=30

so the six sided tile is applicable

Ernie will owe an interest of $268

Answer:

23% increase

Step-by-step explanation:

13 - 10 = 3

3/13 = 0.2307 = 23%

Hope that helped!!! k

Answer:

Step-by-step explanation:

5x - 15 = 5(-4x - 3)

Multiply the terms in the bracket

5x - 15 = - 20x - 15

Group like terms

Send the constants to the right side of the line and those with variables to the left side

That's

5x + 20x = - 15 + 15

Simplify

25x = 0

Divide both sides by 25

We have the final answer as

Hope this helps you

Answer:

x=0

Step-by-step explanation:

5x - 15 = 5(-4x - 3)

To find the solution to this equation, we have to get x by itself on one side of the equation.

First, distribute the 5 on the right side. Multiply each term by 5.

5x - 15= (5*-4x) + (5*-3)

5x-15 = -20x + (5*-3)

5x-15= -20x -15

Next, add 20x to both sides of the equation.

(5x+20x) -15 = (-20x+20x) -15

(5+20x) -15 = -15

25x -15=-15

Next, add 15 to both sides of the equation.

25x -15 +15 = -15+15

25x= -15+15

25x=0

Finally, divide both sides of the equation by 25.

25x/25=0/25

x= 0/25

x= 0

The solution to this equation is x=0