Amanda has six more than four times the number of crayons that Clyde has. (write the equation)
Answer:
y = 4x + 6Step-by-step explanation:
Clyde has x crayons.
Amanda has y crayons.
The equation:
y = 4x + 6The equation of line a is y=-x+ 3. If line b runs perpendicular to line a and
passes through (2, 6), what would be the equation of line b?
Answer:
y = 4x -2
Step-by-step explanation:
y = 4x + b
6 = 4(2) + b
6 = 8 + b
-2 = b
if x = 2 is a solution to the system shown below, then what must be value of b?
y = 7x + 4
y = 3x + b
——————————————-
(1) 5
(2) -4
(3) -17
(4) 12
thank you in advance for anyone that helps answer this :))
Answer:
(4). 12
Step-by-step explanation:
The length of a rectangle field is represented by the expression 14 X minus 3X squared +2 Y. The width of the field is represented by the expression 5X minus 7X squared plus 7Y. How much greater is the length of the field than the width?
Answer:
[tex]9x+4x^2-5y[/tex]
Step-by-step explanation:
Hi there!
Length of the field: [tex]14x-3x^2+2y[/tex] units
Width of the field: [tex]5x-7x^2+7y[/tex] units
To find how much greater the length of the field is than the width, subtract the width from the length:
[tex]14x-3x^2+2y-(5x-7x^2+7y)[/tex]
Open up the parentheses
[tex]= 14x-3x^2+2y-5x+7x^2-7y[/tex]
Combine like terms
[tex]= 14x-5x-3x^2+7x^2+2y-7y\\= 9x+4x^2-5y[/tex]
Therefore, the length is [tex]9x+4x^2-5y[/tex] units greater than the width.
I hope this helps!
Sphere A has a radius of 24 centimeters, and sphere Bhas a diameter of 42 centimeters. The radius of sphere A is
muided by what factor to produce the radius of sphere B2
Answer:
A's radius is half so multiply it by 2 to get the diameter which is the same as B's.
Step-by-step explanation:
Giải hệ pt :{ 2x-3y=1
{x+2y=4
x+2y=4 ] × (-2) —> -2x-4y=-8
2x-3y=1
-2x-4y=-8
_________o_o___
–7y=–7 —> y =1
2x-3y=1 —> 2x -3(1)=1 —> 2x-3=1 —> 2x=1+3 —> 2x=4
x=4/2 —> x=2
(x,y) —> ( 2,1)
I hope I helped you ^_^A state park charges an entrance fee based on the number of people in a vehicle. A car containing 2 people is charged $14, a car containing 4 people is charged $20, and a van containing 8 people is charged $32.
Answer:
Bus charges for 30 people = $98
Step-by-step explanation:
Given:
Car A charges for 2 people = $14
Car B charges for 4 people = $20
Van charges for 8 people = $32
Find:
Bus charges for 30 people
Computation:
Assume;
Fix charge = b
Variable charges = a
So,
2a + b = 14.................................. Eq 1
4a + b = 20 ..............................Eq2
From Eq 1 and 2
a = 3
Variable charges = $3
Fix charge = 8
So,
Bus charges for 30 people = 30a + b
Bus charges for 30 people = 30(3) + 8
Bus charges for 30 people = $98
how many halves are in 2 whole objects
Which choice is equivalent to the quotient below square root 32/ square root 8
Answer:
there no choice but what i can do for you is [tex]\sqrt{32} =4\sqrt{2}[/tex] & [tex]\sqrt{8} =2^3[/tex]
The equivalent fraction of [tex]\frac{\sqrt{32} }{\sqrt{8} }[/tex] is 2/1.
What is the square root of any number?
The square root of any number is equal to a number, which when squared gives the original number.
What is an equivalent expression?Equivalent fractions are the fractions that have different numerators and denominators but are equal to the same value.
According to the given question.
We have a fraction [tex]\frac{\sqrt{32} }{\sqrt{8} }[/tex]
Therefore, the equivalent fraction for [tex]\frac{\sqrt{32} }{\sqrt{8} }[/tex] is given by
[tex]\frac{\sqrt{32} }{\sqrt{8} } =\frac{\sqrt{4} \sqrt{8} }{\sqrt{8} }[/tex]
⇒[tex]\frac{\sqrt{32} }{\sqrt{8} } =\sqrt{4} =\frac{2}{1}[/tex]
Hence, the equivalent fraction of [tex]\frac{\sqrt{32} }{\sqrt{8} }[/tex] is 2/1.
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Find the surface area and volume for each of the following:
Answer:
mark brainlist..............
Tiana uses the equation c = 21h to figure out the total amount, c, she should
charge a customer for babysitting for h hours.
a. What is the constant of proportionality? What does it mean?
b. Tiana charges $94.50 for a job. How long did she babysit for?
Show your work.
Answer:
a. The constant of proportionality is, 21
b. Tiana charges $94.50 for a job, so, c=94.50
from the given equation,
c = 21h
or, 94.50 = 21h
or, h = 94.50/21
or, h = 4.5
She babysit for 4.5 hours.
Answered by GAUTHMATH
c = 21h
94.50 = 21h
h = 94.50 ÷ 21
h = 4.5hours.
Therefore, Tiana spent 4½ hours babysitting.
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If eleven plus two equal one what does nine plus five equal?
Answer:
huh???
Step-by-step explanation:
how does that make sence
need help, please need help
Answer:
Step-by-step explanation:
thats your problem learn how to pay attention lol
The length and width of a rectangle are in a 3 : 5 ratio. The perimeter of the
rectangle is 64. What are the length and width of the rectangle?
Answer:
Step-by-step explanation:
Rectangle:
Length : Width = 3 : 5
Length = 3x
Width = 5x
Perimeter = 64
2*(length + width) = 64
2*(3x + 5x) = 64 {Add like terms}
2 * 8x = 64
16x = 64 {Divide both sides by 16}
x = 64/16
x = 4
Length = 3*4 = 12 units
Width = 5*4 = 20 units
Answer:
Step-by-step explanation:
solution;
here
let us suppose the ratios of length and width of rectangle be 3x and 5x
if the perimeter of rectangle is 64
we know that,
perimeter of rectangle=2 (l + w)
or, 64=2(3x +5x)
or, 64=2(8x)
or, 64=16x
or, x=4
therefore length=3x
3*4=12
width=5x
5*4=20
Find the perimeter of the figure. Use 3.14 for pi. (The figure is not to scale, round to at least 1 decimal place).
You are playing the Integer Game. The goal of the game is for the sum of the cards in your hand to be as close to zero as possible. Here are the cards in your hand,
4
-8
-3
2
What is the current value of your hand?
Help,anyone can help me do quetion,I will mark brainlest.
Answer:
Step-by-step explanation:
7) 4*5 - 2*3 = answer
20-6 = 14
8) 5*4 - 2*(2*2) = answer
20 -8 = 12
Which rule is a recursive rule for the sequence 1,-6,36, -216
Answer:
3rd option
Step-by-step explanation:
There is a common ratio between consecutive terms , that is
r = - 6 ÷ 1 = 36 ÷ - 6 = - 216 ÷ 36 = - 6
To obtain a term in the sequence multiply the previous term by - 6
Then the recursive rule is
[tex]a_{n}[/tex] = - 6 . [tex]a_{n-1}[/tex]
Answer: 1*6°=6
1*(-6)^1=-6
1*(-6)^2=36
1*(-6)^3=-216
How many positive integers less than 100 are divisible by 7 but not divisible by 2, 3, 4, or 5?
Answer: 4 positive integers
Step-by-step explanation:
Positive integers less than 100 that are divisible by 7:
7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98.
Let's write out numbers that are not divisible by 2 or 4:
7, 21, 35, 49, 63, 77, 91.
Now let's write out numbers that are not divisible by 3:
7, 35, 49, 77, 91.
Finally, let's write out the numbers that are not divisible by 5:
7, 49, 77, 91.
Thus, there are only 4 positive integers less than 100 that are divisible by 7, but not divisible by 2, 3, 4, or 5.
Find the diagonal of a rectangular frame which measures 77 in. by 36 in.
Answer:
85
Step-by-step explanation:
think about the diagonal of the frame, breaking up a rectangle into 2 right angled triangles. we are already given the legs of the triangle (77, and 36) and now we have to solve fro the hypotenuse (or the diagonal). so use pythagorean theorem :
77^2 + 36^2 = c^2
7225 = c^2
c = 85
I know you have to use the half life formula but I don’t know how to use it could someone show how to find the solution step by step? Thank you
Answer:
[tex]A = Pe ^{-0.03108 * t}[/tex]
Step-by-step explanation:
Note: these are typically two part questions...
you have the model and have to FIRST find a constant value "k"
once you have the "k" value you plug that into the model to finish the problem
[tex]A = Pe ^{-kt}[/tex] is a typical version of the continuous decay...
e is "e 2.717" not a variable "e"
so... step 1.. fink k
you are told that the 1/2 life is 22.3 years...
so lets assume that we started with 2 units of lead, and waited for it to decrease to 1 (1 is 1/2 of 2)
you would have
1 = 2[tex]e^{k * 22.3}[/tex]
.5 = [tex]e^{k * 22.3}[/tex]
ln(.5) = 22.3k ln(e)
ln(e) = 1
ln(.5) = 22.3k
ln(.5) = 22.3k ln(e)
[tex]\frac{ln(.5) }{22.3} = k[/tex]
[tex]\frac{\ln \left(0.5\right)}{22.3}=-0.03108[/tex] = k
Does anyone know the answer to this math question?
Answer:
sorry i don,t know but i am finding
if i get then i hep you
Step-by-step explanation:
thanks and have nice day
Need help !!!What is the first step to solve the following system of equations using substitution?
Answer:
It is the second one: Solve the first equation for x.
Step-by-step explanation:
Graph: f(x) = 3/2 (2)x
Step 1: Calculate the initial value of the function.
f(0)=
Answer:
Step 1: 1.5
Step 2: Plot the points (0, 1.5)
Step 3: 3, then 0.75
Step 4: Plot the points (1, 3) and (-1, 0.75)
Step 5: y=0
Step-by-step explanation:
Ur welcome and have a nice day :>
The initial value of the function f(x) = 3/2 (2)^x is 3/2
How to calculate the initial value of the function?The function expression is given s:
f(x) = 3/2 (2)^x
Substitute 0 for x
f(0) = 3/2 (2)^0
Evaluate the exponent
f(0) = 3/2 * 1
Evaluate the product
f(0) = 3/2
Hence, the initial value of the function is 3/2
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Please help me!! I don’t underatsnd
Answer:
23°
Step-by-step explanation:
13x + 154 = 180
13x = 26
x =2
~~~~~~~~~~~~
6(2) + 11
12+11 =23
SOMEONE PLEASE HELP ME!
Afreen says, "I am thinking of 3 consecutive numbers. The first is a multiple of 4, the second is a multiple of 5 and the third is a multiple of 6." What could the numbers be? Can you find 3 possible sets of numbers?
Answer:
The 3 ses that we found are:
{4, 5, 6}
{64, 65, 66}
{124, 125, 126}
Step-by-step explanation:
3 consecutive numbers are written as:
n, (n + 1), (n + 2)
We know that the first one is a multiple of 4.
Then n is a multiple of 4:
n = k*4
where k is an integer.
The second one is a multiple of 5, then:
(n + 1) = j*5
where j is an integer.
The last one is a multiple of 6.
(n + 2) = p*6
where p is an integer.
We want to find 3 sets.
The first one is trivial:
n = 4
n + 1 = 5
n + 2 = 6
4 is a multiple of 4
5 is a multiple of 5
6 is a multiple of 6.
Now let's find a set that is not trivial.
First, remember that all the multiples of 5 end with a 0 or a 5,
Then we can look for a value n, that is multiple of 4, and that has a last units digit equal to 4 (then the next one will have a units digit and will be multiple of 5)
For example, 4*6 = 24
24 is a multiple of 4.
The next number is 24 + 1 = 25, which is multiple of 5.
The next number is 25 + 1 = 26, which is not multiple of 6.
So let's try again.
4*11 = 44, is a multiple of 4.
The next number is 44 + 1 = 45
45 is a multiple of 5.
The next number is 45 + 1 = 46, which is not multiple of 6
So we need to try with another set.
4*16 = 64, is a multiple of 4.
The next number is 64 + 1 = 65, which is multiple of 5.
The next number is 66, which is multiple of 6:
6*11 = 66
Then the set:
n = 64
n + 1 = 65
n + 2 = 66
Is a possible set.
Now we can keep trying this, we can see that the next set has the numbers:
n = 4*31 = 124 is a multiple of 4.
The next number, is 124 + 1 = 125, which is a multiple of 5.
The next number is 125 + 1 = 126, which is multiple of 6
6*21 = 126
Then the set:
n = 124
n + 1 = 125
n + 2 = 126
Is another possible set.
The 3 ses that we found are:
{4, 5, 6}
{64, 65, 66}
{124, 125, 126}
What does it mean in geometry when they are putting segments over each other to show proportionality? In some video about triangle proportionality theorem, he says "BA to the length of MA " then draws BA over MA like a fraction. What does he mean "to the length of"
Answer:
Read below.
Step-by-step explanation:
The expression "BA to the length of MA" is probably part of the expression "the length of BA to the length of MA" and is a ratio.
A proportion is setting two ratios equal.
If two triangles are similar, then the lengths of corresponding sides are proportional. That means that the ratios of the lengths of corresponding sides are equal.
For example, let's say you are given triangles ABC and XYZ, and you are told that triangle ABC is similar to triangle XYZ.
By the order of the letters in ABC and XYZ, you can conclude that
side AB corresponds to side XY
side AC corresponds to side XZ
side BC corresponds to side YZ
Since the lengths of corresponding sides are in the same ratio, so you can further conclude that
the length of AB is to the length of XY as
the length of AC is to the length of XZ as
the length of BC is to the length of YZ
Mathematically, you can write the previous three lines as the proportion
AB/XY = AC/XZ = BC/YZ
On each coordinate plane, the parent function f(x) = |x| is represented by a dashed line and a translation is represented by a solid line. Which graph represents the translation g(x) = |x + 2| as a solid line?
1) 3rd graph
2) 2nd graph
3) B (-♾,0)
4) 1st graph
5) C (-5,-6)
6) D (10,♾)
7) B) h= -1.5
8) C the range changes from {y|y>0} to {y|y>2}
9) D h must be negative and k must be positive
10) A k= -2.5
Answer:
c
Step-by-step explanation:
it just is
Measure the length of AC. Use coordinate algebra to locate a point E on AC such that the ratio of AE to EC is equal to the ratio of AD to DB. Show how you derived your answer. (Hint: Let x and AC − x represent the two line segments that make up AC .)
If AC is 13 unit, then AC = 4.875 (5.875, 1) then the ratio of the segment via which E divides line AC is said to be equal to the ratio of AD and DB.
What is the line segment about?In the image attached, The length of AC = 13.
Take length of AE = x.
Take length of EC = 13 x.
The ratio of AE to EC = 0.6.
The [tex]\frac{AC}{EC}[/tex]
x = 0.6(13 - x)
x = 7.8 - 0.6x
1.6x = 7.8
x = 4.875
Therefore, AC = 4.875
Since E is found on AC so EC = 13 -x = 13 - 4.875 = 8.125
Therefore,
AC = 4.875
EC = 8.125
See full question below
Line AC is 13 units long. Use coordinate algebra to locate a point E on Line AC such that the ratio of AE to EC is equal to the ratio of AD to DB which is 0.6. Show how you derived your answer. (Hine: Let x and AC - x represent the two line segments that make up Line AC
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