Answer:
X=100
Step-by-step explanation:
X-(-300)=400
X+300=400
X=400-300
X=100
Answer:
x=100
Step-by-step explanation:
2 negatives make a positive
Can someone please help me answer this question, I am stuck on this question
Step-by-step explanation:
The answer will be 380 inches as of what I have done
Can someone help me with these problems? I'm in k12 and this assignment was in classkick, so if anyone already completed this and can help, please do. I also am going to be asking some more questions, if you can help with those too. Thanks! (Will give brainliest.)
Answer: Domain = { -3 , 6 , 5 , -6}
Range = { 7 , 2 , -1 , -6 }
Step-by-step explanation:
considering the points given
[tex]x_{1}[/tex] = -3 [tex]y_{1}[/tex] = 7
[tex]x_{2}[/tex] = 6 [tex]y_{2}[/tex] = 2
[tex]x_{3}[/tex] = 5 [tex]y_{3}[/tex] = -1
[tex]x_{4}[/tex] = -9 [tex]y_{4}[/tex] = -6
This shows that that is relationship between the values of x and the values of y.
All the values of x represent the domain and all the values of y represent the range.
Therefore :
Domain = { -3 , 6 , 5 , -6}
Range = { 7 , 2 , -1 , -6 }
22. Sue can paint a chair in 3 hours. Jerry can paint the same size chair in 2 1/2
hours. Working together, how long would it take them to paint 10 chairs?
Percent change, "a price of a dirt bike dropped from $872 to $600"
Answer:
Percent change is −31.19%.
Step-by-step explanation:
It is given that "a price of a dirt bike dropped from $872 to $600".
Initial price = $872
New price = $600
We need to find the Percent change.
[tex]\text{Percent change}=\dfrac{\text{New price - Initial price}}{\text{Initial price}}\times 100[/tex]
[tex]\text{Percent change}=\dfrac{600-872}{872}\times 100[/tex]
[tex]\text{Percent change}=\dfrac{-272}{872}\times 100[/tex]
[tex]\text{Percent change}=-31.19266[/tex]
[tex]\text{Percent change}\approx -31.19[/tex]
Therefore, the percent change is −31.19%.
Final answer:
The chance change in the price of the dirt bike is-31.2, indicating a drop in price from$ 872 to$ 600.
Explanation:
To calculate the chance change in the price of a dirt bike that dropped from$ 872 to$ 600, we follow this formula given in the reference Chance change = (( change in value)/( original value)) × 100
First, we find the change in value, which is the new price abated from the original price $ 600-$ 872 = -$ 272 also, we divide this change by the original price -$ 272/$ 872 ≈-0.312
Eventually, to find the chance change, we multiply this bit by 100 -0.312 × 100 = -31.2 This means the price of the dirt bike dropped by31.2.
Can u guys PLEASE answer this question ASAP using the table below
Becky earns $633.81 for a 40 hour week. Any overtime is paid at double-time.
a) Using the tax schedule below, what is the tax payable on Becky's normal wage?
b) How many hours overtime can she work in a year and still remain in the same tax category?
Answer:
Tax on her normal wage is $ 6755
She can work 176 hours in a year and still remain in the same tax category
Step-by-step explanation:
Becky earns $633.81 for a 40 hour week.
Her normal monthly wage is $ 633.81 *4 = $ 2535.24
Her annual income is $ 2535.2 *12= $ 30,422.88
Tax on her annual income is $30,422.88- $ 20,700= $9722.88
Tax on $ 20,700 is $ 3060
Tax on remaining $ 9722.88 is 0.38*9722.88= $36,95
Total tax is $ 3060 + $ 3695= $ 6755
She can earn up to ( $ 36,000- $ 30, 423=) $ 5577 to remain in the same tax bracket.
She earns $633.81/40= $ 15.84 in one hour
She gets twice the wage for the overtime $ 31. 69
No of hours she can work = $5577/ $ 31.69 = 175.98 almost 176 hours
I NEED HELP ASAP!!
Find the value of x in each case:
PU ∩ RT = S, Q ∈ PR
You know that m<TSU=m<PSR because they make a vertical angle pair.
So...m<PSR=4x.
If, m<QSR=3x then m<PSQ=4x-3x=x because they are adjacent.
And, m<PQS=180-68=112 degrees (linear pair).
Now we know all the interior angles in triangle PQS so we can say that...
x+x+112=180 (sum of interior angles in triangle)
2x=68
x=34 degrees
The requried value of x is 34 in each case, as of the given conditions
What is the triangle?The triangle is a geometric shape that includes 3 sides and the sum of the interior angle should not be greater than 180°
Here,
As given in the question,
PU ∩ RT = S, Q ∈ PR
Since the sum of the remote interior angles is equal to the sum of the remote exterior angles.
∠SPQ + ∠PSQ = ∠SQR
∠PSQ = 68 - x
Now, When two lines intersect each other, their alternate angles are equal,
∠TSU = ∠PSR
4x = ∠PSQ + ∠QSR
4x = 68 - x + 3x
2x = 68
x = 34
Thus, the requried value of x is 34.
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Which expressions are equivalent to 4(-52 + 2) + (-6) ?
Choose all answers that apply:
203 - 2
2-102 + 1)
None of the above
PLEASE HELP ME ASAP, AND FIND THE LENGTH OF BC
Answer:
BC=16.992
Step-by-step explanation:
Answer:
16.992
Step-by-step explanation:
-2x-16+0
Solve for X
Answer:
x = -8
Step-by-step explanation:
-2x-16+0 = 0
Combine like terms.
-2x-16 = 0
Add 16 to both sides (to isolate the -2x from -16)
-2x = 16
Divide both sides by -2 to isolate the x from -2
x = -8
Perl made the following conjecture.
The sum of a multiple of 4 and a multiple of 8 must be a multiple of 8.
Red more in the image
Answer:
No, it's not a counterexample, because 48 is a multiple of 8
Step-by-step explanation:
I think like 4 x 3 + 8 x 2 = 28 is a counterexample, because 28 is not a multiple of 8.
Perl's conjecture that the sum of a multiple of 4 and a multiple of 8 must be a multiple of 8 is incorrect. In fact, the sum would definitely be a multiple of 4 but not necessarily a multiple of 8, since the sum of integers multiplied by 4 does not guarantee that it's a multiple of 8.
Explanation:The subject of this question is Mathematics, specifically dealing with number theory and the properties of multiples and factorization. Perl's conjecture is that the sum of a multiple of 4 and a multiple of 8 must be a multiple of 8. We can examine this by understanding how multiples work.
A multiple of 4 can also be considered as 4n, where n is an integer. Similarly, a multiple of 8 is 8m, where m is integer. If we add both, we get 4n+8m. Now, as per distributive property of multiplication over addition, the expression becomes 4n+4(2m), which can be further simplified as 4(n+2m).
We can now see that the sum is actually 4 times the sum of some integer, so it must indeed be a multiple of 4. However, since it's not necessarily the case that 'n+2m' itself is a multiple of 2, we cannot say that the overall sum is guaranteed to be multiple of 8.
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the rayhills are buying new windows for their house the company installs the new windows for 3,325 total cost for buying the windows and having them installed is 7,699.25 if the rayhills pay 230.25 per window how many windows did they buy
Answer:
Step-by-step explanation:
buying the windows and having them installed costs $ 7699.25
installation alone costs 3325
therefore, the cost of the windows is : 7699.25 - 3325 = 4374.25
and if they are paying 230.25 per window, then there is
4374.25 / 230.25 = 18.997 windows
let me check something...
18 * 230.25 = 4144.50
19 * 230.25 = 4374.75
if ur numbers are written correctly, they can only buy 18 windows.....they would be short 50 cents from buying 19 windows
To determine the number of windows the Rayhills purchased, the total cost minus the installation cost was divided by the cost per window, leading to an estimate of approximately 19 windows.
To find out how many windows Rayhills bought, we need to subtract the installation cost from the total cost and then divide the result by the cost per window. The total cost of buying the windows and having them installed is $7,699.25, and the company charges $3,325 for the installation. If each window costs $230.25, we can calculate the number of windows as follows:
Subtract the installation cost from the total cost: $7,699.25 - $3,325 = $4,374.25.Divide the remaining amount by the cost per window: $4,374.25 / $230.25.Now let's perform the division:
$4,374.25 / $230.25 ≈ 19 windows (rounded to the nearest whole number since you can't buy a fraction of a window).
Therefore, the Rayhills bought approximately 19 windows.
If g(x)=1/x were shifted 4 units to the left and 4 units up what would the new equation be?
The new equation will be:
[tex]g(x) =\frac{1}{x+4}+4[/tex]
OR
[tex]g(x) = \frac{x+5}{x+4}[/tex]
Step-by-step explanation:
The function transformations are defined as:
Shifting function upwards b units
[tex]f(x) => g(x) = f(x)+b[/tex]
Shifting functions to the left b units
[tex]f(x) => g(x) = f(x+b)[/tex]
Given function is:
[tex]g(x) = \frac{1}{x}[/tex]
Shifting the function 4 units to the left will give us:
[tex]g(x) => g(x+b)\\= \frac{1}{x+4}[/tex]
Now shifting the function 4 units upwards
[tex]g(x) = \frac{1}{x+4} + 4[/tex]
Simplifying
[tex]g(x) = \frac{1+x+4}{x+4}\\= \frac{x+5}{x+4}[/tex]
The new equation will be:
[tex]g(x) =\frac{1}{x+4}+4[/tex]
OR
[tex]g(x) = \frac{x+5}{x+4}[/tex]
Keywords: function, transformations
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Two different ways to solve 1/4x-5=3/4x-12
Answer:
Step-by-step explanation:
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The sum of 2 consecutive integers is -95 what are they
Answer:
The two integers are -47 and -48.
Step-by-step explanation:
Let the two consecutive integers be [tex]$ (n - 1) $[/tex] and [tex]$ n $[/tex].
Given that their sum is -95.
⇒ (n - 1) + n = - 95
⇒ 2n - 1 = - 95
⇒ 2n = - 94
Dividing by 2 throughout, we get:
n = - 47
⇒ n - 1 = - 47 - 1 = - 48
Therefore, the two integers should be - 47 and - 48.
88+88+88+88+88+88+88+88 times 88=_________
If somebody creates a question like this for free for 100 points i'll do another one of these and award yo brainliest,
Answer:
It's your friend at school. 8360 is your answer.
Step-by-step explanation:
88 + 88
= 176 + 88
= 264 + 88
= 352 + 88
= 440 + 88
= 528 + 88
= 616 + 88 =
704 x 88
= 8360
Answer:
8,360
Step-by-step explanation:
88 + 88 + 88 + 88 + 88 + 88 + 88 + 88 × 88 is our problem.
Instead of adding all of these 88's together, we will just multiply 88 by 8 because there are 8 of these 88's.
That will leave us with: 704
But that is not our answer.
We still have one more step, and it is to multiply 704 by 8.
After we do that we will have: 8,360 as our answer.
I hope this helps! :>
A cone has a diameter of 6 cm and a height that is 3 times the diameter. Using 3.14 for pi, which of the following can be used to calculate the volume of the cone?
A) 1/3(3.14)(3cm)^2(18cm)
B) 1/3(3.14)(6cm)^2(18cm)
C) 1/3(3.14)(18cm)^2(3cm)
D) 1/3(3.14)(18cm)^2(6cm)
Option A: 1/3(3.14)(3cm)^2(18cm) is the correct answer
Step-by-step explanation:
Given
Diameter of Cone = d = 6 cm
Radius will be:
r = d/2 = 6/2 = 3 cm
Height of cone = h = 3d = 18 cm
The volume of cone is given by:
[tex]V = \frac{1}{3}\pi r^2h[/tex]
Putting the values
[tex]V = \frac{1}{3} (3.14)(3)^2(18)[/tex]
Hence,
Option A: 1/3(3.14)(3cm)^2(18cm) is the correct answer
Keywords: Volume, cone
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(SHOW WORK NEED IT BY TONIGHT! )Write a system of equations to describe the situation below, solve using substitution, and fill in the blanks.
Nick, a caterer, is investing some money in equipment and employees to help grow his business. Recently he spent $47 on equipment and hired a server who makes $15 per hour. Nick is hoping to make up these expense at the next job that is scheduled, which pays a base of $54 in addition to $14 per hour that the server works. In theory, this event could pay enough to cancel out Nick's expenditures. How much would the job pay? How long would the job have to be?
The expenditures and pay would both be $_ if the job lasted for _ hours.
Let X = the number of hours the server works.
The equation for the amount Nick spends is 15x + 47
The next job pays 14x + 54
Set the equations to equal and solve for x:
15x + 47 = 14x +54
Subtract 14x from both sides:
X + 47 = 54
Subtract 47 from both sides:
X = 7
Now replace x with 7 in the second equation:
14x + 54 = 14(7) + 54 = 98 +54 = 152
The job would pay $152 and be 7 hours long.
What is the y intercept of (-4,5) and (1,-7.5
What are the values of a 1 and r of the geometric series? 1 + 3 + 9 + 27 + 81 a 1 = 1 and r = one-third a 1 = one-third and r = 1 a 1 = 1 and r = 3 a 1 = 3 and r = 1
Answer:
a₁ = 1 and r = 3Step-by-step explanation:
[tex]1+3+9+27+81\\\\a_1=1,\ a_2=3,\ a_3=9,\ a_4=27,\ a_5=81\\\\r=\dfrac{a_{n+1}}{a_n}\Rightarrow r=\dfrac{a_2}{a_1}=\dfrac{a_3}{a_2}=\dfrac{a_4}{a_3}=\dfrac{a_5}{a_4}\\\\r=\dfrac{3}{1}=\dfrac{9}{3}=\dfrac{27}{9}=\dfrac{81}{27}=3[/tex]
Good evening ,
Answer:
a₁ = 1 r = 3Step-by-step explanation:
Since it’s a geometric series then
a₁ = 1 ( because 1 is the first term of the series)
3/1 = 9/3 = 27/9 = 81/27 = 3 then r=3.
:)
on the fast train Yvonne and Lisette traveled 760 kilometers in 4 hours what was the trains average rate of speed
Answer:
190 km an hour
Step-by-step explanation:
Evaluate. 12+4⋅3−15 Enter your answer in the box.
Answer:
the answer is 1.3
Step-by-step explanation:
12+4.3 is 16.3
16.3-15 is 1.3
Answer:
9
Step-by-step explanation:
PEMDAS stands for Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction.
So, the first thing you would do is Multiply:
12+4*3-15
12+12-15
Then Add:
24-15
Finally Subtract:
9
Nichior compared the slope of the function graphed to the slope of the linear function that has an x-intercept of 2/3 and a y-intercept of -1. If (x) represents the function with the smaller slope, what is the slope of f(x)?
Answer:
The slope of f(x) is 1.5
Step-by-step explanation:
step 1
Find the slope of the linear function that has an x-intercept of 2/3 and a y-intercept of -1
so
we have the points
(2/3,0) and (0,-1)
The formula to calculate the slope between two points is equal to
[tex]m=\frac{y2-y1}{x2-x1}[/tex]
substitute the values
[tex]m=\frac{-1-0}{0-2/3}[/tex]
[tex]m=\frac{-1}{-2/3}[/tex]
[tex]m=\frac{3}{2}=1.5[/tex]
step 2
Find the slope of the function graphed
take the points
(0,-1) and (3,6) approximately
substitute in the formula
[tex]m=\frac{6+1}{3-0}[/tex]
[tex]m=\frac{7}{3}=2.33[/tex]
step 3
we know that
f(x) represents the function with the smaller slope
The smaller slope is 1.5
therefore
The slope of f(x) is 1.5
The scores on the Unit 1 Exam are listed below. What is the probability that a student picked at
random scored 75% or above?
61 74 60 70 83 90 90 80 100 102 28 75 98 21 49
car ofaenorting goods store was analyzing a frequency tahle identifving the number of
To calculate the probability of a student scoring 75% or above, count how many scores are 75 or higher, and then divide by the total number of scores. In this case, the probability is 6 out of 15, or 0.4.
The question asks about the probability that a student picked at random scored 75% or above based on a list of exam scores.
To find this probability, one must count the number of scores that are 75% or higher and divide by the total number of scores.
Out of the provided scores (61, 74, 60, 70, 83, 90, 90, 80, 100, 102, 28, 75, 98, 21, 49), we see that there are 6 scores that are 75 or above (83, 90, 90, 80, 100, 102, 98, 75).
Since there are 15 scores in total, the probability is calculated as -
= 6/15
= 0.4.
The graph shows a proportional relationship between the number of kilometers traveled (y) and the number of minutes spent traveling (x).
What is the unit rate, expressed in kilometers per minute?
Answer:
[tex]4\dfrac{1}{6}\ \text{kilometers per minute}[/tex]
Step-by-step explanation:
The graph shows a proportional relationship between the number of kilometers traveled (y) and the number of minutes spent traveling (x). This graph passes through the point (75,30). This means that in 30 minutes (x = 30), it was traveled 75 kilometers.
To find unit rate, divide the number of kilometers by the number of minutes:
[tex]\dfrac{75}{30}=\dfrac{25}{6}=4\dfrac{1}{6}\ \text{kilometers per minute}[/tex]
What is the measure in degrees of 2 show your work explain your answer
Help
Answer:
45 degrees
Step-by-step explanation:
because 2 and 5 are vertical angles they are therefore congruent by definition, 5 is half of one and one is a right angle so measure angle 2 = 45 degrees
Answer:
50
Step-by-step explanation:
The total of all 6 angles make a circle, which equals 360°. Using the information below the figure,
2 * m∠5 = 90°, since 2 * m∠5 = m∠1 and ∠1 is a right angle.
Because ∠1, ∠5, and ∠6 are on one side of line L, they must equal 180°, and if ∠1 equals 90°,
m∠5 + m∠6=90°.
Since 2 * m∠5=m∠1 and m∠1=90°, m∠1 must be 45°. And by Transitive Property, m∠6 also equals 90°.
If the total measure of the angles is 360° and ∠1, ∠5, and ∠6 add up to 180°, ∠2, ∠3, and ∠4 must also add to 180°.
m∠6=m∠3 - 20°. We know that m∠6 is 45°, so we put that into an equation. I am going to use x as the measure of ∠3.
45=x-20 >>> 20+45=x-20+20 >>> 20+45=x >>> 65=x >>> x=m∠3 >>> m∠3=65
m∠3=m∠4, so m∠3+m∠4=65+65, or 130. And like I said above, ∠2, ∠3, and ∠4 must add to 180°. 180 minus 130 (the measure of ∠3 + ∠4) = 50, which has to be the measure of ∠2
What is the area of quadrilateral QRST if QS=18 and RT=24. Show work.
Answer:
[tex]\text{Area of quadrilateral QRST}=216[/tex]
Step-by-step explanation:
Please find the attached image for the quadrilateral QRST.
We have been given that [tex]QS=18 \text{ and } RT=24[/tex]. We are asked to find the area of quadrilateral QRST.
Upon looking at the image of quadrilateral QRST, we can see that quadrilateral QRST is a kite as it has one pair of diagonally opposite equal angles (98 degrees).
We know that area of kite is equal to half the product of its diagonal.
We can see from our image that QS and RT are diagonal of kite, so the area of quadrilateral QRST would be:
[tex]\text{Area of quadrilateral QRST}=\frac{QS\cdot RT}{2}[/tex]
[tex]\text{Area of quadrilateral QRST}=\frac{18\cdot 24}{2}[/tex]
[tex]\text{Area of quadrilateral QRST}=\frac{432}{2}[/tex]
[tex]\text{Area of quadrilateral QRST}=216[/tex]
Therefore, the area of quadrilateral QRST is 216 square units.
Lydia's kitchen as about 410 square feet of wall area. One roll of wallpaper covers about 23 square feet. How many rolls of wallpaper will lydia need to paper the walls of the kitchen?
Answer:
410 / 23 = 17.8260869565
Lydia would need about 18 rolls of wallpaper to paper the walls of her kitchen.
write an equation of the line that passes through (-4, 4) and is perpendicular to the line y=1/2x + 1
Answer:
y-4=-2(x+4)
Step-by-step explanation:
Perpendicular means negative reciprocal of the slope.
y-y1=m(x-x1)
y-4=-2(x-(-4))
y-4=-2(x+4)
The equation of the line that passes through the point (-4, 4) and is perpendicular to the line [tex]y = \frac{1}{2}x + 1[/tex] is [tex]y = -2x - 4[/tex].
To find the equation of the line that passes through the point (-4, 4) and is perpendicular to the line [tex]y = \frac{1}{2}x + 1[/tex], we need to do the following steps:
Determine the slope of the given line:
The slope of the given line [tex]y = \frac{1}{2}x + 1[/tex] is [tex]\frac{1}{2}[/tex].
Find the slope of the perpendicular line:
The slopes of two perpendicular lines are negative reciprocals of each other. Therefore, if the slope of the given line is [tex]\frac{1}{2}[/tex], the slope of the perpendicular line will be [tex]-2[/tex] (since [tex]-1 \div \frac{1}{2} = -2[/tex]).
Use the point-slope form to find the equation:
The point-slope form of a line is [tex]y - y_1 = m(x - x_1)[/tex], where [tex](x_1, y_1)[/tex] is a point on the line, and [tex]m[/tex] is the slope.
Here, the point is [tex](-4, 4)[/tex] and the slope [tex]m = -2[/tex].
Substituting these values into the point-slope form, we get:
[tex]y - 4 = -2(x + 4)[/tex]
Simplify the equation:
Distribute the slope on the right side:
[tex]y - 4 = -2x - 8[/tex]
Add 4 to both sides to solve for [tex]y[/tex]:
[tex]y = -2x - 4[/tex]
In a school, only 13 out of 15 student participate in a competition.what is the probability of the student who do not makes it to the competition?
Answer:
[tex]\frac{2}{15}[/tex]
Step-by-step explanation:
Number of students participating in the competition = 13.
Total number of students in the school = 15.
Thus ,
the number of students who did not make to this competition =
Total number of students - number of students participated
= 15-13 = 2.
Now ,
probability of the student who do not makes it to the competition
= fraction of students who did not make to this competition from the total number of students .
=[tex]\frac{2}{15}[/tex].
What percent of 20
is 16
well 4 is basically 1/5 of 20, so that would be about 20%
and since 4 x 4 is 16, my guess is that 16 is 80% of 20
Answer: 80%
Step-by-step explanation: To answer the question what percent of 20 is 16, we translate the question into an equation.
So we have "what percent" that's x, "of 20" means times 20, "is 16" = 16. So now we have the equation (x)(20) = 16.
Now to solve for x, since x is being multiplied by 20, we need to divide by 20 on both sides of the equation. On the left side of the equation the 20's cancel and we have x and on the right side of the equation we have 16 divided by 20 which is 0.8.
Now, remember that we want to write our answer as a percent so we need to convert 0.8 into a percent.
We can convert a decimal into a percent by moving the decimal point two places to the right so we can change 0.8 to a percent by simply moving the decimal point two places to the right and we have 80%.
This means that 80% of 20 is 16.