Find the value of y when x = 4 in the equation y - x = 1/3(x + 14) Show your work help

The correct answer is:

C: (-4, -5)

Hope it helps!

Answer:(-4,-5)

Step-by-step explanation:

Hello from MrBillDoesMath!

Answer:

pi/2, - 3pi/2

Discussion:

The solutions of sin(t) = 1 are   (pi/2) + 2*pi*n, where n = 0, -1,1, -2,2,-3,3,   etc.

In particular, sin(pi/2) = 1 ( n = 0)  and sin(-3pi/2) -1 ( n = -1) and those argument values lie in the interval [-2pi, 2pi]

Regards,  

MrB

 P.S.  I'll be on vacation from Friday, Dec 22 to Jan 2, 2019. Have a Great New Year!

Final answer:

The value of t on the interval [-2π,2π] for which sin(t)=1 is only at t=π/2, since this is where the sine function reaches its maximum value within the given range.

Explanation:

The question asks: For what values of t on the interval [-2π,2π] is sin(t)=1? To answer this, we must understand when the sine function reaches its maximum value of 1. In the unit circle, θ represents the angle in radians from the positive x-axis. The sine function reaches its maximum value of 1 at an angle of θ=π/2 radians. Therefore, within the interval [-2π,2π], sin(t)=1 only at t=π/2. However, the function is periodic with a period of 2π, meaning it repeats every 2π intervals. Even though the question's range allows for multiple cycles of sine's period, only π/2 falls within those bounds with the value of sin(t) exactly equal to 1.

Answer:

3[tex]x^{2}[/tex]

Step-by-step explanation:

Jake's canvas is x times x,

which is [tex]x^{2}[/tex].

Jerome's canvas is 2x times 2x,

which is [tex](2x)^{2}[/tex] = [tex]4x^{2}[/tex].

The difference in area would be

[tex]4x^{2} -x^{2}=3x^{2}[/tex]

Answer:

- 1/5

Step-by-step explanation:

the answer is the one highlighted #1

but to do this you must first change the decimal to a fraction. Personally i use a decimal calculator.

then you go to where the 3 is on the Y axes. since its positive 3 it would be 3 up instead of down.

then you count over how ever many the X is. this is 1/2 so you go over 1 time then up 2 times.

Personally I like the triangle method where u plot the +3 then draw on the line 1 over then 3 up

if u need to find out what the plot line u can keep doing that all the way up and just reverse it when u go down.

Answer:

1.5 - 1 1/5 = 3

10

= 0.3

Step-by-step explanation:

Answer:

y = 32

Step-by-step explanation:

4 + y = 36

to work out y you need to make it by itself

so take the 4 to the other side

36 - 4 = y

so y equals 32

Answer:

x = 4

Step-by-step explanation:

3x = 48

Divide both sides by 3

x = 16

Then do 16/4 since 4 of the sides equal the same amount

x = 4

Answer:

The answer is 2 times x.

Step-by-step explanation:

X is the number of students. If each of the student received 2 pencils then you multiply 2 by the number of students.

Answer:

The answer is 2 times x.

Step-by-step explanation:

X represents the number of students. If each of her student received 2 pencils, you would multiply 2 by the number of students.

Answer: 6x² + 4xy + 2y

Step-by-step explanation:

Polynomials are written in the order of the highest degree to the lowest degree.

Answer:

A) slope of f(x) = 3 , slope of g(x) = 7

B) y intercept of f(x) is  0  and g(x)  is 2

So g(x) has greater y intercept

Step-by-step explanation:

Lets find equation of f(x) using the given table

LEts take two points from the table (0,0) (1,3)

[tex]slope = \frac{y_2-y_1}{x_2-x_1} = \frac{3-0}{1-0} = 3[/tex]

we use equation y=mx+b

where m is the slope and b is the y intercept

we got m = 3, we use (0,0) and find out b

y=mx+b

0 = 3(0) + b

so b=0

So equation for f(x)= 3x +0

slope =3  and y intercept = 0

For equation g(x) = 7x +2 , slope = 7  and y intercept = 2

Answer:

x = 26.4      y= 17

Step-by-step explanation:

Set up proportions.

To find x:

Set 12 over x is equal to 10 over 22.

12 times 22 = 264

264 / 10  =x

x =  26.4

To find y:

Set y over 37.4 is equal to 10 over 22.

37.4 times 10 =  374

374 / 22

y = 17

Answer:

503 $1 tickets sold.

Step-by-step explanation:

Use two equations  

Let x = number of $1 tickets sold  

Let y = number of $1.50 tickets sold  

x + y = 739  

1x + (1.5)y = 857  

First equation ==> y = 739 - x  

Plug this into the second equation  

x + (1.5)(739 - x) = 857  

x + 1108.5 - 1.5x = 857  

- 0.5x = -251.5  

x = 503  

There were 503 $1 tickets sold.  

To find the number of $1.50 tickets, just plug this value of x into either one of the equations.  

(503) + y = 739       (739 - 503 = 236)

y = 236  

There were 236 $1.50 tickets sold.

A system of linear equations and using the elimination method, we found out that 503 $1 tickets were sold for the school play.

To solve the problem involving the tickets sold for the school play, we need to set up a system of linear equations.
First, let’s define our variables: let x be the number of $1 tickets and y be the number of $1.50 tickets sold. Based on the problem, we can create the following equations:

x + y = 739 (total number of tickets sold)

1×x + 1.5×y = $857 (total amount of money collected)

We can solve this system of equations using either the substitution method or the elimination method. For this example, let's use the elimination method and multiply equation (1) by -1.5 to eliminate y when we add the two equations:

-1.5x - 1.5y = -1108.5 (After multiplying equation (1) by -1.5)

1x + 1.5y = 857 (Original equation (2))

By adding the two equations, we get:

-0.5x = -251.5

Now we divide both sides by -0.5 to find the value of x:

x = 503

So, 503 $1 tickets were sold for the school play.

Answer:

C

Step-by-step explanation:

You automatically know that it is not A. The dot is filled in on the number line, so it must have a line under the inequality mark.

The number line says that x is greater than or equal to 2.5

Key:

gtoet means greater than or equal to

ltoet means less than or equal to.

B:

3x + 2 gtoet 17

3x gtoet 15

x gtoet 5

This is incorrect. X is not gtoet 5.

C:

12 + 4x gtoet 22

4x gtoet 10

x gtoet 2.5

This is correct. X is gtoet 2.5

D:

-6x - 15 gtoet 0

-6x gtoet 15

(The sign switches in this one because you are dividing by a negative)

x ltoet 2.5

Incorrect. X is not ltoet 2.5

To find the area of KLMN, we need to determine the length and width of the quadrilateral. We can do this by setting up and solving equations using the given information. By substituting the values and solving the equations, we find that the area of KLMN is 90 square units.

To find the area of KLMN, we need to determine the length and width of the quadrilateral. Since LM is parallel to KN, we know that LM = KN. Similarly, KL is parallel to NM, so KL = NM. Let's call the length of KLMN as L and the width as W. The perimeter of KLMN is 42, so we have L + KL + KN + NM = 42. Since KL = NM, we can rewrite the equation as L + 2KL + 2NM = 42.

We are also given the heights h1 and h2, which represents the vertical distance between the parallel sides. In this case, h1 = 5 and h2 = 6. The formula for the area of a quadrilateral is A = L * h1. Therefore, A = L * 5. We need to find the value of L to calculate the area.

Using the information given, we can set up the following equations:
L + 2KL + 2NM = 42
KL = NM
L * 5 = A

To solve these equations, we'll use substitution. Since KL = NM, we can substitute KL as NM in the first equation. This gives us:
L + 2NM + 2NM = 42
Simplifying the equation, we get:
L + 4NM = 42
Since h2 = 6 and h2 = NM, we can substitute NM as 6 in the equation:
L + 4(6) = 42
Simplifying further, we get:
L + 24 = 42
Subtracting 24 from both sides:
L = 18

Now that we know the value of L, we can calculate the area using the formula: A = L * h1. Substituting the values we have:
A = 18 * 5 = 90

Therefore, the area of KLMN is 90 square units.

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Answer:

The value of k is 4.

Step-by-step explanation:

To find the missing coordinate, we can use the slope equation and plug in all known values.

m(slope) = (y2 - y1)/(x2 - x1)

-1 = (k - 0)/(-2 - 2)

-1 = k/-4

Now we can solve using cross multiplication.

-1 = k/-4

k*1 = -1*-4

k = 4

Answer:

y = - 5x - 1

Step-by-step explanation:

The first thing to do (always) is pay attention to x =0. That at least gives you a partial answer. y = y' - 1. when you put 0 in for whatever y' is you get 0. What about the other numbers? How did they come about.

We have another clue. Whenever you put in a positive number for x, you get a negative answer for y. That's interesting. So y' has a minus sign associated with it.

y = -ax - 1    Make a>0 so there is only 1 minus sign. x cannot have an even power, because an even power would make everything positive except the -1.  

So we'll start with y= - ax - 1 We'll also make the assumption that a = 1

y = - x - 1 That won't work. a >1 otherwise x = 2 won't give - 11

y = -ax - 1

let x = 2

let y = - 11 Solve for a

y = - ax - 1

- 11 = -a*-2 - 1       add   1  to both sides

-11 + 1 = - a(-2) - 1 + 1

- 10 = -2a             Divide by - 2

- 10/-2 = -2a/-2

a = 5

Answer: y = - 5x - 1

The other added polynomial is 6d^5-3c^3d^2+5c^2d^3-12CD^4+8.

To find the other polynomial, we need to subtract the given polynomial from the sum of the two polynomials. The sum of the two polynomials is 8d5-3c3d2+5c2d3-4CD4+9. The polynomial that is added is 2d5-c3d4+8CD4+1.

Subtracting the given polynomial from the sum, we get:

8d5-3c3d2+5c2d3-4CD4+9 - (2d5-c3d4+8CD4+1)

Simplifying the polynomial, we get:

6d5-3c3d2+5c2d3-12CD4+8

Answer:

A) -7.888

Step-by-step explanation:

The answer is A because it is an never ending number, which means it is irrational

The following numbers is irrational D) √0.025, which is an irrational number.

To determine which of the given numbers is irrational, we need to understand what an irrational number is. An irrational number is a real number that cannot be expressed as a fraction (i.e., it cannot be written as a ratio of two integers). Irrational numbers have non-repeating, non-terminating decimal expansions.

Let's evaluate each of the given options:

A) -7.8: This is a rational number because it can be expressed as -78/10 or -39/5, which is a ratio of two integers.

B) √25: This is a rational number because it is equal to 5, which can be expressed as 5/1. It's a ratio of two integers.

C) 25.8125: This is a rational number because it can be expressed as 258125/10000, which is a ratio of two integers.

D) √0.025: This is an irrational number. To see why, we can simplify it. √0.025 is the same as √(25/1000), which simplifies to √(1/40). The square root of 1 is 1, and the square root of 40 is a non-repeating, non-terminating decimal, making √0.025 an irrational number.

To know more about irrational here

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Answer:

Step-by-step explanation:

Hammers and Wrenches

I have included the graph to the first one. C is the best answer, but I don't think it is quite correct, although it is true. The actual fact is that there is no y intercept as near as I can get. That's an unusual occurrence for this kind of graph. There is no other answer that will satisfy or rectify that condition. I think you are likely to answer C, but be careful. It could turn out to be another answer.

f(x) and g(x)

I agree with your answer

We can see here that the function can be written as:

f(x) = 66 + (12 × x)

To determine how many water bottles Lakita will buy, we need to consider the number of water bottles she already has (66) and the number of boxes she can afford to buy (up to 5). Each box contains 12 water bottles.

We can create a function to represent this situation:

Let's define:

x = the number of boxes Lakita will buy

The total number of water bottles Lakita will have is:

Total number of water bottles = 66 + (12 × x)

The reasonable domain for this function is 0 ≤ x ≤ 5, as Lakita can buy up to 5 boxes of water bottles.

The range of the function represents the total number of water bottles Lakita will have, which depends on the value of x. The range can be expressed as:

Range: 66 ≤ Total number of water bottles ≤ 126

So, the function can be written as:

f(x) = 66 + (12 × x)

Where:

x = the number of boxes Lakita will buy, and

f(x) = the total number of water bottles she will have.

Answer:

24p -35

Step-by-step explanation:

Simplify. Remember to follow PEMDAS. First, distribute 4 to all terms within the parenthesis

4(6p - 9) 4(6p) - (4)(9) = 24p - 36

Next, simplify. Add 1 to the constant

24p - 36 + 1

24p - 35

24p - 35 is your answer

~

Answer:

$2.44

Step-by-step explanation:

Change the percentage into a decimal. Move the decimal point to the left two place values.

25% = 25/100 = 0.25

Multiply the two numbers:

3.25 x 0.25 = 0.8125

Subtract the number gotten from the original number. Remember to first simplify.

0.8125 = 0.81

3.25 - 0.81 = 2.44

$2.44 is your new price.

~

Answer:

A: There is no solution

Step-by-step explanation:

This is not a very likable question.

Y=3x-4

9x-3y=14

Put the y value from the first equation into the second.

9x - 3(3x - 4) = 14               Remove the brackets

9x - 9x + 12 = 14               Combine like terms on the left

12 = 14                                 When you get this kind of conclusion, that means there is no solution. I'll graph these two for you.

Blue: y =3x - 4

Green: 9x - 3y = 14

They never touch they never meet: they are parallel. They don't give a solution.

Answer:

x = 57.22754579  

Step-by-step explanation:

We know cos 63 = adjacent/ hypotenuse

                  cos 63 =  15 sqrt(3)/x

Multiply each side by x

x cos 63 =15 sqrt( 3 )

Divide each side by cos 63

x cos (63)/ cos (63) = 15 sqrt(3)/cos (63)

  x = 15 sqrt(3)/ cos 63

x = 57.22754579  

Use the Pythagorean theorem:

[tex]x^2+4^2=10^2[/tex]

[tex]x^2+16=100[/tex]        subtract 16 from both sides

[tex]x^2=84\to x=\sqrt{84}\\\\x=\sqrt{4\cdot21}\\\\x=\sqrt4\cdot\sqrt{21}\\\\\boxed{2\sqrt{21}}[/tex]

Answer:

Given the statement:Suppose that 216 students attended school one day, and 62 percent of them ate the school's breakfast.

Total number of students attended school = 216 students.

and 62% of them ate the school breakfast that day.

Now, to calculate the number of students ate the breakfast that day.

Proportion states that the two ratios or fraction are equal.

Let x represents the number of students ate the breakfast that day.

then, by using proportion;

[tex]\frac{62}{100}=\frac{x}{216}[/tex]

Multiply both sides by 216 we get;

[tex]x = \frac{62}{100} \times 216[/tex]

Simplify:

[tex]x = 133.92[/tex]

therefore, the number of students ate the school breakfast that day(to the nearest whole number) is, 134 students.

After withdrawing $40 from a checking account with a balance of -$30, Selene's checking account balance becomes -$70.

Selene's checking account balance is initially at -$30. When she withdraws an additional $40, the balance goes further negative.

To find Selene's checking account balance after the withdrawal, we need to subtract the withdrawal amount from the initial balance. Her initial balance is -$30, and she withdrew $40 more.

To find the new balance, you subtract $40 from -$30.

Account Balance Calculation:

Therefore, Selene's checking account balance after the withdrawal is -$70.

Final answer:

After withdrawing an additional $40 from an initial balance of -$30, Selene's checking account balance is -$70.

Explanation:

Selene's checking account balance after the withdrawal can be determined by subtracting the amount withdrawn from her initial balance. She starts with a balance of -$30. After withdrawing an additional $40, the new balance can be calculated as follows:

Initial balance: -$30
Withdrawal: -$40
New balance: -$30 - $40 = -$70

Thus, Selene's checking account balance after the withdrawal is -$70.