if 4x+41=3x+45, what is the value for x

Answer:

For every $16 Rob would get $6.

So for $32 it would be double since 32 is 2x more than 16 ¯\_(ツ)_/¯

The answer would be 6 x 2 or $12.

$12 is the answer.

Step-by-step explanation:

If you can please mark brainliest :3

Answer:

He saved $12.

Step-by-step explanation:

32/16 = 2

2 x 6 = 12

Factor out the common term 6m

6m(m + 2) = 0

Solve for m

When will m(m + 2) equal zero?

When m = 0 or m + 2 = 0

Solve each of the equations above

m = 0, -2

Answer: A. Frederico raised the most money.

Step-by-step explanation:

The easiest way to look at it is to convert the fractions into decimals.

1. 6/7 = .857

2. 5/9 = .3 repeating

3. 11/10 = 1.1

So, when it is put into decimals it is easier to understand who raised the most money (Frederico).

Hope this helps :)

Answer:

6.32 cm.

Step-by-step explanation:

We can see that the given glass is in form of a cone.

To find the height of liquid in glass we will use formula:

[tex]h=\sqrt{l^2-r^2}[/tex], where,

h= Height of cone.

l= Slant height of cone.

r= Radius of cone.

We can see from our figure that diameter of cone is 6 cm, so radius of cone will be half of 6 cm, that is 3 cm.

We have been given slant height equals to 7 cm.

Let us substitute our values in above formula to find the height of liquid in the glass.

[tex]\text{Height of liquid in the glass}=\sqrt{7^2-3^2}[/tex]

[tex]\text{Height of liquid in the glass}=\sqrt{49-9}[/tex]

[tex]\text{Height of liquid in the glass}=\sqrt{40}[/tex]

[tex]\text{Height of liquid in the glass}=6.3245553203367587\approx 6.32[/tex]

Therefore, the height of liquid in the glass is 6.32 cm.

Answer:

Yes there is enough.

Step-by-step explanation:

There is 992 computers, you divide 992 by 90 (90 schools) and you would get 11. There would 11 computers for each school.

Answer:

Yes, there are enough computers.

Step-by-step explanation:

You would take 992 and divide it by 90 which gets you 11. Then for double checking your answer divide 992 by 11 you would get 90. Making everything line up with what the word problem states.

Answer:

L = 19

W = 18

Step-by-step explanation:

Equation

Givens

Solution

Note: If  the assumption is incorrect, please finish your sentence with odd or even consecutive numbers. I've used the word consecutive to be un modified. That way consecutive means one number after another.

Slope : rate of change = 2/3 x

Y- int : where the line touches the y axis. Hence, 4

Answer:

Hope this helps!

Step-by-step explanation:

The slope is 2/3

the Y-intercept is 4

y=mx+b

m=slope

b=y-intercept

Final answer:

To evaluate the expression x + 4 / 3x for x=2, substitute 2 into the expression and solve. For the plus sign, the result is 1, and for the minus sign, the result is -1/3.

Explanation:

To evaluate the expression x + 4 / 3x with x=2, we perform the following steps:

First, we plug in the value of x into the expression,

Therefore, when evaluating for both signs in the numerator, we get x = 1 for the plus sign and x = -1/3 for the minus sign.

Answer:

512 student tickets.

Step-by-step explanation:

Let x be number of student tickets and y be number of adult tickets.

We have been given that at Friday's football game 1,294 tickets were sold. We can represent this information as:

[tex]x+y=1294...(1)[/tex]

We are also told that each student ticket costs $5.00, and each adult ticket costs $8.00 and 1,294 tickets were sold for a total amount of $8,816. We can represent this information as:

[tex]5x+8y=8,816...(2)[/tex]

From equation (1) we will get,

[tex]y=1294-x[/tex]

Substituting this value in equation (2) we will get,

[tex]5x+8(1294-x)=8,816[/tex]

[tex]5x+10352-8x=8,816[/tex]

[tex]-3x+10352=8,816[/tex]

[tex]-3x=8,816-10352[/tex]

[tex]-3x=-1536[/tex]

[tex]x=\frac{-1536}{-3}[/tex]

[tex]x=512[/tex]

Therefore, 512 student tickets were purchased at Fridays football game.

Answer:

3/10

Step-by-step explanation:

Answer:

18 feet

Step-by-step explanation:

Let the height be x

We are given that The side lengths of the state flag of Colorado are in the ratio 2:3.

Length: Height = 2:3

Length of the flag is 12 feet long

Length : Height = 12:x

So, ATQ

2:3::12:x

[tex]\frac{2}{3}=\frac{12}{x}[/tex]

[tex]x=\frac{12 \times 3}{2}[/tex]

[tex]x=18[/tex]

Hence it’s height is 18 feet

To find the height of the Colorado state flag, we can use the given ratio of side lengths and solve for the unknown height using a proportion.

To find the height of the Colorado state flag, we can use the given ratio of side lengths – 2:3. Since the given length is 12 feet, we can set up the ratio equation as follows:

2/3 = 12/x

To solve for x, we can cross multiply:

2x = 3 * 12

Simplifying further, we get:

2x = 36

Dividing both sides by 2, we find that:

x = 18

Therefore, the height of the Colorado state flag is 18 feet.

Answer:

You should buy from the first store

Step-by-step explanation:

Since there are 4 quarts in a gallon, we will need to multiply .80 by 8 to figure out how much it costs for 2 gallons. This will be $6.40 for the second store, and in order to find out how many the first store offers, we multiply 3 by two, which is six.

So, the first store charges $6.00 for two gallons, and the second store does $6.40 for two gallons of milk

Answer:

The first store.

Step-by-step explanation:

This is easy, multiply 0.80 x 4 since there are four quarts in a gallon. You get 3.20. Then, multiply 3.20 by 2 to get 6.40 and 3.00 by 2 to get 6.00.

So

Store number one: $6.00

Store number two: $6.40

Thirty-four thousandths.

Answer:

The heights of subjects in a clinical trial of a new drug is a quantitative data.

Step-by-step explanation:

Qualitative: If a data represents characteristics, color, quality and it is non-numerical in nature, then it is known as qualitative data.

For example:- favorite color, game, hobby, etc.

Quantitative: If a data represents numerical values, then it is known as qualitative data.

For example:- height, weight, age, etc.

The heights of subjects in a clinical trial of a new drug can be represented by numerical values.

Therefore the heights of subjects in a clinical trial of a new drug is a quantitative data.

Answer:

c is approximately  11.66 units

Step-by-step explanation:

Point E is at coordinates (-3,  5)

Point D is at coordinates (3 ,-5)

 Making a right triangle

 The x distance is  (3--3) = (3+3)  6

 and the y distance is (5--5) = (5+5) =  10

 We can use the Pythagorean theorem to calculate the hypotenuse, which is the distance from E to D

a^2 + b^2 = c^2

6^2 + 10^2 = c^2

36+ 100 = c^2

136 = c^2

Take the square root of each side

sqrt(136) = sqrt(c^2)

We only take the positive square root since the distance must be positive.

sqrt(4)sqrt(34) = c

2sqrt(34) = c

c is approximately  11.66 units

Answer:

7+2-5=f

Step-by-step explanation:

Draw a number line.

Imagine the ground as zero. If Kyle is 7 floors up, then he would be at positive 7.

If he goes up two more floors, he is adding, since he is getting farther away from "zero" or the ground floor.

If he goes down 5 floors, then he would be subtracting 5, since he is going down closer to ground floor.

Hope this helps! (Brainliest please!)

Answer:

Slope is 5, y-int is 1, and f(n) = 5n+1

Step-by-step explanation:

So, since we are dealing with an arithmetic sequence, it is linear. If you notice, it is just adding 5 from the previous term. This represents a slope of 5. Increase of 1 in x and increase of 5 in y. Then, f(1) = 6. Since 1 x 5 is 5, and 5 + 1 = 6, the b is 1. This is because the normal 5x is deviated by 1. Since it is arithmetic, that 1 unit deviation will carry on. The last question basically says just write the y=mx + b but just use n and f(n), which is f(n) = 5n + 1.

Answer:he got faster

Step-by-step explanation:

Answer:

x = 7

Step-by-step explanation:

given [tex]\frac{3}{5}[/tex] = [tex]\frac{6}{x+3}[/tex] ( cross-multiply )

3(x + 3) = 30 ( divide both sides by 3 )

x + 3 = 10 ( subtract 3 from both sides )

x = 7

and [tex]\frac{3}{5}[/tex] = [tex]\frac{6}{10}[/tex] ← check

Answer:

yes it's a function

The graph is not a function as different input but the same output.

A function can be defined as the outputs for a given set of inputs.

The inputs of a function are known as the independent variable and the outputs of a function are known as the dependent variable.

Given, A function that is periodic.

If we draw a horizontal line it will intersect the graph at more than one points which lead to different input but the same output so the graph is not a function

learn more about functions here :

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Answer:

$27 per week.

Step-by-step explanation:

Multiply:

$2.65 x 8 (twice per day)= $21.20

$1.45 x 4 (once oer day)=$5.80

Add those together to get $27 per week.

The square of a whole number between 4500 and 4900 must be between 67 and 69, hence the number is in the range of 65 to 70 excluding 70.

The student's question involves finding the whole number whose square falls between 4500 and 4900. To solve for the range of whole numbers, we need to take the square root of both limits. Since the square root of 4500 is approximately 67.08 (rounded down to the nearest whole number is 67) and the square root of 4900 is exactly 70, the whole number must be between 67 and 70. However, since 70 squared gives us 4900, we exclude it from the possible numbers. Therefore, the possible numbers are 67, 68, and 69, which means the correct answer is between 65 and 70.

Slope intercept form:

y = mx + b

where m is the slope and b is the y-intercept.

Look at your graph. The Y-Intercept is +4. Plug it into your equation:

y = mx + 4

Look at your graph. The slope is (rise/run) - find two whole points and (rise/run). Take (-1, 1) (p1) and (0,4) (p2). Rise up 3 and run right 1 from p1 to reach p2.

y = (3/1)x + 4

y = 3x + 4

Final answer:

To convert the fraction 12/(y-x) to have a denominator of (x-y), you multiply both numerator and denominator by -1, resulting in the fraction -12/(x-y).

Explanation:

To bring the fraction 12/(y−x) to a denominator of (x−y), realize that y−x is essentially -(x−y). This means we can multiply the numerator and denominator by -1 to get the desired denominator. The step-by-step process would be:

Now, the fraction 12/(y−x) is expressed with the desired denominator (x−y) as -12/(x−y).

Answer:

The expressions are not equivalent.

Step-by-step explanation:

Three-tenths of the total volume, v = [tex]\frac{3}{10} (v)[/tex]

= 0.3 × v --- (1)

But, 310x is 310 × v --- (2)

Since (1) and (2) represent the same volume,

0.3 × v = 310 × v

Divide both sides by v,

0.3 = 310 which is a contradiction.

Therefore, the expressions are not equivalent.

Answer:

1/2 + 1/5 + 4/5 + 2/3 = 19/6=3 1/6

Hope that helps feel free to ask more questions

Brainliest??

Final answer:

Joyce has read 9/10 of her book over the course of three days by adding together the fractions of the book she read each day and simplifying the result.

Explanation:

To determine the part of the book Joyce has read over the three days, we need to add the fractions representing the parts read each day. On Monday, Joyce reads 1/6 of her book, on Tuesday she reads 2/5, and on Wednesday she reads 1/3. Thus, we add these fractions together.

The Least Common Denominator (LCD) for 6, 5, and 3 is 30. We convert each fraction to have this common denominator:

Now, we sum the fractions:

5/30 + 12/30 + 10/30 = (5 + 12 + 10)/30 = 27/30

27/30 can be simplified to 9/10 after dividing both numerator and denominator by 3. So, Joyce has read 9/10 of her book over the three days.

Final answer:

In a classroom with 12% left-handed students, the fraction representing them is 3/25 after simplification, and with 88% right-handed students, their fraction is 22/25. Since 22/25 is greater than 3/25, there are more right-handed students.

Explanation:

If 12% of the students in your class are left-handed, the fraction of students that are left-handed is 12/100, which can be simplified to 3/25 by dividing both the numerator and the denominator by 4. There are clearly more right-handed students because if 12% are left-handed, then 100% - 12% = 88% are right-handed. The fraction of right-handed students is 88/100, which simplifies to 22/25. Comparing the two fractions, 3/25 for left-handed students and 22/25 for right-handed students, it’s evident that there are more right-handed students in your class.

Answer:

3 x^6

Step-by-step explanation:

I believe you are asking for the cube root of (27x^18)

(27 x^18) ^ (1/3)

I will use the property (ab)^c = a^c * b^c

27 ^ 1/3  * x^18 ^ 1/3

Now I can use the property  a^ b^ c = a^ (b*c)

3 * x^( 18* 1/3)

3 * x^ (6)

3 x^6

Answer:

x-independent

y-dependent

Step-by-step explanation:

Dependent variable: y because you get the points by doing the quiz.

Independent variable: x because you don’t know how many questions you answered correctly.

Total points you score: Unknown until you know how many you got right also the same as y.

Number of questions you answer correctly: Unknown until you get your paper back, also the same as x.

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