Jesse is baking chocolate chip cookies for a party at school. He leaves 12 at home for his family and brings the remaining 24 cookies to school to share with his classmates.
Which equation can you use to find the total number of cookies n that Jesse bakes?

Answer:

y = 6.4

Step-by-step explanation:

1.1 = 13.9 - 2y

-12.8 = -2y

6.4 = y

Answer:

y = 6.4

Step-by-step explanation:

Simplifying

1.1 = 13.9 + -2y

Solving

1.1 = 13.9 + -2y

Solving for variable 'y'.

Move all terms containing y to the left, all other terms to the right.

Add '2y' to each side of the equation.

1.1 + 2y = 13.9 + -2y + 2y

Combine like terms: -2y + 2y = 0

1.1 + 2y = 13.9 + 0

1.1 + 2y = 13.9

Add '-1.1' to each side of the equation.

1.1 + -1.1 + 2y = 13.9 + -1.1

Combine like terms: 1.1 + -1.1 = 0.0

0.0 + 2y = 13.9 + -1.1

2y = 13.9 + -1.1

Combine like terms: 13.9 + -1.1 = 12.8

2y = 12.8

Divide each side by '2'.

y = 6.4

Simplifying

y = 6.4

Answer:

The graph for 3x - 2y = 6 is the second graph

The slope of the line is 3/2 and the y-intercept of the line will be 2. Then the correct option is D.

A relationship between two or more parameters that, when shown on a graph, produces a linear model. The degree of the variable will be one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

The equation is given below.

3x - 2y = 6

Simplify the equation for y, then we have

6 = 3x - 2y

2y = 3x - 6

y = (3/2)x - 2

The slope of the line is 3/2 and the y-intercept of the line will be 2.

Then the correct option is D.

More about the linear equation link is given below.

https://brainly.com/question/11897796

#SPJ2

The values of x and y are x = 375 square feet and y = 6,300 pounds

To find the values of x and y, we need to determine the ratio of lifting force to area and use it to fill in the missing values in the table.

Given:

- The ratio of lifting force to area is equivalent for all pairs in the table.

Let's calculate the ratio for the given pairs:

1. [tex]\( \frac{125}{1875} = \frac{150}{2250} = \frac{175}{2625} = \frac{250}{3750} \)[/tex]

2. [tex]\( \frac{250}{3750} = \frac{x}{5625} \)[/tex]

3. [tex]\( \frac{250}{3750} = \frac{420}{y} \)[/tex]

From the given pairs, we can observe that the ratio is [tex]\( \frac{250}{3750} \)[/tex] for all of them.

Now, using this ratio, we can find the missing values:

2. [tex]\( \frac{250}{3750} = \frac{x}{5625} \)[/tex]

[tex]\[ x = \frac{250 \times 5625}{3750} = 375 \, \text{square feet} \][/tex]

3. [tex]\( \frac{250}{3750} = \frac{420}{y} \)[/tex]

[tex]\[ y = \frac{3750 \times 420}{250} = 6300 \, \text{pounds} \][/tex]

Therefore, the correct values are:

[tex]\[ x = 375 \, \text{square feet} \][/tex]

[tex]\[ y = 6300 \, \text{pounds} \][/tex]

So, the correct answer is: [tex]\[ \text{Option D: } x = 375 \, \text{square feet} \, \text{and} \, y = 6300 \, \text{pounds} \][/tex]

Complete question:

The area of an airplane's wings is related to the airplane's lifting force, which holds the airplane in the air. The table below lists several wing areas and the corresponding lifting forces. The ratio of lifting force to area is equivalent for all pairs in the table. What are the values of x and y?

AIRPLANE LIFTING FORCE  Area of Wings Lifting Force

125                                           1,875

150                                           2250

175                                           2625

250                                          3750

   x                                          5625

420                                             y

x = 375 square feet and y = 7,500 pounds

x= 335 square feet and y = 6,300 pounds

x= 335 square feet and y = 7,500 pounds

x = 375 square feet and y = 6,300 pounds

Answer:

27 is correct.

Step-by-step explanation:

Answer:   a) 27

Step-by-step explanation:

[tex]81^{\frac{3}{4}}=(3^4)^{\frac{3}{4}}=3^{\frac{12}{4}}=3^3=3\cdot 3\cdot 3=\boxed{27}[/tex]

Answer:

B.) m∠3 would need to be doubled

Step-by-step explanation:

since AC and BD are parrallel, the angles would have to match up - meaning - if the m∠6 side is doubled then the m∠3 side need to be doubled as well -

hope this helps!!

Answer:

[tex]32.2625\°[/tex]

Step-by-step explanation:

we know that

[tex]1\°=60'[/tex]

[tex]1'=60''[/tex]

we have

[tex]32\°\ 15'\ 45''[/tex]

convert to decimal

step 1

Convert seconds to minutes

[tex]45''=45/60=0.75'[/tex]

so

[tex]32\°\ 15'\ 45''=32\°\ 15.75'[/tex]

step 2

convert minutes to grades

[tex]15.75'=15.75/60=0.2625\°[/tex]

so

[tex]32\°\ 15.75'=32.2625\°[/tex]

To convert 32° 15′ 45″ to decimal degrees, you use the formula DD = Degrees + (Minutes/60) + (Seconds/3600), resulting in 32.2625°.

To convert the angle of 32° 15′ 45″ from degrees, minutes, seconds (DMS) to decimal degrees (DD), you can use the following formula:
DD = Degrees + (Minutes/60) + (Seconds/3600).

In this case:

Start with the degrees: 32°

Convert the minutes: 15′ is equal to 15/60 degrees

Convert the seconds: 45″ is equal to 45/3600 degrees

Add them all up: 32 + 0.25 + 0.0125 which equals 32.2625°

Answer:

First of all the rate of change is -2, so the answer would be y = x - 2

Answer:

40°

Step-by-step explanation:

arc AB has twice the measure of the inscribed angle BCA that intercepts it, so we have the relation ...

(6x-50)° = 2(2x)°

2x -50 = 0

2x = 50

So, angle BCA has measure 50°. Since AC is a diameter, angles BCA and BAC are complementary. Thus ...

m∠BAC = 90° - m∠BCA = 90° - 50°

m∠BAC = 40°

Hey there!

Let’s turn everything into yards (instead of feet) so we can determine which is greater

To do this, all we have to do is divide 3 (that’s how many feet are in a yard) by 429 & 460 (these are the 2 lengths that are represented by feet)

429 ÷ 3 = 143

460 ÷ 3 = 153.333... (let’s round to 153)

Now, we determine which is greater:

150 yards > 143 yards

So, 150 yards is greater than 143 yards (or 429 feet)

130 yards < 153 yards

So, 130 yards is less than 153 yards (or 460 feet)

Hope this helps you!

God bless ❤️

Brainliest would be appreciated

xXxGolferGirlxXx

Step-by-step explanation:

Slope-intercept form: y=mx+b

The slope is 8. This means that 8 multiplied by x is the slope of the line, and if there was no y-intercept then the first point would be (1,8) so 8 would be unit rate.

The y-intercept is -12. This means that though the slope of the line would still be 8, you move the point down on the y-axis by 12. The y-coordinate will always be 12 less than 8 times x

ANSWER

D. rotation, translation, reflection

EXPLANATION

Dilation is not a rigid motion.

When the triangle is dilated the image triangle may become bigger ( magnification) or smaller (reduction).

When the scale factor is negative 1, a congruent triangle is obtained.

Hence dilation will not always produce a congruent triangle.

Rotation, reflection and translation are rigid motions and hence will always produce a congruent triangle.

Oh that question

Parallel sides

Opposite sides are congruent

And diagonals bisect each other

A rectangle is a four-sided quadrilateral with four right angles, opposite sides are parallel and of equal length, and the area is the product of its base and height. Rectangles typically have a larger perimeter than a square with the same area and can form larger rectangles when equal rectangles are combined. The golden rectangle has sides in the golden ratio, considered aesthetically pleasing.

A rectangle is a geometrical figure with some specific properties. First, it is a quadrilateral, meaning it has four sides. A defining characteristic of a rectangle is that it has four right angles (90°). Due to this property, opposite sides of a rectangle are parallel and equal in length. The area of a rectangle can be calculated by multiplying its base (length) by its altitude (height). A square is a special type of rectangle where all four sides are of equal length.

In terms of perimeter, a rectangle has a larger perimeter compared to a square of the same area, because it will have two longer sides and two shorter sides, whereas a square has four sides of equal length. This also means that in geographic terms, a rectangle would represent a larger coastline if used to approximate a peninsula. When constructing a golden rectangle, which is a rectangle with aesthetically pleasing proportions found in nature and art, the ratio of the longer side to the shorter side is known as the golden ratio.

Another important fact about rectangles is that by placing equal rectangles together, we can form a larger rectangle with sides that simply are multiples of the corresponding sides of the original rectangles. This principle is used in various mathematical proofs and constructions.

Answer:

Step-by-step explanation:

[tex]\left\{\begin{array}{ccc}y=3x-26&(1)\\2x-y=19&(2)\end{array}\right\\\\\text{Substitute (1) to (2):}\\\\2x-(3x-26)=19\\2x-3x+26=19\qquad\text{subtract 26 from both sides}\\-x=-7\qquad\text{change the signs}\\x=7\\\\\text{Put the value of x to (1):}\\\\y=3(7)-26=21-26=-5[/tex]

Answer:

y=-5

Step-by-step explanation:

I did the text

Answer:

Order of Success rate  A, B, C

Step-by-step explanation:

The table shows the field goal statistics for three different kickers.

Kicker A

Field goals attempted = 14

Field goals made = 12

Success rate  = 12/14 = 0.857

Kicker B

Field goals attempted = 18

Field goals made = 15

Success rate  = 15/18 = 0.833

Kicker C

Field goals attempted = 24

Field goals made = 19

Success rate  = 19/24 = 0.792

Order of Success rate  A, B, C

Answer:

A,B,C is the order from least to greatest

Answer:

B

Step-by-step explanation:

Just multiply it, which multiplies up to -126.

Answer:

Positive 126

Step-by-step explanation:

  Because if you multiply a positive with a negative it becomes positive. So -18*7 would equal positive 126

Answer:

center; single

Step-by-step explanation:

The measures of central tendency or center measures are a number that attempts to describe or summarize the entire data set by means of a single value that represents the center of its distribution. There are different measures of central tendency, and each of them is used depending on the characteristics of the data used.

Some examples of measure of central tendency are:

* Arithmetic mean

* Mode

* Median

* Geometric mean.

Therefore, based on what has been described above, the answer to this question is the third option: center; single

Then:

A measure of __center_____ summarizes all of the values in a data set with a ____single_______ number.

Answer:

The correct answer options are: center; single.

Step-by-step explanation:

A measure of center summarizes all of the values in a data set with a single number.

The measure of center for any numerical data set is a value at the center of a data set which summarizes all of the values in a data set with a single number.

Some of the most common ways to solve for the measure of center are by finding the mean or median.

Answer:

x^2 - 10x + 25 = 17

Step-by-step explanation:

Please use " ^ " to denote exponentation:

x^2 - 10x = -8

x^2 - 10x + 25 = 17

x^2 - 10x + 25 = -8

x^2 - 10x - 25 = -33

Begin with x^2 - 10x = -8.  Here's the process for completing the square:

1.  Take half of the coefficient of x and square the result:

    (1/2)(-10) = -5, and then (-5)^2 = + 25

2.  Add this 25 to the first two terms of x^2 - 10x = -8 and also to the      constant -8:    x^2 - 10x + 25 = -8 + 25, or     x^2 - 10x + 25 = 17

3.  Match this result to one of the given possible answers.  Turns out that the given possible answer matching our result is the first one:

x^2 - 10x + 25 = 17

Answer:

number one!!

is your answer!!

Answer:

The correct answer is -4,-7,-10,-13,-16

Step-by-step explanation:

a=-4

-4+t=-7

t=-7+4

t=-3

which is true for all values.

Arithmetic sequences are sequences with a constant difference between terms. The given sequences were analyzed to identify arithmetic sequences.

An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is constant. To identify an arithmetic sequence ,, we look for a common difference between terms. Let's analyze each sequence:

Answer:

y = 18

Step-by-step explanation:

To find the value of y, you must multiply the fraction 8/3 by its reciprocal 3/8 to both sides. That means you do 48 times 3/8 to get your y value. Once you multiply you get 144/8 which simplifies to 18.

Answer:

The function increase between 0 and 1, and from 2 to infinity.

Step-by-step explanation:

Any one variable function f(x) increases when f(x2) is greater than f(x1), where x2 is greater than x1. For example, in the plot it can be seen that for x2 = 1, f(x2) = 1 and for x1 = 0, f(x1) = 0. So, between points 0 and 1, the function increase. Also, from 2 onwards, the function increase their values.

what's the question????

b. because x had to do with the line that goes across. so in that case it would be 5units to the left

Answer:

1st question: B 2nd question: C

Step-by-step explanation:

2021 Edge

Answer:

Ivan has 20 more miles to walk.

Step-by-step explanation:

If the hike is 60 miles long and he has already walked 15 miles the first day and 25 miles the next we can do this equation :

60 - 15 - 25 = 20.

Which means the third day he has to walk 20 whole miles! Good luck Ivan :D

Hope this helps,

Davinia.

Answer:

Ivan have left to walk  = 20 miles .

Step-by-step explanation:

Given:Ivan is on a three-day hike. The hike is 60 miles long. If he walked 15 miles on the first day and 25 miles on the second day.

To find: How many miles does he have left to walk.

Solution: We have given that

Total length of hike = 60 miles .

Ivan walked  on the first day = 15 miles .

Ivan walked  on the second day = 25 miles .

Ivan walked in 2 days = 15 + 25 = 40 miles .

So, Ivan have left to walk  = 60 -40 = 20 miles .

Therefore , Ivan have left to walk  = 20 miles .

12

mean is adding all the terms and dividing by number of terms so once you add them all you be 108 and then divide by 9 giving you the mean, 12

Answer:

The mean should be 12.

Step-by-step explanation:

To find the mean of a range of numbers, you must simply add all of the numbers together and divide by how many numbers there are in the group.

In this case, I did 15+11+10+11+14+10+15+10+12, which came to be 108. I divided that by 9, since there are nine numbers, which gave me 12.

Hopefully this helps!

Answer:

B C and E

Step-by-step explanation:

A is not. -4x/1 is not the same as -1*x/4

B works. The minus sign is taken outside the brackets and 1/4 is put in the brackets. Nothing illegal has been done.

C works. 3 and -x have been put over a common denominator.

D wrong. Were did the minus sign go?

E works

[tex]cos\ u=-\dfrac{15}{15}\implies sin\ u=\dfrac{\sqrt{210}}{15}\\\\sin\ v=-\dfrac{5}{13}\implies cos\ v=-\dfrac{12}{13}[/tex]

6.Answer: [tex]\bold{\dfrac{12\sqrt{15}+5\sqrt{210}}{195}}[/tex]

Step-by-step explanation:

[tex]cos(u+v)=cosu\cdot cosv-sinu\cdot sinv\\\\.\qquad\qquad=\dfrac{-\sqrt{15}}{15}\cdot \dfrac{-12}{13}-\dfrac{\sqrt{210}}{15}\cdot \dfrac{-5}{13}\\\\\\.\qquad\qquad=\dfrac{12\sqrt{15}}{195}+\dfrac{5\sqrt{210}}{195}\\\\\\.\qquad\qquad=\boxed{\dfrac{12\sqrt{15}+5\sqrt{210}}{195}}[/tex]

7.[tex]\bold{\dfrac{-12\sqrt{210}-5\sqrt{15}}{195}}[/tex]

Step-by-step explanation:

[tex]sin(u-v)=sinu\cdot cosv-cosu\cdot sinv\\\\.\qquad\qquad=\dfrac{\sqrt{210}}{15}\cdot \dfrac{-12}{13}-\dfrac{-\sqrt{15}}{15}\cdot \dfrac{-5}{13}\\\\\\.\qquad\qquad=\dfrac{-12\sqrt{210}}{195}-\dfrac{5\sqrt{15}}{195}\\\\\\.\qquad\qquad=\boxed{\dfrac{-12\sqrt{210}-5\sqrt{15}}{195}}[/tex]

8.Answer: [tex]\bold{-\dfrac{19}{67}}[/tex]

Step-by-step explanation:

[tex]tan\ u=-\dfrac{3}{4}\\\\cos\ v=-\dfrac{12}{13}\implies tan\ v=\dfrac{5}{13}\\\\\\\\tan(u+v)=\dfrac{tan\ u+tan\ v}{1-tan\ u\cdot tan\ v}\\\\\\.\qquad\qquad=\dfrac{\frac{-3}{4}+\frac{5}{13}}{1-(\frac{-3}{4}\cdot \frac{5}{13})}\\\\\\.\qquad\qquad=\dfrac{\frac{-39}{52}+\frac{20}{52}}{\frac{52}{52}+\frac{15}{52}}\\\\\\.\qquad\qquad=\boxed{-\dfrac{19}{67}}[/tex]

Answer:

The correct option is D. 81.8%

Step-by-step explanation:

Mean of the data set is given to be 40

⇒ μ = 40

Standard deviation of the data set is given to be 5

⇒ σ = 5

Now we are supposed to find out what percent of the numbers fall between 35 and 50

[tex]\implies z =\frac{x-\mu}{\sigma}[/tex]

Now for P(35 < x < 50) :

Substitute x = 35 ⇒ z = -1

Substitute x = 50 ⇒ z = 2

So, P(-1 < z < 2) = P(z < 2) - P(z < -1)

⇒ P(-1 < z < 2) = 0.9772 - 0.1587

⇒ P(-1 < z < 2) = 0.8185

⇒ P(-1 < z < 2) = 81.8%

Therefore, 81.8% percent of the numbers fall between 35 and 50

Hence, The correct option is D. 81.8%

Answer:

1. 32.5

2. 16.3

Step-by-step explanation:

This is algebra. We need to find the unknown values.

1. 23 = x – 9.5

  Adding 9.5 on both sides of the equation

  23 + 9.5 = x – 9.5 + 9.5

  32.5 = x

∴ x = 32.5

2. 12 = k – 4.3

Adding 4.3 on both sides of the equation

12 + 4.3 = k – 4.3 + 4.3

16.3 = k

∴ k = 16.3

Answer:

12 square inches

Step-by-step explanation:

The scale of an area is the square of the scale of a linear measurement.

The scale of the areas is (1 inch)^2 : (4 feet)^2 which is the same as

1 inch^2 : 16 feet^2

192/16 = 12

12 inch^2 : 192 feet^2

Answer: 12 square inches

ANSWER

D) 20

EXPLANATION

The given expression is

13 − 2(1 − 15) ÷ 4

Use PEDMAS,

Deal with the parenthesis first.

[tex]13 - 2( - 14) \div 4[/tex]

This gives us,

[tex]13 + 28 \div 4[/tex]

Next Divide :

[tex]13 + 7[/tex]

Next add to obtain,

[tex]20[/tex]

The correct choice is D.