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Related Questions
Keira created color panels for a wall using a mix of only red and blue paints. She plotted the quantities of red and blue paints used for each mix and connected them using a line segment, as shown in the graph below:
Line graph Color Mix, Quantity of Blue Paint, in mm, on X axis and Quantity of Red Paint, in mm, on Y axis. X axis has a scale from 0 to 9 increments of 1. The Y axis has a scale of 0 to 18 increments of 2. Straight line connecting 3, 2 and 7, 12
Which statement best describes the domain of the function represented in the graph?
3 ≤ x ≤ 12 or x is between 3 and 12, inclusive
3 ≤ x ≤ 7 or x is between 3 and 7, inclusive
2 ≤ x ≤ 12 or x is between 2 and 12, inclusive
2 ≤ x ≤ 7 or x is between 2 and 7, inclusive
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The most accurate statement is 2 ≤ x ≤ 12 or x is between 2 and 12, inclusive.
The statement that best describes the domain of the function represented in the graph is 2 ≤ x ≤ 12 or x is between 2 and 12, inclusive.
The domain of a function refers to all the possible input values (in this case, the quantity of blue paint) for which the function produces an output (the quantity of red paint).
Looking at the graph, we can see that the line segment starts at a blue paint quantity of 2 and ends at a blue paint quantity of 12.
Since the endpoints are included in the line segment, we know that the function is defined for all blue paint quantities between 2 and 12, inclusive.
Therefore, the most accurate statement is 2 ≤ x ≤ 12 or x is between 2 and 12, inclusive.
It took Lou 2 1/2 gallons of paint to paint one fence. How many gallons of paint will it take Lou to paint 6 fences that are the same size? Express your answer in simplest form.
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15 Gallons. 2 1/2 * 6 = 15. 2, 6 times is 12. 1/2, 6 times is 3.
12 + 3 = 15.
Answer: 15 Gallons.
Gerardo has an average of 83 on his five math tests. What must he score on his sixth test to raise his average to 85?
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Why?
83 is the average of 5 tests already taken. Each of the 5 tests would need 2 points added on in order to bring the average up to 85 (for those 5 tests). That means added 5 (tests) x 2 (extra points each) = 10 points to the 6th test to make up the difference.
10 + 85 = 95
Francois baked just enough cookies to fill all the orders at his bakery. While the cookies were cooling, a kitchen assistant knocked over a cooling rack and spilled %12, percent of the cookies onto the floor. Francois had to bake 36 more cookies to replace them. How many cookies were ordered in total?
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We can tell this because we know 12% is equal to 36. Because this is true, we can set up a proportion to solve. All proportions can be set up with the small number on top and the total on the bottom. This will help you solve for the missing number, which is in this case the total number of cookies. Let x be the total number of cookies.
Percentage/total percentage = cookies/cookies total
12/100 = 36/x
Now we can cross multiply to solve.
(100)(36) = (12)(x) ----> multiply
3600 = 12x ---> divide by 12
300 = x
8=8p+13-3p if you solve this i will thank you
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8 = 8p - 3p + 13
8 = 5p + 13
8 (-13) = 5p + 13 ( -13)
-5/5 = 5p/5
p = -1
hope this helps
y=5mx+8b solve for x
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5mx+8b=Y
Add -8b to each side and get
5mx=-8b+y
Divide both sides by 5m and get
x=(-8b+y)/5m
Which of the following is a composite number that is divisible by both 3 and 5?A.116B.135C.1025D.1546
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Answer:
is b
Step-by-step explanation: i did the test
What is the expanded form of the first factor?
43 × 59
A.
43 + 0
B.
40 + 3
C.
54 + 5
D.
59 + 0
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Carl can swim at a speed of 2/3 meters/second. How many seconds will it take him to swim a 150 meter race
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The sum of 5 consecutive integers is 505
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To find the sum of 5 consecutive integers, use the formula (n + n+1 + n+2 + n+3 + n+4), where n is the first integer. The consecutive integers are 99, 100, 101, 102, and 103.
Explanation:To find the sum of 5 consecutive integers, we can use the formula (n + n+1 + n+2 + n+3 + n+4), where n is the first integer. In this case, the sum is 505, so we have the equation: n + (n+1) + (n+2) + (n+3) + (n+4) = 505. Simplifying this, we get: 5n + 10 = 505. Subtracting 10 from both sides gives 5n = 495. Dividing both sides by 5, we find that n = 99.
Therefore, the 5 consecutive integers are 99, 100, 101, 102, and 103.
A punter kicks a football upward with an initial velocity of 48 feet per second. After how many seconds does the ball hit the ground? use the formula h=rt-16t^2, where h represents height in feet and r represents the initial velocity (rate) in feet per second.
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It would take 3 seconds for the ball to hit the ground
Given the initial velocity r = 48 feet per second feet per second, for the football to hit the ground, the height h will be 0.
Now, substitute the values, we have;
0 = 48t - 16t²
collect the like terms and rearrange to a quadratic equation, we get that;
16t² - 48t = 0
Now, we have to factor out the common term from the equation which is 16t, we have then that;
16t(t - 3) = 0
t- 3 = 0
collect the like terms, we get;
t = 3 seconds
In Zoe's class, 4/5 of the students have pets. Of the students who have pets, 1/8 have rodents. What fraction of the students in Zoe's class have pets that are rodents? What fraction of the students in Zoe's class have pets that are not rodents?
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Final answer:
In Zoe's class, 1/10 of the students have pets that are rodents, while 7/10 have pets that are not rodents.
Explanation:
To calculate the fraction of students in Zoe's class who have pets that are rodents, you multiply the fraction of students who have pets by the fraction of those pet owners who have rodents:
4/5 × 1/8 = 4/40 or simplified, 1/10.
This means 1/10 of Zoe's class have rodents as pets.
Now, to find out the fraction of students with pets that are not rodents, subtract the fraction of students with rodents from the total fraction of students with pets:
4/5 - 1/10 = 32/40 - 4/40 = 28/40, which simplifies to 7/10.
So, 7/10 of Zoe's class have pets that are not rodents.
Solve each problem for the given variable
-3c+ac=ac=4 solve for c
X/Y +4=x/5 solve for x
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2. Factor out C
[tex]c(a-3)=4[/tex]
3. Divide both sides by a-3
Answer: [tex]c= \frac{4}{a-3} [/tex]
1. [tex] \frac{x}{y} + 4 = \frac{x}{5} [/tex]
2. Multiply both sides by [tex]y[/tex]
[tex]x+ 4y= \frac{xy}{5} [/tex]
3. Now we need to multiply both sides by 5
[tex]5x+20y=xy[/tex]
4. Change xy to a negative because it is a positive and add it to both sides.
[tex]-xy + 5x + 20y= 0[/tex]
5. Change 20y to a negative and add it to both sides
[tex]-xy + 5x= -20 y[/tex]
6. Now we need to Factor out X
[tex]x(-y+5)=-20y[/tex]
7. Divide both sides by [tex]-y+5[/tex]
[tex] \frac{x(-y+5)}{-y+5} = \frac{-20y}{-y+5} [/tex]
Answer: [tex]x= \frac{-20y}{-y+5} [/tex]
Tarra wants to buy grapes. If one pound of grapes costs $1.98, how much does Tarra pay for of a pound of grapes? $0.99 $1.98 $2.48 $3.96
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What is the equation of the line shown in the graph? Write the equation in standard form?
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Since y is fixed to always being -3, this means y = -3 is the equation. If you want it to fit standard form then you can write it as 0x+1y = -3
Notice how 0x+1y = -3 matches up with Ax+By = C where
A = 0
B = 1
C = -3
Simplifying 0x+1y = -3 leads back to y = -3
During a canned food drive, Bob collected 6 times as many cans as Tom. If t represents the number of cans that Tom collected, which algebraic expression represents the number of cans that Bob collected?
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The algebraic expression that represents the number of cans that Bob collected, given that t represents the number of cans that Tom collected, is 6t.
Explanation:The algebraic expression that represents the number of cans that Bob collected, given that t represents the number of cans that Tom collected, is 6t. Since Bob collected 6 times as many cans as Tom, we can multiply the number of cans Tom collected by 6 to get the number of cans Bob collected.
If Bob collected 6 times as many cans as Tom, and if we represent the number of cans Tom collected with the variable t, then the algebraic expression that represents the number of cans that Bob collected is 6t. This is because if Tom collected t cans, then Bob, having collected 6 times more, would have collected 6 multiplied by t, which is simply represented as 6t.
The algebraic expression that represents the number of cans that Bob collected is 6t.
Explanation:The algebraic expression that represents the number of cans that Bob collected is 6t. Since Bob collected 6 times as many cans as Tom, we can represent the number of cans that Bob collected by multiplying Tom's number of cans by 6. Hence, if t represents the number of cans that Tom collected, the expression 6t represents the number of cans that Bob collected.
Collin ordered a set of yellow and brown pins. He received 400 pins in all. 340 of the pins were yellow. What percentage of the pins were yellow?
Write your answer using a percent sign (%).
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Please help 20 points!
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Segment A-B: constant speed
Segment B-C: decelerating
Segment C-D: at rest
Segment D-E: accelerating
Segment E-F: constant speed
Debra found that 6 of the 24 students in her class own a cell phone . What is the ratio of students that own a cell phone to students that do not ? Explain your reasoning to a classmate . ( please help)
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Onetta biked 325 miles in 5 days. If she biked the same number of miles each day, how far did she bike each day?
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– (9 – 5c) + 18 – c = 37 please show your work.
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4c + 9 = 37
4c = 37 - 9
4c = 28
4c/4 = 28/4
c = 7
hope this helps
First, distribute the negative into parentheses
-9+5c+18-c=37
Now combine like terms
(-9+18)(5c-c)= 9+4c=37
Subtract 9 from both sides
4c= 28
Divide 4 from both sides
c=7
help with geometry please
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How do you factor this out 2y^2+3y-35?
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wich distance .easure 7 units
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what is 5.027 + 4.68r if r= 0.034m
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Find two numbers if their sum is 91 and the ratio is 6:7.
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6/13(91) = 564/13 = 42
7/13(91) = 637/13 = 49
ur 2 numbers are : 42 and 49
13x a=91
a=7
6x7=42
7x7=49
42+49=91
6:7=42:49
Name all sets of numbers to which each real number belongs. Need answers from 54-59. Thank you.
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Lastly, I've attached a visual of how all of these number systems relate to one another within the context of the real number system:
What is 279 divided by 24 with a reminder
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24| 279
-24
----
39
-24
------
15
279 divided by 24 is equal to quotient of 11 and the remainder is 15.
When dividing 279 by 24.
The dividend is dividend.
Divisor is 24.
When 279 is divided by 24, the quotient is 11 with a remainder of 15.
So, 279 divided by 24 is equal to 11 with a remainder of 15.
To learn more on Division click:
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The quotient of 3,200 and 4 will have -blank- zeros.
A. one
B. two
C. three
D. four
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What's the slope (0,4) and (-8,-1)
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slope = y2-y1 over x2-x1
-1 - 4= -5
-8-0 - -8
so you get -5/-8
negative divided by negative = positive
slope = 5/8