At the sewing store, Brooke bought a bag of mixed buttons. The bag included 76 buttons, of which 75% were large. How many large buttons did Brooke get?

Using an exponential function, it is found that:

An exponential function is modeled according to the following rule:

[tex]y = ab^{\frac{x}{n}}[/tex]

In which:

Considering that the pool has 1500 gallons, and drains 3% every 5 minutes, the parameters of the function are given as follows:

a = 1500, b = 1 - 0.03 = 0.97, n = 5.

Hence the amount of water in the poll after x minutes is given by:

[tex]y = 1500(0.97)^{\frac{x}{5}}[/tex]

After 50 minutes, the amount of water in the pool is:

[tex]y = 1500(0.97)^{\frac{50}{5}} = 1500(0.97)^{10} = 1106[/tex]

1106 gallons.

The poll will have less than 1000 gallons when:

y = 1000 (we can use it because the function decreases continuously).

Hence:

[tex]1500(0.97)^{\frac{x}{5}} = 1000[/tex]

[tex](0.97)^{\frac{x}{5}} = \frac{1000}{1500}[/tex]

[tex](0.97)^{\frac{x}{5}} = \frac{2}{3}[/tex]

[tex]\log{(0.97)^{\frac{x}{5}}} = \log{\left(\frac{2}{3}\right)}[/tex]

[tex]\frac{x}{5}\log{0.97} = \log{\left(\frac{2}{3}\right)}[/tex]

[tex]x = 5\frac{\log{\left(\frac{2}{3}\right)}}{\log{(0.97)}}[/tex]

x = 66.6 minutes.

The capacity of the pool is missing, and it is of 1500 gallons.

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The measure of ∡KJR is 69°.

What is the sum of two supplementary angles?
Two angles are referred to as supplementary angles if their combined value is 180°. A straight angle is created when supplementary angles are combined (180°).
In other words, ∡A and ∡B are supplementary if ∡A plus ∡B equals 180°. Angles A and B are described as "supplements" of one another in this context.
In math, A° + B° = 180°.

Given, m∡RJI = 12x - 3, m∡KJR = 6x - 5, m∡KJI = 172°
As seen from diagram, m∡RJI + m∡KJR = m∡KJI
⇒ (12x-3)+(6x-50) = 172° ⇒ 18x - 53 = 172° ⇒ x = ([172 + 53]/18)° = 12.5°
Therefore, the value of x = 12.5°
Thus, m∡KJR = 6x - 5 = (6*12.5) - 5 = 69°

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7x + 49 rewritten using common factor is 7(x + 7)

A common factor is a whole number which is a factor of two or more numbers.

In other words, common factors of two or more numbers are a number which divides each of the given numbers exactly.

For example the common factor of 24 and 36 are 1, 2, 3, 4, 6 and 12.

Therefore,

rewriting 7x + 49 using common factors is as follows:

7x + 49 = 7(x + 7 )

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The equation of the straight line is 3y + 2x = 15

The generic form of a straight line, Ax + By = C, is also the typical form for two-variable linear equations.

Standard form is used, for instance, in the linear equation 4x+7y= 1. This method makes it easy to find the two intercepts (x and y) of an equation.

Y = mx + c is the cartesian equation for a straight line, where m denotes the gradient or slope of the line and c denotes the location of its y-axis intersection.

Two geometrical objects are perpendicular if they cross at a right angle.

We are aware that the product of the slopes of two lines when they are perpendicular equals -1.

The given straight line is of the form  y =3/2 x - 1 .

Slope of the straight line = 3/2

Slope of the perpendicular(90°) line (m) = -2/3

The equation of a line is formulated by :

y -y₁ = m (x - x₁ )

The straight line passes through  (-3 , 7)

∴y - 7 = -(2/3) (x + 3 )

or,  -2x - 6 = 3y - 21

or, 3y + 2x = 15

Therefore the equation of the straight line is 3y + 2x = 15 .

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Answer:

20

Step-by-step explanation:

Simplify the following:

(2 sqrt(5))^2

Multiply each exponent in 2 sqrt(5) by 2:

2^2×5^(2/2)

2/2 = 1:

2^2×5

2^2 = 4:

4×5

4×5 = 20:

Answer:  20

Answer: 2:7

Step-by-step explanation:

[tex]\displaystyle\\\frac{6}{15+6} =\\\\\frac{6}{21} =\\\\\frac{2(3)}{7(3)} =\\\\\frac{2}{7} =\\\\2:7[/tex]

The ratio of triangles to total shapes in simplest form is 2 : 7.

A ratio is a comparison between two similar quantities in simplest form.

Proportions are of two types one is the direct proportion in which if one quantity is increased by a constant k the other quantity will also be increased by the same constant k and vice versa.

In the case of inverse proportion if one quantity is increased by a constant k the quantity will decrease by the same constant k and vice versa.

Given, There are 15 squares and 6 triangles.

Therefore, The total number of shapes is (15 + 6) = 21.

So, The ratio of triangles to total shapes is,

triangle/total shapes = 5/15 + 6.

triangles/total shapes = 6/21.

triangles : total shapes = 6 : 21 = 2 : 7

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Answer:

105 cause you will divide to get the total

According to the given function, which contains a square root, the domain must contain numbers that are greater than or equal to 5, otherwise, we would obtain the square root of a negative value, which is not real.

It means that the domain is

The range contains numbers greater than 0, this is because the minimum value of the domain is 5, when we evaluate the function at this value, the result is 0, which means that the range is:

The answer is the first option.

Step-by-step explanation:

the approach of the other answer is basically correct, but we need to use the correct numbers.

so, I assume that the 33% of the first solution is correct, and not the 23% mentioned later.

x = liters of the 33% solution.

y = liters of the 17% solution.

we know that

x + y = 1.8

and therefore

x = 1.8 - y

and then we want to enforce the desired result (ab% are simply 0.ab)

0.33x + 0.17y = 0.22×1.8

we use the identity from above in this equation :

0.33(1.8 - y) + 0.17y = 0.396

0.594 - 0.33y + 0.17y = 0.396

0.198 - 0.16y = 0

0.198 = 0.16y

y = 1.2375 liters

x = 1.8 - y = 1.8 - 1.2375 = 0.5625 liters

if the first solution is truly only 23%, then we only need to change the number :

0.23(1.8 - y) + 0.17y = 0.396

0.414 - 0.23y + 0.17y = 0.396

0.018 - 0.06y = 0

0.018 = 0.06y

y = 0.3 liters

x = 1.8 - y = 1.8 - 0.3 = 1.5 liters

TO KNOW HOW MANY WHOLE NUMBERS THERE ARE BETWEEN 121 AMD 176 WE CAN SIMPLY GET THEIR DIFFERENCE.

THE DIFFERENCE IS THE NUMBER OF WHOLE NUMBERS INBETWEEN 121 AND 176.

[tex] = 176 - 121 \\ = 55[/tex]

THERE ARE 55 WHOLE NUMBERS BETWEEN 121 AND 176.

Answer:

54

Step-by-step explanation:

Whole numbers are 0,1,2,3,...  Following that pattern forever.

Take a simpler example.  How many whole numbers between 2 and 5?  It would be just 3 numbers; 3 and 4.  

We could subtract 5-2 to get 3 and then subtract 1 more to get the answer of 3

What if I wanted to know the number of whole numbers between 3 and 7?

The numbers would be 4,5,6.

7-3 = 4 and then subtract 1 more to get the answer that there are 3 whole numbers between 3 and 7.

176 - 121 = 55 take one more away to get 54

The solution to the given system of linear equations is x = 3, y = -3. That is, (3, -3)

The graph of the system of equations is shown below

From the question, we are to determine the apparent solution to the given system of linear equations

The given system of equations is

y = -2x + 3

y = 1/3x - 4

Set the two equations equal

That is,

-2x + 3 = 1/3x - 4

Multiply through by 3

-6x + 9 = x - 12

Add 6x to both sides of the equation

-6x + 6x + 9 = x + 6x - 12

9 = 7x - 12

Add 12 to both sides of the equation

9 + 12 = 7x - 12 + 12

21 = 7x

x = 21/7

x = 3

Substitute the value of x into the first equation

y = -2x + 3

y = -2(3) + 3

y = - 6 + 3

y = - 3

The solution is (3, -3)

The graph is shown below

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Answer:

Commutative Property for Multiplication

Answer:

Commutative Property for Multiplication

Step-by-step explanation:

Answer:

A- 2/4

simplified-1/2

B- 3/5

C- 4/9

D-3/3 which=1

so basically D is 1

hope this helped

please mark as brainliest and have a good day!

Step-by-step explanation:

The property used is Distributive property

What is Distributive property ?

The distributive property states that multiplying the sum of two or more addends by a number yields the same outcome as multiplying each addend separately by the number and combining the resulting products.

Given, equation

5x+9+5x+12

Step 1 =(5x+9)+(5x+12)

Step 2 = 5x+(9 +5x)+12

Step 3 = 5x+(5x+9)+12

Step 4 =(5x+5x)+(9+12)

Step 5 = (5 + 5)x+ (9 + 12)

Step 6 = 10x + 21

The property used in this equation is called Distributive property

Hence, the property use in here Distributive property

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The Inverse Function Line Test

A given graph represents a function only if for every value of x there is only one corresponding value of y.

This can be checked by using a vertical line and moving it through the x-axis. If that line intersects the graph more than once, then the graph does not correspond to a function.

The image shows a graph and if we move our imaginary vertical line from x=-2 to x=7 that line would intersect the graph only once. This means that the graph corresponds to a function in the domain [-2,7].

For the inverse function to exist, the horizontal line test must be passed.

Imagine a horizontal line moving through the y-axis. It would intersect the graph only once from y=0 to y=6.

We can conclude this graph corresponds to a function and it has an inverse function because it passed the horizontal line test.

Answer: D.

The given graph represents a non-linear function.

Take two points in the graph and calculate the slope:

Slope of (-2,1) and (0,2) = (2-1)/(0-(-2) = 1/2

Slope of (2,1) and (0,2) = (2-1)/(0-2) = 1/(-2)

As the slope of the given graph is variable, it is a non-linear function.

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Answer:

x = 12, y = 60

Step-by-step explanation:

We have parallel lines, so alternate interior angles are congruent.

6x + 3 = 75

6x = 72

x = 12

The interior angles of a triangle add up to 180 degrees.

45 + 75 + y = 180

120 + y = 180

y = 60

Answer:

Symmetric property of congruence

Answer:

267 times 6

Step-by-step explanation:

Both methods are observational studies because both include students who do and do not play a musical instrument. So, this method describes an observational study.

Several various kinds of non-experimental studies in which behavior is routinely observed and documented are together referred to as observational research. A variable or combination of variables must be described in order to be the focus of observational research.

In a broader sense, the objective is to capture a moment in time of certain traits of a person, group, or environment. We cannot draw causal inferences from observational research since nothing is altered or controlled, as previously said, making it non-experimental. Although they may also be quantitative or both, the data that are gathered in observational research investigations are frequently qualitative in nature (mixed-methods).

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Answer:

IF ITS THIS QUESTION

An article in a psychology journal claims that young students who play a musical instrument tend to have higher test scores on state math exams. To assess the claim, a government official considers two methods to collect data.

Method 1: Contact many city schools and ask them to provide summary data on state math exam performance and students who participate in music lessons.

Method 2: Choose two city schools and provide free music lessons to students who register. At the end of the year, compare state math exam scores for students who participated in the music lessons with the scores for those who did not.

Step-by-step explanation:

THE AWNSER IS C

Method 2 is an observational study because students can choose to participate in the music lessons.

An observational study is a type of research in which researchers observe and record the behavior of a group of individuals, but do not manipulate or intervene in any way. In this case, Method 2 describes an observational study because the researchers are not manipulating the students' participation in music lessons. Instead, the students are free to choose whether or not to participate in the music lessons, and the researchers simply observe and record the state math exam scores for both groups of students. In contrast, Method 1 is not an observational study because it involves collecting summary data on state math exam performance and music lesson participation, rather than observing and recording the behavior of the students.

Answer:

1. acute angle (less than <90)

2. right angle (approximately <90)

3. obtuse angle (more than <90)

4. acute angle (less than <90)

For the linear function y = 9 - 5x, it is found that:

A linear function, in slope-intercept format, is modeled according to the following rule below:

y = mx + b

In which:

In the context of this problem, the linear function is modeled as follows:

y = 9 - 5x.

In standard format, with the slope in front, we have that:

y = -5x + 9.

Meaning that the coefficients are given as follows:

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120% is considered an enlargement since the scale factor is greater than one.

An equation is an expression that shows the relationship between two or more numbers and variables.

Equations are classified based on degree (value of highest exponents) as linear, quadratic, cubic and so on. Variables can be dependent or independent. Dependent variables depend on other variable while an independent variable do not depend.

It is considered a reduction of the scale factor is less than one, and an enlargement if the scale factor is greater than one.

120% = 1.2 > 1, hence an enlargement.

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Answer:

Step-by-step explanation:

(1,0),(2,6). Explanation: express the equation, giving y in terms of x. ⇒y=6x−6. now choose any value for x , substitute into the equation

The statement that cannot be assumed based on the diagram is ∠DBC is vertical to ∠FDE.

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See below for the pseudocode and the flowchart is added as an attachment

Flowcharts and pseudocodes are used as prototypes of actual programs.

Area of circle

The pseudocode is as follows:

Perimeter of rectangle

The pseudocode is as follows:

Perimeter of square

The pseudocode is as follows:

See attachment for the flowcharts

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The distance from Durham to Cary on the second map is 75 km

The scale of the first map:

1 cm = 2 km

The scale of the second map:

1 cm = 5 km

Map scale: A distance on a map and its corresponding distance on the planet are related by a scale. The equivalent of a map scale can be expressed, typically using different units. or visually, using a bar scale.

Distance from Durham to Cary = 15 cm

Distance from Durham to Cary on the second map = Scale of the second map * Distance from Durham to Cary

= 5*15

= 75 km

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