Answer:
Sample response:
Both inequalities use the division property to isolate the variable, y. When you divide by a negative number, like –7, you must reverse the direction of the inequality sign. When you divide by a positive number, like 7, the inequality sign stays the same. The solution to the first inequality is y > -23, and the solution to the second inequality is y <>
Is quadrilateral DEFG a parallelogram? Why or why not? Question 16 options: A) No, because opposite sides aren't parallel. B) Yes, because opposite sides aren't congruent. C) Yes, because opposite sides are parallel. D) There isn't enough information.
Answer:
No, because opposite sides aren't parallel.
Step-by-step explanation:I took the test
What is 3|-a+5| if a is 7
Answer:
6
Step-by-step explanation:
The I I is just absolute value, so it will give a positive result. if a=7,
3I-7+5I
-7+5=-2, but because this is absolute value, -2=2
Then you have 3(2),
3*2=6
Graph the equation
y = 4(x - 2)? - 6
Pro
Pio
9
Te
7
6
5
4
3
2
2
9.7.6.5.423.2
-3
-6
Do 4 problems
Donate
volunteer
Answer:
omg here is the answer
Step-by-step explanation:
Simplify the expression using the distributive property 2x (x- 9)
Answer:
2x^2-18x
Step-by-step explanation:
Hey, I'd really appreciate some help. Thanks! I've attached the image :)
I really need an explanation, it's so confusing
Answer :0
Step-by-step explanation:a= -2 b= 5/2 c=-1/2
so a+b+c= -2+5/2 -1/2 =0
What is a expanded form for 839,208
Step-by-step explanation:
800,000 + 30,000 + 9,000 + 200 + 8
3.a.Sketch a line through the point
(-2,5) such that as an x-value
increases by 3. the y-value
decreases by 2.
y
o
Answer:
Step-by-step explanation:
Let the equation of the line passing through a point (x', y') and slope 'm' is,
y - y' = m(x - x')
Since x-value increases by 3,
Δx = 3
And y-value decreases by 2,
Δy = -2
Therefore, slope = [tex]\frac{\triangle y}{\triangle x}[/tex]
Slope = [tex]-\frac{2}{3}[/tex]
Equation of the line passing through (-2, 5) and slope = [tex]-\frac{2}{3}[/tex] will be,
y - 5 = [tex]-\frac{2}{3}(x+2)[/tex]
y = [tex]-\frac{2}{3}x-\frac{4}{3}+5[/tex]
y = [tex]-\frac{2}{3}x+\frac{11}{3}[/tex]
y = [tex]\frac{1}{3}(-2x+11)[/tex]
Table for input-output values will be,
x -2 0 1 2 3
y 5 3.7 3 2.3 1.7
We can plot these points to get the line on a graph.
Graph this function:
y - 7 = -5(x + 5)
Answer:
Look at the graph for help
Step-by-step explanation:
if you need to graph us desmos graphing its free just plug in you cordinates
help me please!!!!!!!
Answer:
A'(-5, 6)B'(-5, 2)C'(-9, 2)D'(-9, 6)Step-by-step explanation:
Rotation 180° about the origin changes the sign of every coordinate. The image coordinates are shown above.
NEED HELP ASAP!!!! find the value of y, given that m< KLM = 134 degrees
Answer:
y=5.44
Step-by-step explanation:
47+16y=134 subtract 47 from both sides
16y=87
y=5.44
The area of a square is 215 square cm. Find the length of a side to the nearest tenth. Find its perimeter.
Answer:
Length of side = 14.7 cm
Perimeter = 58.7 cm
Step-by-step explanation:
Find the root of 215 to find the side length.
It is about 14.7 cm.
Then, multiply the length of the side by 4 to find the perimeter.
3(2x - 1) + 5 = 6(x + 1)
HELP!!!
Answer:
No Solution
Step-by-step explanation:
I have tried it a few times and there seems to be no solution. x can't be solved for.
Answer:
no solution
Step-by-step explanation:
Given
3(2x - 1) + 5 = 6(x + 1) ← distribute parenthesis on both sides
6x - 3 + 5 = 6x + 6 , that is
6x + 2 = 6x + 6 ( subtract 2 from both sides )
6x = 6x + 4 ( subtract 6x from both sides )
0 = 4 ← not possible
This indicates the equation has no solution
Is 144 a perfect square?
A. The whole number 144 is a perfect square because the square root of 144 is a whole number.
B. The whole number 144 is not a perfect square because the square root of 144 is not an irrational number.
C. The whole number 144 is a perfect square because 144 is divisible by 2.
D. The whole number 144 is a perfect square because 144 is divisible by 4.
Answer:
A,
Step-by-step explanation:
because the whole number 144 is a perfect square and the square root of 144 is also a whole number
Find the next number in the sequence 1, 1/4, 1/9 , 1/16, 1/25
NEED HELP PLEASEE!!!
[tex]\text{Hello! :)}[/tex]
[tex]\large\boxed{\frac{84}{15}in^{2}}[/tex]
[tex]\text{Area of a rectangle: A = l * w }\\\\w = 4\frac{1}{5}, \text{ and } l = \frac{4}{3} \\\\\text{Rewrite the mixed number into an improper fraction to make it easier to solve:}\\\\4\frac{1}{5} = \frac{21}{5}\\ \\\text{Multiply the two fractions:}\\\\\frac{21}{5}*\frac{4}{3} = \frac{21*4}{5*3} = \frac{84}{15}in^{2}[/tex]
2x^3 + x^2 – 7x – 6 divided by 2x +3
Answer:
x^2 -x -2
Step-by-step explanation:
Use polynomial long division.
0 + x^2 -x -2
___________________________________
(2x+3) | 2x^3 +x^2 -7x -6
-2x^3 -3x^2
_________
-2x^2 -7x
+2x^2 +3x
__________
-4x -6
+2x +6
_______
0
how does a triangular prism look
Answer:
its like a 3d rectangle triangle
Step-by-step explanation:
yes
Ms. Lady works-out with Ms. Beetle; her average crawling time has increased to 4 feet per minute, while Ms. Beetle, who is used to eating Hot Cheetos and watching TV, averages 2.5 feet per minute. While at Senn's Elm Tree-house, the three decide to experiment with linear equations. The objective is to end up at the Rose Bush at the same time. Senn still averages 5 feet per minute. How much of a head start does he need to give each of his friends in order for their function rules to intersect at 92 feet (the rose bush). What is the equation for each bug which makes their experiment successful? Create a table and graph representing the situation.
Answer:
Senn needs to give Ms. Lady 4.6 minutes head start
Senn needs to give Ms. Beetle 18.4 minutes head start
The equation for each bug are;
For Senn, the equation for the experiment is 5 × t₁ = 92 feet
For Ms. Lady, the equation for the experiment is 4 × (t₁ + 4.6) = 92 feet
For Ms. Beetle , the equation for the experiment is 4 × (t₁ + 18.4) = 92 feet
Please find attached the required graph and table of values
Step-by-step explanation:
The given parameters are;
The average crawling time of Ms. Lady = 4 feet per minute
The average crawling time of Ms. Beetle = 2.5 feet per minute
The average crawling time of Senn = 5 feet per minute
The distance to the rose bush = 92 feet
Therefore, we have;
The time, t, duration for Senn to arrive at the Rose bush is given by the following relation,
Time, t = Distance, d/(Speed, s)
Given that the speed of the bugs is equal to their average crawling time, we have
For Senn
Time, t = 92/(5 ft/Min) = 18.4 minutes
For, Ms. Lady
Time, t = 92/(4 ft/Min) = 23 minutes
For, Ms. Beetle
t = 92/(2.5 ft/Min) = 36.8 minutes
Therefore;
Senn needs to give Ms. Lady 23 - 18.4 = 4.6 minutes head start
Similarly, Senn needs to give Ms. Beetle 36.8 - 18.4 = 18.4 minutes head start
The equation for each bug are therefore;
For Senn, the equation for the experiment is given as follows ;
5 × t₁ = 92 feet
For Ms. Lady, the equation for the experiment is given as follows;
4 × (t₁ + 4.6) = 92 feet
For Ms. Beetle , the equation for the experiment is given as follows;
4 × (t₁ + 18.4) = 92 feet.
h(x)=-3x+1
evaluate h(-2)
Answer:
h(-2) = 7
Step-by-step explanation:
Plug in -2 for h in the equation:
h(x) = -3x + 1
h(-2) = (-3)(-2) + 1
Remember to follow PEMDAS. First, multiply, then add:
Multiply. Note that when you multiply two negative numbers, the answer will be positive:
(-3) * (-2) = (3 * 2) = 6
Next, add:
h(-2) = 6 + 1 = 7
h(-2) = 7
h(-2) = 7 is your answer.
~
At what points do the the graphs of y = 2x+1 and y= -(x-1)^2+3 intersect?
O A. (-2, -6) and (2, 2)
O B. (-1, -1) and (1,3)
O C. (-3,5) and (2, 2)
O D. (1, 3) and (3,7)
A scale drawing of a school bus has a scale of one/2 inches to 5 feet if the length of a school bus is 4 1 over2 inches on the scale drawing what is the actual length of the bus
Answer:
162
Step-by-step explanation:
What is the midpoint of the segment with the following endpoints.
(9, 2) and (5,5)
What is the domain of the relation {(1,-5), (2,3), (-6, -1), (2, 3), (-7, 8), (2, 3)}?
Answer:
all work is pictured and shown
A number x is decreased by 40% then increased by 25% what is the final result In terms of x ?
Answer:
Step-by-step explanation:
Let your number be X. To increase X by 40% we can multiply it by 1.4, let's call this new number Y.
So Y = X * 1.4
Now to decrease Y by 40% we can multiply it by 1 - .4 = .6. Lets call this new number C.
So C = Y *.6 = (X * 1.4) * .6 = X * (1.4 * .6) = X * .84.
Therefore, C = .84 * X.
So we can see C is 84% of X, or 16% less than X.
Thus, if you increase a number by 40% then decrease it by 40%, the net percentage is -16% .
Final result in terms of 'x' will be → 0.75x
Conversion of verbal statement to algebraic expression: Select the variables given in the verbal statement first. Form the algebraic expression as per verbal statement given in the question.
Let the number = x
As per first statement → "A number 'x' is decreased by 40%"
Algebraic expression for the statement → (x - 40% of x)
→ (x - 0.4x)
→ 0.6x
Second statement → "Then increased by 25%"
Algebraic expression for the statement → (0.6x + 25% of 0.6x)
→ [tex](0.6x+\frac{25}{100}\times 0.6x)[/tex]
→ [tex](0.6x+0.15x)[/tex]
→ [tex]0.75x[/tex]
Therefore, final result in terms of x will be (0.75x).
Learn more about the algebraic expression here,
https://brainly.com/question/561132?referrer=searchResults
Three boys cut out hundredths decimal models. Luke shades three fourths of one model. Owen shades four small squares of one model. Jacob shades two full models and nine tenths of another model. What decimal represents the amount each boy shades?
Answer:
Luke = 0.75
Owen = 0.04
Jacob = 2.9
Step-by-step explanation:
A model = 100 small squares
100 small squares = 1
Luke shades three fourths of one model.
Luke = 3/4 of 1 model
= 3/4 × 1
= 0.75
Owen shades four small squares of one model.
Owen = 4/100
= 0.04
Jacob shades two full models and nine tenths of another model
Jacob = 2 + 9/10
= 2 + 0.9
= 2.9
Luke = 0.75
Owen = 0.04
Jacob = 2.9
what does 52 belong to?natural,rational,integer,whole ?
Answer:
The number 52 is a rational number if 52 can be expressed as a ratio, as in rational. A quotient is the result you get when you divide one number by another number. For 52 to be a rational number, the quotient of two integers must equal 52. ... Thus, the answer to the question "Is 52 a rational number?" is YES.
Step-by-step explanation:
Givenf(x)=6(8−x)+5.
(a) What does the notation f (−2) mean? (b) What is the value of f (−2) ?
Answer:
b. 65
a. The notation f(-2) means that we want to evaluate the value of the equation when x = -2
Step-by-step explanation:
A. The notation f(-2) means that we want to evaluate the value of the equation when x = -2
B. We will simply substitute the value of 2 for x
f(x) = 6(8-x) + 5
f(-2) = 6(8 - (-2)) + 5
f(-2) = 6(8 + 2) + 5
f(-2) = 6(10) + 5 = 60 + 5 = 65
A line has a rise of 6 and a slope of 1/20.
Find the run of the line. Type a numerical answer in the space provided.
Answer:
120
Trust me it is correctGood Luck:)What is the solution of 2x(x+7)=0 if you are factoring
Answer:
x= {0, 7}
Step-by-step explanation:
find three consecutive odd integers with a sum of 75
Answer:
23, 25, 27
Step-by-step explanation:
first integer will be X, second will be (X+2), and the third will be (X+4). They will all be summed up and set equal to 75.
[tex](x) + (x + 2) + (x + 4) = 75[/tex]
combine like terms:
[tex]3x + 6 = 75[/tex]
subtract 6:
[tex]3x = 69[/tex]
divide by 3 to find value of X:
[tex] \frac{3x}{3} = \frac{69}{3} [/tex]
[tex]x = 23[/tex]
plug in X in o red der to finger the rest of the integers.
(X+2)= (23+2)=25
(X+4)= (23+4)=27