Answer:
x = 5
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDASEquality PropertiesAlgebra I
Function notationStep-by-step explanation:
Step 1: Define
f(x) = -3x + 17
f(x) = 2
Step 2: Solve for x
Substitute: 2 = -3x + 17Isolate x term: -15 = -3xIsolate x: 5 = xRewrite: x = 5Step 3: Check
Plug in x to verify it's a solution.
Substitute: f(2) = -3(5) + 17Multiply: f(2) = -15 + 17Add: f(2) = 2Here we see that f(2) does equal 2.
∴ x = 5 is the solution.
WILL MARK BRAINLIEST! PLEASE HELP!
Write 206 in base 7
Answer:
413_7
Step-by-step explanation:
Convert the following to base 7:
206_10
Hint: | Starting with zero, raise 7 to increasingly larger integer powers until the result exceeds 206.
Determine the powers of 7 that will be used as the places of the digits in the base-7 representation of 206:
Power | \!\(\*SuperscriptBox[\(Base\), \(Power\)]\) | Place value
3 | 7^3 | 343
2 | 7^2 | 49
1 | 7^1 | 7
0 | 7^0 | 1
Hint: | The powers of 7 (in ascending order) are associated with the places from right to left.
Label each place of the base-7 representation of 206 with the appropriate power of 7:
Place | | | 7^2 | 7^1 | 7^0 |
| | | ↓ | ↓ | ↓ |
206_10 | = | ( | __ | __ | __ | )_(_7)
Hint: | Divide 206 by 7 and find the remainder. The remainder is the first digit from the right.
Determine the value of the first digit from the right of 206 in base 7:
206/7=29 with remainder 3
Place | | | 7^2 | 7^1 | 7^0 |
| | | ↓ | ↓ | ↓ |
206_10 | = | ( | __ | __ | 3 | )_(_7)
Hint: | Divide the whole number part of the previous quotient, 29, by 7 and find the remainder. The remainder is the next digit.
Determine the value of the next digit from the right of 206 in base 7:
29/7=4 with remainder 1
Place | | | 7^2 | 7^1 | 7^0 |
| | | ↓ | ↓ | ↓ |
206_10 | = | ( | __ | 1 | 3 | )_(_7)
Hint: | Divide the whole number part of the previous quotient, 4, by 7 and find the remainder. The remainder is the last digit.
Determine the value of the last remaining digit of 206 in base 7:
4/7=0 with remainder 4
Place | | | 7^2 | 7^1 | 7^0 |
| | | ↓ | ↓ | ↓ |
206_10 | = | ( | 4 | 1 | 3 | )_(_7)
Hint: | Express 206_10 in base 7.
The number 206_10 is equivalent to 413_7 in base 7.
Answer: 206_10 =413_7
A store owner recorded the total number of customers that visited his store at the end of each hour that the store was open. He created the scatterplot, trend line, and equation below based on the data.
Store Customers
A graph has hours open on the x-axis, and total customers on the y-axis. A trend line has a regression equation of y = 25.36 x minus 0.23.
Assuming that the trend continues, which is the best estimate for the number of hours that the store will have been open when the total customer count is 310?
11
12
13
14
Answer:
12
Step-by-step explanation:
got 100% right on edge 2020, hope this helped! <3
Answer:
its 12
Step-by-step explanation:
bc it is
Select the expression equivalent to (8c−5)−(6c+4).
On a coordinate plane, a line goes through (0, 1) and (5, 0). What is the equation of the line that is perpendicular to and has the same y-intercept as the given line?
Answer:
First find slope of first line given the two points
Slope is change in y over change in x
0-1 over 5-0
Slope = -1/5
Slope of the line perpendicular to this line has a slope that is the negative reciprocal.
Slope of the new line is 5
You are given the y intercept with the first point so put these things together in the slope intercept formula
Y=5x +1
Step-by-step explanation:
determine the value of x (put number value)
Answer:
x = 8
Step-by-step explanation:
Alternate Interior angles are equal to each other;
8x - 4 = 60
Add 4 to both sides;
8x = 64
Divide both sides by 8;
x = 8
during migration , a butterfly can travel 30 miles in 1 hour . which graph best represents y , the number of miles a butterfly can travel in x hours ?
For which rational numbers of a is the expression a-3/3: equal to 5/2 a is a positive number
For which rational numbers of a is the expression a-3/3: greater than 5/2 a is a positive number
For which rational numbers of a is the expression a-3/3: less than 5/2 a is a positive number
I need help cuz this i rsm and my class is in an hour *AND GIVE ALL ANSWERS!!!!!!!*
Answer:
a=?
a=?
a=?
Step-by-step explanation:
How many solutions can be found for the system of linear equations represented on the graph?
A) no solution
B) one solution
C) two solutions
D) infinitely many solutions
Answer:
No Solution
Step-by-step explanation:
As the two lines have the identical slope (-1/2x), that means these two lines are parallel, and therefore they have no solution.
A study was conducted to investigate how the amount of time spent study can help predict the test scores on the content. The studying showed a positive strong linear association between these two variables. Here are the statistics:
Mean of study time: 2.4 hours
Standard Deviation of study time: 0.79 hours
Mean of test scores: 77 points
Standard Deviation of test scores: 7.7 points
a. Calculate the slope of the LSRL.
b. Calculate the y-intercept of the LSRL.
c. Write the equation of the LSRL in context.
Answer: go with your gutt btw C is always best option
Step-by-step explanation:
hope you got it correct
PLS ITS DUE IN 20 MINUTES
Estela and Luiza are going to share 35 dolls, either in the ratio of their ages, or in the ratio of dolls they have
Estela is 9 years old and has 24 dolls already.
Luiza is 12 years old and has 36 dolls already.
Which ratio would be better for Estela?
Tanner goes to his local butcher and he finds a turkey that he thinks is perfect! The butcher tells Tanner that the turkeys weighs 1723 pounds. If the price of the turkey is $1.36 per pound. How much will Tanner pay for the
turkey?
Answer:$2343.28 for the turkey
Step-by-step explanation:
1,723lbs*$1.36=$2,342.28
2. What is the correct expanded form for the number 75.92?
70 + 5 + 0.9 + 0.2
70 + 5 + 0.09 + 0.002
70 + 5 + 0.9 + 0.02
700 + 50 + 0.9 + 0.02
Answer
Option 3
Step-by-step explanation:
70 + 5 = 75
0.9 + 0.02 = 0.92
75 + 0.92 = 75.92
Mrs. Williamson had 18 students in her homeroom at the beginning of the school year and 24 students at the end of the year. What was the approximate percent increase in the number of students in Mrs. Williamson’s homeroom?
Answer:
The approximate % increase was around 33%
Step-by-step explanation:
Divide 24 by 18 and you convert the decimal into a percent which is just multiplying it by 100
There was an increase of 33.33 percent in Miss Williamson‘s homeroom
What is the percentage?A percentage is a minimum number or ratio that is measured by a fraction of 100.
Then since percent shows per 100 (since cent means 100), thus we will first divide the whole part in 100 parts and then multiply it with b so that we collect b items per 100 items.
Since Percentage increase in the number of students can be calculated as;
=((Final number-Initial number)/Initial Number)×100
where the Initial number of students=18 students
Final number of students=24 students
Now substituting;
((24-18)/18)×100
=(6/18)×100
=33.33% increase
Hence, there was an increase of 33.33%.
Learn more about percentages;
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Factor x2 − 2x + 3. (4 points)
Answer:
(x-3) times (x+1)
Well um there you go..
Answer
73
Step-by-step explanation:
Denise is 7 years Younger than our Misty is twice as old as Alma all together we have an age of 37 how old is Denise
Answer: 14
Step-by-step explanation: divide
Please help me I need a correct answer fast!!
The two figures in the diagram are congruent. Is one a reflection image, a translation image, or a rotation image of the other?
A. reflection image
B. translation image
C. rotation image
Answer:
c rotation
Step-by-step explanation:
Answer:
rotation image
Step-by-step explanation:
What is the decimal multiplier to increase by 58%?
a triangle with angle measures of 45 45 and 90 is
Answer:
A right triangle
Step-by-step explanation:
The answer is a right triangle because it has a right angle. A right angle is 90 degrees
There are less than 200 apples in a box. It is known that 2, 3, 4, 5, or 6 kids can share these apples evenly. How many apples can be in that box? There is a lot of answers
Answer:
1200
Step-by-step explanation:
6×200=1200ans...
Answer:
60, 120, 180
Step-by-step explanation:
The lowest common multiple of 2, 3, 4, 5, and 6 is 60. The box could contain any multiple of 60 that is less than 200. 60 apples. ... The answer can be any number 1–199, if there are no preconditions about slicing up a 'remainder' apple to split amongst the kids.
A scale on a map shows that 1 inch: 8 miles. On the map, Kylie’s house is 2.5 inches from her grandma’s house. What is the actual distance between the two houses?
( Hint: Not D)
A. 10
B. 15
C. 20
D. 25
Answer:
C. 20
Step-by-step explanation:
If 1 inch is 8 miles, 2.5 = 20 miles because 8 x 2 = 16 and .5 = 4 so 16+4 = 20
WILL GIVE BRAINLIEST - 6TH GRADE MATHEMATICS
Angie is showing her work in simplifying −7.9 + 8.2 − 3.4 + 2.1. Identify any errors in her work or in her reasoning.
Step Work Reasoning
−7.9 + 8.2 − 3.4 + 2.1 Original problem
1 −7.9 + 8.2 + (−3.4) + 2.1 Additive inverse
2 −7.9 + (−3.4) + 8.2 + 2.1 Commutative property
3 [−7.9 + (−3.4)] + (8.2 + 2.1) Associative property
4 −11.3 + 10.3 Simplify
5 −1 Simplify
She did not make any errors.
Step 1: She wrote −3.4 incorrectly as + (−3.4).
Step 2: She identified changing the order of the numbers as the commutative property, which is incorrect.
Step 3: She identified changing the grouping of the numbers as the associative property, which is incorrect.
Answer:
Step 1 it says Additive inverse, that is not additive inverse. Additive inverse is the opposite of a number. There is no opposite number in the problem. And step 5 is the answer, it shouldn't be simplify. Hope that helps! :)
Answer:
step 1
Step-by-step explanation:
PLEASE HELP 15 POINTS 1. An architect is drawing a sketch for a new building. He uses graphs of lines on a coordinate plane to sketch out
his ideas. The architect has plotted the graph of the line 4x + 16y = 8.
What is the equation of the line he has graphed in slope-intercept form? (Reduce all fractions)
2
Write the equation in slope-intercept form perpendicular to the original line that goes through the point
(-6, -19)
3
Write the equation in slope-intercept form parallel to the original line that goes through the point (-8,6).
Answer:
1) [tex]y=-\frac{1}{4}x+\frac{1}{2}[/tex]
2) [tex]y=4x+5[/tex]
3) [tex]y=-\frac{1}{4}x+4[/tex]
Step-by-step explanation:
Question 1:
All you have to do is solve for y to get the slope intercept form.
[tex]4x+16y=8\\16y=-4x+8\\y=-\frac{1}{4}x+\frac{1}{2}[/tex]
So the equation is [tex]y=-\frac{1}{4}x+\frac{1}{2}[/tex]
Question 2:
Now for this one you have to find the line perpendicular to the previous equation.
Finding the slope:
So first we need to find the slope and usually the slope of a perpendicular line is the opposite and the reciprocal to the original equation. So instead of [tex]-\frac{1}{4}[/tex] it will be [tex]\frac{4}{1}[/tex] or even easier to manage [tex]4[/tex].
Finding the y-intercept:
For the y-intercept we need to plug in what we know into this formula....[tex]y=mx+b[/tex]
We know the slope is [tex]4[/tex] and we could use the ordered pair that they provided us with [tex](-6,-19)[/tex]. The -6 is the x and the -19 will be the y. Now let's plug in and solve.
[tex]y=mx+b\\-19=4(-6)+b\\-19=-24+b\\b=5[/tex]
Writing the equation:
Now we know all the information needed to write the equation.
[tex]y=mx+b\\m=4\\b=5[/tex]
Now we just fill it in the formula...
[tex]y=4x+5[/tex]
Question 3:
For a parallel equation the slope will be the same in order for them to be parallel to each other.
Finding the y-intercept:
For the y-intercept we need to plug in what we know into this formula....[tex]y=mx+b[/tex]
We know the slope is [tex]-\frac{1}{4}[/tex] and we could use the ordered pair that they provided us with [tex](-8,6)[/tex]. The -8 is the x and the 6 will be the y. Now let's plug in and solve.
[tex]y=mx+b\\6=-\frac{1}{4}(-8)+b\\6=2+b\\b=4[/tex]
Writing the equation:
Now we know all the information needed to write the equation.
[tex]m=-\frac{1}{4}\\b=4[/tex]
Now we just fill it in the formula...
[tex]y=-\frac{1}{4}x+4[/tex]
-24=5r+3r idk how to do it
Answer:
r = -3
Step-by-step explanation:
Add the like terms: 8r = -24
Isolate r by dividing each side by 8: r = -24/8
Simplify: r = -3
Hope this helps
Shampoo can be bought in 5 gallon pails. The groomer uses 16 ounce bottles to to hold the shampoo. How many bottles can he get out of the 5 gallon pail?
Answer:
The groomer can get 40 bottles out of the 5 gallon pail.
Step-by-step explanation:
A gallon contains 128oz (ounces)
128/16=8
8 bottles/gallon
times both sides by 5
40 bottles/5 gallons
Therefore the groomer can get 40 bottles out of the 5 gallon pail
Need help with lcm (Least common multiple)
Answer:
sure can help you shoot the question
Step-by-step explanation:
You can find the least common multiple of 2 numbers by using prime factorisation to find its index notation.
Example:
6=2×3
9=3^2
So to find the LCM of these to find the LCM of these numbers, you need to take the number with the higher index notation and the remaing factor and multiply them.
Example:
LCM(6,9)=2×3^2
=18
The circle has a radius of 11 cm. What is the area of the shaded sector? Use 3.14 for π, and round your answer to the nearest tenth.
What is the approximate area of the shaded sector?
23.0 cm2
126.7 cm2
253.3 cm2
379.9 cm2
Answer:
253 or c
Step-by-step explanation:
A smart phone costs $149.99 before tax. The tax on the smart phone is 7%.
What is the total cost of the smart phone?
Answer:TC=$160.49
Step-by-step explanation:total cost=original+tax
tax=7% of 149.99
tax=0.07 times 149.99
tax=10.49993
total cost=149.99+10.49993
total cost=160.4893
round
sooo TC=$160.49
Kathy Is 12 years old and Ben is 16 years old. How many years ago was Ben three times Older than Kathy?
Setting up an equation to represent the scenario, we can conclude that Ben was 3 times older than Kathy 10 years ago.
Present age :
Kathy, k = 12 Ben, b = 16Serting up the equation thus :
Let the number of years = x
16 - x = 3(12 - x)
16 - x = 36 - 3x
Collect like terms
-x + 3x = 36 - 16
2x = 20
x = 10
Hence, Ben was 3 tines older than Kathy 10 years ago.
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Help me or give me answer key plz I’m doing Desmos Quadratic Transformations – Part 1
They want to know the change in y. They have given the lines, soo count how many they went up or down.
Whatever you get, that the answer.
The y value of each point moved ___ units ____ and ____ as I moved the slider.