The expression which shows the amount of money, in dollars Maddie spent on mailing letters in March is 3.7 +0.74 y.
Given Maddie mailed y letters in January. She mailed 3 times as many letters in February. In March she mailed 10 letters more than half of what she mailed in January and February.
Expression is combination of numbers, symbols, fraction, coefficients which are not found in equal to form.
Letters mailed in January=y
Letters mailed in February=3y
Letters mailed in March=10+(y+3y)/2
=10+2y
Amount of mailing of 1 letter=$0.37.
Amount of mailing of letters in March=0.37(10+2y)
=3.7+0.37*2y
=3.7+0.74y
Hence the expression which shows the amount of letters mailed in March is 3.7+0.74 y.
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-8
-4
8
-4
y
-8
y = -x + 5
4
80
x
What is the solution of the system of equations?
The solution of the equation is 5477x + 12y = -56
How to determine the solutionGiven the equation;
-8 -48-4y-8y = -x + 5480x
First, we collect like terms
-56 - 12y = 5477x
Collect the numbers with variables together
-56 = 5477x + 12y
Thus, the solution of the equation is 5477x + 12y = -56
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Calculate the value of x.
Answer:
x = 17deg
Step-by-step explanation:
Let angle y be the unknown angle IN THE TRIANGLE.
Angle y = 180 - 90 - 73
= 17deg
Angle x = Angle y (Alternate angles on 2 parallel lines)
Angle x = 17 deg
Answer:
17° is the answer.
….. solve for X………….
Answer:
x=5
Step-by-step explanation:
these two angles are the same so set both equations equal to each other and solve for x.
[tex]23x-5=21x+5\\23x=21x+10\\2x=10\\x=5[/tex]
1. set equations equal to each other
2. add 5 to both sides
3. subtract 21x from both sides
4. divide both sides by 2 to get x alone
5. x=5
b) If a shopkeeper allows 20% discount and sells an article for Rs 200, find the marked price of the article.
Answer:
250
Step-by-step explanation:
mp=sp+d%of mp
x = 200+20÷100×x
100x-20x = 20000
x= 250
In a survey conducted among the people, 200 like to eat green vegetables, 200 like fruits and 100 like both of them. Using Veen-Diagram, find the number of people who like at least one of them.
Answer:
300 people.
Step-by-step explanation:
The number of people who like at least one of them is 300 people.
What is a Venn Diagram?A Venn diagram is defined as a visual representation that makes use of circles to highlight the connections between different objects or limited groups of objects. Circles that overlap share certain characteristics, whereas circles that do not overlap do not.
Given data as :
In a survey conducted among the people
The number of people like to eat green vegetables = 200,
The number of people like fruits = 200 and
The number of people like both of them = 100
According to attached Venn-Diagram,
The number of people who like at least one of them = 100 + 100 + 100
The number of people who like at least one of them = 300
Hence, the number of people who like at least one of them is 300 people.
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Write an equation (a) in standard form and (b) in slope-intercept form for the line described.
through (8,10), parallel to y = -7
Parallel lines admit equal slopes.
Taylor, a seventh grader at Juno Middle School, loves whales. She believes it is her duty to understand all laws that apply to the whaling industry and how this will affect the whales. She spends much time researching how officials are or aren't enforcing those laws. Taylor reports her findings to friends and family who can vote.
The attitude of Taylor in the given scenario can be classified as a; Watchdog
Who is classified as a watchdog?
From the given narration about Taylor, we can see that she understood the laws applying to whales and knew what the whaling industry would be doing wrong, when they do so.
Now, considering the fact that Taylor is not old enough to make a difference, politically, she has to tell others and keep an eye out. Thus, with this attitude, we can classify her to be a watchdog
The complete question is;
Taylor, a seventh grader at Juno Middle School, loves whales. She believes it is her duty to understand all laws that apply to the whaling industry and how this will affect the whales. She spends much time researching how officials are or aren't enforcing those laws. Taylor reports her findings to friends and family who can vote.
Taylor would be considered a;
A) watchdog
B) legal representative
C) leader of an interest group
D) member of the media
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What is the inverse of the equation y=x²-4, x≤ 0
The inverse of the equation y = x² - 4, x≤ 0 is [tex]y = \sqrt{x + 4[/tex]
How to determine the inverse of the equation?The equation is given as:
y = x² - 4, x≤ 0
Swap the x and y values
x = y² - 4
Add 4 to both sides
y² = x + 4
Take the square root of both sides
[tex]y = \sqrt{x + 4[/tex]
Hence, the inverse of the equation y = x² - 4, x≤ 0 is [tex]y = \sqrt{x + 4[/tex]
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Drag each label to the correct location on the equation. Each label can be used more than once, but not all labels will be used. A company has two packaging machines in a unit, each with a different daily capacity. The capacity of machine 1 is defined by the function f(m) = (m + 4)2 + 100, and the capacity of machine 2 is defined by the function g(m) = (m + 12)2 − 50, where m is the number of minutes the packaging machine operates. Create the function C(m) that represents the combined capacity of the two machines
The combined capacity is given by (f+g) m = 2m² +32 m +210
What is an Equation ?An equation is defined as a mathematical statement used to relate a dependent and an independent variable.
The equation that gives the capacity of machine 1 is
f(m) = (m+4)² +100
and
The equation that gives the capacity of machine 2 is
g(m) = (m + 12)² -50
The total capacity of both the machine is given by
f(m) + g(m) = (m+4)² +100 +(m + 12)² -50
(f+g) m = 2m² +32 m +210
Therefore the combined capacity is given by (f+g) m = 2m² +32 m +210
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In which triangle is the value of x equal to tan−1(startfraction 3.1 over 5.2 endfraction)?
The given value of x will be found in a right-angled triangle with a base of length 5.2 units and perpendicular of length 3.1 units.
What is a right-angled triangle?
A triangle is said to be a right-angled triangle if one of its inner angles is 90 degrees, or if any one of its angles makes a right angle.
What is the value of x?
(Consider the given figure for reference)
[tex]tan x=\frac{perpendicular}{base}[/tex]
As seen from the figure,
perpendicular = 3.1 units
base = 5.2 units
∴ [tex]tan x =\frac{3.1}{5.2}[/tex]
⇒ [tex]x=tan^{-1} \frac{3.1}{5.2}[/tex]
This is the required value of x.
Therefore, it can concluded that the value of x in a right-angled triangle with a base of length 5.2 units and perpendicular of length 3.1 units is equal to [tex]tan^{-1}\frac{3.1}{5.2}[/tex]
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Answer: d
Step-by-step explanation:
edge 2023
please write a paragrah all the instructions are here 50 points I hv 1352 points I can give more points all if i need to
geometry please help
Based on the information given, the bisected angle, quadrilateral, and congruent angles will be explained.
How to illustrate the information?It should be noted that a quadrilateral simply means a closed shape that has four sides and four angles. These include square, rectangle, parallelogram, etc.
A bisected angle simply illustrates a line that splits an angle onto two equal angles.
Congruent segments are the segments that have the same length.
The diagrams are attached accordingly.
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A force of 70 newtons acts on an area of 20cm^2 the force is increased by 10 newtons. The area is increased by 10cm^2
Pls help lol
Helen is incorrect, the pressure decreases by greater than 20% and percent decrease is 23.80%.
What is the percentage?It's the ratio of two integers stated as a fraction of a hundred parts. It is a metric for comparing two sets of data, and it is expressed as a percentage using the percent symbol.
Pressure before the change:
Area = 20 square cm = 0.002 square meters
P = 70/0.002 = 35000 N/m²
The force is increased by 10 newtons. The area is increased by 10cm²
New pressure = (70+10)/(0.003) = 26,666.667 N/m²
Percent decrease = [(35000 - 26,666.667)/35000]×100
= 23.80% (pressure decrease by 23.80%)
Thus, Helen is incorrect, the pressure decreases by greater than 20% and percent decrease is 23.80%.
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The following measurements (in picocuries per liter) were recorded by a set of carbon dioxide detectors installed in a manufacturing facility:
828.1,812.1,805.9,810,831.3 1. Using these measurements, construct a 95% confidence interval for the mean level of carbon dioxide present in the facility. Assume the population is approximately normal.
2. Find the critical value that should be used in constructing the confidence interval.
The confidence interval for the mean level of carbon dioxide present in the facility is (806.05,828.91) and the critical value is 2.77 which is used to find out the confidence interval.
Given measurement of carbon dioxide :828.1,812.1,805.9,810,831.3
We have to construct a confidence interval for 95% for the mean level of carbon dioxide present in the facility.
n=5
sample mean=817.48 (calculated in figure)
sample standard deviation=[tex]\sqrt{(x_ -x_{bar} )^{2} /n-1 }[/tex]
=[tex]\sqrt{522.768/4}[/tex]
=11.43
We have to apply t test as n<30
t critical at 95% with degree of freedom=4 (5-1)
=2.77
Confidence interval=X bar ±standard error
Standard error= t*s/[tex]\sqrt{n}[/tex]
=2.77*11.43/[tex]\sqrt{5}[/tex]
=14.13
Lower boundary=817.48-11.43
=806.05
Upper boundary=817.48+11.43
=828.91
Hence the confidence interval is (806.05,828.91).
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What is the relationship between the data life cycle and the data analysis process? how are the two processes similar? how are they different?
The data life cycle and the data analysis process are interrelated concepts, with the data analysis process being a key component of the broader data life cycle. Both processes play crucial roles in managing and leveraging data for informed decision-making and insights generation.
The data life cycle and the data analysis process are closely related concepts within the broader field of data management and analytics. They both involve the handling, processing, and utilization of data, but they focus on different stages and aspects of this overall process. Let's explore their relationship, similarities, and differences:
1. Data Life Cycle:
The data life cycle refers to the journey that data goes through from its creation or acquisition to its eventual disposal or archival. It encompasses various stages that data passes through during its lifecycle, including:
Collection: Data is collected from various sources, such as sensors, surveys, databases, or external datasets.
Storage: Data is stored in appropriate data storage systems, which could be databases, data warehouses, or cloud storage.
Processing: Data is cleaned, transformed, and organized to make it suitable for analysis. This may involve data preprocessing, transformation, and integration.
Analysis: Data is analyzed using various techniques to extract insights, patterns, and meaningful information.
Visualization: Results of the analysis are often presented visually using charts, graphs, and dashboards to communicate findings effectively.
Interpretation: Analysts interpret the results of the analysis in the context of the problem or question at hand.
2. Data Analysis Process:
The data analysis process specifically focuses on the steps involved in deriving insights, patterns, and information from the data. It can be thought of as a subset of the data life cycle, concentrating on the stages from data processing through analysis, visualization, interpretation, and decision-making.
Similarities:
Interconnectedness: The data analysis process is a significant part of the data life cycle, as the insights derived from analysis can influence decisions at various stages of the cycle.
Data Preparation: Both processes involve data preparation, transformation, and cleaning to ensure that the data is suitable for analysis and downstream use.
Decision-Making: Both processes contribute to decision-making, with the data analysis process providing insights that inform decisions made within the data life cycle.
Differences:
Scope: The data life cycle covers the entire journey of data, from creation to disposal, while the data analysis process is a narrower focus on deriving insights and information from the data.
Stages: The data life cycle includes stages such as data collection, storage, and archival, which are not part of the core data analysis process.
Purpose: The primary purpose of the data life cycle is to manage data throughout its lifecycle, ensuring data integrity, security, and compliance. The primary purpose of the data analysis process is to extract meaningful information and insights to address specific questions or problems.
Timeframe: The data analysis process typically occurs after the data has been collected and processed, whereas the data life cycle encompasses the entire timeline of data existence.
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3 positive integers have a mean of 5 and range of 10, what are the integers
The three positive integer that has mean of 5 and range of 10 will be 0, 5, 10.
What is Algebra?The analysis of mathematical representations is algebra, and the handling of those symbols is logic.
Let the three positive number be (a – d), (a), and (a + d).
Then the mean of the number will be 5. Then we have
5 = (a – d + a + a + d) / 3
5 = (3a) / 3
a = 5
Then the range will be 10. Then we have
(a + d) – (a – d) = 10
a + d – a + d = 10
2d = 10
d = 5
Then the three positive integer that has mean of 5 and range of 10 will be 0, 5, 10.
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the image of p(m,5-n) when reflected on line y=0 is p'(2m-3,2n-8) find the values of m and n
Answer: m=n=3
Step-by-step explanation:
Reflecting across the y=0, in other words, the x-axis, means
[tex](x,y) \longrightarrow (x,-y)[/tex]
So, [tex]p(m,5-n) \longrightarrow p'(m,n-5)=p'(2m-3, 2n-8)[/tex]
This gives us the system
[tex]m=2m-3 \longrightarrow \boxed{m=3}\\\\n-5=2n-8 \longrightarrow \boxed{n=3}[/tex]
-5 4 3 2 -1
5
4
32
42
-3
-4
-5
2 3
4
5
Use the graph and table to write the equation that
describes the line graphed.
X
-2
-1
0
1
2
The equation of the line is
y
1
2
3
4
5
[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]
[tex]\qquad \tt \rightarrow \:y = x + 3 [/tex]
____________________________________
[tex] \large \tt Solution \: : [/tex]
Calculate slope (m) using two points -
[tex]\qquad \tt \rightarrow \:m = \dfrac{rise}{run} [/tex]
[tex]\qquad \tt \rightarrow \:m = \dfrac{4 - 3}{1 - 0} [/tex]
[tex]\qquad \tt \rightarrow \:m = {1}[/tex]
Y - intercept (c) = 3
[tex] \large\textsf{Equation of line : } [/tex]
[tex]\qquad \tt \rightarrow \:y = mx + c[/tex]
[tex]\qquad \tt \rightarrow \:y = 1(x) + 3[/tex]
[tex]\qquad \tt \rightarrow \:y = x + 3[/tex]
Answered by : ❝ AǫᴜᴀWɪᴢ ❞
What percentage of temperatures are below 55°?
A.
25%
B.
50%
C.
75%
D.
20%
Answer:
50 %
Step-by-step explanation:
i think this is the answer
Solve the equqtion of a circle (-3,4) and radius 4 units
Step-by-step explanation:
The equation of a circle is usually in the form: [tex](x-h)^2+(y-k)^2=r^2[/tex] where (h, k) is the center and r is the radius. With the information you provided you would have the equation: [tex](x+3)^2+(y-4)^2=16[/tex]. I'm a bit confused by "solve the equation of a circle" do you mean solve for y? if so you would just do
Original Equation:
[tex](x+3)^2+(y-4)^2=16[/tex]
Subtract (x+3)^2 from both sides
[tex](y-4)^2=-(x+3)^2+16[/tex]
Take the square root of both sides
[tex]y-4 = \pm\sqrt{-(x+3)^2+16}[/tex]
add 4 to both sides
[tex]y=\pm(\sqrt{-(x+3)^2+16})+4[/tex]
and then just change the sign to negative or positive depending on what half of the circle you want
Let's take this problem step-by-step:
I will assume that you want the standard form of the equation of the circle:
⇒ standard form: [tex](x-h)^2 +(y-k)^2=r^2[/tex]
(h,k) --> coordinate of circle's center --> (-3,4)r --> length of radius --> 4LEt's plug in the known values
[tex](x-(-3))^2+(y-4)^2 = 4^2\\(x+3)^2+(y-4)^2=16[/tex]
Answer: (x+3)² + (y-4)² = 16
Hope that helps!
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Evaluate the following expressions by substituting s = 5 and t = 4.
4t2 - 2t - s
1. 50
2. 51
3. 52
4. 53
[tex]\huge\text{Hey there!}[/tex]
[tex]\huge\textbf{Equation:}[/tex]
[tex]\mathbf{4t^2 - 2t - s}[/tex]
[tex]\huge\textbf{Solving:}[/tex]
[tex]\mathbf{4t^2 - 2t - s}[/tex]
[tex]\mathbf{= 4(4)^2 - 2(4) - 5}[/tex]
[tex]\mathbf{= 4(4\times 4) - 2(4) - 5}[/tex]
[tex]\mathbf{= 4(16) - 2(4) - 5}[/tex]
[tex]\mathbf{= 64 - 2(4) - 5}[/tex]
[tex]\mathbf{= 64 - 8 - 5}[/tex]
[tex]\mathbf{= 56 - 5}[/tex]
[tex]\mathbf{= 51}[/tex]
[tex]\huge\textbf{Answer:}[/tex]
[tex]\huge\boxed{\textsf{Option B. 51}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]Given: AC and FE bisect each other and Prove: ABCD is a parallelogram.
2) [tex]\overline{AG} \cong \overline{GC}[/tex] (a segment bisector divides a segment into two congruent segments)
3) [tex]\overline{EG} \cong \overline{GF}[/tex] (a segment bisector divides a segment into two congruent segments)
4) [tex]\angle AGE \cong \angle FGC[/tex] (vertical angles are congruent)
5) [tex]\triangle AGE \cong \triangle CGF[/tex] (SAS)
6) [tex]\angle FCG \cong \angle GAE[/tex] (CPCTC)
7) [tex]\overline{AE} \parallel \overline{FC}[/tex] (converse of alternate interior angles theorem)
8) [tex]\overline{AB} \parallel \overline{CD}[/tex] (segments collinear with parallel segments are parallel)
9) [tex]\angle DAC \cong \angle ACB[/tex] (alternate interior angles theorem)
10) [tex]\angle DAB \cong \angle DCB[/tex] (congruent angles added to congruent angles form congruent angles)
11) [tex]ABCD[/tex] is a parallelogram (a quadrilateral with two pairs of opposite congruent angles in a parallelogram)
W
X
(6x-60)°
3x + 5
(2x+68)°
Z
A. WY = 72, m4Z = 132°
B. WY= 101, m4Z = 72°
C. WY = 101, m4Z = 132°
D. WY= 132, m4Z = 101°
Y
Find the length of Wy and the measure of ZZ.
Answer:
x = 32
Step-by-step explanation:
Angle <X and angle <Z is has same measure because they are congruent angles so we can write the following equation:
6x - 60 = 2x + 68 transfer like terms to the same side of the equation
6x - 2x = 68 + 60 subtract/add
4x = 128 divide both sides by 4
x = 32
To find the measure of angle <Z and length of WY replace x with the value we found
WY = 3*32 + 5
WY = 101
m<Z = 2*32 + 68
m<Z = 132
a parent donated 36 fruit cups and 24 bananas to the fifth grade. The teacher wanted to make field trip snack bags with donated food and wondered ways that the snacks could be packed. To be fair, the teacher wants to make sure that all the bags are exactly the same. What is the greatest number of snack bags that the teacher can make?
Answer:
24
Step-by-step explanation:
put one fruit cup and banana in each bag
the teacher can make the greatest number of snack bags, which is 12, while ensuring that all the bags contain an equal number of fruit cups and bananas.
To find the greatest number of snack bags that the teacher can make while ensuring that all the bags are exactly the same, you need to determine the common factors of the quantities of fruit cups (36) and bananas (24). The greatest number of bags will be determined by the greatest common factor (GCF) of these two numbers.
Let's find the GCF of 36 and 24:
1. List the factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36
2. List the factors of 24: 1, 2, 3, 4, 6, 8, 12, 24
Now, identify the common factors from both lists:
Common factors: 1, 2, 3, 4, 6, 12
The greatest common factor among these common factors is 12.
So, the teacher can make the greatest number of snack bags, which is 12, while ensuring that all the bags contain an equal number of fruit cups and bananas.
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Solve this system algebraically. 7x - 2y = 4 5y + 3x = 10 {(-41/40, -41/58)} {(41/40, 41/58)} {(-40/41, -58/41)} {(40/41, 58/41
Answer: 4
Step-by-step explanation:
You have a box filled with cash. Cash value is uniformly and randomly distributed from 0 to 1000. You are trying to win the box in an auction: you win the box if you bid at least the value of the cash in the box; you win nothing if you bid less (but you lose nothing). If you win the box, you can resell it for 150% of its value. How much should you bid to maximize the expected value of your profit (resale of box minus bid)
We would bid $0 as the expected value of this game is always negative.
I’ll assume that cash means there will not be fractions of a dollar in the box. Let X be the payout of the box and Y be the amount that we pay for the box after bidding. Then we have
P(X)=1.5X−Y, X≤Y
as ur profit function. Since E[P(X)]=1.5E[X]−Y, we first need to find the expected value of X and Y. Each integer between 0 and 1000 is equally likely to be in the box
(P(X=x)={1}/{1001}
Since we only realize the payout of the box if X≤Y we only need to sum up to Y:
E[X]= x=0∑Y1/1001 = Y(Y+1)/2002
To find the expected value of Y, note that we will pay Y dollars for the box if X≤Y and 0 otherwise. Given a Y, the probability that X≤Y is {Y+1}/{1001}
since each potential value of X shy of Y has probability {1}/{1001}
Then{E}[Y] = {Y(Y+1)}/{1001}
It follows that
[tex]\begin{aligned} \mathbb{E}[P(X)] &= 1.5\mathbb{E}[X] - E[Y] = \frac{1.5Y(Y+1)}{2002} - \frac{Y(Y+1)}{1001} \\ &= \frac{-3Y(Y+1)}{4004} \end{aligned}[/tex]
E[P(X)]=1.5E[X]−E[Y]= 1.5Y(Y+1)/2002 − Y(Y+1)/1001 = −3Y(Y+1)/4004
which is always negative so we should not bid any amount for the box. Our optimal bid then is $0, with expected payoff $0. Note that my original assumption was the impetus for using a summation; should I have assumed that any value was possible in the box, then we would have to approach X as though it were a continuous variable.
So, We would bid $0 as the expected value of this game is always negative.
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A landscaping company placed three orders with a nursery. The first order was for 13 bushes, 4 trees, and 7 bundles of flowers, and totaled $579. The second order was for 6 bushes, 2 trees, and 3 bundles of flowers, and totaled $272. The third order was for 9 bushes, 5 trees, and 8 bundles or flowers, and totaled $548. The bills do not list the price per item. What was the cost per bush, tree and bundle of flowers?
Answer:
each bush is $23 and each tree is $47
Step-by-step explanation:
Which situation can be represented by the equation x + 6 = 13?
A. Two friends played 13 games of chess. One friend won 6 games.
What is x, the number of games the other friend won?
B. Ryder has 13 herb plants and 6 tomato plants in his garden. What
is x, the total number of plants in Ryder's garden?
C. Dorina ran 6 laps around the track at practice on Tuesday. On
Thursday, she ran 13 laps. What is x, the total number of laps that
Dorina ran?
D. Zoltan spent $13 on a shirt and $6 on sunglasses. What is x, the
total amount that he spent?
SUBMIT
Step-by-step explanation:
A. ______________________$
What prism or other 3-dimensional shape would you use to model the tree trunk below? (Rectangular prism, triangular prism, square prism, or cylinder). If the height of the tree trunk is 13 ft and the radius is 1.5 ft, what is the volume in cubic feet? Round to the nearest tenth.
Enter your answer and also show your work to demonstrate how you determined your answer. Review the rubric below to see how you will be evaluated.
Answer:
30.6
Step-by-step explanation:
The closest shape to a tree trunk is a cylinder.
Area of a cylinder: 1/3πr^2h
1/3πr^2h
1/3π(1.5)^2(13)
1/3π(2.25)(13)
1/3π(29.25)
30.6
Create two radical equations: one that has an extraneous solution, and one that does not have an extraneous solution. Use the equation below as a model:
[tex]a\sqrt{x+b} +c=d[/tex]
The radical equation that has an extraneous solution is 5✓x + 10 - 15 = 30
How to calculate the equation?Based on the information given, the radical equation that has an extraneous solution is 5✓x + 10 - 15 = 30.
This will be:
5✓x + 10 - 15 = 30
Collect like terms
5✓x = 30 - 10 + 15
5✓x = 35
✓x = 35/5
✓x = 7
x = 7² = 49
The equation that does not have an extraneous solution will be ✓x + 1 + 7 = 4. Here, ✓x = -4 and has no solution.
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Please someone help me!!!
Answer:
(-1,3)
Step-by-step explanation:
You just need to see how the shape connects