system of equations find the cost each treat please

The first statement, "Commutative states that the grouping of three terms being added does not affect the result" is referring to the commutative property of addition.

The first statement, "Commutative states that the grouping of three terms being added does not affect the result" is referring to the commutative property of addition.

The second statement, "Distributive states that the order of two terms being added may be switched which does not affect the result" is referring to the commutative property of multiplication.

The third statement, "Associative states that the multiplying a sum by a number is the same as multiplying each addend by that number and then adding the two products" is referring to the associative property of multiplication.

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The common ratio is -1/3 and the initial term is -4, then the formula is:

A(n) = -4*(-1/3)^(n - 1)

Remember that in a geometric sequence, to get the next term we need to multiply the previous term by the common ratio.

To get the common ratio, take the quotient between two consecutive terms.

We will get:

(4/3)/(-4) = -1/3

Then the n-th term of the geometric sequence is:

A(n) = -4*(-1/3)^(n - 1)

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Answer:

[tex](-4)\left(\frac{1}{3}\right)^{n-1}[/tex]

Step-by-step explanation:

The common ratio between any two terms in a geometric sequence is constant. Let this ratio be denoted by r. Then, we have:

[tex]r = \frac{\frac{4}{3}}{-4} = \frac{-\frac{4}{9}}{\frac{4}{3}} = \frac{\frac{4}{27}}{-\frac{4}{9}} = \frac{1}{3}[/tex]

Using this value of r, we can write the formula for the nth term an as:

[tex]an=[/tex][tex](-4)\left(\frac{1}{3}\right)^{n-1}[/tex]

The quotient of the expression (6x​-24)÷x^2-16/6x is 36x/(x + 4)

From the question, we have the following parameters that can be used in our computation:

(6x​-24)÷x^2-16/6x

Assume that no denominator has a value of 0, we have

(6x​-24)÷x^2-16/6x = 6(x - 4)  ÷ (x - 4)(x + 4)/6x

Express as products

So, we have the following representation

(6x​-24)÷x^2-16/6x = 6(x - 4)  * 6x/(x - 4)(x + 4)

When the factors are evaluated, we have

(6x​-24)÷x^2-16/6x = 36x/(x + 4)

Hence, the solution is 36x/(x + 4)

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The correct volume of the solid shape given above would be = 3726.1in³.

To calculate the volume of the solid shape, the volume of the cylinder and a cone shoe be subtracted form the Vol of the inner cylinder within the solid shape.

The formula for volume of a cylinder = πr²h

where r = 8in, h = 18in,π= 3.14

vol of cylinder = 3.14× 64×18

= 3617.28in³

volume of cone =⅓πr²h

where hb= 5in

vol = 1/3×3.14×64×5

= 1004.8/3 = 334.9in³

Total volume of shape = 3617.28in³+334.9in³ = 3952.18in³

Vol of inner cylinder = πr²h

where r = 2in

vol = 3.14×4× 18 = 226.08in³

The volume of the shape = 3952.18- 226.08 = 3726.1

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The measure of AC, in circle ABCD can be found to be 20 cm.

In Circle ABCD, O is the midpoint of the circle which means that OB is the radius.

As A and C are on opposite sides of the circle, it means that the value of the measure of AC would be the diameter of the circle which can be found if we have the radius.

The diameter which is AC would then be:

= Radius x 2

=  OB x 2

= 10 x 2

= 20 cm

In conclusion, the measure of AC is 20 cm.

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Answer:

Step-by-step explanation:

Question 1 :

The statement that best describes the solutions of a two-variable equation is (1) The ordered pairs must lie on the graphed equation. This means that any ordered pair (x,y) that satisfies the equation will corresponds to a point on the graph of the equation. In other words, if we plot all the points (x,y) that make the equation true, we will obtain the graph of the equation. Any points that do not lie on the graph is not a solution to the equation. Therefore, when solving a two-variable equation, we need to find the values of x and y that make the equation true and plot those points on the graph to visualize the solutions.

Question 2 :

To use the arithmetic sequence formula, we need to know the first term (a1), the common difference (d), and the desired term (an). In this case, we are given the first term as 4 and the common difference as 3 (since each term is increasing by 3). To find the 10th term, we would replace the variable "n" with 10 in the formula. Therefore, to determine the 10th term of this sequence, we would use the formula:

a10 = a1 + (n-1)d

a10 = 4 + (10-1)*3

a10 = 4 + 27

a10 = 31

Thus, the 10th term of the given sequence is 31.

Question 3 :

The formula an = al + (n-1)d is used to determine the nth term in an arithmetic sequence, where "a" represents the first term in the sequence, "n" represents the term number being solved for, and "d" is the common difference between terms. The formula essentially states that to find any term in an arithmetic sequence, one must add the common difference between terms multiplied by the number of terms-1 to the value of the first term. This formula can be applied to various situations, such as determining the total cost of goods sold in a business with a constant markup percentage, or calculating the number of days it will take to save a given amount of money with a fixed monthly contribution. By understanding the principles behind the formula, individuals can successfully solve problems involving arithmetic sequences in a variety of contexts.

If she worked 36 hours this week, then Corina made $486 this week.

From the question, we have the following parameters that can be used in our computation:

Corina makes $27 for every 2 hours that she works.

So she makes:

27/2 = $13.50 per hour

If she worked 36 hours this week, she would make:

36 hours x $13.50 per hour = $486

Therefore, Corina made $486 this week.

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Since 1 gallon = 4 quarts → (1/2) gallons = 2 quarts

1 gallon = 8 pints → (1/2) gallons = 4 pints

1 gallon = 16 cups → (1/2) gallons = 8 cups

Therefore from the given relation with gallons we can describe the relation between the cups, quarts and pints.

(1/2) Gallon > quarts > pints > cups

If we need 1 cup of milk then a pint container will be the best choice at a grocery store.

Answer: 1  pint would because a quart has 4 cups and 1/2 a gallon would be way to much. and a pint would be 2.

Step-by-step explanation:

1 pint  would be because a quart has 4 cups and 1/2 a gallon would be way to much. and a pint would 1 cup more than you need so 1 pint is right

Answer:

the product of (3-2x)(2x+1)(x-5) is -4x^3 + 26x^2 - 19x - 75.

Step-by-step explanation:

To find the product, we need to multiply these three expressions:

(3 - 2x)(2x + 1)(x - 5)

Let's start by multiplying the first two expressions using the distributive property:

(3 - 2x)(2x + 1) = 6x - 4x^2 + 3 - 2x

Now we can multiply this result by the third expression using the distributive property again:

(6x - 4x^2 + 3 - 2x)(x - 5) = 6x^2 - 34x + 15x - 75 - 4x^3 + 20x^2

Simplifying this expression by combining like terms, we get:

-4x^3 + 26x^2 - 19x - 75

Therefore, the product of (3-2x)(2x+1)(x-5) is -4x^3 + 26x^2 - 19x - 75.

Step-by-step explanation:

Radius = 70 cm    then diameter = 140 cm

Circumference = rope length = pi * diameter

                       = 140 * pi = 439.8 cm long   (round as needed)

Answer:

Sam balance was -10 and the ending balance was $70

=80+(-10)

=$70

An equation that matches the table include the following: y = x + 5.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (6 - 5)/(1 - 0)

Slope (m) = 1/1

Slope (m) = 1.

At data point (0, 5) and a slope of 1/, a linear equation in slope-intercept form for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 5 = 1(x - 0)

y - 5 = x

y = x + 5

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The side of the house which the ladder will reach now is equal to 14.2 feet.

In Mathematics and Geometry, Pythagorean's theorem is represented or modeled by the following mathematical equation:

x² + y² = z²

Where:

x, y, and z represents the length of sides or side lengths of any right-angled triangle.

In order to determine how far up the side of the house will the ladder reach, we would have to apply Pythagorean's theorem as follows;

21² + y² = 35²

y² = 1,225 - 441

y² = 784

y = √784

y = 28 feet.

Since Elijah grabs the ladder at its base and pulls it 4 feet farther from the house, we have:

New Length = 28 + 4 = 32 feet.

Therefore, the required length is given by;

Distance = √(35² - 32²)

Distance = 14.2 feet.

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Answer:  The experimental probability of an event happening is defined as the number of times the event occurs divided by the total number of trials.

In this case, the number of cinnamon jelly beans in the scoop is 6. The total number of jelly beans in the scoop is 5+22+6=33.

Therefore, the experimental probability of scooping a cinnamon jelly bean from the bin is:

P(cinnamon) = number of cinnamon jelly beans / total number of jelly beans

P(cinnamon) = 6 / 33

P(cinnamon) = 2 / 11

So the experimental probability of scooping a cinnamon jelly bean from the bin is 2/11, which can be written as a fraction.

Step-by-step explanation:

Answer: 1,200

Step-by-step explanation: 1,300 - 100 = 1,200

Answer: -1.12, -1^(1/2), 1^(1/8), 1^(1/2), 1^(2/3), 1.12

Step-by-step explanation:

Starting with the smallest:

-1.12

-1^(1/2) (which is equal to -1)

1^(1/8) (which is equal to 1)

1^(1/2) (which is equal to 1)

1^(2/3) (which is equal to 1)

1.12

Therefore, the numbers in order from smallest to largest are: -1.12, -1, 1, 1.12.

The solution for the value of x is 55.

Since the segments of the secant segment and the tangent segment share an endpoint outside of the circle.

According to Tangent-Secant Theorem, the product of the lengths of the secant segment and its external segment equals the square of the length of the tangent segment. That is:

x² = 5 * (5 + 6)

x = 5 * 11

x = 55

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The quotient of 30y³ + 50y² - 35y divided by 5y is: 6y² +10y - 7

Hence option c is the correct answer.

Applying long division rule to find quotient,

Dividend is  30y³ + 50y² - 35y and divisor is 5y

Dividing   30y³ + 50y² - 35y  by 5y step by step we get ( +) 30y^3  is divisible by 5y as the remainder is zero and the quotient is (+) 6y^2.

Then at second step we get (+) 50y^2 is divisible 5y as the remainder is zero and the quotient is (+) 10y.

And at the last step we get (-) 35y is divisible by 5y as the remainder is zero and the quotient is (-) 7.

Thus adding up the quotients found at each step of division of   30y³ + 50y² - 35y by 5y is 6y² +10y - 7.

Hence option c is the correct answer.

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The solution of the system of equations. -2x-y=6 over -2x+8y=-39 is the ordered pair (-0.5, -5).

In order to to graph the solution to the given system of equations on a coordinate plane, we would use an online graphing calculator to plot the given system of equations and then take note of the point of intersection;

-2x-y=6     ......equation 1.

-2x+8y=-39  ......equation 2.

In this exercise, we would use an online graphing calculator to plot the given system of equations as shown in the graph attached below.

Based on the graph shown in the image attached below, we can logically deduce that the solution to this system of equations is the point of intersection of the lines on the graph representing each of them, which is given by the ordered pair (-0.5, -5).

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Answer:

To solve the problem, we can use multiplication. We know that one classroom took 254 photos and the other classroom took 15 times as many pictures. So, we can write an equation to represent the situation:

Number of photos taken by Advocacy Project for Homeless Pets classroom = 254 x 15

We can then solve this equation using multiplication.

254 x 15 = 3810

Therefore, the Advocacy Project for Homeless Pets classroom took 3,810 photos.

the earned interest after 3 years is $1,608.75.

What is simple interest?

Before delving further into the concept of simple interest, it is worth noting that it is a straightforward method for calculating interest on money, whereby interest is added at a constant rate for each time period and always to the initial principal amount. When we deposit our money into a bank, we can earn interest on our investment. Simple interest is one type of interest that banks may offer.

The formula for simple interest is:

I = P * r * t

where:

I = interest earned

P = principal (initial amount)

r = interest rate per year (as a decimal)

t = time (in years)

Substituting the given values, we have:

P = $9,750

r = 0.055 (since the interest rate is 5.5%)

t = 3

I = $9,750 * 0.055 * 3

I = $1,608.75

Therefore, the earned interest after 3 years is $1,608.75.

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Answer: parabolic curve

Step-by-step explanation:

Answer: parabolic curve

Step-by-step explanation:

From the given information about the vertices of the quadrilateral, the point at which the PQRS quadrilateral will be made a rectangle is S(17/14, -1/7).

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The answer is option c.) S(-8,2).

A closed quadrilateral has four sides, four vertices, and four angles. It is a form of polygon. In order to create it, four non-collinear points are joined. Quadrilaterals always have a total internal angle of 360 degrees.

For PQRS to be a rectangle, its opposite sides must be parallel and have equal length. We can find the length of PQ and RS using the distance formula:

PQ = √[(Qx - Px)² + (Qy - Py)²]

  = √[(-3 - (-5))² + (6 - 7)²]

  = √[4 + 1]

  = √[5]

RS = √[(Sx - Rx)² + (Sy - Ry)²]

  = √[(-8 - (-6))² + (2 - 0)²]

  = √[4 + 4]

  = √[8]

Since PQ and RS are not equal, we need to find a point S such that PQRS has equal sides. Moreover, the diagonals of a rectangle bisect each other. Hence, we can use the midpoint formula to find a point that bisects PR:

M = [(-5 - 6)/2, (7 + 0)/2]

 = (-11/2, 7/2)

Let's consider each option:

a.) S(-4,-1)

The slope of PQ is (6 - 7)/(-3 + 5) = -1/2, so the slope of RS must be -1/2 as well. The slope of RS is (2 - 0)/(-8 + 6) = 1, so S(-4, -1) cannot be a point of RS.

b.) S(-7,2)

The slope of PQ is (6 - 7)/(-3 + 5) = -1/2, so the slope of RS must be -1/2 as well. The slope of RS is (2 - 0)/(-7 + 6) = -2, so S(-7, 2) cannot be a point of RS.

c.) S(-8,2)

The slope of PQ is (6 - 7)/(-3 + 5) = -1/2, so the slope of RS must be -1/2 as well. The slope of RS is (2 - 0)/(-8 + 6) = 1, so S(-8, 2) could be a point of RS. Moreover, the distance from S to the midpoint of PR is:

√[(-11/2 - (-8))² + (7/2 - 2)²]

= √[25/4 + 9/4]

= √[34]/2

This is equal to the length of PQ, so PQRS could be a rectangle with S(-8, 2).

d.) S(-8,1)

The slope of PQ is (6 - 7)/(-3 + 5) = -1/2, so the slope of RS must be -1/2 as well. The slope of RS is (1 - 0)/(-8 + 6) = -1, so S(-8, 1) cannot be a point of RS.

Therefore, the answer is option c.) S(-8,2).

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The unit of measurement "length of a soccer field" is in yards

The unit of measurement "length of a soccer field" is typically measured in yards, which is option B.

A standard soccer field is rectangular, with a length ranging from 100 to 130 yards and a width ranging from 50 to 100 yards.

The measurement of the length of a soccer field is based on the distance between the goal lines, which is equivalent to the length of the field.

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Answer: The point (4, 1) is a solution to this system of equations.

Step-by-step explanation:

To determine if (4, 1) is a solution to this system, you must plug it in to both of the equations. It is in the form of (x, y); so x = 4, and y = 1

Equation #1: y = -x + 5

                     1 = -(4) + 5

                     1 = 1      <————— This is part of the solution to this equation.

Equation #2: y = 2x - 7

                      1 = 2(4) - 7

                      1 = 8 - 7

                      1 = 1       <———- This is part of the solution to this equation.

The point (4, 1) is a solution to this system of equations.

Answer: Let's call the time it takes for Mrs. Cunningham to overtake Mr. Cunningham "t".

In that time, Mr. Cunningham will have traveled for 4 more hours than Mrs. Cunningham, so he will have traveled 4 + t hours.

We can set up an equation to represent the distance each person traveled:

distance = rate x time

For Mr. Cunningham:

distance = 46 mph x (4 + t) hours

For Mrs. Cunningham:

distance = 62 mph x t hours

Since they end up at the same place, their distances must be equal:

46 mph x (4 + t) = 62 mph x t

Simplifying this equation:

184 + 46t = 62t

16t = 184

t = 11.5

Therefore, it will take Mrs. Cunningham 11.5 hours to overtake Mr. Cunningham.

Step-by-step explanation:

we do not have convincing statistical evidence that women pay more than men for the same transmission repair

To determine whether the data provide convincing statistical evidence that women pay more than men we do not have convincing statistical evidence that women pay more than men for the same transmission repair for the same transmission repair, we can perform a hypothesis test.

Null hypothesis: The mean repair cost for women is the same as the mean repair cost for men.

Alternative hypothesis: The mean repair cost for women is greater than the mean repair cost for men.

We can use a two-sample t-test for the difference in means, assuming equal variances.

The test statistic is given by:

t = (xbar1 - xbar2) / (s_p * sqrt(1/n1 + 1/n2))

where xbar1 and xbar2 are the sample means, s_p is the pooled standard deviation, and n1 and n2 are the sample sizes.

The degrees of freedom is given by:

df = n1 + n2 - 2

Using the data given, we have:

xbar = 2542.86, xbar2 = 2469.29

s1 = 691.27, s2 = 599.77

n1 = n2 = 7

First, we can calculate the pooled standard deviation:

s_p = sqrt(((n1-1)*s1^2 + (n2-1)*s2^2) / (n1 + n2 - 2))

s_p = sqrt(((6)*691.27^2 + (6)*599.77^2) / (7 + 7 - 2))

s_p = 644.47

Then, we can calculate the t-statistic:

t = (xbar 1 1 - xbar2) / (s_p * sqrt(1/n1 + 1/n2))

t = (2542.86 - 2469.29) / (644.47 * sqrt(1/7 + 1/7))

t = 0.97

Using a t-distribution table with df = 12 and a significance level of 0.05, the critical value for a one-tailed test is 1.7823. Since our t-statistic is less than the critical value, we fail to reject the null hypothesis.

Therefore, we do not have convincing statistical evidence that women pay more than men for the same transmission repair

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Thus, the intermediate step in the form (x+a)² = b as a result of completing the square for the given equation is - (x + 10)² = 1 /3.

A quadratic equation can be made together into perfect square trinomial simply adding or removing elements from both sides, a technique known as "completing the square."

You can use the square's completion as another mathematical tool to solve a variety of problems:

Given expression:

-3x² - 298 = 60x - 1

isolating the x values:

-3x² - 60x = 298 - 1

-3x² - 60x = 299

Taking -3 common from the left hand side:

-3(x² + 20x) = 299

x² + 20x = - 299/3

This, can be written as:

x² + 2*10x = - 299/3

add both side by 100

x² + 2*10x + 100 = - 299/3 + 100

On simplification:

(x + 10)² = (-299 + 300) /3

(x + 10)² = 1 /3

Comparing obtained expression with the given form: (x+a)²=b

a = 10 and b = 1/3

Thus, the intermediate step in the form (x+a)² = b as a result of completing the square for the given equation is - (x + 10)² = 1 /3.

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The equation of the line is y=5x+17.

What is slope intercept form of the equation?

When the slope of the line being studied is known, and the provided point is also the y intercept, the slope intercept formula, y = mx + b, is utilised (0, b).   It provides both a slope and an intercept, which is why the form is known as the slope-intercept form.

Here the given the point [tex](x_1,y_1)=(-4,-3)[/tex] and slope m = 5.

Now using equation formula then,

=> [tex]y-y_1=m(x-x_1)[/tex]

=> y -(-3)=5(x-(-4))

=> y+3 = 5(x+4)

=> y+3 = 5x+20

=> y = 5x+20-3

=> y = 5x+17

Hence the slope intercept form of the equation is y = 5x+17.

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