Find a number which decreased by 10 is 4 times its opposites.

Answer:

3 ( 5x + 1) / y

Answer.

Sum = 5x + 1

Term = 9 (5x + 1) ÷ 3y

Product = 9 (5x + 1)

Factor = (x - 1)

Quotient = [tex]\frac{15x + 3}{y}[/tex]

Coefficient = 15

Answer:

49/2, 17/20

Step-by-step explanation:

24.5=245/10=245÷5/10÷5=49/2

0.85=85/100=85÷5/100÷5=17/20

Answer:

Mixed numbers

a)  24  1/2  

b) 85/100 = 17/20

Step-by-step explanation:

a) as they asked mixed number we only have to create a fraction for the decimal 0.5 = 1/2 and rewrite 24 1/2 = 24.5

If the question asked for lowest terms 24/5 then 24.5% = 245/1000 = 49/200

b) rewrite 0.85 as a fraction in lowest terms

0.85 = 85% = 85/100 = 17/20

Answer:

7x+5

Step-by-step explanation:

2x+5+2x+3x

=2x+2x+3x+5

=7x+5

Answer:

5 hours

Step-by-step explanation:

6.75 * 5 hours = 33.75$. Then 33.75 + 15 $ fee= 48.75$. You can also do 48.75- 15= 33.75/6.75= 5 hours. Hope it helps :D

Answer:

5 hours love :)

Step-by-step explanation: 48.75- 15= 33.75/6.75= 5 hours.

Answer:

D

Step-by-step explanation:

Slope of -2 that's going through y=1

so y=-2x+1

Answer:

you're right it is ASA

Step-by-step explanation:

the angles that correspond are both next to one side

Answer:

Angle R= Angle V (given)

Angle Q = Angle T (given)

RQ = VT (given)

Therefore ∆PQR is congruent to ∆UTV

Answer:

3.5 represents the cost of each hotdog ($3.50).

Step-by-step explanation:

In y = 3.5x, the x represents the number of hotdogs and the y represents the total amount you have to pay for those hotdogs. The 3.5 represents the cost of each hotdog.

Answer:

Nicole is studying a two-way table. She has computed the relative frequencies by column for each cell. What characteristic of the data will imply an association between the two v

Step-by-step explanation:

Answer:

[tex]43/100[/tex]

Step-by-step explanation:

First, make both of the denominators into 100.

Then, 3/10 would be 30/100.

Finally, you can add them to get 43/100.

Answer:

a/4x-3

Step-by-step explanation:

4 'x' box means: 4x, 3 '-' box means: -3

Answer:

a) 4x-3

I hope this helps have a great day

Answer: 10 inches

Step-by-step explanation:

If the two triangles are similar, that means their sides are proportional to each other.

The proportion would look like this:

[tex]\frac{JK}{JL} =\frac{JN}{JM}\\[/tex]

Substitute in the values:

[tex]\frac{15}{21} =\frac{JN}{14}[/tex]

Cross-multiply and solve for JN:

[tex]21*JN=15*14\\JN=\frac{15*14}{21} =\frac{210}{21} =10[/tex]

Answer:

10 inches

Step-by-step explanation:

JM=14<JL=21

And you know that JN=X<JK=15

You also know that JM=14>JN=x

KL=6 so NM=4

JM= (14) - NM (4)= 10

Hope this makes sense, and can help!

Step-by-step explanation:

The car stops a distance away from the starting point because the portion shows a constant function away from the starting point.

I can confirm the one above me is the right answer

Step-by-step explanation:

CUZ I SAIDD

Answer:

C: 3.5+1.5x=12.5

Step-by-step explanation:

i think this is correct because in the question they use the word Gain which means you would add. But also this answer is correct because the kitten had gain 1.5 pounds PER WEEK which make 1.5x

so your answer is 3.5+1.5x=12.5

Hope this helps have a good day

and if correct pls mark me brainliest

thank you bye

Answer:

3.5 +1.5x = 12.5 (third option top- down)

Step-by-step explanation:

given : weighted 3.5 lbs. then gained 1.5 lbs. per week ended up 12.5 lbs.

translate:             3.5                   +      1.5         *        x         =           12.5

Answer:

PLZ MARK ME BRAINLIEST.  

Step-by-step explanation:

Number Of Students who go to School by Walk  = 27

Number Of Students who go to School by Bus  = 45

Ratio of Student who go to School by Walk :  Bus  = 27 : 45

=> Ratio of Student who go to School by Walk :  Bus  = 3 : 5

Hence Ratio of Student who walk to students who ride the Bus  is  3 : 5 is correct  -  True Statement

Number Of Students who go to School by Bike  = 21

Number Of Students who go to School by Walk  = 27

Ratio Bike : Walk = 21 : 27

=> Bike : Walk = 7 : 9

Hence for Every 7 Students who Bike there are 9 students who walk

=> For Every 7 Students who Bike there are 8 students who walk is not Correct

Aight let's answer this step by step

What you need to know is if two values are equal either one will be similar to the other it's only the format that's different if you calculate each of the fractions you'll see each pair is equal except for the last option

Where if calculated

8/3=2.67 but

5/4.8=1.04

Therefore values aren't equal to each other

Answer:

1/ 27

Step-by-step explanation:

[tex] = 81^{ \frac{-3}{4} } [/tex]

[tex] = (\frac{1}{81}) ^{ \frac{3}{4} } [/tex]

[tex] = (\frac{1}{3}) ^3 [/tex]

[tex] = \frac{1}{27} [/tex]

Answer:

Part A

x is 46°

Part B

Alternate angles are angles that are in relatively opposite locations relative to a transversal

Step-by-step explanation:

Part A

∠DRP  = 110° (Given)

∠QPA = 64° (Given)

∠QPR =

Given that AB is parallel to CD, we have;

∠DRP is congruent to ∠APR (Alternate angles to a transversal RP of parallel lines AB and CD)

Therefore, ∠APR = 115°

∠APR = ∠QPA + ∠QPR (Angle addition postulate)

∴ 115° = 64° +  ∠QPR

∠QPR = 110° - 64° = 46°

x = 46°

Part B.

Given that AB is parallel to CD, the lines common (that intersects) both lines are the transversal lines

The angles formed between the parallel lines and the transversal lines have special relationships based on their position with respect to each other

In the question, the angle 110° given between CD and the transversal RP, is found to at an alternate position to the angle ∠APR between the same transversal RP and AB and given that alternate angles are always equal, angle ∠APR is therefore also equal to 110°.

Answer= 79

Step-by-step explanation:

2[7(9-5)2]-33

=2[7×4×2]-33

=2[7×8]-33

=2×56-33

=112-33

=79

For a function, each x term must correspond to exactly one y term. We can use the vertical line test to determine whether or not that holds true for the following 6 graphs. If each x term corresponds to exactly one y term, then any vertical line that we draw on the graph should hit the graph at only one point.

1. We can't draw a vertical line that hits the graph at more than one

point so this relation must be a function.  

2. We can draw many vertical lines that will hit the graph at more than one point. Thus, we can conclude the graph shown here is not a function.

3. We can't draw a vertical line that hits the graph at more than one

point so this relation must be a function.  

4. We can't draw a vertical line that hits the graph at more than one

point so this relation must be a function.  

5. We can draw many vertical lines that will hit the graph at more than one point. Thus, we can conclude the graph shown here is not a function.

6. We can draw many vertical lines that will hit the graph at more than one point. Thus, we can conclude the graph shown here is not a function.

Answer:

yeah the other person is correct

Step-by-step explanation:

Answer: the number is 3.

Step-by-step explanation:

(x × 10) + 6 = 36

[(3) × 10] + 6 = 36

Answer:

3

Step-by-step explanation

First let's create an equation

Let x = number

Product is outcome of multiplication

The product of 10 and a number can be written as 10x

Were supposed to add 6 to the product and that should equal 36

So the equation is 10x + 6 = 36

We now solve for x using basic algebra

10x + 6 = 36

Subtract 6 from both sides

10x = 30

Divide both sides by 10

X = 3

Answer:

1 number 1

Step-by-step explanation:

1 because of 1 of 1

Answer:

1000  hope its right

Step-by-step explanation:

8 · Find the volume of the rectangular prism with the dimensions 11 by 9 by 3. 23 in 297 in 318in 159in I think the answer is c 318 in. geometry A rectangular prism has a length of 4.2 cm, a width of 5.8 cm, and a height of 9.6 cm.

Answer:

C.

x y

2 -24

5 -15

Step-by-step explanation:

We need to find the slope for each table

A.

x y

2 16

5 10

m = (y2-y1)/(x2-x1) = (10-16)/(5-2) = -6/3 = -2

B.

x y

2 14

6 12

m = (y2-y1)/(x2-x1) = (12-14)/(6-2) = -2/4 = -1/2

C.

x y

2 -24

5 -15

m = (y2-y1)/(x2-x1) = (-15--24)/(5-2) = (-15+24)/3 = 3

D.

x y

2 -12

6 -16

m = (y2-y1)/(x2-x1) = (-12--16)/(6-2) = (-12+16)/4 = 1

E.

x y

2 -19

6 -17

m = (y2-y1)/(x2-x1) = (-17--19)/(6-2) = (-17+19)/4 = 1

The greatest unit rate is the largest slope

Answer:

y-3=5/4(x-10)

Step-by-step explanation:

The equation for point-slope form is y-y1=m(x-x1), where m is the slope and the coordinate is (x1,y1). Plug in the given values and presto!

Answer: 9

Step-by-step explanation:

Answer:

yes. alternate interior angles converse