Jenny made 200 bracelets. She sold 64% of the bracelets at a craft fair.
a. How many bracelets did she sell?
b. How many bracelets were not sold?

Answer:

[tex]y=\frac{5}{2}x-14[/tex]

Step-by-step explanation:

Hi there!

What we need to know:

1) Determine the slope (m)

[tex]y=\frac{5}{2}x-10[/tex]

In the given equation, [tex]\frac{5}{2}[/tex] is in the place of m, making it the slope. Because parallel lines have the same slope, the line we're currently solving for therefore has a slope of [tex]\frac{5}{2}[/tex]. Plug this into [tex]y=mx+b[/tex]:

[tex]y=\frac{5}{2}x+b[/tex]

2) Determine the y-intercept (b)

[tex]y=\frac{5}{2}x+b[/tex]

Plug in the given point (-6,-29) and solve for b

[tex]-29=\frac{5}{2}(-6)+b[/tex]

Simplify -6 and 2

[tex]-29=\frac{5}{1}(-3)+b\\-29=(5)}(-3)+b\\-29=-15+b[/tex]

Add 15 to both sides to isolate b

[tex]-29+15=-15+b+15\\-14=b[/tex]

Therefore, the y-intercept is -14. Plug this back into [tex]y=\frac{5}{2}x+b[/tex]:

[tex]y=\frac{5}{2}x-14[/tex]

I hope this helps!

Answer:

$6.40 per movie

Step-by-step explanation:

Since the fifth movie is free, find the total cost by multiplying 8 by 4:

8(4)

= 32

Find how much you actually pay per movie by dividing this by 5:

32/5

= 6.4

So, you are actually paying $6.40 per movie

Answer:

$6.40

Step-by-step explanation:

If you buy five movies, but only pay for the first four, then that is the first amount we need to find. Paying $8 for four movies means you are paying $32. If you are paying $32 for five movies, then you are paying $6.40 per movie.

Math:

8 + 8 + 8 + 8 + 0 = 32

32/5 = 6.4

Answer:

77,786.251

Step-by-step explanation:

Answer:

True

Step-by-step explanation:

if |x| is 3 then x is either -3 or 3. Either way, the distance from 0 is 3.

Hole this helps! :)

Answer:

ans:

Match the metric measurement on the left with an equivalent unit of measurement on the right are as follows;

0.3 hectoliter       3 deciliters

0.03 liters             30 milliliters

30 centimeter     3 Deciliters

3000 Milliliters    0.3 Decaliters

A standard unit of measurement is a quantifiable language that describes the magnitude of the quantity.

Match the metric measurement on the left with an equivalent unit of measurement on the right is determined in the following steps given below.

1. 0.3 hectoliter = 0.3 × 10 = 3 deciliters

2. 0.03 liters = 0.03 × 1000 = 30 mililiters

3. 3 Centiliters = 0.3 Deciliters then 30 centimeter = 3 Deciliters

4. 3000 Milliliters = 0.3 Decaliters

Learn more about unit measurement here;

https://brainly.com/question/15402847

#SPJ2

Answer:

10

Step-by-step explanation:

Sum of 8 and 7 = 8 + 7 = 15

5 subtracted from sum of  8 and 7 = 15 - 5 = 10

The answer to this question = 10

The sum is the result of the addition of two or more numbers.

The difference between the two numbers is called subtraction.

First, we find the sum of 8 and 7

8 + 7 = 15

Now, we subtract 5 from 15

15 - 5 = 10

∴ The result to the given question = 10

Learn more about the Addition/Subtraction at

https://brainly.com/question/25421984

#SPJ2

Answer:

x = 3

Step-by-step explanation:

Assuming the acute angle are 45degrees

Hypotenuse = 3√2

Opposite = x

According to SOH CAH TOA

Sin 45 = opposite//hypotenuse

Sin 45 = x/3√2

1/√2 = x/3√2

Cross multiply

√2x = 3√2

x = 3

Hence the value of x is 3

Answer:

368.47

1686.56

Step-by-step explanation:

effective rate: .05/12=.00416666667

payment=x

[tex]16000=x\frac{1-(1+.00416666667)^{-48}}{.00416666667}\\x=368.47[/tex]

Interest:

368.47*48-16000=1686.56

Answer:

Answer:

368.47

1686.56

Step-by-step explanation:

effective rate: .05/12=.00416666667

payment=x

\begin{gathered}16000=x\frac{1-(1+.00416666667)^{-48}}{.00416666667}\\x=368.47\end{gathered}

16000=x

.00416666667

1−(1+.00416666667)

−48

x=368.47

Interest:

368.47*48-16000=1686.56

Answer:

since it's the lhs we are concerned about, i. e., Y axis, so it must be either up or down. now look at the question, it says 8x2 - (1), it means one lower value of y i. e., 1 unit down

Answer:It is shifted 1 unit down.

Step-by-step explanation:

Step-by-step explanation:

[tex] \frac{5}{4} = \frac{x}{6} \\ 4x = 30 \\ x = 7.5[/tex]

Answer:

x = 16

y = 5

Step-by-step explanation:

The three sides of an equilateral triangle are equal. Therefore:

3x + 1 = 49

Solve for x.

3x + 1 - 1 = 49 - 1

3x = 48

3x/3 = 48/3

x = 16

Also

18y - 41 = 49

Solve for y.

18y - 41 + 41 = 49 + 41

18y = 90

18y/18 = 90/18

y = 5

Answer:

Answer is 42

Step-by-step explanation:

2^5 + 10

2*2*2*2*2 + 10

32 + 10

42

Answer:

We want to find:

[tex]\lim_{n \to \infty} \frac{\sqrt[n]{n!} }{n}[/tex]

Here we can use Stirling's approximation, which says that for large values of n, we get:

[tex]n! = \sqrt{2*\pi*n} *(\frac{n}{e} )^n[/tex]

Because here we are taking the limit when n tends to infinity, we can use this approximation.

Then we get.

[tex]\lim_{n \to \infty} \frac{\sqrt[n]{n!} }{n} = \lim_{n \to \infty} \frac{\sqrt[n]{\sqrt{2*\pi*n} *(\frac{n}{e} )^n} }{n} = \lim_{n \to \infty} \frac{n}{e*n} *\sqrt[2*n]{2*\pi*n}[/tex]

Now we can just simplify this, so we get:

[tex]\lim_{n \to \infty} \frac{1}{e} *\sqrt[2*n]{2*\pi*n} \\[/tex]

And we can rewrite it as:

[tex]\lim_{n \to \infty} \frac{1}{e} *(2*\pi*n)^{1/2n}[/tex]

The important part here is the exponent, as n tends to infinite, the exponent tends to zero.

Thus:

[tex]\lim_{n \to \infty} \frac{1}{e} *(2*\pi*n)^{1/2n} = \frac{1}{e}*1 = \frac{1}{e}[/tex]

9514 1404 393

Answer:

  $2505.80

Step-by-step explanation:

After the first exchange, the tourist has ...

  $3000(12.90 R/$) = R38,700

After 7 days, she has ...

  R38,700 -7(R900) = R32,400

After the second exchange, she has ...

  R32,400 × ($1/R12.93) = $2505.80

She gets $2505.80 at the second exchange.

Answer:

f ( -4 ) = 1024 + 8 + 9

Step-by-step explanation:

f ( x ) = 4x⁴ - x² + 9

If f ( - 4 ) then we get

f ( -4 ) = 4 ( -4)⁴ - ( - 4)² + 9

Expand the exponents

f ( - 4 ) = 4 ( 256 ) + 8 + 9

multiply the numbers

f ( -4 ) = 1024 + 8 + 9

Answer:

[tex]{ \tt{ w = 2hx - 11x}} \\ \\ { \bf{w = x(2h - 11)}} \\ \\ { \bf{x = \frac{w}{2h - 11} }}[/tex]

[tex]\implies {\blue {\boxed {\boxed {\purple {\sf { \: x = \frac{w}{(2h - 11)} }}}}}}[/tex]

[tex]\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}[/tex]

[tex]w = 2hx - 11x[/tex]

[tex]✒ \: w = x \: (2h - 11)[/tex]

[tex]✒ \: x = \frac{w}{(2h - 11)} [/tex]

[tex]\circ \: \: { \underline{ \boxed{ \sf{ \color{green}{Happy\:learning.}}}}}∘[/tex]

Step-by-step explanation:

For Adding and Subtraction:

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator).

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them).

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD.

1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD. 7. simplify or reduce the rational expression of you can. Remember, to reduce rational expressions, the factors must be exactly the same in both the numerator and the denominator.

To Multiply:

To Divide:

9514 1404 393

Answer:

Step-by-step explanation:

For multiplication and division, the denominator of the result is developed as part of the algorithm for performing these operations on rational expressions. For example, ...

  (a/b)(c/d) = (ac)/(bd)

  (a/b)/(c/d) = (ad)/(bc)

It is not necessary to make the operands of these operations have a common denominator before the operations are performed. That being said, in some cases, the division operation can be simplified if the operands do have a common denominator or a common numerator:

  (a/b)/(c/b) = a/c

  (a/b)/(a/c) = c/b

__

If the result of addition or subtraction is to be expressed using a single denominator, then the operands must have a common denominator before they can be combined. That denominator can be developed "on the fly" using a suitable formula for the sum or difference, but it is required, nonetheless.

  (a/b) ± (c/d) = (ad ± bc)/(bd)

This formula is equivalent to converting each operand to a common denominator prior to addition/subtraction:

  [tex]\dfrac{a}{b}\pm\dfrac{c}{d}=\dfrac{ad}{bd}\pm\dfrac{bc}{bd}=\dfrac{ad\pm bc}{bd}[/tex]

Note that the denominator 'bd' in this case will not be the "least common denominator" if 'b' and 'd' have common factors. Even use of the "least common denominator" is no guarantee that the resulting rational expression will not have factors common to the numerator and denominator.

For example, ...

  5/6 - 1/3 = 5/6 -2/6 = 3/6 = 1/2

The least common denominator is 6, but the difference 3/6 can still be reduced to lower terms.

If we were to use the above difference formula, we would get ...

  5/6 -1/3 = (15 -6)/18 = 9/18 = 1/2

Answer:

The second answer.

Step-by-step explanation:

Tim is correct. Absolute value is just the distance away from 0. In this case, both P and Q are 3/8 away from zero, even though they have opposite signs. In fact, opposites signs of the same number will always have the same absolute value because they are the same distance from 0.

So, it is the second one.

Hope this helps!

Answer:

2nd answer choice:

Tim, because each point is 3/8 unit away from 0

Step-by-step explanation:

The absolute value of a number is how far it is from 0 in the number line, not including direction.

On this number line, point P is -3/8 and point Q is 3/8.

In the number line, count how many units each point is away from 0. You will find that they each have a distance of 3/8 from the number line. Therefore they have the same absolute values.

PS: absolute values are NEVER negative.

Hope this helps!

Answer:

7 442,84

Step-by-step explanation:

Answer:

x = 3, x = -5

Step-by-step explanation:

A perfect square trinomial is represented in the form a^2 + 2ab + b^2. We are already given the a^2 term, x^2, and the 2ab term, 2x. From this we can say:

a^2 = x^2

a = x

Now, we can substitute x for a in the other expression to create the equation:

2ab = 2x

2(x)b=2x

b = 1

From this, b^2 is one, so, to get our trinomial all on one side, we add 1 to both sides:

x^2 + 2x = 15

x^2 + 2x + 1 = 16

Now, we can factor. The perfect square trinomial factors into (a + b)^2. In this case, a is x, and b is one. We can factor and get:

(x + 1)^2 = 16

Now, we take the square root of both sides:

x + 1 = ± 4

We can separate this into two equations and solve:

x + 1 = 4

x = 3

x + 1 = -4

x = -5

Answer:

Step-by-step explanation:

x^2 + 2x = 15

x^2 + 2x + [1/2(2)]^2 = 15 +  [1/2(2)]^2

(x + 1/2(2) )^2 = 15 + [(1/2)(2)]^2

(x + 1)^2 = 15 + 1^2

(x + 1)^2 = 15 + 1

(x+1)^2 = 16                       Take the square root of both sides.

sqrt( (x + 1)^2 ) = sqrt(16)

x + 1 = +/- 4

x + 1 = 4

x = 4 - 1 = 3

x + 1 = -4

x = -4 - 1

x = - 5

So the roots are 3 and - 5

Answer:

[tex]\displaystyle d = 2\sqrt{13}[/tex]

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Algebra II

Step-by-step explanation:

Step 1: Define

Identify

Point (2, 1)

Point (6, 7)

Step 2: Find distance d

Simply plug in the 2 coordinates into the distance formula to find distance d

Answer:

the answer is 1959

Step-by-step explanation:

2834-875=1959

Answer:

Step-by-step explanation:

By using linear regression calculator,

Linear regression equation representing the data set will be,

y = 7.79x + 34.27

Correlation coefficient of the line will be,

R = 0.98

Since, correlation coefficient of the line is (+0.98), relation between the two variables is a strong linear relationship.

That means hours spent studying has the strong relation with test scores obtained.

Answer:

Step-by-step explanation:

[tex] \frac{3}{2} \div 5[/tex]

[tex] = \frac{3}{2} \times \frac{1}{5} [/tex]

[tex] = \frac{3}{10} [/tex]

= 0.3 (Ans)

Answer:

3/10

Step-by-step explanation:

3/2÷5

3/2÷5/1

3/2÷10/2 ( LCM of denominators)

3/2×2/10 ( Reciprocal of 10/2)

3/10 (Cancelling 2 by 2)

Answer:

0.098 , 0.89, 0.98

Step-by-step explanation:

0.098 is the smallest, 0.98 is the closest to 1 so it's the biggest

9514 1404 393

Answer:

  -3840t^4

Step-by-step explanation:

The k-th term, counting from k=0, is ...

  C(5, k)·(4t)^(5-k)·(-3)^k

Here, we want k=1, so the term is ...

  C(5, 1)·(4t)^4·(-3)^1 = 5·256t^4·(-3) = -3840t^4

__

The program used in the attachment likes to list polynomials with the highest-degree term last. The t^4 term is next to last.

Answer:

They went over their goal for the last six months by 34 minutes per month.

Step-by-step explanation:

Mean of a data-set:

The mean of a data-set is the sum of all values in the data-set divided by the size of the data-set.

529, 499, 651, 652, 1,163, and 310 minutes on their cell phone plan.

The mean is:

[tex]M = \frac{529+499+651+652+1163+310}{6} = 634[/tex]

By how many minutes did they go over their goal in the last six months?

The mean was of 634 minutes, and they wanted to keep it below 600. So

634 - 600 = 34

They went over their goal for the last six months by 34 minutes per month.

Answer:

b

Step-by-step explanation:

you have to have psi to have p-e-n-i-s sand you get a jack hammer

Answer:

Firstly you must find the slope of two point

Step-by-step explanation:

m=(y2-y1)/(x2-x1) m=-8/4 = -2 after this step you should choose one point. I want to choose (3,1) y-1=2*(x-3). our equation y=2x-7