Answer:
y = -4
Step-by-step explanation:
-4y - 3 + 3y = 8 - 2y - 15
~Combine like terms
-y - 3 = -2y - 7
~Add 3 to both sides
-y = -2y - 4
~Add 2y to both sides
y = -4
Best of Luck!
Which step will get you closest to the solution of this equation?
5.2 – 2)=7
(Imagine math)
Answer:
I'm pretty sure it's the to right one
Step-by-step explanation:
3. & 4 will give brainlist helppp !
Answer:
for the first one its the 3 answer
Step-by-step explanation:
i know because i had a similar quiz like yours and it was hard do i got a friend to help and i got 100% trust meeeeeeee
What is an equation of the line that passes through the point (8,0) and is parallel to
the line 2 -4y = 20
The topic of this is parallel and perpendicular through points!!
Answer:
i think y=0
Step-by-step explanation:
10, 9, 11, 8, 15, 18, 13
1. Calculate the mean, median, and mode. Round to the nearest tenth.
Answer:
Median: 11
Mean: 12
Mode: none
Step-by-step explanation:
M A T H W A Y helps
Mode is something that is repeated multiple times
so
Answer:
Median- 11
Mean-12
Mode-none
Step-by-step explanation:First step: Put the numbers in order 8,9,10,11,13,15,18
The median is the middle number so that would be 11
Median-11
Mode is the most repeated number as you can see there is none
Mode- none
Mean is the average of all the numbers so first you add them all together and divide it by 7 because there are 7 numbers in total.
Mean- 12
A group of friends were working on a student film. They spent $712 on costumes, which was 89% of their total budget. What was the total budget for their student film?
Answer:
800
Step-by-step explanation:
you divide 712 by .89
Please help me ! Today 11/6/2020 :(
What do you call a female bug that floats?
Answer:
A buoyant girl ant
Step-by-step explanation:
Paul and Seth know that one point on a line is (4,2) and the slope of the line is -5. Each student wrote a different equation relating x and y . Do the two equations represent the same line ? Construct a mathematical argument to support your answer .
Answer:
Step-by-step explanation:
Paul's equation,
Since the given line is passing through a point (4, 2) and slope = -5,
y = mx + b
2 = -5(4) + b
2 = -20 + b
b = 22
Therefore, equation of the line will be,
y = -5x + 22
Seth equation,
Slope of a line passing through two points (x, y) and (4, 2),
m = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex]
-5 = [tex]\frac{y-2}{x-4}[/tex]
-5(x - 4) = y - 2
-5x + 20 = y - 2
y = -5x + 22
Therefore, both the equations represent the same line.
A tank contains 5,000 L of brine with 11 kg of dissolved salt. Pure water enters the tank at a rate of 50 L/min. The solution is kept thoroughly mixed and drains from the tank at the same rate. (a) How much salt is in the tank after t minutes? y = ___________kg (b) How much salt is in the tank after 20 minutes? () y = ________ kg
Answer:
a
[tex]y(t) = 11e^{-\frac{t}{100} }[/tex]
b
[tex]y(20) = 9 \ kg[/tex]
Step-by-step explanation:
From the question we are told that
The volume of brine in the tank is [tex]V_L = 5000 \ L[/tex]
The mass of the salt is [tex]y(0)= 11 \ kg[/tex]
The rate at which water enters that tank is [tex]\r V = 50 \ L / min[/tex]
Generally the rate at which salt enters the tank is mathematically represented as
[tex]z = \frac{0}{V_L} * \r V[/tex]
=> [tex]z = \frac{0}{5000} * 50[/tex]
Here the zero implies that there is no salt entering the tank
Generally the rate at which salt leaves the tank is mathematically represented as
[tex]u = \frac{y(t)}{V_L} * \r V[/tex]
=> [tex]u = \frac{y(t)}{5000} * 50[/tex]
=> [tex]u = \frac{y(t)}{100}[/tex]
Generally the rate of salt flow in and out of the tank is
[tex]\frac{dy}{dt} = z - u[/tex]
=> [tex]\frac{dy}{dt} = - \frac{y(t)}{100}[/tex]
=> [tex]\frac{dy}{y} = -\frac{dt}{100}[/tex]
=> [tex]ln(y(t)) = -\frac{t}{100} + c[/tex]
at time t = 0 y(0) = 11
=> [tex]ln(11) = -\frac{0}{100} + c[/tex]
=> [tex]c = ln (11)[/tex]
So
[tex]ln(y(t)) = -\frac{t}{100} + ln (11)[/tex]
taking exponent of both sides
[tex]y(t)=e^{ -\frac{t}{100} + ln (11)}[/tex]
=> [tex]y(t) = e^{-\frac{t}{100} } * e^{ln(11)}[/tex]
=> [tex]y(t) = 11e^{-\frac{t}{100} }[/tex]
Generally at t = 20 minutes
The amount of salt in the tank is mathematically represented as
[tex]y(20) = 11e^{-\frac{20 }{100} }[/tex]
=> [tex]y(20) = 9 \ kg[/tex]
The mean income for people in a certain city (in thousands of dollars) is 37 with standard deviation 80 (thousands of dollars). A pollster draws a sample of 45 people to interview.
A. What is the probability that the mean income of the sample people is more than 24 (thousands of dollars)?
B. What is the probability that the sample mean income is between 41 and 45?
C) Find the 80th percentile of the sample mean.
D) Would it be unusual for the sample mean to be less than 38?
E) Do you think it would be unusual for an individual to have an income of less than 38? Explain.
Answer:
Step-by-step explanation:
The mean income for people in a certain city (in thousands of dollars) is 37 with standard deviation 80 (thousands of dollars). A pollster draws a sample of 45 people to interview.
A. What is the probability that the mean income of the sample people is more than 24 (thousands of dollars)?
B. What is the probability that the sample mean income is between 41 and 45?
C) Find the 80th percentile of the sample mean.
D) Would it be unusual for the sample mean to be less than 38?
E) Do you think it would be unusual for an individual to have an income of less than 38? Explain.
Two pounds of cashews costs $19. Which table best represents y, the total cost of the cashew for x pounds?
Grade 10 Math, I need help fast!
Given the function f(x) = 2x. What is the value of f(-3)?
A. -6
B. 8
C. -8
D. 1/8
f(x)=2x
f(-3)=2(-3)
f(-3)=-6
Answer:
A. -6
Step-by-step explanation:
Just plug in -3 to where x is.
Does anybody have any tips for calculating slopes in Algebra 1???
Answer:
The equations are really hard, so if you can find a slope interpreter or something that might be helpful.
I find it easier to just count the up and across.
Step-by-step explanation:
Which value, when placed in the box, would result in a system of equations with infinitely many solutions? y = 2x – 5 2y – 4x =
Answer:
-10
Step-by-step explanation:
Answer:-10
Step-by-step explanation: trust
how do i work this out.
write 600 as the product of prime factors. Give your answer in index form
A band earns 2/3 of their selling concert tickets and 1/5 of their profit from selling merchandise. The band earns 1500$ from selling concert tickets. How much money does the band earn from selling merchandise
Answer:
well what is 1/5 of 1500, thats all you have to do
What is the sum of F(X) and G(x) if F(x) = 8x ^ 3 + 7x ^ 2 - 11x + 20 and G(x) = - 5x ^ 3 - 4x ^ 2 - 17
Answer:
[tex]3x^{3}+3x^{2}-11x+3[/tex]
Step-by-step explanation:
f(x) + g(x) = [tex]8x^{3}+7x^{2}-11x+20-5x^{3}-4x^{2}-17[/tex]
To make this equation a little less long, we combine like terms
[tex](8-5)x^{3}+(7-4)x^{2}-11x+(20-17)[/tex]
or just
[tex]3x^{3}+3x^{2}-11x+3[/tex]
which is greater [-3.25] or [4.25]
Answer:
4.25
Step-by-step explanation:
The number is bigger in absolute form
Four more than three times a number is thirteen
Answer:
3x+4=13
Step-by-step explanation:
Help!!I will give BRAINLIEST
Answer:
3.125
Step-by-step explanation:
Hope this helps!! :)
Answer:
3.05
Step-by-step explanation:
Nine less than six times a number -15
Answer:
9-(6×X)=15
Step-by-step explanation:
hope this helsp
Answer:
x= -7.66
Step-by-step explanation:
Let the number be x
According to the question
9(6×x )= -15
9(6x)= -15
54×9x= -15
9x= -15-54
9x =-69
x= -69/9
x = -7.66
The school administration decided that four grade levels of students (K–3) will share donated funds according to the proportion of students that are in each grade. There are twice as many students in third grade as there are in second grade. There are 5 more students in first grade than there are in second grade. The number of students in kindergarten is 15 more than in first grade. There are 365 students in the K–3 grades at the school.
(A) How many students are in each grade?
(B) What fraction of the money should each grade get?
Answer:
kindergarten = 88
first = 73
second = 68
third = 88
Step-by-step explanation:
365=k+f+s+t
2s=t
s+5=f
f+15=k
USE SUBSTITUTION
365=((s+5)+15) + (s+5) + s + (2s)
365=5s+25
-25 -25
340=5s
/5 /5
68=s
PLUG IN
t=2(68)=136
f=(68)+5=73
k=(73)+15=88
CHECK
68+136+73+88=365
A right triangle has side 9 and hypotenuse 15. Use the Pythagorean Theorem to find the length of the third side.
Provide your answer below:
Answer:
12
Step-by-step explanation:
Pythogorean Theorem:
a squared + b squared = c squared
9 squared or 81 + ? squared = 15 squared or 225
Inverse Pythagorean Theorem:
c squared - a squared = b squared
225 - 81 = 144
sqrt (144) = 12
12 = b
Hope this helps! Good luck!
Dillon is packing equal quantities of pretzels and crackers for snacks. Dillon bags the pretzels in groups of 5 and the crackers in groups of 11. What is the smallest number of crackers that he can pack?
I wil I give the BRAINIEST!
Please explain :)
What is the best description of the relation?
200 divided by 5.50 is what because if one hour is 5.50 and you need 200 how many hours do you work
Answer:
if you divided 200 by 5.50 the answer will be 36.3636363636
Find the measure of angle LMN
please help me!!
Explain how multiplying fractions and dividing fractions are alike and how they are different.
Answer:
Multiplying and dividing fractions are essentially the same process which you multiply the numbers straight across and no need for common denominators. Except in division of fractions, the second fraction is flipped so that the denominator is on the top and the numerator is on the bottom (reciprocal).
Step-by-step explanation:
Example:
[tex]\frac{3}{4} * \frac{1}{5} = \frac{3}{20}[/tex]
[tex]\frac{3}{4}[/tex] ÷ [tex]\frac{1}{5} = \frac{3}{4} * \frac{5}{1} = \frac{15}{4}[/tex]
4/6 + 1/3 please help i need to get my grade up qwq
Explanation:
1/3 is the same as 2/6
Imagine cutting a cake into thirds, then cutting each piece in two parts, so you'll have 6 pieces total. If you shade one third of the cake, then this is the same as shading 2/6 of a cake. The diagram shows this below.
Therefore 4/6 + 1/3 is the same as 4/6 + 2/6
At this point, we add the numerators over the common denominator
4/6 + 2/6 = (4+2)/6 = 6/6 = 1
Meaning we get a full cake since 4/6 is four slices and 2/6 is another two slices leading to 4+2 = 6 slices total out of the 6 overall.
Solve: 3 – 8x = -13 need help plzzzzzzz
Answer:
3 – 8x = -13
-8x = -13-3
-8x = -16
x = 2
