Solve for the following. Type your answer using digits. A rectangle with a length ofx−4 and a width of 8 has a perimeter of 34. The value of x is .

Answer:

The answer is actually 12 and 13.  

Step-by-step explanation:

You have to plug the number in to see what is greater than or equal to 130.  12 is equal to 160, so 12 works.  13.00 is equal to 130.  14 is equal to 112 and 15 is 90. 

The possible buffet prices could noah could charge and still maintain the restaurant owner’s revenue requirements is actually 12 and 13.

We have given that the table,  

Pricing is the process whereby a business sets the price at which it will sell its products and services, and may be part of the business's marketing plan.

You have to plug the number in to see what is greater than or equal to 130.  12 is equal to 160, so 12 works.  13.00 is equal to 130.  14 is equal to 112 and 15 is 90.

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Answer:

x = 2

Step-by-step explanation:

0.3 (4 - x) = x - 1.4

1.2 - 0.3x = x - 1.4

-0.3x - x = -1.4 - 1.2

-1.3x = -2.6

x = 2

Answer:

Step-by-step explanation:

[tex]\displaystyle\ \Large \boldsymbol{} 0,3(4-x)=x-1,4 \\\\1,2-0,3x=x-1,4 \\\\x+0,3x=1,2+1,4\\\\1,3x=2,6 \\\\\underline{x=2 \ \ \ \ \ \ \ } \\\\0,3(4-2)=2-1,4 \\\\2\cdot 0,3=0,6 \\\\0,6=0,6[/tex]

Answer:

42 units^2

Step-by-step explanation:

Break this into a rectangle and a triangle

The rectangle is 12 by 1

A = l*w = 12*1 =12

The triangle has a base of 6-1 =5  and a height of 12

A = 1/2 bh = 1/2 (5)*12 = 30

Add the areas together

12+30 =42

Answer:

[tex]42 \: {units}^{2} [/tex]

Step-by-step explanation:

First divide the shape into triangle and a rectangle

then find the Area of the triangle and the rectangle separately

Area of the rectangle

[tex]area = l \times b \\ = 12 \times 1 \\ = 12 \: \: {units}^{2} [/tex]

Area of the triangle

[tex]area = \frac{1}{2} \times bh \\ = \frac{1}{2} \times 5 \times 12 \\ = \frac{60}{2} \\ = 30 \: \: {units}^{2} [/tex]

Area of the shape

[tex]12 + 30 = 42 \: {units}^{2} [/tex]

the answer to this question is the slope is 43

Answer:

Therefore, the slope is 3/4

Step-by-step explanation:

An x -intercept is the value of x when y=0 , so an x-intercept of 4 can be written as a coordinate on the graph as (4,0)

Likewise, an

y -intercept is the value of y when x=0 , so an y -intercept of −3can be written as a coordinate on the graph as (0,-3)

Now we have two points(4,0) (0,-3)

To find the slope given two points, we use the formula

rise÷run , or y2−y1÷x2−x1 .

Plug in the given points into the formula

-3-0/0-4

-3/-4

3/4

Therefore, the slope is 3/4

Hope this helps!

Answer:

x = 8/3

Step-by-step explanation:

Copy the right side of the given to the right side of the equation.

sqrt(x - 5) = sqrt(3 - 2x)            Square both sides.

x - 5 = 3 - 2x                             Add 2x to both sides

2x + x - 5 = 3                            Combine

3x - 5 = 3                                  Add 5 to both sides.

3x = 3 + 5                                 Combine

3x = 8                                       Divide by 3

x = 8/3

Answer:

I think it is 0.909090909090. Hope this helped.

Step-by-step explanation:

Answer:

The total price is $9.30

Step-by-step explanation:

Price of the orders of popcorn= $5.25

Price of the drinks= $4.05

Answer:

The slope is -3/4 and the y intercept is 5

Step-by-step explanation:

- 3x - 4y= -20

Slope intercept form is

y = mx+b where m is the slope and b is the y intercept

Solve for y

Add 3x to each side

- 3x - 4y+3x=3x -20

-4y = 3x-20

Divide by -4

-4y/-4 = 3x/-4  -20/-4

y = -3/4 x+5

The slope is -3/4 and the y intercept is 5

Answer:

Slope: [tex]\displaystyle-\frac{3}{4}[/tex]

Y-intercept: 5

Step-by-step explanation:

Linear equations are typically organized in slope-intercept form: [tex]y=mx+b[/tex], where m is the slope and b is the y-intercept.

[tex]-3x-4y=-20[/tex]

To find the slope and y-intercept of the given line, rearrange the equation into slope-intercept form. We can do this by isolating y.

Add 3x to both sides:

[tex]-3x-4y+3x=-20+3x\\-4y=3x-20[/tex]

Divide both sides by -4:

[tex]y=\displaystyle -\frac{3}{4} x+5[/tex]

Now, we can identify [tex]\displaystyle-\frac{3}{4}[/tex] to be in place of m, the slope, and 5 to be in place of b, the y-intercept. Here is a comparison:

[tex]y=\displaystyle -\frac{3}{4} x+5[/tex]

[tex]y=mx+b[/tex]

I hope this helps!

Answer:

irrational

[tex]\sqrt{-15}[/tex] would be imaginary

Step-by-step explanation:

Hey there! I'm happy to help!

An irrational number is a real number that can't be written as a ratio of two other integers (non-fraction numbers) so a number like π or √2.

An imaginary number is one that breaks a mathematical rule so it can't necessarily exist as a real number. The main imaginary number is i, and here is the thing it does that breaks the rules and makes it imaginary:

i²=-1

so

√-1=i

We know that you cannot square a real number and have it be negative because a negative number can only be obtained by multiplying a positive and a negative number. This also shows us that there cannot be a square root of a negative number.

We have the number -√15. The placement of that negative sign is CRUCIAL! The square root of any positive integer is going to be a real number, but the square root of a negative number is nonexistent aka imaginary. √-15 would be an imaginary number, but we have -√15, which is the same thing as -1·√15. The negative sign is not inside the square root, which makes it not imaginary, so this is an irrational number. You can plug it into a calculator and it would be -3.872983346....

Have a wonderful day and keep on learning :)

Answer: Answer is in the image below.

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

the first term is 8, the ratio is 1/2 ( 8*1/2 = 4, 4*1/2 = 2, 2*1/2 = 1)

the formula for an explicit geometric formula is :

[tex]a_{n} = a_{1} * r^{(n-1)}[/tex]

plug in your numbers :

[tex]a_{n} = 8 * (\frac{1}{2}) ^{(n-1)}[/tex]

Answer:

Martin family: 20 hours

Lewis family: 35 hours

Step-by-step explanation:

Let's say that the Lewis family sprinklers were out for L hours and the Martin family's sprinklers were out for M hours. We know that for each hour that the Lewis family sprinkler was on, 30L of water was put out. We can thus write the Lewis family sprinkler water output as 30L per each hour of L = 30 * L. Similarly, the Martin family sprinkler water output = 15 * M .

We know that the total hours for the sprinklers is 55, so L + M = 55. The total water output for the sprinklers is the sum of the sprinkler outputs, so 30 * L + 15 * M = 1350

L + M = 55

30 * L + 15 * M = 1350

One way to solve this would be to solve for L in the first equation and substitute that into the second

subtract M from both sides in the second equation

55 - M = L

30 * (55-M) + 15 * M = 1350

30 * 55 - 30 * M + 15 * M = 1350

1650 - 15M = 1350

subtract 1650 from both sides to isolate the M and its coefficient

-15M = -300

divide both sides by -15 to isolate M

M = 20

L = 55-20 = 35

Answer: f(x) = -(x-1)^2+5

Explanation:

f(x) = h(x) + 6

f(x) = -(x-1)^2 - 1 + 6

f(x) = -(x-1)^2+5

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After finding the equation of the line, it is found that:

Since replacing x by 4 and y by 8 in the equation of the line does not result in an identity, (4,8) is not a solution of the same linear  equation.

------------------------

Equation of a line:

The equation of a line is given by:

[tex]y = mx + b[/tex]

In which m is the slope and b is the y-intercept.

------------------------

Finding the slope:

Given two points (x,y), the slope is given by change in y divided by change in x.

Thus:

[tex]y = 3x + b[/tex]

------------------------

To find the y-intercept, we replace one of the points into the equation. I will replace (3,6). Thus:

[tex]6 = 3(3) + b[/tex]

[tex]b = 6 - 9 = -3[/tex]

Thus, the equation of the line is:

[tex]y = 3x - 3[/tex]

------------------------

Is (4,8) a solution of the same linear  equation?

We have to replace x by 4 and y by 8, and see if it results in an identity. So

[tex]8 = 3(4) - 3[/tex]

[tex]8 = 12 - 3[/tex]

[tex]8 \neq 9[/tex]

Since replacing x by 4 and y by 8 in the equation of the line does not result in an identity, (4,8) is not a solution of the same linear  equation.

A similar problem is given at https://brainly.com/question/16024991

Answer:

Total=(0.25(p))+(0.05(r))

replace the letter value with the # of items and solve using equation

Answer:

x=11

Step-by-step explanation:

5x+7=62

5x=62-7

5x=55

x=11

Answer:

A = 79°

Step-by-step explanation:

CosA = adjacent ÷ hypoteneous

A = Cos^-1(6÷32)

A. =. 79.19°

A= 79°

Answer:

8.1 = LM

Step-by-step explanation:

(whole secant) x (external part) = (tangent)^2

13 * 5 = LM^2

65 = LM^2

sqrt(65) = LM

8.06225 = LM

To one decimal place

8.1 = LM

Answer:

Does the answer help you?

Answer:

6

Step-by-step explanation:

Dividing 2 by 3 gives you a repeating decimal of 0.6666...

real numbers, integers, rational numbers

=========================================================

Explanation:

So far in your studies, every number is a real number. This is assuming your teacher hasn't introduced complex or imaginary numbers yet.

So that's why -12 is a real number.

Choice A is one of the answers

---------------

The set of whole numbers is {0,1,2,3,4,...} so we aren't including negative values here, which rules out choice B. However, the set of integers does include negative values

{..., -3, -2, -1, 0, 1, 2, 3, ...}

That makes -12 an integer

Choice C is one of the answers

----------------

The value -12 is not irrational because we can write it as a fraction of two integers. Eg: -12 = -12/1

This shows that -12 is rational and why choice F is one of the answers and allows us to rule out choice D.

------------------

We can rule out choice E because the set of natural numbers is {1,2,3,4,...} basically the set of whole numbers but we kicked out 0.

The requried, -12  is an element of sets of real numbers, integers, and rational numbers. Options A, C, and F are correct.

A number system is described as a technique of composing to represent digits. It is the mathematical inscription for describing the numbers of a given set by using numbers or other characters in a uniform method. It delivers a special presentation of every digit and describes the arithmetic structure.

Sets are an orderly collection of items in mathematics that can be expressed in set-builder or roster form.

Here,

Only sets that consist of negative values are, real numbers, integers, and rational numbers.

So - 12 is a negative number that belongs to the set of real numbers, integers, and rational numbers.

Thus, the requried, -12  is an element of sets of real numbers, integers, and rational numbers. Options A, C, and F are correct.

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Answer:

a: x=90 b: x=45 y=45 c: y=68 x=68

The question given is incomplete as the information about the headphones isn't given.

However, we can solve the problem by using hypothetical values.

Answer:

Kindly check explanation

Step-by-step explanation:

Given

Write the ratio of detective headphones to total headphones in the sample. Then write the ratio as a decimal and as a percent.

Let :

The number of defective headphones = 10

The total number of headphones on the sample = 50

To express as a ratio :

Defective headphones : total headphones

10 : 50 = 1 : 5

To express as a percentage ;

1 / 5 * 100% = 20%

1:-

[tex]\\ \sf \longmapsto 4+8r-6r=6+2r[/tex]

[tex]\\ \sf \longmapsto 4+2r=6+2r[/tex]

[tex]\\ \sf \longmapsto 2r-2r=6-4[/tex]

[tex]\\ \sf \longmapsto 0=2[/tex]

[tex]\\ \sf \longmapsto r=\infty[/tex]

2:-

[tex]\\ \sf \longmapsto 1-3x=-6+7-2x-x[/tex]

[tex]\\ \sf \longmapsto 1-3x=1-3x[/tex]

[tex]\\ \sf \longmapsto 0=0[/tex]

[tex]\\ \sf \longmapsto x=\infty[/tex]

Answer:

The answer is "Option b".

Step-by-step explanation:

The significant variance shows that the numbers in the set are far from the mean and far from each other as well. Alternatively, a little variation implies the reverse. The variance value of 0, on either hand, shows that all values inside a set of numbers are the same. If you need yet another test, use a greater sample variance as the numerator of the test statistic to avoid having to reference tables of the F distribution that primary device from of the lower tail.

Answer:

2*sqrt(5)

Step-by-step explanation:

By using Pythagoras theorem, we have

4^2+2^2=(the third side)^2

16+4=(the third side)^2

Third side=sqrt(20)=2*sqrt(5)

Answer:

Residual value

Answer:

think this one

Step-by-step explanation:

the answers there

i think