Answer:
y = 100(3)^t
Step-by-step explanation:
Use the formula y = P(1 + r)^t where y is the new amount, P is the starting amount, r is the rate as a decimal, and t is the time.
Plug in the values given:
y = 100(1 + 2)^t
y = 100(3)^t
Answer:
Step-by-step explanation:
y = 100(3)^t
A recipe needs two and one sixth cups of walnuts and eight and one eighth cups of peanuts. How many cups of nuts are needed for the recipe in all? please answer!!!
Answer:
10 and seven twenty-fourths (10 7/24)
Step-by-step explanation:
2 1/6 + 8 1/8 =
2 4/24 + 8 3/24 =
10 7/24
Find the value of a.
a = 18°
Step-by-step explanation:we have opposite angles =>
=> 6a + 11 = 2a + 83
6a - 2a = 83 - 11
4a = 72
a = 72 : 4
a = 18°
Compute the value of each expression: −4|−3−3|
Answer:-24
Step-by-step explanation:
Answer:
-24
Step-by-step explanation:
−4|−3−3|
First find the value inside the absolute value
−4|-6|
Absolute value means take the non-negative value
-4 * 6
Multiply
-24
PLEASE HELP ASAP! The quotient of two rational numbers is positive. What can you conclude about the signs of the dividend and the divisor?
Answer:
They either both have to be positive or negative.
Step-by-step explanation:
1 / 1 = 1
-1 / -1 = 1
This gets you positive, when both dividend and divisors are positive or negative.
-1 / 1 = -1
1 / -1 = -1
This gets you negative, when both dividend and divisors are different signs.
Answer:
Step-by-step explanation:
Both dividend and divisor have same sign -
(i) both have positive sign or
(ii) both have negative sign
Eg:
(i) [tex]\frac{10}{2}=5[/tex]
(ii)[tex]\frac{-10}{-2}=5[/tex]
Solve the system of linear equations by graphing.
9x + 3y = -3
2x - y = -4
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
Hi my lil bunny!
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
( -Screen Shot 1 is for (A) and Screen Shot 2 is for (B) - )
A) [tex]9x + 3y = -3[/tex]
= [tex]y = -3x -1[/tex]
Xmin: -10
Xmax: 10
Ymin: -10
Ymax: 10
~~~~~~~~
B) [tex]2x - y = -4[/tex]
= [tex]y = 2x + 4[/tex]
Xmin: -10
Xmax: 10
Ymin: -10
Ymax: 10
❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙
●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●
If this helped you, could you maybe give brainliest..?
Also Have a great day/night!
❀*May*❀
Answer:
y= -3x-1 and y=2x+4
Step-by-step explanation:
1. Rearrange the equations to the proper format which would be y=mx+b.
2. You can do this by adding or subtracting on both sides
- start with the first equation. subtract 9x on both sides.
- than divide 3 on both sides
- next equation subtract 2x on both sides
- divide -1 on both sides
which would get you y=-1-3x and y= 4+2x.
3. reagrange this equation again ( this step isn't always necessary)
you will get y= -3x-1 and y=2x+4
Remember M stand for the slope so your slopes for these two equations would be -3/1 and 2/1. Think about rise over run when you use slope. B is the y-intercept which means it will touch the y-axis.
Hope this helped!
BRAINLIEST, 5 STARS AND THANKS IF ANSWERED CORRECTLY.
How many real solutions does the equation 2p^2 + 9p - 7 = 0 have?
A. 0
B. 1
C. 2
D. 3
Answer:
C
Step-by-step explanation:
Determine the nature of the solutions using the discriminant
Δ = b² - 4ac
• If b² - 4ac > 0 then 2 real and distinct solutions
• If b² - 4ac = 0 then 2 real and equal solutions
• If b² - 4ac < 0 then no real solutions\
Given
2p² + 9p - 7
with a = 2, b = 9, c = - 7 , then
b² - 4ac = 9² - (4 × 2 × - 7) = 81 +56 = 137
Since b² - 4ac > 0 then there are 2 real solutions → C
Answer:
C. 2
Step-by-step explanation:
2p² + 9p - 7 = 0
p = {-9±√((9²)-(4*2*-7))} / (2*2)
p = {-9±√(81+56)} / 4
p = {-9±√137} / 4
p = {-9±11.7} / 4
p₁ = {-9-11.7} / 4 = -20.7/4 = -4.55 aprox.
p₂ = {-9+11.7} / 4 = 2.7/4 = 0.67 aprox.
This equation have 2 real solutions:
-4.55 aprox.
0.67 aprox.
Do the ratios 2/3 and 12/18 form a proportion?
yes
no
Answer:
Yes
Step-by-step explanation:
Because 12/18 = 2/3..(cancel 12 and 18 by 6)
Answer:
yes
Step-by-step explanation:
2x6=12
3x6=18
6 is the multiplying number
( the 2 equations are the same amount )
A set of furniture was sold for GH cedis 3000 at a profit of 25%. Find the cost price.
Answer:
2400GH CedisStep-by-step explanation:
[tex]Selling \:price = 3000gh Cedis\\Profit \% = 25\%\\Cost\:price =?\\\\CP =\frac{ ( Selling\:price \times 100 )}{ ( 100 + percentage profit)} \\\\C.P = \frac{3000\times 100 }{100+25}\\\\ C.P = \frac{300000}{125} \\\\Cost\: Price = 2400gh Cedis[/tex]
I REALLY NEED HELP ASAP WITH THESE 3 QUESTIONS!!!!!!!!!
A limo is rented at a fixed cost for an evening. It is rented by 12 people, the average cost for each person will be $2 less than if it is rented by 10 people. How much does the limo cost for the evening?
Answer:
$120
Step-by-step explanation:
According to the information in the statement and taking into account that the price for renting the limo is fixed, you can say that the cost of renting the limo for 12 people is equal to the cost of renting it for ten. Then, the cost for 12 people is 12 for the cost per person which is equal to 10 for the cost per person and you can express it as follow:
x is the cost per person when the limo is rented by 10 people.
12*(x-2)=10*x
You can solve for x:
12x-24=10x
12x-10x=24
2x=24
x=24/2
x=12
Now that you have the cost per person when the limo is rented by 10 people, you can multiply this value for 10 to find the cost of renting the limo for the evening:
12*10=120
The answer is that the limo cost $120 for the evening.
Apply the distributive property to create an equivalent expression. ( 1 -2g +4h)\cdot 5 =(1−2g+4h)⋅5=left parenthesis, 1, minus, 2, g, plus, 4, h, right parenthesis, dot, 5, equals
Answer:
5 - 10g + 20hStep-by-step explanation:
Given three elements A, B and C related together according to the expression A(B+C), according to distributive property, the element A will be distributed to the rest of the element as shown;
A(B+C) = A(B)+A(C)
A(B+C) = AB + AC (Law of distributivity)
Given the expression according to the question (1−2g+4h)⋅5, in order to use the distributive law to find the equivalent expression, we will use the concept above as shown;
= (1−2g+4h)⋅5
= 5.(1−2g+4h)
= 5(1)-5(2g)+5(4h)
= 5 - 10g + 20h
Hence the equivalent expression using the distributive property is 5 - 10g + 20h
Answer:
5 - 10g + 20h
The addition formula for cosine is shown below.
Answer:
Step-by-step explanation:
Sin(A) = 8/10
Cos(A) = 6/10
Sin(B) = 15/17
Cos(B) = 8/17
Cos(A+B) = 6/10 * 15/17 - 8/10 * 8/17
Cos(A +B) = 90/170 - 64/170
Cos(A + B) = 26/170
If the function 5x + y = 1 has the domain {-2, 1, 6}, then what is the corresponding range?
Answer:
{ 11, -4, -29}
Step-by-step explanation:
5(-2) + y = 1
-10 + y = 1
y = 11
5(1) + y = 1
y = -4
5(6) + y = 1
30 + y = 1
y = -29
Answer:
The Range is the set: { -29, -4, 11 }
Step-by-step explanation:
You need to apply the given function to the x-values of the Domain, to find what values of the Range they are associated with. So let's start by isolating y on one side of the expression:
y = 1 - 5 x
Now let's find what values they result when x = -2, 1, and 6:
y = 1 - 5 (-2) = 1 + 10 = 11
y = 1 - 5 (1) = 1 - 5 = -4
y = 1 - 5 (6) = 1 - 30 = -29
Therefore the Range is the set: { -29, -4, 11 }
A ship sails 95 km on a bearing of 140 degrees,than further on 102km on a bearing of 260degrees,and than returns directly to its starting point.Find the length and bearing of the return journey
Answer:
1. 98.7 km
2. 303.5 degree
Step-by-step explanation:
Using the alternate angle, the angle at B will be 50 + 10 = 60 degree.
To calculate the length AC of the returning journey, use cosine formula to calculate it.
To find the bearing of the returning journey, use sine rule to calculate it.
Please find the attached file for the solution
x/t+m=b need to make x the subject
Answer:
x=(t+m)/b is the answer
Step-by-step explanation:
Hope it will help :)
Answer:
x = t(b-m)
Step-by-step explanation:
x/t + m =b
subtract m from each side
x/t +m-m = b-m
x/t =b-m
Multiply each side by t
x/t *t = t(b-m)
x = t(b-m)
One day Shahed was playing with numbers. He wrote 15 fractions using all natural numbers from 1 to 30 exactly once- either as numerator or denominator. How many of these fractions, at most, are integers?
Answer:
30 i think because he has done numbers from 1 -30, which are all integers except for decimals...
what does |x| mean? like what do the | | 'bars' symbolize or represent?
Answer: Absolute Value
Step-by-step explanation:
The | | is a symbol for absolute value. This signifies that the number inside would be positive. Now, this doesn't mean it will always be a number inside absolute value bars. It can also be expressions.
Examples:
|1|: Even though the number inside is a positive 1, we know that it cannot be negative under any circumstances. The only exception would be if there was a negative sign on the outside of the absolute value.
|-1|: We see that there is a -1 in the absolute value. This means that it is actually a 1, not -1. The absolute value is what makes everything inside positive.
|1-5|: To solve this, we know that 1-5=-4. Without the absolute value, the answer -4 would be correct. In this case, we have absolute value, so the answer is actually 4.
|x+2|: x+2 can easily be negative. This would happen is x was a negative number that is smaller than -2. x+2 can also be positive, but the absolute value guarantees that the ending result must be positive.
Please answer now question
Answer:
1664 yd²Step-by-step explanation:
P = 2•(¹/₂•24•16) + 2•(20•20) + 24•20 = 384 + 800 + 480 = 1664 yd²
15 decreased by twice a number
Answer:
Hello! I hope I am correct! (Picture below)
Step-by-step explanation:
Function:
Y=15-2x
The word “decreased” means subtraction & The word “twice” means 2x (2 times)
Therefore, the answer is 15-2x.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Look at picture.
Brainliest would be appreciated!
Hope this helps!
By: BrainlyAnime
2. Which of the following number is divisible by 6?
O. A. 672
O B. 813
O C. 7312
O D. 1234
Answer:
A - 672
Step-by-step explanation:
Any number divisible by both 3 and 2 is divisible by 6.
What is the answer!!
Answer:
∠ G = 121°
Step-by-step explanation:
The sum of the 3 angles in a triangle = 180°
Sum the 3 given angles and equate to 180
x + 3x + 25 + x - 5 = 180 , that is
5x + 20 = 180 ( subtract 20 from both sides )
5x = 160 ( divide both sides by 5 )
x = 32
Thus
∠ G = 3x + 25 = 3(32) + 25 = 96 + 25 = 121°
Answer:
121
Step-by-step explanation:
Find m∠A.
A. 32
B. 26
C. 27
D. 30
============================================
Use law of cosines to find angle A
a^2 = b^2 + c^2 - 2*b*c*cos(A)
9^2 = 6^2 + 14^2 - 2*6*14*cos(A)
81 = 36 + 196 - 168*cos(A)
81 = 232 - 168*cos(A)
81 - 232 = -168*cos(A)
-151 = -168*cos(A)
-168*cos(A) = -151
cos(A) = (-151)/(-168)
cos(A) = 0.8988095
A = arccos(0.8988095)
A = 25.9979801
A = 26 degrees approximately
The angle m∠A will be 27. so option C is correct.
What is a cosine law?Cosine law is a formula relating the length of the sides of a triangle to the cosine of one angle of the triangle.
u² = s² + t² - 2(s)(t)·cos U
Use law of cosines to find angle A
a^2 = b^2 + c^2 - 2*b*c*cos(A)
9^2 = 6^2 + 14^2 - 2*6*14*cos(A)
81 = 36 + 196 - 168*cos(A)
81 = 232 - 168*cos(A)
81 - 232 = -168*cos(A)
-151 = -168*cos(A)
-168*cos(A) = -151
cos(A) = (-151)/(-168)
cos(A) = 0.8988095
A = 25.9979801
A = 26 degrees approximately
Therefore, the angle m∠A will be 27. so option C is correct.
Learn more about sine to cosine conversion here:
https://brainly.com/question/1421592
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Ayuda es para mañana El estudiante 1 y el estudiante 2 están a 53 metros, uno del otro. El estudiante 1, desde su posición, ve una caja fuerte, e inmediatamente mide el ángulo que el mismo forma con el estudiante 2, resultando de 37°. El estudiante 2, al advertirlo , mide enseguida el ángulo que forma la caja fuerte con el estudiante 1, resultando de 43°. ¿cual de los dos se halla más cerca de la caja fuerte?
A. El estudiante 2, ya que está aproximadamente a 32,29 metros.
B. El estudiante 1, ya que está aproximadamente a 32,29 metros.
C. El estudiante 2, ya que está aproximadamente a 37,28 metros.
D. El estudiante 1, ya que está aproximadamente a 37,28 metros.
Answer:
La opción correcta es;
Estudiante 2, ya que está aproximadamente a 32,39 metros de distancia
Step-by-step explanation:
Los parámetros dados son;
La distancia entre los dos estudiantes = 53 metros
El ángulo medido entre la línea del Estudiante 1 a la caja fuerte y el Estudiante 1 y el Estudiante 2 = 37 °
El ángulo medido entre la línea del Estudiante 2 a la caja fuerte y el Estudiante 2 y el Estudiante 1 = 43 °
Dado que los dos estudiantes y la caja fuerte forman los vértices de un triángulo, tenemos;
Sea θ el ángulo del triángulo opuesto a la distancia entre los dos estudiantes
Por lo tanto;
θ + 43 ° + 37 ° = 180 ° (teorema de suma de ángulos)
θ = 180 ° - (43 ° + 37 °) = 100 °
Por regla del seno, tenemos;
a / (sin (A) = b / sin (B)
Por lo tanto;
53 / (sin (100 °)) = b / (sin (37 °)) = c / (sin (43 °))
Lo que da;
b = (sin (37 °)) × 53 / (sin (100 °)) = 32,39 metros
c = (sin (43 grados)) × 53 / (sin (100 grados)) = 36,7 metros
Por lo tanto, el Estudiante 2 está más cerca, ya que está aproximadamente a 32,39 metros de distancia.
Determine the equation of the perpendicular bisector of the line segment with endpoints A(-1, 4) and B(7, -2)
Answer:
y = 4/3x - 3
Step-by-step explanation:
slope = (-2 - 4)/(7 - -1) = -6/8 = -3/4
perpendicular slope = 4/3
midpoint (-1 + 7)/2, (4 + -2)/2
(3, 1)
y = mx + b
1 = 4/3(3) + b
1 = 4 + b
-3 = b
y = 4/3x - 3
A building meets the ground at a right angle. The top of a 10-foot ladder is placed against the bottom edge of a window in the building, and the base of the ladder is placed 6 feet from where the building meets the ground. Could you use lines and text to draw and label a diagram that represents this situation?
Greetings from Brasil...
Its attached the diagram of the situation.....
The ground is 8 feet from the bottom edge of the window
How far up from the ground is the bottom edge of the window?We start by representing the building, the ladder and the ground in a sketch.
See attachment for diagram
From the diagram, the distance (d) from ground to the bottom edge of the window is calculated using Pythagoras theorem:
10^2 = d^2 + 6^2
Evaluate the squares
100 = d^2 + 36
Evaluate the like terms
d^2 = 64
Take the square root of both sides
d = 8
Hence, the ground is 8 feet from the bottom edge of the window
Read more about Pythagoras theorem at:
https://brainly.com/question/343682
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Graph y = tanx for -pi/4 ≤ x ≤ pi/4. What is the range?
Answer:
( -1, 1 )
Step-by-step explanation:
For f ( x ) = tan x ; Range = R (real no.)
Range in interval = ( -1, 1 )
Answer:
Step-by-step explanation:
The graph is below(picture)
● tan Pi/4 = 1
● tan -Pi/4 = -1
So the range is [-1;1]
Bill is building a staircase for his new home. He has measured several three-foot bars to support the handrail. If Bill nails the support bars to the handrail and to the edge of the staircase (a 2-inch-by-12-inch board attached parallel to the slope of the stairs) at 12-inch intervals, will the handrail be parallel to the staircase?
Answer:
6
Step-by-step explanation:
78
100 2/3 as a decimal
Answer:
100.66 is the decimal.
Step-by-step explanation:
100⅔ = 302/3
302 ÷ 3 = 100.66 to infinity.
Winnie is 10 years younger than her boss Greg. In 8 years, Winnie will be half as old as Greg will be then. How old is Greg now?
Answer:
12
Step-by-step explanation:
In 8 years, the difference in their ages will still be 10 years. If Winnie is half as old as Greg then, Greg will be 20 in 8 years (and Winnie will be 10).
Greg is 12 years old now.
___
Winnie is 2 years old now.
A teacher is experimenting with a new computer-based instruction and conducts a study to test its effectiveness. In which situation could the teacher use a hypothesis test for matched pairs?
The teacher gives each student in the class a pretest. Then she teaches a lesson using a computer program. Afterwards, she gives each student a post-test. The teacher wants to see if the difference in scores will show an improvement.
The teacher randomly divides the class into two groups. One of the groups receives computer-based instruction. The other group receives traditional instruction without computers. After instruction, each student takes a test and the teacher wants to compare the performance of the two groups.
The teacher uses a combination of traditional methods and computer-based instruction. She asks students which they liked better. She wants to determine if the majority prefer the computer-based instruction.
Answer:
The teacher gives each student in the class a pretest. Then she teaches a lesson using a computer program. Afterwards, she gives each student a post-test. The teacher wants to see if the difference in scores will show an improvement.
Step-by-step explanation:
In hypothesis testing, there is a premise or a claim where an analyst want to test or to investigate in an experiment. In this study, different sampling methods are being carried out.
In hypothesis testing, we usually have the null hypothesis and the alternative hypothesis.
The null hypothesis is an established hypothesis which is usually denoted by [tex]H_o[/tex] and it is a currently accepted value or default for a parameter.
On the other hand the alternative hypothesis or the research hypothesis denoted by [tex]H_a[/tex] came into place to challenge the study to be tested.
In the given question , the teacher wants to see the difference in the outcome of the test scores if there will be an improvement. The same is true for hypothesis testing, we tends to see the difference in the test statistics result maybe it is significant or not in order to determine the conclusion on the null hypothesis.
