Answer: x=6y−5 x = 6 y - 5.
Step-by-step explanation:
I answered this math question edge.
What is the value of y in the equation 2(3y + 4 + 2) = 196 − 16?
Answer:
y=28
Step-by-step explanation:
what times (-26)=26 PLEASE HELP ME
Answer:
-26 × -1 = 26
This is your answer , pls mark me the brainliest!!
Answer:
-1
Step-by-step explanation:
1 x 26 is like that , -1 x -26 = 26. Hope this helps!
Help me solve this problem please
Answer:
b
Step-by-step explanation:
Brenda and Shayna are selling flower bulbs for a school fundraiser. Customers can
buy bags of windflower bulbs and packages of crocus bulbs. Brenda sold 5 bags of
windflower bulbs and 5 packages of crocus bulbs for a total of $145. Shayna sold 3
bags of windflower bulbs and 5 packages of crocus bulbs for a total of $121. Find
the cost of one bag of windflower bulbs.
Given :
Customers can buy bags of windflower bulbs and packages of crocus bulbs. Brenda sold 5 bags of windflower bulbs and 5 packages of crocus bulbs for a total of $145.
Shayna sold 3 bags of windflower bulbs and 5 packages of crocus bulbs for a total of $121.
To Find :
The cost of one bag of windflower bulbs.
Solution :
Let, cost of one bag of windflower bulbs and crocus bulbs is x and y.
Converting given statement to mathematical equation, we get :
5x + 5y = 145
x + y = 29 ...1)
and
3x + 5y = 121 ...2)
Solving equation 1 and 2, we get :
3( 29 - y ) + 5y = 121
87 - 3y + 5y = 121
2y = 34
y = 17
and x = 12
Therefore, cost of one bag of windflower bulbs is $12 .
Hence, this is the required solution.
The slope of a line is ½ and the y-intercept is 4. What is the x-intercept of this line?
Answer
the x intercept is (-8,0)
Step-by-step explanation:
Is the following relation a function?
Х
y
-2
1
0
3
5
.5
7
8
No
Yes
Answer:
Yes, its a function
Step-by-step explanation:
Selena is graphing the inequality x <-2. She begins by drawing a number line and placing an open circle at -2
-7 -6 -5 -4 -3 -2 -
0
1
2 3
Which could be Selena's next step?
O shading the number line to the left of the open circle
O shading the number line to the right of the open circle
O shading the number line to the right and left of the open circle
O shading in the open circle
Look at the picture
Answer:
shade the number line to the left of the open circle
Step-by-step explanation:
x is less than - 2, so it could be any number lower than -2. for example, -3, -4, -5, etc.
Answer:
A. shade the number line to the left of the open circle
Step-by-step explanation:
solve x then find each angle measure
Step-by-step explanation:
The sum of two interior angles in a triangle is equal to an exterior angle that's supplementary to the third interior angle
13x - 11 + 4x + 1 = 18x - 15 add like terms
17x - 10 = 18x - 15
- 10 + 15 = 18x - 17x
5 = x
measure of angle A 13x - 11 ➡ 13 × 5 - 11 = 54°
measure of angle B 4x + 1 ➡ 4 × 5 + 1 = 21°
measure of angle C 18x - 15 ➡ 18 × 5 - 15 = 75°
what is 4(2×-7)+3(3×-1)=3(2-×)
Answer:
x=37/20
Step-by-step explanation:
4(2x-7)+3(3x-1)=3(2-x)
8x-28+9x-3=6-3x
17x+3x=6+31
20x=37
Answer:
x = [tex]\frac{71}{3}[/tex]
Step-by-step explanation:
1. Simplify/distribute each side.
[tex]4(2)(-7)+3(3)(-1)=3(2-x)[/tex]
[tex]4(2)(-7)+3(3)(-1)=(3)(2)+(3)(-x)[/tex]
[tex]-56+-9=6+-3x[/tex]
2. Flip the equation around.
[tex]-3x+6=-65[/tex]
3. Subtract 6 to balance the equation.
[tex]-3x+6-6=-65-6[/tex]
[tex]-3x=-71[/tex]
4. Divide each side by 3. We know they are in the same fact family.
[tex]\frac{-3x}{-3} = \frac{-71}{3}[/tex]
Which best explains why all equilateral triangles are similar?
all equilateral triangle’s can be mapped onto each other using dilations
all equilateral triangle can be mapped onto each other using rigid transformations
all equilateral triangles can be mapped onto each other using combinations of dilations and rigid transformations
all equilateral triangles are congruent and therefore similar with side links and a 1:1 ratio
Answer:
D
Step-by-step explanation:
I hope this helps you out!
Answer:
all equilateral triangle’s can be mapped onto each other using dilations.
Step-by-step explanation:
Because you can dilate or increase the size and scale the triangle about a certain point so if you do it correctly, this can be done with just a dilation.
Also an equilateral triangle is defined as a triangle where all the sides are congruent in length. This does not mean that all equilateral triangles are congruent (Do not get confused with D) to each other since size is the undefined variable so all equilateral triangles are proportional which means that they always have a ratio between them depending on the scale factor.
For example, let's say I have an equilateral triangle with a side length of 2, this means that all the sides must have a length of 2, but I can also have an equilateral triangle with a side length of 3, which means that all the sides will have that length for that triangle.
2 ≠ 3, but there is always a conversion factor between the side lengths. In this case a scale factor of 3/2 from the triangle with a side length of 2 to the one with a side length of 3. And a scale factor of 2/3 going from the triangle with a side length of 3 to the triangle with a side length of 2. Because all the sides are congruent, the angles must all be 60° degrees because individual side proportions defined by trigonometry are based on angles and sides. Thus, the angles are also affected due to the change in ratio.
Write and solve an inequality to fit each phrase; the product of -7 and a number is no more than 77
Answer:
- 7n ≤ 77
Step-by-step explanation:
- 7n ≤ 77
n ≥ - 11
If you are given the graph of a line and are asked to write the equation of a perpendicular line, does it matter what the y-intercept will be for the equation you write? Why or why not?
The graph of the equation y=4x+2 passes through the point (1,y).
Enter the y-value of the coordinate (1,y).
You and your two friends go out for dinner and you each order the same meal and drink. Each of you leaves a $10 tip to your total. Let m represent the cost of each meal with drink, tax included
Answer:
2m + 20
Step-by-step explanation:
Given that:
Cost per meal = m
Tip left = $10
Total cost for each person :
m + 10
Total amount spent by the two :
2(m + 10)
2m + 20
What is the value of K?
k=
m
k
N
1
M
Answer:
1
Step-by-step explanation:
k=1
the value of k is 1
hope this helps ya!
GEOMETRY HELP PLEASE URGENT
Answer:
x=74 degrees
Step-by-step explanation:
the sum of angles of triangle=180 degrees
121+y=180 ( the sum of the linear angles is 180 degrees)
y=180-121
y=59 degrees
x+59+47=180
x+106=180
x=180-106
x=74 degrees
In △XYZ, suppose XY < XZ. Which inequality relates two angles in △XYZ?
Answer:
m∠Z < m∠Y
Step-by-step explanation:
m∠Z < m∠Y
The inequality that relates the two angles in triangle XYZ is m∠Z < m∠Y
From the question, we have:
Triangle XYZSide length XY is less than side length XZThis means that, the angle at point Y is greater than the angle at point Z
i.e. m∠Y > m∠Z
Rewrite the inequality as:
m∠Z < m∠Y
Hence, the inequality that relates the two angles in triangle XYZ is m∠Z < m∠Y
Read more about angles at:
https://brainly.com/question/14362353
A table showing Pounds, Price per Pound, and Total Price. The first row shows Granola, with the entries, 3, 3, and 3 times 3. The second row shows Raisins, with the entries 0.75, 2, and 0.75 times 2. The third row shows Mixture, with the entries 3 plus 0.75, x, and left-parenthesis 3 plus 0.75 right-parenthesis x. Marion is making trail mix for a group camping trip. She buys 3 pounds of granola for $3 per pound and 0.75 pounds of raisins for $2 per pound. What equation can you use to find the price per pound of the trail mix? 3(3)(0.75)(2) = (3 + 0.75)x 3(3) + 0.75(2) = (3 + 0.75)x 3(3)(0.75)(2) = (3 + 0.75) + x 3(3) + 0.75(2) = (3 + 0.75) + x
Answer:
B
Step-by-step explanation:
Hope this help
Answer: B
B.) 3(3) + 0.75(2) = (3 + 0.75)x
Step-by-step explanation: i hope this helps :)
PLEASE HELP ASAP!!!!!! i’ll mark brainlest
Answer:b
Step-by-step explanation:
Answer:
B
Step-by-step explanation:
A kilogram is the same as 1,000 grams.
HTH :)
Find the slope of the line through each pair olz
Answer: 5/4
Step-by-step explanation:
The slope formula is [tex]\frac{y_{2}-y_1 }{x_2-x_1}[/tex]. This is basically the change in y over change in x.
Apply the formula to get: [tex]\frac{5--2}{6-2}[/tex].
Simplify it to get: [tex]\frac{5}{4}[/tex]
PLEASE HELP ME, YOU WILL SAVE ME
Which would produce a sample that would be representative of a school's seventh-grade population?
a. survey every fifth seventh grader entering the cafeteria who brought their lunch to school
b. survey every fifth seventh grader in the library
c. survey every fifth seventh grader entering the school at the beginning of the school day
d. survey every fifth seventh grader in a pre-algebra class
Answer:
C
Step-by-step explanation:
Not all seventh graders will bring a lunch too school, be in the library, or be in a pre-algebra class, but its reasonable to assume that most will enter the school at the beginning of the day.
Answer:
C.surveying every fifth seventh grader entering the school at the beginning of the school day
Step-by-step explanation:
Write a series of rigid motions that transform pentagon ABCDE to pentagon A′B′C′D′E′
Answer:
We need the following three rigid motions:
i) Reflection around y-axis, ii) Translation three units in the -y direction, iii) Translation four units in the -x direction.
Step-by-step explanation:
We need to perform three operations on pentagon ABCDE to create pentagon A'B'C'D'E':
i) Reflection around y-axis:
[tex](x',y') = (-x,y)[/tex] (Eq. 1)
ii) Translation three units in the -y direction:
[tex](x'',y'') = (x', y'-3)[/tex] (Eq. 2)
iii) Translation four units in the -x direction:
[tex](x''',y''') = (x''-4, y'')[/tex] (Eq. 3)
We proceed to proof the effectiveness of operations defined above by testing point D:
1) [tex]D(x,y) = (-1, 4)[/tex] Given.
2) [tex](x',y') = (1,4)[/tex] By (Eq. 1)
3) [tex](x'',y'') = (1, 1)[/tex] By (Eq. 2)
4) [tex]D'(x,y) = (-3,1)[/tex] By (Eq. 3)/Result
Can y’all help me please like bro omg idk
Answer:
#4. linear
#5. quadratic
#6. exponential
#7. inverse
Is a circle a function?
Yes, the graph is symmetrical
No, there is infinite data
No, each output has more than one input
No, each input has one output
Answer:
No, Each input has one output
Step-by-step explanation:
A circle can't be a function because of its radius and diameter, its not linear so it might have the same input or output. Therefore, you need a line to have a linear function .!
Pls mark brainiest!
I hope you get this right!
What is the slope of the line that passes through the points (-2, 4) and (1, 4)?
Answer:
there is no slope. y = 4, the line is horizontal
From a hot air balloon 2,500ft above the ground you see a clearing whose angle of depression is at 25 degrees. What is the horizontal distance form the clearing to the nearest feet
9514 1404 393
Answer:
5361 feet
Step-by-step explanation:
The tangent of the angle is the ratio of vertical distance to horizontal.
tan(25°) = (vertical distance)/(horizontal distance)
horizontal distance = (2500 ft)/tan(25°) ≈ 5361 feet
While painting the interior of a large house, Gene is going to transfer some paint in a large 5 gallon container to a smaller bucket. Unfortunately he slips and spills 2 gallons of paint all over the floor. If each wall in the house takes 9/24 of a gallon to paint, how many walls can he paint with what he has left?
Answer:
8 walls
Step-by-step explanation:
While painting the interior of a large house, Gene is going to transfer some paint in a large 5 gallon container to a smaller bucket. Unfortunately he slips and spills 2 gallons of paint all over the floor.
The remaining amount of paint is
= 5 gallons - 2 gallons
= 3 gallons
If each wall in the house takes 9/24 of a gallon to paint, how many walls can he paint with what he has left?
Hence:
9/24 gallon = 1 Wall
3 gallons = x wall
Cross Multiply
9/24 × x = 3 × 1
x= 3 ÷ 9/24
x = 3 × 24/9
x = 8 walls
He can paint 8 walls with what is left.
I need to fill in the blanks for this equation and I cant figure it out
Answer:
1. +12x and 15
2. 14x
3. 2
Step-by-step explanation:
Step 1: Distribute -3
To distribute -3, you would multiply both -4x and -5 by -3, changing them to 12x and 15
Step 2: Combine 12x and 2x
Then you would combine like terms, meaning that you would add 12x and 2x, creating 14x.
Step 3: Combine 15 and -13
You would finish combining like terms by adding 15 to -13, creating 2
What is m∠PQR
need ASAP
Answer:
134
Step-by-step explanation:
Its 134, i did the math and my old answer had the explanation, but someone deleted it.
Let z = 0.3(cos(31°) + i sin(31°)) and w = 20(cos(18°) + i sin(18°)).
Which statement describes the geometric construction of the product zw on the complex plane?
Stretch z by a factor of 6, then rotate 18° counterclockwise.
Stretch z by a factor of 6, then rotate 49° counterclockwise.
Stretch z by a factor of 20, then rotate 18° counterclockwise.
Stretch z by a factor of 20, then rotate 49° counterclockwise.
i think the answer is B but idk
Answer:
Option (C) is correct.
Step-by-step explanation:
Given that z = 0.3(cos(31°) + i sin(31°)) and 20(cos(18°) + i sin(18°)).
The product of both the complex number is
zw = [0.3(cos(31°) + i sin(31°))] x [20(cos(18°) + i sin(18°))]
=(0.3x20)[cos(31°) x cos(18°) + cos(31°) x i sin(18°) + i sin(31°) x cos(31°)+ i sin(31°) x i sin(18°)]
Here, (0.3x20)=6, is the magnitude of zw, which is stretching of 0.3 by 20.
zw=6[cos(31°) x cos(18°) + i{cos(31°) x sin(18°) + sin(31°) x cos(31°)}+ i² sin(31°)x sin(18°)]
As i²= -1, So
zw=6[cos(31°) x cos(18°) + i{cos(31°) x sin(18°) + sin(31°) x cos(31°)} - sin(31°)x sin(18°)]
=6[{cos(31°) x cos(18°)- sin(31°)x sin(18°)} + i{cos(31°) x sin(18°) + sin(31°) x cos(31°)}]
As cosAcosB - sin A sin B = cos (A+B) and cosAsinB + sin A sos B = sin (A+B), so
zw=6[cos(31°+18°) + i{sin(31°+18°)]
Note that, initially the argument of z is 31° and after rotation of 18° in counterclockwise direction, the argument od zw is 31°+18°= 49°. i.e
zw=6(cos(49°) + isin(49°)).
So, zw can be determined by stretching z by a factor of 20, then rotating by 18° counterclockwise.
Hence, option (C) is correct.
Answer:
C: Stretch z by a factor of 20, then rotate 18° counterclockwise.
Step-by-step explanation:
Took the quiz.