a washer and a dryer cost combined. the cost of the washer is two times the cost of the dryer. what is the cost of the dryer?

The solution (4, 1) is in the solution is in the system

From the question, we have the following parameters that can be used in our computation:

y = 1

y = -2x - 9

Substitute y = 1 in the equation y = -2x - 9

So, we have the following representations

1 = -2x - 9

Evaluate the like terms

So, we have

-2x = -8

Divide both sides by -2

x = 4

This means that the solution is (4, 1)

Hence. (4, 1) is in the solution is in the system

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Money that needs to be deposited to reach the minimum balance is $17.44

Current balance of Amy =  C= $12.56

Minimum balance amount = M = $30

The amount to be deposited = Minimum balance amount -  Current balance amount

                                                = M - C

                                                =$30 - $12.56

                                                = $17.44

The deposit amount required from Amy= $17.44

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The number is 161.

Given,

In the question:

3/7 of a number is 69.

To find the what is the number?

Now, According to the question:

Based on the given condition :

Formulate:

3/7 of a number is 69.

=> 3/7 =  69

=> 3 = 69 x 7

Calculate the product or quotient.

=> 3 = 483

Divide by 3 on both sides:

=> 483/3

= 161

Hence, The number is 161.

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If f(x) = 3x-4 and g(x) = 4-3x then the solution of f(g(x)) = g(f(x)) proves that they are not inverse functions.

According to the question,

We have the following two functions:

f(x) = 3x-4 and g(x) = 4-3x

We know that in order to find whether two functions are inverse of each other or not we need to find the value of f(g(x)) and g(f(x)) and then see whether they are equal to x.

Now, among the given options, the only option representing this kind of solution is option D and the solutions are not equal which proves that they are not inverse functions.

Hence, the correct option is D.

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Answer:

ИДК либо плохо так грустно для вас ха-ха

Option B correctly summarizes these conclusions and provides additional information about the level of significance and the expected frequency of getting a test statistic as extreme as the observed one if the null hypothesis is true.

Option B is the correct answer.

Hypothesis testing is a statistical method that is used to make decisions about a population based on a sample of data.

It involves testing a null hypothesis (H0) against an alternative hypothesis (Ha) using statistical techniques.

We have,

The p-value of 0.011 is less than the significance level of 0.05, which means that we reject the null hypothesis that there is no difference in mean attendance between winning and losing seasons.

Therefore, we conclude that there is evidence to support the claim that mean attendance at the home stadium is greater when the team is having a winning season than when the team is having a losing season.

Thus,

Option B correctly summarizes these conclusions and provides additional information about the level of significance and the expected frequency of getting a test statistic as extreme as the observed one if the null hypothesis is true.

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Answer: 6 hours washing cars and 4 hours tutoring

Step-by-step explanation:

# of hours washing cars can be represented as x

# of hours tutoring can be represented by y

10x + 12y = $108

y + 2 = x

10 (y +2) + 12y = 108

10y + 20 + 12y = 108

22y + 20 = 108

22y = 88

y = 4 hrs tutoring

4 + 2 = 6 hrs washing cars

Check:

10(6) + 4(12) = 108

108 = 108

The number of hours Naomi worked washing cars last week and the number of hours she worked tutoring last week will be 4 and 6 hours respectively.

An equation is a statement that two expressions, which include variables and/or numbers, are equal. In essence, equations are questions, and efforts to systematically find solutions to these questions have been the driving forces behind the creation of mathematics.

It is given that, Naomi is earning $10 per hour washing cars and $12 per hour tutoring during the summer. Naomi worked 2 more hours washing cars last week than tutoring, earning a total of $108.

Suppose the number of hours invested in washing cars is x and tutoring be y.

It is given that, Naomi is earning $10 per hour washing cars and $12 per hour tutoring during the summer and earning a total of $108.The obtained equation is

10x + 12y = $108 -----(1)

If Naomi worked 2 more hours washing cars last week than tutoring. The obtained equation is

y + 2 = x -----(2)

Substitute the value of y in equation 1

10 (y +2) + 12y = 108

10y + 20 + 12y = 108

22y + 20 = 108

22y = 88

y = 4 hrs

The value of x is,

x=y+2

x=4+2

x=6

Thus, the number of hours Naomi worked washing cars last week and the number of hours she worked tutoring last week will be 4 and 6 hours respectively.

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Answer:

Step-by-step explanation:

2b - 15 = 33

    +15    +15

2b = 48

b = 24

The angle that is supplementary to ∠7 is ∠5 and ∠8

What is supplementary angle ?

Two angles are said to be supplementary if their sums total 180 degrees. A linear pair's two angles, like angles 1 and 2 in the illustration below, are always supplementary. But two angles don't have to be close to one another to be supplementary. Since their measures sum up to 180 degrees, the numbers 3 and 4 in the following figure are supplementary.

Two Angles are Supplementary when they add up to 180 degrees.

From given figure,

It is observed that sum of ∠7 and ∠8 is equal to 180 degrees.

The sum of ∠7 and ∠5 is equals to 180 degrees.

∴ ∠7 + ∠8 =180

and ∠7 + ∠5 = 180

Thus , the supplementary angles of ∠ 7 are ∠ 5 and ∠ 8.

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Average of first 50 positive integers which starts from 1 and goes till 50, we get as 25.5.

Mathematically speaking, positive integers are defined as "Integers that are greater than zero." Three categories of integers exist: negative integers, zero, and positive integers.

AVERAGE =[tex]\frac{First Number + Last term}{2}[/tex]

50 positive numbers starting from 1 to 50

So,

First number = 1

Lat number = 50

Putting in formula we get,

AVERAGE = [tex]\frac{1+50}{2}[/tex]

                = 25.5

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Answer:

9/1.5 = 12/2

Step-by-step explanation:

If QS || MN, the two triangles are similar, so the ratio between their corresponding side lengths will be equal.

The unknown coefficients will be b = -2/3   and  c = -12

Vertex of a graph is a point where two lines meet in a parabola.

It is represented as ( h , k ) = ( -2a / b , f( -2a / b) )

Vertex is given to us in the question as (3 , -5)

Also coefficient of [tex]x^{2}[/tex] is given to us as 1

Now by putting values of 'a' and vertex in the vertex formula we get

3 = -2a / b

b = -2/3

Now put value of b in y = [tex]x^{2}[/tex] + bx + c

b = -2/3

As we know that vertex (3 , -5) are points on parabola for the given function we will replace it with x and y respectively

x = 3

y = -5

-5 = [tex]3^{2}[/tex] + ( -2/3 ) * 3 + c

-5 = 9 - 2 + c

c = -12

Therefore b = -2/3 and c = -12.

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The measure of angle R, found through the angle sum property of a triangle and corresponding angles in ΔKIX and ΔREM is m∠R = 61°

Corresponding angles are angles in two congruent or similar triangles, located between a pair of segments in one triangle that are congruent to a pair of segment in the other triangle

The details of the question are;

The transformation that maps triangle ΔKIX unto triangle ΔREM is a rotation.

Please see attached the example drawing of ΔKIX and ΔREM created with MS Excel.

A rotation transformation is a rigid transformation, therefore, the side lengths and shape of triangle ΔKIX is preserved in the image of the triangle, ΔREM

The measure of angle ∠X in triangle ΔKIX is ∠X = 117°

The measure of angle ∠I in ΔKIX is ∠I = 2°

∠K + ∠I + ∠X = 180° (angle sum property  of a triangle)

The measure of angle ∠K = 180° - (∠X + ∠I)

Therefore;

m∠K = 180° - (117° + 2°) = 61°

m∠K = 61°

Based on the naming of the triangles ΔKIX and ΔREM, we have;

∠K corresponds to ∠R, ∠I corresponds to ∠E, and ∠X corresponds to angle ∠R, therefore;

∠K ≅ ∠R, ∠I ≅ ∠E, ∠X ≅ ∠R, which by the definition of congruency indicates;

∠K = ∠R, ∠I = ∠E, ∠X = ∠R

m∠R = m∠K = 61°

m∠R = 61°

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There are 23 percuionit are on the ideline.

Given that in the high school band there are 2 percuionit on the ideline to every 13 marching instrument.

We have to find the percuionit are on the ideline when the high school band has 150 total member.

Firstly, we will find the scale factor by dividing the number of percuionit on the ideline to the every marching instrument.

According to the given question, the scale factor = number of percuionit on the ideline / the every marching instrument

Scale factor=2/13

Now for 150 members number of percussionists is

(2/13)×150=23.07 or 23

Hence, the number of percussionists on the ideline is 23 when the high school band has 150 total member.

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Proportionately, the average class size at Lexington Middle School a decade ago was 20.

Proportion is the ratio or relative numerical relationship of two or more values equated to one another.

Proportions are fractional values, showing how much of a number is contained in another or the whole.

Proportions are depicted as decimals, fractions, or percentages.

The current average class size at Lexington Middle School = 21 students

The percentage increase in class size = 5%

Let the current average class size = 105% (100 + 5)

The previous decade's average class size = 21/105% = 20

Thus, a decade ago, the average class size was 20, proportionately increasing by 5%.

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Combine like terms start fraction 11 over 2 end fraction y and 2. distribute 15 to each term on the left side. Subtract start fraction 11 over 2 end fraction y from each side of the equation.

To divide each side of the equation by 2.

Your fractions are missing there fraction bars:

3/4 (20y − 8) + 5 = 1/2 y + 1/4 (20y + 8)  

15y − 6 + 5 = 1/2 y + 5y + 2  

15y − 1 = 11/2 y + 2

A. 11/2y and 2 aren't like terms because one contains the variable y and the other contains no variable

B. The distribute property can't be used there because you don't have 15(y-1) you have 15y-1

C. Subtracting 11/2y sounds like a good step because there is a y term on the opposing side.

15y-1=11/2y+2

Subtracting 11/2y on both sides

9.5y-1=2

That looks pretty good because then you would add 1 on both sides giving:

9.5y =3

Last step would get the y by itself which is dividing both sides by 9.5 giving you 6/19.

D. You could actually do this but it doesn't help you get x by itself.  The equation would look like this: 15/2 y-1/2=11/4 y+1

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Answer:

C is your answer

Step-by-step explanation:

To make GH the hypotenuse of the right triangle formed by combining the three points, we need to know the coordinates of point J. (3,-8).

It is a triangle in which one of the angles is 90 degrees and the other two are sharp angles. The sides of a right-angled triangle are known as the hypotenuse, perpendicular, and base.

Given is a coordinate grid with the points G (-5, -8) and H (3, 7) plotted on it. In order for GH to be the hypotenuse of the right triangle created by joining the three points, point J is plotted.

Thus, to make GH the hypotenuse of the right triangle formed by combining the three points, we need to know the coordinates of point J. (3,-8).

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25/10 is used as tenths.

From the question, we have

5/2 = 5*5/2*5 = 25/10

25/10 is used as tenths.

Multiplication:

Mathematicians use multiplication to calculate the product of two or more numbers. It is a fundamental operation in mathematics that is frequently utilized in everyday life. When we need to combine groups of similar sizes, we utilize multiplication. The fundamental concept of repeatedly adding the same number is represented by the process of multiplication. The results of multiplying two or more numbers are known as the product of those numbers, and the factors that are multiplied are referred to as the factors. Repeated addition of the same number is made easier by multiplying the numbers.

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The equation solved for n is n = (2c-2)/(-p).

Two or more expressions with an equal sign are defined as an equation.

The given equation is -np-4 = 2(c-3).

Solve the equation for n as follows;

-np - 4 = 2(c - 3)

-np = 2(c- 3) +4

-np = 2c - 6 +4

-np = 2c - 2

n = (2c-2)/(-p)

Hence, the equation solved for n is n = (2c-2)/(-p).

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Answer:

x^2 (x^2 + 6x - 27)(x+5) + 81/3(x+5)

Step-by-step explanation:

1) Use this rule: a/b x c = ac/b.

(x^2 + 6x - 27)/3 + 27/x + 5

2) Regroup terms.

x^2 (x^2 + 6x - 27)/3 + 27/x+5

3) Rewrite the expression with a common denominator.

x^2 (x^2 + 6x - 27) (x + 5) 27 x 3/ 3(x + 5)

4) Simplify 27 x 3 to 81.

x^2 (x^2 + 6x - 27)(x+5) + 81/3(x+5)

Thanks

Radius of the given cone is 4 units.

What is radius?

A circle's or a sphere's radius is the length of the line between the centre and the edge.

Main Body:

Volume given=

V=1/3π[tex]r^{2}[/tex]h

201.06= 1/3π[tex]r^{2}[/tex](12)

Taking 201.06 as 200 as approximation is allowed.

Now solving for r ,

(200*3)/12= π[tex]r^{2}[/tex]

[tex]r^{2}[/tex]= 600/(12 π)

[tex]r^{2}[/tex]=15.9

r=4 units

Hence the answer is 4 units.

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[tex]=\frac{-3+5}{14} \\=\frac{2}{14}[/tex]

This can be simplified to give [tex]\frac{1}{7}[/tex]

The sum of three consecutive numbers as an expression is 3x + 3.

An expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both.

Let the consecutive numbers be x, x + 1 and x + 2.

The sum of three consecutive numbers as an expression will be:

= x + x + 1 + x + 2

= 3x + 3.

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Answer:

Step-by-step explanation:

x=3

0.04x+0.3=0.42

        -0.3    -0.3

0.04x=0.12

÷0.04.    ÷0.04

x=3

The perimeter of the rectangle is 208

Given that,

Fourteen less than two fifth of the area of a rectangle is the same as one eighth the rectangle perimeter which can be written into equation as :

2/5a - 14 = 1/8(p) here,

a is area of rectangle

p is perimeter of rectangle

a is l*b and p is l+b

l is length of rectangle

b is breadth of rectangle

now,

2/5(lb) - 14 = 1/8(l+b)

2lb/5 - 14 = l+b/8

(2lb-70)/5 = l+b/8

16lb-560 = 5l+5b

5l+5b-16lb = -560

5l+5b-16(100) = -560

5l+5b-1600 = -560

5l+5b = -560 +1600

5l+5b = 1040

l+b =208

which is nothing but perimeter of rectangle.

Therefore, the perimeter of rectangle is 208 respectively.

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Celine should estimate 3400 tiles in a mosaic.

The total number of tiles in mosaic will be sum of coloured tiles and blank tiles. So, there is a variety in coloured tiles. To calculate this we will perform multiplication.

Number of coloured tiles = Number of different coloured tiles × Number of each different coloured tile

Number of coloured tiles = 7 × 472

Performing multiplication on Right Hand Side of the equation

Number of coloured tiles = 3304

Total number of tiles = 3304 + 96

Performing addition on Right Hand Side of the equation

Total number of tiles = 3400 tiles

The estimate will be 3400 tiles.

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Tyler's statement is incorrect , SMHZD and SAXPD are correct congruence for the given pentagons.

a.

Tyler's congruence is incorrect because line SD is a line of symmetry for ASMHZDPX so ASDPX and SMHZD are about SD symmetry therefore the figure division must be start from S or D.

b.

SMHZD And SAXPD are correct congruence for the given pentagons because they both start with the letter S which is in the line of symmetry SD.

Therefore Tyler's statement is incorrect , SMHZD and SAXPD are correct congruence for the given pentagons.

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