Addison drove 1,170 miles in 18 hours. What was her speed in miles per hour

Answer:

m = 2, b = 3

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + b ( m is the slope and b the y- intercept )

Given

6x - 1 = 3y - 10 ( add 10 to both sides )

6x + 9 = 3y ( divide all terms by 3 )

2x + 3 = y , that is

y = 2x + 3 ← in slope- intercept form

with slope m = 2 and y- intercept b = 3

Answer:.583

Step-by-step explanation:

Answer: I’m pretty sure its A on e2020

Step-by-step explanation:

It is an obligation to pay, but the spender has some control over the amount.

Option A is the correct answer.

We have,

The reason that a data usage bill for a smartphone is an essential (variable) expense is that it is an obligation to pay.

In other words, the phone service is necessary for the phone to function properly, and therefore, the bill must be paid.

However, the spender has some control over its amount by managing their data usage, such as turning off data for certain apps or using Wi-Fi instead of cellular data.

This means that while the bill cannot be eliminated entirely, the spender can take steps to reduce the amount owed.

Statement b is incorrect because while the bill cannot be eliminated entirely, it can be reduced by managing data usage.

Statement c is incorrect because the amount of the bill is not expected to be the same every month, as it will depend on how much data is used. Statement d is incorrect because while bills for services rendered may be a priority, they do not necessarily have a higher priority than other types of essential expenses, such as food or housing.

Thus,

It is an obligation to pay, but the spender has some control over the amount.

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12x + 16y = 96

Subtract 12x from both sides

16y = 96 - 12x

Divide each side by 16

y = 6 - 0.75x

The proof for this is simple. Let's say that A + B + C = π. From here on we require several trigonometric identities that must be applied.

[tex]\cos \left(A\right)+\cos \left(B\right)+\cos \left(C\right) \\= 2 * cos((A + B) / 2) * cos((A - B) / 2) + \cos C \\= 2 * cos((\pi /2) - (C/2)) * cos((A - B) / 2) +\cos C \\= 2 * sin(C/2) * cos((A - B) / 2) + (1 - 2 * sin^2 (C/2)) \\= 1 + 2 sin (C/2) * cos((A - B) / 2) - sin (C/2) \\= 1 + 2 sin (C/2) * cos((A - B) / 2) - sin((\pi /2) - (A + B)/2 ))\\= 1 + 2 sin (C/2) * cos((A - B) / 2) - cos((A + B)/ 2)\\= 1 + 2 sin (C/2) * 2 sin (A/2) * sin(B/2) \\= 1 + 4 sin(A/2) sin(B/2) sin(C/2)[/tex]

Hope that helps!

Answer:  see proof below

Step-by-step explanation:

Given: A + B + C = π                     → A + B = π -  C

                                                     → C = π - (A + B)

Use Sum to Product Identity:  cos A + cos B = 2 cos [(A + B)/2] · cos [(A - B)/2]

Use Product to Sum Identity:  2 sin A · sin B = cos [(A + B)/2] - cos [(A - B)/2]

Use the Double Angle Identity:   cos 2A = 1 - 2 sin² A

Use the Cofunction Identity: cos (π/2 - A) = sin A

Proof LHS → RHS:

LHS:                       cos A + cos B + cos C

                           = (cos A + cos B) + cos C

[tex]\text{Sum to Product:}\qquad 2\cos \bigg(\dfrac{A+B}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C[/tex]

[tex]\text{Given:}\qquad 2\cos \bigg(\dfrac{\pi -C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C\\\\\\.\qquad \qquad =2\cos \bigg(\dfrac{\pi}{2} -\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C[/tex]

[tex]\text{Cofunction:}\qquad 2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos C[/tex]

[tex]\text{Double Angle:}\qquad 2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+\cos\bigg(2\cdot \dfrac{C}{2}\bigg)\\\\\\.\qquad \qquad \qquad =2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)+1-2\sin^2 \bigg(\dfrac{C}{2}\bigg)\\\\\\.\qquad \qquad \qquad =1+2\sin \bigg(\dfrac{C}{2}\bigg)\cdot \cos \bigg(\dfrac{A-B}{2}\bigg)-2\sin^2\bigg(\dfrac{C}{2}\bigg)[/tex]

[tex]\text{Factor:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\sin\bigg(\dfrac{C}{2}\bigg)\bigg][/tex]

[tex]\text{Given:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\sin\bigg(\dfrac{\pi-(A+B)}{2}\bigg)\bigg]\\\\\\.\qquad \qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\sin\bigg(\dfrac{\pi}{2}-\dfrac{A+B}{2}\bigg)\bigg][/tex]

[tex]\text{Cofunction:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\cos \bigg(\dfrac{A-B}{2}\bigg)-\cos\bigg(\dfrac{A+B}{2}\bigg)\bigg][/tex]

[tex]\text{Product to Sum:}\qquad 1+2\sin \bigg(\dfrac{C}{2}\bigg)\bigg[2\sin \bigg(\dfrac{A}{2}\bigg)\cdot \sin\bigg(\dfrac{B}{2}\bigg)\bigg]\\\\\\.\qquad \qquad \qquad \qquad =1+4\sin \bigg(\dfrac{C}{2}\bigg)\bigg[\sin \bigg(\dfrac{A}{2}\bigg)\cdot \sin\bigg(\dfrac{B}{2}\bigg)\bigg]\\\\\\.\qquad \qquad \qquad \qquad =1+4\sin \bigg(\dfrac{A}{2}\bigg)\sin \bigg(\dfrac{B}{2}\bigg) \sin\bigg(\dfrac{C}{2}\bigg)[/tex]

[tex]\text{LHS = RHS:}\ 1+4\sin \bigg(\dfrac{A}{2}\bigg)\sin \bigg(\dfrac{B}{2}\bigg) \sin\bigg(\dfrac{C}{2}\bigg)=1+4\sin \bigg(\dfrac{A}{2}\bigg)\sin \bigg(\dfrac{B}{2}\bigg) \sin\bigg(\dfrac{C}{2}\bigg)\quad \checkmark[/tex]

Answer:

This is simple,

Step-by-step explanation:

If the bus costs 200$ and the fair charges 4$ per students that means you have to do this:

300$ budget - 200 of the bus = 100$ left

and if $4 per student:

100 divided by 4 = 25

she can take 25 students

Hope this helps!

To Expand: (2x + 5)(x - 5).

(2x + 5)(x - 5)

= 2x(x - 5) + 5(x - 5)

= 2x² - 10x + 5x - 25

= 2x² - 5x - 25 Ans.

(Combined the like terms)

Answer:

2x²  - 5x - 25

Step-by-step explanation:

Use FOIL method

(2x + 5)(x - 5) = 2x*x + 2x*[-5] + 5*x + 5*[-5]

                      = 2x² -10x + 5x - 25    {add like terms}

                      = 2x²  - 5x - 25

[tex]\tt Step-by-step~exlpanation:[/tex]

To find out the answer, we would have to try and divide all the numbers.

[tex]\tt \frac{34,776}{2}= 17,388\\ YES[/tex]

[tex]\tt \frac{34,776}{3}= 11,592\\YES[/tex]

[tex]\tt \frac{34,776}{9}=3,864\\ YES[/tex]

[tex]\tt \frac{34,776}{6}= 5,796\\YES[/tex]

[tex]\large\boxed{\tt Our~final~answer:~ALL ~(2,3,9,6)}[/tex]

Answer:

n = -5

Step-by-step explanation:

-2(-7n-8)=-39+3n

Distribute

14n +16 = -39 +3n

Subtract 3n from each side

14n -3n +16 = -39 +3n -3n

11n +16 = -39

Subtract 16 from each side

11n +16 -16 = -39 -16

11n = -55

divide by 11

11n /11 = -55/11

n = -5

Answer:

6

Step-by-step explanation:

6x2.5=15

yeßssssssss I do math easy pressure

Answer:

c

Step-by-step explanation:

Answer:

Cube root of 8/27 is 2/3

[tex] \sqrt{ \frac{8}{27} } [/tex]

[tex] = \sqrt{ (\frac{2}{3} {)}^{2} } [/tex]

[tex] = \frac{2}{3} [/tex]

Answer:

12

Step-by-step explanation:

im taking the test jjiiiuy teñido itself

Answer:

1/10

Step-by-step explanation:

Answer:

1/100

Step-by-step explanation:

it would be 1/10 if the decimal was 1 space to the right.

Answer:

n= 1/3d - 2/3m

Step-by-step explanation:

d=2m+3n

Step 1: Flip the equation.

2m+3n=d

Step 2: Add -2m to both sides.

2m+3n+−2m=d+−2m

3n=d−2m

Step 3: Divide both sides by 3.

3n/3 = d-2m/3

Therefore

n= 1/3d - 2/3m

Hope this helps!

Plz name brainliest if possible.

Answer:

n = d - 2m

         3*

Step-by-step explanation:

First we want to get n alone on one side, so we should subtract 2m from both side;

d = 2m + 3n

3n = d - 2m

Now to get n by itself, we need to divide by 3 from both sides;

3n = d - 2m

n = d - 2m

         3*

*Pretend there is a fraction bar between d - 2m and 3

Answer:

When dividing numbers with the same base, you subtract the exponents.

Step-by-step explanation:

For example, 8^5/8^3 = 8^2 or 64

Answer:

4

Step-by-step explanation:

The constant is the number without a variable, usually being added or subtracted from the variable but not multiplied or divided by it.

Answer:

y= 1 /4 x − 3 /4

Step-by-step explanation:

y=mx+b

Answer:

9x-5

Step-by-step explanation:

(4x - 6) + (5x + 1)

Add like terms

4x+5x=9x

-6+1=-5

Combine

9x-5

Hope this helps! Plz award Brainliest : )

Answer: See below

Step-by-step explanation:

The difference between similar and congruent is the size and shape.

If two objects are similar, they look similar to each other, meaning they look the same, but not exactly the same. It can be 2 stuffed animals that look the same, but different sizes. One can be large and other can be small.

If two objects are comgruent, you know that they are EXACTLY the same. They are the same size, shape, etc. Using the example from above, you have either two large stuffed animals, or two small stuffed animals. The two large animals would be congruent to each other, same for the small animals.

Congruent means that they are identical. They are exactly the same in every way.

Similar can mean they look the same but they are not identical.

For example, a triangle that has been scaled down in size is still similar to the original triangle but they are not congruent.

I believe thats what it is.

Answer:

if u need to evaluate or simplify its -13×to the 2nd power +35

Answer:

d = 40w x 2

Step-by-step explanation:

Answer: Yes, In mathematics, an inverse function (or anti-function) is a function that "reverses" another function: if the function f applied to an input x gives a result of y, then applying its inverse function g to y gives the result x, and vice versa, i.e., f(x) = y if and only if g(y) = x.

Answer:

1. [tex]\frac{10}{21}[/tex]

2. [tex]\frac{405}{49} = 8\frac{13}{49}[/tex]

Step-by-step explanation:

first one:

[tex]p^{2} q[/tex] = [tex](\frac{1}{3})^{2}[/tex] × [tex]4\frac{2}{7}[/tex] = [tex]\frac{1}{9}[/tex] × [tex]\frac{30}{7}[/tex] = [tex]\frac{1}{3}[/tex] × [tex]\frac{10}{7}[/tex] = [tex]\frac{10}{21}[/tex]

second one:

[tex]t^{2}[/tex]/[tex]s[/tex] = [tex](1\frac{2}{7})^{2}[/tex] / [tex]\frac{1}{5}[/tex] = [tex](\frac{9}{7})^{2}[/tex] × [tex]5[/tex] = [tex]\frac{81}{49}[/tex] × [tex]5[/tex] = [tex]\frac{405}{49}[/tex] = [tex]8\frac{13}{49}[/tex]

Answer:

B-2

Step-by-step explanation:

It is B, because On the first month, Armando has 12 and Daniel has 8, now on the 2nd month Armando has 9 because he gives away 3 each month and Daniel now has 9 because he adds one each month, so all in all, they have the same exact number of pencils on the 2nd month

After 5 months is when Armando and Daniel had the same number of pencils.

Answer:

2 is the coefficient y term

Step-by-step explanation:

2y

the coefficient is the # in front of the term being asked for

Answer:

3. The tree increased in height each month until the time period between month 9 and month 11.

The statement that can be supported by the information in the table is that the tree increased in height each month until the time period between month 9 and month 11.

It should be noted that a table simply means a list of numbers to that depicts a particular information.

In this case, the statement that can be supported by the information in the table is that the tree increased in height each month until the time period between month 9 and month 11.

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