Does the point (-4, -81) satisfy the equation y=19x + -5?​

Answer:

i'm not sure the second is right

Answer:

measure of line segment AB

Answer:

535 is not equal to 360

Step-by-step explanation:

the total interior angle = 360 degree

180-80=100

180-80=100

180-75=105

180-70=110

180-60=120

100+100+105+110+120= 535 which is not equal to 360. Since the total interior angle is not 360, Jay's measurements are wrong .

Classical economics emphasizes that unfastened markets provide efficient results and are self-regulating.

Classical economics means that the long time mixture deliver curve is inelastic, therefore any divergence from complete employment is most effective transitory. The Classical version emphasizes the want of minimizing authorities interference and operating to preserve markets freed from any impediments to effective functioning.

Keynesians declare that because of imperfect markets, the economic system can function at less than full potential for an extended period of time.

Keynesians consider that expansionary economic policy (authorities intervention) has a larger role in overcoming recession.

The Keynesian angle on lengthy-run mixture deliver differs.

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Answer:

-43

Step-by-step explanation:

-4(-3)² + 2(-3) - 1

=-4×9+2(-3)-1

=-36+2(-3)-1

=-36-6-1

=-43

After simplifying the algebraic expression 9 { 9 b - [ 2 - 3 ( 9 b - 5 ) ] }, we get the result as 324 b - 153.

We are given the algebraic expression:

9 { 9 b - [ 2 - 3 ( 9 b - 5 ) ] }

We need to simplify the expression.

For this, we will use the BODMAS rule.

B - Brackets

O - Of

D - Division

M - Multiplication

A - Addition

S - Subtraction

So, simplifying the expression, we get that:

9 { 9 b - [ 2 - 3 ( 9 b - 5 ) ] }

= 9 { 9 b - [ 2 - 27 b + 15 ] }

= 9 { 9 b - 2 + 27 b - 15 }

= 9 { 9 b - 2 + 27 b - 15 }

= 81 b - 18 + 243 b - 135

= 324 b - 153

Therefore, after simplifying the algebraic expression 9 { 9 b - [ 2 - 3 ( 9 b - 5 ) ] }, we get the result as 324 b - 153.

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The real-world description of the expression could be: John's age is one-fifth of his sister's age

The expression is given as:

2x/10

To determine the real-world description of the expression, we simply represent the variable x with a real-world expression

Take for instance:

x represents the age of a boy

So, the real-world description of the expression could be:

John's age is one-fifth of his sister's age

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All sets that √7 belong to irrational numbers

The number √7 is a number inside a square root. Also, note that the number 7 is a whole number, but not a perfect square. Therefore, by our rule, we have that √7 belongs to the set of real numbers and to the set of irrational numbers.

In mathematics, the irrational numbers (from in- prefix assimilated to ir- (negative prefix, privative) + rational) are all the important numbers that are not rational numbers.

That is, irrational numbers can't be expressed as the ratio of two integers. When the ratio of lengths of two line segments is a real number,  the road segments are also described as being incommensurable, meaning that they share no "measure" in common, that is,  there's no length ("the measure"),  regardless of how short,  that would be used to express the lengths of both of the two given segments as integer multiples of itself.

Among irrational numbers are the ratio π of a circle's circumference to its diameter, Euler's number e, the golden ratio φ,  and therefore the square root of two. In fact, all square roots of natural numbers,  aside from perfect squares, are irrational.

Like all real numbers, irrational numbers are often expressed in positional notation, notably as decimal numbers.  within the case of irrational numbers, the decimal expansion doesn't terminate, nor end with a repeating sequence.  

for instance, the decimal representation of π starts with 3.14159, but no finite number of digits can represent π exactly, nor does it repeat.

Conversely, a decimal expansion that terminates or repeats must be a  real number. These are provable properties of rational numbers and positional number systems and aren't used as definitions in mathematics.

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Answer:

a. 5

b. 10

c. 15

d. 4

e. 6

f. 9

Step-by-step explanation:

It asks for the indicated distance, which would translate as the absolute value of the distance between the two points. Using that, it is simple subtraction to find your answer.

Answer:

2.25 tons

Step-by-step explanation:

1 ton = 2000 pounds

The solution to the long division 6x³ - 8x + 5 divided by (2x-4) is 3x² - 6x + 8 and the remainder is -27

When 6x³ - 8x + 5 is divided by (2x-4) the answer in this format

q(x) + r(x) / b(x) is express as 3x² - 6x + 8

The long division application is uploaded as a picture below.

The answer should be express in this format:

q(x) + r(x) / b(x)

where,

The quotient is the result obtained by dividing one value by another. The quotient is 3x² - 6x + 8 .

The remainder is the number left over after performing the division. The remainder is -27

The divisor is the value that divides another completely or with a remainder. The divisor is 2x - 4

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Answer:

108

Step-by-step explanation:

22+86=108

Answer:

108 baseball cards

Step-by-step explanation:

x = baseball cards he started with

x - 22 = 86

add 22 to both sides

x = 108

108 baseball cards

The correct option is B) Collect variables terms on one side because there is one value for the variable.

The given equation in this case is,

18 = 2(4+x)

By using the Distributive property on the right side,

18 = 8 + 2x

After subtracting 8 from both sides ( Isolating variable x )

18 - 8 = 8 + 2x - 8

Compile similar terms,

10 = 2x

By dividing both sides by two ( Isolating variable x )

x = 5

As a result of the preceding explanation, it is completely obvious that we utilized all options but apart from option B.

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The complete question is-

Which would not be a step in solving 18=2(4+x)?

A) Use the distributive property.

B) Collect variables terms on one side.

C) Collect like terms.

D) Isolate the variable.

The number of tickets for general admission is 75 and with student id's is 105.

Given that,

Tickets of a program at college cost ​$5 for general admission or ​$4 with a student ID.
180 people paid to see a performance and ​$795 was​ collected, how many of each type of ticket were​ sold is to be determined.

Here,
Number of admission with general admission = x
Number of admission with college id = y

According to the given conditions,
x + y = 180
x = 180 - y      - - - - - - (1)
5x + 4y = 795   - - - - - (2)

Now put the value of the equation in equation 2
5 (180 - y) + 4y = 795
900 - 5y + 4y = 795
-y = 795 - 900
-y = -105
y = 105

Now put y in equation 1

x = 180 - 105
x = 75

Thus, the number for tickets with general admission is 75 and with student id is 105.

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Reason:

Your teacher wants you to find out how many elements are in set A.

Focus on the numerators only.

That sequence is 1,2,3,..., 37,38 which consists of 38 numbers.

If you wanted to focus on the denominators, then we go from 3 to 40 which is a gap of 40-3 = 37, but then add on 1 to account for the first item. So we get to 37+1 = 38.

The commission rate is 44.8%.

The first step is to determine the commission on the first $10,000 : 0.1 x 10,000 = 1,000

The second step is to determine the commission on the next $15,000: 0.12 x $15,000 = $1,800

The third step to determine the commission on amounts more than $25,000 : x%(29,665 - 25,000)

x%(4,665)

Total commissions earned on amount more than $25,000 : $4,891 - (1,800 + 1,000) = $2091

Now, determine the commission rate : $2091 / $4,665 = 0.448 = 44.8%

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a = amount invested at 6.3%

how much is 6.3% of "a"? (6.3/100) * "a", namely 0.063a.

b = amount invested at 7.1%

how much is 7.1% of "b"? (7.1/100) * "b", namely 0.071b.

we know the total amount invested is $15,000, so whatever "a" and "b" might be, we know that a + b = 15000.

we also know that the yielded amount in interest is $1050, so if we simply add their interest, that'd be 0.063a + 0.071b.

[tex]\begin{cases} a + b = 15000\\ b = 15000 - a\\[-0.5em] \hrulefill\\ 0.063a+0.071b=1050 \end{cases} \\\\\\ \stackrel{\textit{substituting on the 2nd equation}}{0.063a+0.071(\underset{b}{15000-a})=1050}\implies 0.063a+1065-0.071a=1050 \\\\\\ 0.063a-0.071a=-15\implies -0.008a=-15\implies a=\cfrac{-15}{-0.008} \\\\\\ \boxed{a = 1875}\hspace{15em}\boxed{\stackrel{15000~~ - ~~1875}{b = 13125}}[/tex]

Answer:

c = 6

Total: 114

Step-by-step explanation:

The ratio of the number of cans Jordan recycles to the number Ellen recycles is 7:12.

The ratio of the number of cans Ellen recycles to the number of cans Jordan recycles is 12:7.

Jordan recycled 42 cans.

Ellen recycled 42 × 12/7 = 6 × 12

c × 12 = 6 × 12

c = 6

Total: 42 + 72 = 114

Answer:

80

Step-by-step explanation:

Simply reverse the steps.

In the end he has 60, before that he got 20 dollars for cutting grass, so subtract 20.

Now he has 40, which is after he spent half of his money on games, so multiply it by 2.

This is where he started, and he has 80 dollars saved.

The slope of the line is 1/2.

The slope is a measure of the steepness of a line, or a section of a line, connecting two points.

Slope tells you how steep a line is, or how much y increases as x increases. The slope is constant (the same) anywhere on the line.

For example, for the equation y = 3x – 7, the slope is 3, and the y-intercept is (0, −7).

Given:

x=-5,0,4,8,13 and y=-7,3,11,19,29

To find the slope

m= (0-(-5))/(3-(-7))

m=0+5/ 3+7

m=5/10

m= 1/2

Hence, the slope is 1/2.

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The expression for one fifth the difference of a number and 17 is B. 1/5( n - 17).

It should be noted that an expression is used to show the relationship between the variables.

In this case, the information is to find the expression for one fifth the difference of a number and 17.

Let the number be n. The expression will be:

1/5( n - 17).

In conclusion, the correct option is B.

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B. Neither, because it is within two standard deviations of the mean.

Given; A certain group of test subjects had pulse rates with a mean of 78.9 beats per minutes.

Standard deviation of 11.7 beats per minute.

Range Rule of Thumb:

Standard deviation = Range/4.

Range = 4×SD.

           = 4×11.7

           = 46.8

The "usual" range for this situation is,

78.9-2(11.7) to 78.9+2(11.7) = 55.5 to 102.3

Significantly low will be less than 55.5

Sig high will be greater than 102.3

Pulse rate - Mean = 92.3 - 78.9 = 13.4                              

This value below mean

Then check 2×Standard deviation = 2×11.7= 23.4                              

This value is also below the mean value.

Significantly low values are 55.5 beats per minute or lower.

Significantly high values are 102.3 beats per minute or higher.

Hence it is within two standard deviations of the mean.

Therefore, the answer is B Neither, because it is within two standard deviations of the mean.

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Answer:

ii-7i

Step-by-step explanation:

These can be multiplied in a manner similar to expanding brackets:

(

2

+

i

)

(

3

−

5

i

)

=

6

+

3

i

−

10

i

−

5

i

2

Remember that

i

=

√

−

1

so

i

2

=

−

1

This will in turn allow us to gather the like terms like so:

6

+

5

+

3

i

−

10

i

=

11

−

7

i

The three numbers, in order that will unlock the safe are 2, 2, 4.

We know that there are 8 numbers on each dial. Suppose, The dial is in a shape of a circle. Now, we can divide it into 8 equal pieces with same angles.

For each piece, the angle formed is 360/8 = 45°    ( As in a circle, total angle formed without any divisions is 360° )

Now, When we turn the left dial 90° counterclockwise ( anticlockwise)

that is 45° + 45° ( two times 45°). Therefore, the dial moves by two places and we get the first number = 6 ( from 8 to 7 and then from 7 to 6).

Now, We turn the middle dial 270° clockwise. And get 45° + 45° + 45° + 45° + 45° + 45° (six times 45°). Therefore, the dial moves by six places. Hence, we get the second number = 2.

Now, We turn the right dial 180° counterclockwise that is anticlockwise or in backward direction. 180° = 45° + 45° + 45° + 45° ( four times 45°). Therefore, the dial moves by six places and thus we get our third number = 4.

Therefore, The three numbers, in order that will unlock Benicio's safe are 2, 2, 4.

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[tex]~~~~~~~~~~~~\textit{distance between 2 points} \\\\ A(\stackrel{x_1}{13}~,~\stackrel{y_1}{2})\qquad B(\stackrel{x_2}{7}~,~\stackrel{y_2}{10})\qquad \qquad d = \sqrt{( x_2- x_1)^2 + ( y_2- y_1)^2} \\\\\\ AB=\sqrt{(~~7 - 13~~)^2 + (~~10 - 2~~)^2} \implies AB=\sqrt{( -6 )^2 + ( 8 )^2} \\\\\\ AB=\sqrt{ 36 + 64 } \implies AB=\sqrt{ 100 }\implies AB=10[/tex]

Answer:

1365

Step-by-step explanation:

The number of ways in which you can choose r items as a set from n available items is given by n choose k which can be represented as
Here n = 15, r = 4

C(n, r)

C(n,r) = C(15,4)

The formula is

[tex]C(n,r) = \binom{n}{r} = \dfrac{n!}{( r! (n - r)! )}[/tex]

where ! represents factorial of a number

n! = n x (n-1) x (n-2) x.......x 3 x 2 x 1

So
[tex]C(15,4) = = \dfrac{15!}{( 4! (15 - 4)! )}\\\\ = \dfrac{15!}{4! \times 11! }\\\\\\= 1365[/tex]

Answer: 1365 combinations

Step-by-step explanation:

What you're looking for if the order doesn't matter is the number of combinations.

You can use this formula for it:

[tex]\frac{n!}{r!(n-r)!} \\[/tex]

Where n is the number of objects there are and r is the number of objects you take out.

We'll be using the variables:

n = 15

r = 4

Plug them in and solve:

[tex]\\\frac{15!}{4!(15-4)!} \\\\= \frac{15!}{4!* 11!} \\\\= \frac{1307674368000}{24 * 39916800} \\\\= \frac{1307674368000}{958003200} \\= 1365[/tex]

the first trip takes 3 hours

and the second one takes 3 hours and 30 minute

If Yumi takes 5/12 hour to complete 50 math problems Eric is able to complete 48 math problems in 2/5 hour the student that can complete math problems at a greater rate of problems per hour is: They solve the same number of problems per hour.

Calculation for the rate of Yumi

Yumi=5/12×60

Yumi=25 minutes

Rate=50/25

Rate=2

Calculation for the rate of Eric

Eric=2/5×60

Eric=24 minutes

Rate=48/24

Rate=2

Hence, Both Yumi and Eric has the same rate which is 2.

Therefore If Yumi takes 5/12 hour to complete 50 math problems Eric is able to complete 48 math problems in 2/5 hour the student that can complete math problems at a greater rate of problems per hour is: They solve the same number of problems per hour.

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