I need help with this problem asap

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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Answer:

$14.25

Step-by-step explanation:

2 bags of cat food costs $9.50. To calculate the price of one, divide $9.50 in half.

$9.50/2 = $4.75

Now, to calculate how much she'd have to spend on 3 bags, you need to multiply $4.75 by 3

$4.75 x 3 = $14.25

by using division, we can find what 1 bag of cat food is worth. Then, we can use multiplication to find what 3 bags of cat food are worth

Worth of One Bag

where w is the worth of one bag

Set up equation                                                                   w = 9.50/2

Solve                                                                                    w = $4.75

Worth of Three Bags

where w is the worth of 3 bags

Set up equation                                                                   w = 4.75(3)

Solve                                                                                    w = $14.25

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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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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If the price is increased from $25 to $50 the demand will fall whereas when the price is decreased from $50 to $25 the demand for haircut will increase.

The price has the greatest influence on a product's demand. The cost of a thing and the demand for it generally go hand in hand. Demand of a product is inversely proportional to its price.

Lower prices increase demand, while higher prices decrease it. This is a result of consumer satisfaction levels.

The  other factors influencing consumer demand are:-

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

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

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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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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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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Step-by-step explanation:

x² - 7 = 6x

x² - 6x - 7 = 0

the generation solution to such a quadratic ratatouille

ax² + bx + c = 0

is

x = (-b ± sqrt(b² - 4ac))/(2a) =

= (6 ± sqrt((-6)² - 4×1×-7))/(2×1) =

= (6 ± sqrt(36 + 28))/2 = (6 ± sqrt(64))/2 =

= (6 ± 8)/2 = (3 ± 4)

x1 = 3 + 4 = 7

x2 = 3 - 4 = -1

the sum of both solutions is : 7 + -1 = 7 - 1 = 6

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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Answer:

x=90. 3x=270

Step-by-step explanation:

120•6=45•2+135•2+4x

X=90

3X=270

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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In proportionate stratified random sample of 120, 72 are Whites, 24 are latinos, 18 are blacks, and 6 are others.

From the question, we have

In a population of 250 students, 60% are whites, 20% are latinos, 15% are blacks, and 5% others.

sample = 120

Number of whites = 60% of 120

= 0.6 × 120

=72

Number of latinos = 20% of 120

= 0.2 × 120

=24

Number of blacks = 15 % of 120

= 0.15 × 120

= 18

Number of others = 5% of 120

= 0.05 × 120

= 6

Multiplication:

Finding the product of two or more numbers in mathematics is done by multiplying the numbers. We frequently do one of the fundamental mathematical procedures. Using multiplication tables is the most obvious application. To represent the repetitive addition of one number to another, mathematicians multiply two numbers. Natural numbers, fractions, integers, whole numbers, and other types of numbers can be included. When M is multiplied by n, M is either added to itself 'n' times or subtracted from itself.

Complete question:

select all that apply. In a population of 250 students, 60% are Whites, 20% are Latinos, 15% are Blacks, and 5% others. In a proportionate stratified random sample of 120, ______.

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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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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

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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Answer:

Step-by-step explanation:

2b - 15 = 33

    +15    +15

2b = 48

b = 24

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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Answer:

[tex]-\frac{9}{10} x+5[/tex]

Step-by-step explanation:

[tex](-\frac{3}{5} x-7)-(-12+\frac{3}{10} x)\\\\-\frac{3}{5} x-7+12-\frac{3}{10} x\\\\-\frac{3}{5} x+5-\frac{3}{10} x\\\\-\frac{6}{10} -\frac{3}{10}x+5\\\\-\frac{9}{10} x+5[/tex]

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 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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The slope and the y-intercept of the function y = -2x+3 is -2 and (0,3).

The slope of a line is the ratio of the amount that y increases as x increases some amount. The slope is constant (the same) anywhere on the line.

Slope is calculated as (change in y divided by change in x). i.e.

slope=dy/dx

The y- intercept of a graph is the point where the graph intersects the y-axis.

The x-coordinate of any point on the y-axis is 0. So the x-coordinate of a y-intercept is 0.

So the y-intercept of the function y = -2x+3 is y= 3 i.e. (0,3).

slope = dy/dx = d/dx(-2x) + d/dx(3) = -2

⇒slope = -2.

Therefore slope of y = -2x+3 is -2 and y-intercept is (0,3).

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Reason:

Multiply both sides by 5 to undo the division.

w/5 = 3

5*(w/5) = 5*3

w = 15

As a way to check, plug in w = 15

w/5 = 3

15/5 = 3

3 = 3

We get a true statement at the end to confirm w = 15 is indeed the answer.