Is Helena correct? If so, explain how she can tell that the diagram represents if she is not correct,
explain why not

Answer: b i just took the test

Step-by-step explanation:

Option A is correct,  d - w is a factor of M whose equation is M=nd-nw.

A number system is defined as a system of writing to express numbers.

Given that Byron opened a new bank account and immediately started depositing d dollars per week.

Byron also withdrew w dollars per week to pay expenses.

Byron also withdrew w dollars per week to pay expenses.

The total amount of money in the account, M, after n weeks is represented by the equation M = nd - nw .

M equal to n times of d minus n times of w.

We can factor out the common factor of n from the expression for M

M = nd - nw = n(d - w)

Therefore, n is a factor of M.

Hence, option A is correct,  d - w is a factor of M whose equation is M=nd-nw.

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Answer:

A) 0

Step-by-step explanation:

15/21 simplifies to 5/7. 5/7-5/7 (itself) is 0.

Answer:

0

Step-by-step explanation:

= [tex]\frac{5}{7}-\frac{5}{7}[/tex]

= [tex]\frac{5-5}{7}[/tex]

= [tex]\frac{0}{7}[/tex]

= [tex]0[/tex]

[tex]\dfrac{3^{15}}{3^3} = 3^{15 -3} = 3^{12}[/tex]

[tex]\\ \sf{:}\dashrightarrow \dfrac{1}{4}(-12)=-3[/tex]

#b

[tex]\\ \sf{:}\dashrightarrow \dfrac{-1}{3}(39)=-13[/tex]

#c

[tex]\\ \sf{:}\dashrightarrow -4/5(-75)=-4(-15)=60[/tex]

#d

[tex]\\ \sf{:}\dashrightarrow (-2/5)(-3/4)=6/20=3/10[/tex]

#e

[tex]\\ \sf{:}\dashrightarrow 8/3(-42)=-14(8)=-112[/tex]

Answer:

Step-by-step explanation:

Angles 1 and 2 have common side, so they are adjacent. They are not making a right or straight angle.

Correct choice is D

Hey There!

[tex]\sf \longmapsto \: 4(2a - b)[/tex]

This is a algebraic expression. The values of a and b are given. The values are as follows :-

a = -1

And,

b = +5 .

[tex]\sf \longmapsto4(2a - b)[/tex]

Note that a is multiplied with 2 that is :-

[tex]\sf \longmapsto4(2 \times a \: - b)[/tex]

Now, Insert the values that is a = -1 and b = 5 :-

[tex]\sf \longmapsto4(2 \times - 1 - 5)[/tex]

Here,we need to follow BODMAS Rule.

B = Brackets

O = Orders

D = Division

M = Multiplication

A = Addition

S = Subtraction

We need to solve the bracket's calculations first as it is the rule.

So, Firstly Multiply (2 × -1) :-

[tex]\sf \longmapsto4( - 2 - 5)[/tex]

Note that, (-) × (-) equals to (+).

So, it will be 5+2,But as 5 is bigger number than 2, 5 contains a minus sign.So the result will be -7.

[tex]\sf \longmapsto4( 5+ 2)[/tex]

On Simplification:-

[tex]\sf \longmapsto4( - 7)[/tex]

[tex]\sf \longmapsto4 \times (- 7)[/tex]

[tex]\sf \longmapsto \: - 28[/tex]

______________________________________

Henceforth the solution of the algebraic expression is :-

[tex] \bf \:- 28[/tex]

Option B is correct!

______________________________________

I hope this helps!

Please let me know if you have any questions.

~MisterBrian

Based on the information given, it can be noted that the air speed that the plane has will be 71.1 km per hour.

The number of hours used for the return trip will be:

= 2 hours - 24 minutes.

= 1 hour 36 minutes.

= 1.6 hours.

Therefore, the speed of the air plane will be:

= (128 + 128) / (2 + 1.6)

= 256/3.6.

= 71.1 km per hour.

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Answer:A

Step-by-step explanation:because the numbers can be allowed to be repeated

Answer:

8

Step-by-step explanation:

5+3=8

3 plus 5 more makes 8

Answer:

22

Step-by-step explanation:

g(x) = 3x + 1

g(7) = 3(7) + 1

= 21 + 1

= 22

hope this helps! :D

have a miraculous day!! <3

Considering the asymptotes, the rational function given below is the following:

B. [tex]f(x) = \frac{1}{x(x + 2)}[/tex]

From the graph, the vertical asymptotes are x = 0 and x = -2, hence the denominator is given by:

x(x + 2).

The function has no x-intercepts, hence the numerator is of 1. So the function is given by:

B. [tex]f(x) = \frac{1}{x(x + 2)}[/tex]

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Step-by-step explanation:

m(t) = 11t + 55

the slope is always the factor of the variable, so here the slope is 11.

since t is the number of hours riding (after the noon rest stop), the slope (11) is actually the mean speed the rider is going (after the noon rest stop) : with every hour riding the cyclist goes another 11 miles, so this speed is 11 mph.

the y-intercept is the m value when t = 0, because here in our example y (the result variable) is renamed m.

it is here 55.

t = 0 means no time riding yet, so 55 is the "starting value" of the function. that means that the cyclist traveled already 55 miles earlier that day before the noon rest stop.

the cyclist can only ride until 6pm. but we don't know how long the noon rest stop is (i.e. when he continues riding after the rest stop).

so I need to make some assumptions :

the mean speed (11 mph) after lunch break, and the y-intercept (55) suggest to me that the cyclist was riding 5 hours before the stop (5×11 = 55), and will also ride 5 hours after the stop (= from 1pm to 6pm).

if this is wrong, and the cyclist starts at e.g. 12pm, then please just adjust the following numbers accordingly.

but here again, I am assuming the cyclist will go from 1pm to 6pm (for 5 hours).

the domain is the interval or set of all valid values of the input variable (here t) : all real numbers in [0 .. 5].

the "timer" starts at 0 right at the end of the noon test stop. and then the cyclist can go max. 5 hours. and I assume any part of an hour is valid, so we use real numbers instead of e.g. whole numbers.

the range is the interval or set of all valid values of the result variable (here m) : all real numbers in [55 .. 110].

for t = 0 we have m = 55. and this goes continuously up with t until t = 5, leading to 11×5 + 55 = 55+55 = 110.

Answer:

  D.  They have the same x-intercept but different end behavior as x approaches infinity​

Step-by-step explanation:

A careful comparison reveals the g(x) values in the table are 1/2 the y-values in the graph. The x-intercepts are the same, but the y-intercepts and end behavior are different.

Answer:

50 miles

Step-by-step explanation:

when you match 5 on the side for practice on the x axis, it matches to 50 miles on the y axis

Step-by-step explanation:

Pam and Erin want the gardens to be proportional.

proprtional- equal

Pams garden has a length of 16 and width of 12. To find the area of Pam's garden multiply the length by the width.

16×12= 192

Now that we know the area of Pam's garden, we can set up and equation for Erin's garden. Since they have to be equal we know that Erin's garden should equal 192. Thus we solve for the length by dividing the width from the total.

192÷21=9.14

Answer:

m=4

Step-by-step explanation:

Answer:

The answer would be 4. It may seem like a lot of steps but its a lot easier then you think haha

Step-by-step explanation:

13-5 = 2m + 5 - 5  (Subtract 5 from both sides of the equation)  

8 = 2m (Simplify)

8/2  = 2m/2 ( Divide both sides of the equation by the same term)

m= 4  (Solution)

Answer:

By:Parrain

Step-by-step explanation:

The probability that the selected tile will be green is 0.5.

The probability that a tile will be green can be calculated by the formula:

= Number of green tiles / Total number of tiles

Total number of tiles is:

= 3 + 6 + 3

= 12 tiles

Probability of picking green tile is therefore:

= 6 / 12

= 50%

= 0.50

The probability of picking a green tile is 0.50

Answer:

  a) 4x -3y ≥ -24

  b) 2x +3y ≥ -12

  c) 4x -3y ≤ 12

  d) 2x +3y ≤ 24

Step-by-step explanation:

All of the given points are on the axes, so it is useful to know the intercept form of the equation for a line is ...

  x/a +y/b = 1 . . . . . . where a is the x-intercept and b is the y-intercept.

The boundary line for the first side is ...

  x/-6 +y/8 = 1

  4x -3y = -24 . . . . . . multiply by -24 to put in standard form

The graph shows the quadrilateral is to the right of this line, so its inequality is ...

  4x -3y ≥ -24

__

The boundary line for side 2 has equation ...

  x/-6 +y/-4 = 1

  2x +3y = -12 . . . . . multiply by -12

The quadrilateral is to the right of this line, as well, so its inequality is ...

  2x +3y ≥ -12

__

We can see from the graph that the x-intercept of the boundary line for side 3 is x=3. The equation for that boundary line is ...

  x/3 +y/-4 = 1

  4x -3y = 12

The quadrilateral is to the left of this line, so its inequality is ...

  4x -3y ≤ 12

__

Apparently, side 4 is intended to use points already given. We assume it passes through (6, 4) and (0, 8). This boundary is parallel to side 2, so will have the same equation, but with a different constant.

  2x +3y = 2(0) +3(8) = 24

The quadrilateral is to the left of this line, so its inequality is ...

  2x +3y ≤ 24

__

The second attachment shows a graph of the four inequalities with their shading.

_____

Additional comment

All of the inequalities are written in standard form, so the x-coefficient is positive for all of them. The direction of the inequality symbol can be chosen to select values of x that are greater than or less than those on the boundary line. If the shading is to be to the right, then larger x-values are required, and the inequality will have the form ax + by ≥ c (a > 0). If shading is to the left, then smaller x-values are required, and the inequality symbol points in the other direction.

The figure is a parallelogram, not a rectangle.

Answer:

It is congruent

Step-by-step explanation:

Because AB and BC are congruent, having DE bisect them

directly in the middle creates equal lines of BD and BE.

Answer:

Optio a is rhe right one

i m not sure

Answer:

where's the choices

Step-by-step explanation:

complete your question

Answer:

The answer to this is 10 visits.

Step-by-step explanation: For this algebra, take a guess at first, and then you should be able to find an answer from there. All you have to do mathematically, is calculate (using the two starting values), when the prices are the same. For this, the equation would look something like: 5x + 130 and 3x + 150. X represents the unknown number of visits. When x is = 10, the prices are the same, 180 = 180. Edit: Another way you can do this, is graph a line of the two equations, and see what point they intercept. The X value of the point usually is the number of times something occurs until the price is the same, whereas the y value of the point is usually the price.

Step-by-step explanation:

Total change in number of student = (210 - 168)

=> 42

% change = Change/Original no. of students × 100

=> 42/210 × 100

=> 42/21 × 10

=> 20%