Answer:
18 quarters7 dimesStep-by-step explanation:
The given relations can be used to write two equations describing the coins. One equation can express the total number of coins; the other, their total value.
__
setupLet d and q represent the numbers of dimes and quarters, respectively. The the total number of coins is ...
d + q = 25
and their total value is ...
0.10d +0.25q = 5.20
solutionUsing the first equation to write an expression for d, we can substitute that into the second equation.
d = 25 -q
0.10(25 -q) +0.25q = 5.20
0.15q = 2.70 . . . . . . . . . collect terms, subtract 2.50
q = 18 . . . . . . . . . . . divide by 0.15
d = 25 -q = 7
You have 18 quarters and 7 dimes.
_____
Additional comment
It is generally convenient to solve for the number of the higher-value coin. That way, the numbers in the equations stay positive, tending to reduce errors.
The graph represents the piecewise function:
Answer:
in the attachment
Step-by-step explanation:
Given: Piece-wise function graph.
We need to find the function.
In the graph, we can see a two-piece
For -3≤x≤0
Endpoints on graph (-3,-6) and (0,0)
It is the horizontal line. The equation of the horizontal line is y=k.
Equation: y=3
Now, we write as a piecewise function.
First blank = 2x
Second Blank = 3
hope this helps:)
what is the ratio 3:1
Answer:
3:1
Step-by-step explanation:
3 and 1 is not divisible by any number
The length of the rectangle is 4 more than the width. The area of the rectangle is 45
square centimeters. Identify the length and width of this rectangle.
Answer:
You need 2 numbers whose product is 45 and whose difference is 4.
so the length is 9 and the width is 5.
Hope this helps.
Use properties to evaluate 3/4(1/5÷3/5)(-8).
A. 2
OB. 5
O C. -2
OD. -5
Answer:
C. -2
Step-by-step explanation:
Use A-P-E-X
How I solved it:
3/4(1/5÷3/5)(-8)
3/4(1/5×5/3)(-8)
3/4(1/3)(-8)
1/4(-8)=-2
Hope this helps!
If not, I am sorry.
please help me
i'll mark u as brainiest if u get it right
Answer: a) 46 minutes
b) 10:47
The basic knowledge for this is that 60 minutes = 1 hour
a) Question a asks for how long it took from a 10:34 bus from Mosley to reach Bamford. From the table you can see that the 10:34 bus reaches Bamford at 11:20. All you have to do is count from 10:34 to 11:20.
10:34 will become 11:00 at 10:60 right? Clock's generally don't show 10:60 but goes directly to 11:00 after 1 minute is passed at 10:59. So from 10:34 to 11:00, it takes 26 minutes. Remember the bus reaches at 11:20 so from 11:00 to 11:20, it takes 20 minutes. Now add them up:
26 minutes + 20 minutes = 46 minutes
Here you go! Total 46 minutes from Mosley to Bamford.
b) From question b, we can see that Trina did not ride the first bus or by any chance missed it because the bus left at 10:14 and she is at the station at 10:15. Now think it from your perspective! You missed the first bus and you are in a big rush. So to reach your destination as early as possible, you will obviously take the next earliest bus. The next bus is at 10:24 (Belton). So if we take the 10:24 bus in Belton, it reaches at 10:47 in Garton.
∩_∩
(„• ֊ •„)♡
┏━∪∪━━━━┓
hope it helped
┗━━━━━━━┛
(18 ÷ 2) × (56 ÷ 7) =
Answer: 72
Step-by-step explanation:
Step 1: Divide 18 and 2, which is 9
Step 2: Divide 56 and 7, which is 8
Step 3: Multiply 9x8 and get 72
What is the slope of the line thatpasses through these two points?(2,3)(2,9)
Answer:
The slope is undefined
Step-by-step explanation:
[tex]m=\frac{9-3}{2-2}[/tex]
The denominator leads to 0 so it would not be possible to find the answer
Answer:
undefined
Step-by-step explanation:
anything divided by zero is undefined since you cant logically give (for example) 2 apples to 0 people.
For slopes not so obvious, the formula is (slope)m= (rise)y/(run)x
Find the equation of the line in slope-intercept form containing the points (6, -1) and (-3, 2).
[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]
[tex]\qquad \tt \rightarrow \: y= - \cfrac{x}{ 3} + 1 [/tex]
____________________________________
[tex] \large \tt Solution \: : [/tex]
Equation of line (two point form) :
[tex]\qquad \tt \rightarrow \: (y - y_1) = \cfrac{y _1- y_2}{ x_1 - x_2} (x - x_1)[/tex]
[tex]\qquad \tt \rightarrow \: (y - 2) = \cfrac{2 - ( - 1)}{ - 3 - 6} (x - ( - 3))[/tex]
[tex]\qquad \tt \rightarrow \: (y - 2) = \cfrac{2 + 1}{ - 9} (x + 3)[/tex]
[tex]\qquad \tt \rightarrow \: (y - 2) = - \cfrac{3}{ 9} (x + 3)[/tex]
[tex]\qquad \tt \rightarrow \: (y - 2) = - \cfrac{1}{ 3} (x + 3)[/tex]
[tex]\qquad \tt \rightarrow \: y - 2= - \cfrac{x}{ 3} - \cfrac{3}{3} [/tex]
[tex]\qquad \tt \rightarrow \: y = - \cfrac{x}{ 3} - 1 \cfrac{}{} + 2[/tex]
[tex]\qquad \tt \rightarrow \: y = - \cfrac{x}{ 3} + 1[/tex]
Answered by : ❝ AǫᴜᴀWɪᴢ ❞
3. Complete the square for the following equations:
a. y = 2x² 12x + 1
b. y = 4x² + 48x - 10
Answer:
a. y = 2(x + 3)² - 17
b. y = 4(x + 6)² - 154
Step-by-step explanation:
a. y = 2x² + 12x + 1
y = 2[(x² + 6x)] + 1
y = 2[(x + 3)² - 9] + 1
y = 2(x + 3)² - 18 + 1
y = 2(x + 3)² - 17
b. y = 4x² + 48x - 10
y = 4[(x² + 12x)] - 10
y = 4[(x + 6)² - 36)] - 10
y = 4(x + 6)² - 144 - 10
y = 4(x + 6)² - 154
What is the volume of the cone shown below?
A. 1344 cu. units
B. 504 cu. units
C. 4032 cu. units
D. 2016 cu. units
Volume = PI x r*2 x h/3
r = radius which is shown as 8
h is the height which is shown as 63
Volume = 3.14 x 8^2 x 63/3
Volume = 3.14 x 64 x 21
Volume = 4,220.16 cubic units.
please help me solve this LCM
Note that
[tex]x^2 - y^2 = (x - y) (x + y)[/tex]
and
[tex]x^2 + 2xy + y^2 = (x + y)^2[/tex]
Then their LCM is [tex]\boxed{x + y}[/tex].
Select the correct answer.
Identify the end behavior and the zeros of function h.
h(1) = -1³ - 91² +41 +96
Based on these key features, which statement is true about the graph representing function h?
A.
The graph is negative on the intervals (- infinity, -8) and (-4, 3).
B. The graph is positive on the intervals (-8, -4) and (3, infinity).
OC. The graph is negative on the intervals (-3, 4) and (8, ∞).
D. The graph is positive on the intervals (-infinity ,-8) and (-4, 3).
Based on the key features, the end behavior and the zeros of function h [h(x) = -x³ - 9x² +4x +96], the statement that is true of the above graph is: "The graph is positive on the intervals (-8, -4) and (3, infinity) (Option B)"
A function's "end behavior" refers to how the function's graph behaves at its "ends" on the x-axis.
In other words, if we look at the right end of the x-axis (as x approaches + ∞) and the left end of the x-axis (as x approaches - ∞ ), the end behavior of a function represents the trend of the graph.
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my father is 4 times old as me. after 5 years my father will be 3 times old how old is my father now
Answer:
Step-by-step explanation:
the tabel show the time merrida spent driving and the number of miles she drove she drove the same number of miles each other
Answer:
35 miles per hour
Step-by-step explanation:
Speed of a car or any other object is given by distance divided by time taken.
therefore,
according to the given data in the table :
speed = miles covered/ time taken
= 140/4 = 35 miles per hour
= 175/5 = 35 miles per hour
= 210/6 = 35 miles per hour
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Help please giving Brianlest
Answer:
Maybe the answer will be C. P ( A and B )
explanation:
I think it is OPTION C , P(A and B)
as this is the only option which has the value of 80, which we got from the table...
Step 1: 4 x minus x + 2 + 6 = 6 x + 16
Step 2: 3 x + 8 = 6 x + 16
Step 3: 8 minus 16 = 6 x minus 3 x
Step 4: Negative 8 = 3 x
Step 5: Negative StartFraction 8 Over 3 EndFraction = x
Jorge verifies his solution by substituting Negative StartFraction 8 Over 3 EndFraction into the original equation for x. He determines that his solution is incorrect. Which best describes Jorge’s error?
Jorge distributed incorrectly.
Jorge incorrectly combined like terms.
Jorge incorrectly applied the addition and subtraction properties of equality.
Jorge incorrectly applied the multiplication and division properties of equality
The error from Jorge's arithmetic operation on the given algebraic expression is that he distributed it incorrectly.
What is an algebraic expression?An algebraic expression is a mathematical equation that is made up of variables together with arithmetic operations.
From the given expression, we have:
4x - x + 2 + 6 = 6x + 16
Add similar elements together;
3x + 8 = 6x + 16
Using distributive property, subtract 8 from both sides:
3x + 8 - 8 = 6x + 16 - 8
3x = 6x + 8
Simplify
3x-6x = 8
-3x = 8
Divide both sides by -3
-3/-3x = -8/3
x = -8/3
So from Jorge's calculation, because he distributed incorrectly, we can conclude that could be his error.
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Solve the discriminant
Answer:
a
Step-by-step explanation:
given a quadratic equation in standard form
ax² + bx + c = 0 ( a ≠ 0 )
then the discriminant
Δ = b² - 4ac
• if b² - 4ac > 0 then 2 real solutions
• if b² - 4ac = 0 then 2 real and equal solutions
• if b² - 4ac < 0 then no real solutions
given
[tex]\frac{3}{4}[/tex] x² - 3x = - 4 ( add 4 to both sides )
[tex]\frac{3}{4}[/tex] x² - 3x + 4 = 0 ← in standard form
with a = [tex]\frac{3}{4}[/tex] b = - 3 , c = 4
then
b² - 4ac = (- 3)² - ( 4 × [tex]\frac{3}{4}[/tex] × 4) = 9 - 12 = - 3
since b² - 4ac < 0 then equation has no real solutions
Answer:
a. -3; no real solutions.
Step-by-step explanation:
Discriminant
[tex]\boxed{b^2-4ac }\quad\textsf{when}\:ax^2+bx+c=0[/tex]
[tex]\textsf{When }\:b^2-4ac > 0 \implies \textsf{two real solutions}.[/tex]
[tex]\textsf{When }\:b^2-4ac=0 \implies \textsf{one real solution}.[/tex]
[tex]\textsf{When }\:b^2-4ac < 0 \implies \textsf{no real solutions}.[/tex]
Given equation:
[tex]\dfrac{3}{4}x^2-3x=-4[/tex]
Add 4 to both sides of the equation so that it is in standard form:
[tex]\implies \dfrac{3}{4}x^2-3x+4=-4+4[/tex]
[tex]\implies \dfrac{3}{4}x^2-3x+4=0[/tex]
Therefore, the variables are:
[tex]a=\dfrac{3}{4}, \quad b=-3, \quad c=4[/tex]
Substitute these values into the discriminant formula to find the value of the discriminant:
[tex]\begin{aligned}\implies b^2-4ac&=(-3)^2-4\left(\dfrac{3}{4}\right)(4)\\&=9-(3)(4)\\&=9-12\\&=-3\\\end{aligned}[/tex]
Therefore, as -3 < 0, the discriminant is less than zero.
This means there are no real solutions.
What function represents this graph??
The required piecewise function that represents the graph is given as:
[tex]f(x)=\left \{ {{y = -3x-10} \atop y=-\frac{1}{2}x-3 } \atop y=-2x-6 }} \right.[/tex]
Piecewise functionsThe graph consists of 3 lines with different equations and slopes. In order to determine the function it represents, we will create a piecewise function.
For the line crossing the negative x-axis
Using the coordinate points (-4, 2) and (-2, -4)
Slope = -6/2
Slope = -3
2 = -3(-4) + b
2 - 12 = b
b = -10
The equation of the line will be y = -3x-10
For the line crossing the negative y-axis
Using the coordinate points (-2, -4) and (2,-2)
Slope = 2/4
Slope = 1/2
-2 = 1/2(2) + b
-2 - 1 = b
b = -3
The equation of the line will be y = -1/2x-3
For the line crossing the positive x-axis
Using the coordinate points (2, -2) and (3, 0)
Slope = 2/1
Slope = 2
0 = 2(3) + b
0 - 6 = b
b = -6
The equation of the line will be y = 2x-6
The required piecewise function that represents the graph is given as:
[tex]f(x)=\left \{ {{y = -3x-10} \atop y=-\frac{1}{2}x-3 } \atop y=-2x-6 }} \right.[/tex]
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there are 3 red pens, 4 blue pens, 2 Blac pens, and 5 green pens in drawer, suppose you choose a pen at random
help :(:
Answer:
1. 3/14
2. 2/7
3. 1/7
4. 5/14
5. 11/14
6. 9/14
Step-by-step explanation:
first get the total number of pens
3 red pens + 4 blue pens + 2 black pens + 5 green pens =
14 total number of pens
1. What is the probability that the pen chosen red?
3 red pens out of a total of 14 pens = 3/14
2. What is the probability that the pen chosen is blue?
4 blue pens out of a total of 14 pens = 4/14 -> simplified -> 2/7
3. What is the probability that the pen chosen is black?
2 black pens out of a total of 14 pens = 2/14 -> simplified -> 1/7
4. What is the probability that the pen chosen is green?
5 green pens out of a total of 14 pens = 5/14
5. What is the probability that the pen chosen is NOT red?
of the 3 red pens, 4 blue pens, 2 black pens and 5 green pens
4 blue pens, 2 black pens and 5 green pens are NOT red
4 blue pens + 2 black pens + 5 green pens =
11 total number of pens that are NOT red
11 total number of pens that are NOT red out of a total of 14 pens = 11/14
6. What is the probability that the pen chosen is NOT green?
of the 3 red pens, 4 blue pens, 2 black pens and 5 green pens
the 3 red pens, 4 blue pens, 2 black pens are NOT green
3 red pens + 4 blue pens + 2 black pens =
9 total number of pens that are NOT green
9 total number of pens that are NOT green out of a total of 14 pens = 9/14
gathmath.com
Given :-
Red pens = 3Blue pens = 4 Black pens = 2 Green pens = 5>> Total no. of outcomes = 3 + 4 + 2 + 5
>> Total no. of outcomes = 3 + 4 + 7
>> Total no. of outcomes = 10 + 4
>> Total no. of outcomes = 14
Solution 1 :-
We know,
P (E) = No. of possible outcomes / Total number of outcomes.As there are three red pens. Therefore,
P(E) = 3 / 14Solution 2 :-
We know,
P (E) = No. of possible outcomes / Total number of outcomes.As there are four blue pens. Therefore,
P(E) = 4 / 14Solution 3 :-
We know,
P (E) = No. of possible outcomes / Total number of outcomes.As there are two black pens. Therefore,
P(E) = 2 / 14Solution 4 :-
We know,
P (E) = No. of possible outcomes / Total number of outcomes.As there are five green pens. Therefore,
P(E) = 5 / 14Solution 5 :-
We know,
P (E) = No. of possible outcomes / Total number of outcomes.As there 11 pens that are not red (Green + black + blue).
P (E) = 11 / 14Solution 6 :-
We know,
P (E) = No. of possible outcomes / Total number of outcomes.As there are 9 pens that are not green (Red + blue + black).
P (E) = 9 / 14In the above diagram, the demand for pepper is an example of price __________.
A.
elasticity
B.
shifting
C.
inelasticity
D.
controlling
Please select the best answer from the choices provided
A
B
C
D
Answer:
B. shifting
Step-by-step explanation:
When the price is rising or shifting higher, the demand curve moves to the left. But, t here is a corresponding change in the demand curve in that scenario while the cost stays unchanged. Since it relies on variables other than price, the simultaneous shift might go either left or right. However, the upward-pointing line depicts a rise in price and a fall in supply.
Identify the radius and the center of a circle whose equation is (x – 5)² + y² = 81.
The radius of the circle is
units.
The center of the circle is at
Answer:
centre (5,0)
radius:9
I hope it will be helpfulness
QUESTION 2
Evaluate x4 + 5x3-3x2 + 11x - 6 for x = 3
Answer:
The answer is (-84)
putting the value of X =(- 3)
2) X = 216
Hello!
We are going to evaluate the expression with our given x-value for question 2.
We know that our expression is: x^4 + 5x^3 - 3x^2 + 11x - 6
We also know that our x-value = 3
We will simply plug in "3" to "x" in our expression and solve.
Solve:
x^4 + 5x^3 - 3x^2 + 11x - 6
Plug in 3 to x:
(3)^4 + 5(3)^3 - 3(3)^2 + 11(3) - 6
Simplify:
(3)^4 + 5(3)^3 - 3(3)^2 + 11(3) - 6
81 + 5(3)^3 - 3(3)^2 + 11(3) - 6
81 + 135 - 3(3)^2 + 11(3) - 6
81 + 135 - 27 + 33 - 6
216 - 27 + 33 - 6
189 + 33 - 6
222 - 6 = 216
Therefore, our final answer would be 216.
Answer:
216
Which of the equations have only 1 solution -5x+12=5x-5
Answer:
in the pic...
Step-by-step explanation:
Hope it Helps!!!
A B Find the solution to this equation. 32x = 8(4x + 2) - 16 All real numbers No solution 22 International Academy of Science. All Rights Reserved. A B Find the solution to this equation . 32x = 8 ( 4x + 2 ) - 16 All real numbers No solution
Answer: The answer for this problem is all real numbers or R.
Step-by-step explanation: In order to solve first you must deal with what's inside the parenthesis.
[tex]8(4x+2)=8*4x + 8*2= 32x +16[/tex]
Now that the parenthesis is out of the picture, now proceed to subtract the 16 that was outside of the parenthesis.
[tex]32x+16-16=32x[/tex]
You should then have an equation set up like so.
32x = 32x
Now you need to move one of the 32x's to the other side of the equation.
[tex]32x-32x=0[/tex]
Your final equation should be.
0 = 0
So, all real numbers (R) will work for this equation.
PLEASE HELP ME WITH THIS ASAP
Answer:
4 rows
Step-by-step explanation:
First set:
unknown rows, 5 tiles each
meaning old total is divisible by 5
Second set:
3 additional rows, 3 tiles each
meaning that the new total is divisible by 3
so, our total number of tiles is divisible by 5, add 1 and it is divisible by 3 when added 1
{another way I solved it : [and when it is divided by 3, it has 8 that fit into the original pattern; which is another way of knowing that each of the rows of 5 [each have 2 removed when turned into rows of 3] add up to having a remainder of 8 tiles; 8 / 2 = 4; so there were four rows in the original pattern contributing to the change--there were four rows] }
x is divisible by 5, x + 1 is divisible by 3
essentially, we are looking for a number that ends in 5 or 0, and the next number [ending in 6 or 1] is divisible by 3
I know that 5 goes into 20, and that 21 is divisible by 3, so let's test it out:
4 (rows of 5) turns into 7 [4 + 3] rows of 3
because 21 can be split into 7 rows, this number of tiles is possible
so, in the original pattern, there must have been 4 rows
hope this helps!! {so sorry if this confuses you, please let me know if I should explain my reasoning further}
have a lovely day :)
If function g has the factors (x - 7) and (x + 6), what are the zeros of function g?
When a given function is written with factors in the form of ( x - r ), then r is a zero of the function.
Solving the QuestionWe're given:
Function g has factors (x-7) and (x+6)Therefore, the zeros of the function are 7 and -6.
Answer-6, 7
The zeroes of the function will be equal to ( 7, -6 ).
What is a quadratic equation?
It is a polynomial with a degree of 2 or the maximum power of the variable is 2 in quadratic equations. It has two solutions as its maximum power is 2.
Given function:-
( x- 7 ) ( x+ 6 )As we can see that the quadratic equation in the factorized form is ( x - 7 ) ( x+ 6 ) so we will equate each factor to zero.
( x- 7 ) = 0
x = 7
( x+ 6 ) = 0
x = -6
Therefore zeroes of the function will be equal to ( 7, -6 ).
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Express 10cm as percentage of 50cm
Answer:
10 cm is 20% of 50 cm.
Step-by-step explanation:
1) Put the "question" into fraction form: 10/50
2) Divide the numerator by the denominator (essentially changing the fraction into the decimal form): 10 ÷ 50 = 0.2
3) Multiply the quotient by 100: 0.2 × 100 = 20
4) Slap a "%" on the end and you're good to go!! : 20%
Which equation is equivalent to y−3=4(x−5)?
y=4x−2y is equal to 4 x minus 2
y=−4x−23y is equal to negative 4 x minus 23
y=4x−17y is equal to 4 x minus 17
y=−17x+4
Answer:
y = 4x - 17
Step-by-step explanation:
y - 3 = 4(x - 5) ← distribute parenthesis by 4
y - 3 = 4x - 20 ( add 3 to both sides )
y = 4x - 17
help me now I need answer IMG
The height of the shorter cone is 6.81cm
What is a cone?A cone is hollow three-dimensional shape with side lengths that tappers from the base to a point at the vertex.
Analysis:
Let the radius of the first cone be = r
radius of shorter cone = R
height of first cone = h
height of shorter cone = H
if volume of the two cones are same
1/3π[tex]r^{2}[/tex]h = 1/3π[tex]R^{2}[/tex]H
[tex]r^{2}[/tex]h = [tex]R^{2}[/tex]H
H = [tex]r^{2}[/tex]h / [tex]R^{2}[/tex]
H = [tex](8.5)^{2}[/tex]x 10 / [tex](10.3)^{2}[/tex] = 6.81cm
In conclusion, the height of the shorter cone is 6.81cm
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find the measure of major arc RUT. shiw your work please.
Answer:
well not sure but I think it is 8° or 17.8°