what is 2/3x + 5 = 1 ??

Answer:

Step-by-step explanation:

57

Answer: 25%

Step-by-step explanation:

Answer:

1

Step-by-step explanation:

C•1/J

C•K/J

K=C×J

K=175

when J =15

then C is;

C=K/J

175/15

C=11.67

The equation for the function shown in the graph is y = sin(x + π/2).

The sine function in trigonometry is the ratio of the hypotenuse's length to the opposite side's length in a right-angled triangle. To determine a right triangle's unknown angle or sides, utilize the sine function.

Given a graph of a sine function,

which shows the amplitude of 1,

and value of x-intercept is π/2, when y is 0, x is π/2

the equation for sine is

y = a sin(bx)

where a is the amplitude = 1

b is π

y = sin(x),

but given x-intercept π/2,

so, y = sin(x + π/2)

Hence option A is correct.

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The two lines L1 and L2 are parallel

For two lines to be parallel the slope must be equal, hence we calculate the slope of the two lines

The slope, m of the linear function L1 is calculated using the points (–2, 9) and (1, 3)

m = (y₀ - y₁) / (x₀ - x₁)

m = (9 - 3) / (-2 - 1)

m = (6) / (-3)

m = -2

The slope, m of the linear function L2 is calculated using the points (–4, 10) and (3, –4)

m = (y₀ - y₁) / (x₀ - x₁)

m = (10 + 4) / (-4 - 3)

m = (14) / (-7)

m = -2

The lines are parallel

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Points are (0,0) and (2,8).

What is the gradient?

The vector field f's value at a point p in the vector calculus is the "direction and rate of fastest increase" for a scalar-valued differentiable function f with many variables.

Here, we have

Given: y = 4x

The number in front of the x is the gradient (slope). This number represents the amount of up or down for a given amount of long.

If the number in front of the x (coefficient) is positive the 'slope' goes up. If the coefficient is negative it means the 'slope' is down.

Now, substitute any value you chose into x, multiply it by 4 and you have your value for y

Let x = 0,

y = 4(0) = 0

So this can be our first point on the graph.

(x₁, y₁) ⇒ (0,0)

Let x = 2

y = 4(2) = 8

So this can be our second point on the graph.

(x₂, y₂) ⇒ (2,8)

Now, we draw a line through them extending it to the edges of the axis.

Hence, Points are (0,0) and (2,8).

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The hypothesis is "the stars are visible".

The conclusion is "it is night".

This is because a conditional follows the format of "if hypothesis, then conclusion". It shortens to "If P, then Q".

It's fairly clear that the original conditional is true. There are some extremely rare exceptions, but mostly stars are only visible at night.

--------------------------

The converse is "If it is night, then the stars are visible".

Reason: The original "If P, then Q" format flips to "If Q, then P" when forming the converse.

The converse is false. The fact that it is night does not automatically lead to the stars being visible. For example, storm clouds at night can obscure the stars.

--------------------------

The inverse is "If the stars aren't visible, then it is not night".

We negate both the hypothesis and conclusion. The format of the inverse is "If not P, then not Q".

Like the previous statement, the inverse is false. Why? Because the stars not being visible doesn't automatically mean it's not night. We could have storm clouds covering up the stars. Or perhaps the city has a lot of light pollution to drown out the stars.

The converse and inverse have the same truth value, as they are equivalent statements (just phrased slightly different ways).

--------------------------

The contrapositive is "If it's not night, then the stars aren't visible".

The original conditional "If P, then Q" leads to the contrapositive "If not Q, then not P". We swap the positions of P and Q. Also, we negate each piece. In a sense, we combine both the inverse and converse operations to get a contrapositive.

The contrapositive is true because "not night" of course means "day", in which the stars aren't present in the sky. The contrapositive and original conditional have the same truth value. The contrapositive is a way to rephrase the original conditional.

Answer:

Hypothesis:  "the stars are visible"

Conclusion:  "it is night"

Converse:  "If it is night, then the stars are visible" - false.

Inverse:  "If the stars are not visible, then it is not night." - false.

Contrapositive:  "If it is not night, then the stars are not visible" - true.

Step-by-step explanation:

Conditional statement

"If this happens, then that will happen."

Given conditional statement:

Therefore:

Converse statement

The converse of a conditional statement is formed by switching the hypothesis and the conclusion.

Therefore, the converse of the given conditional statement is:

This is a false statement as the stars will not be visible if there is cloud cover at night.

Inverse statement

The inverse of a conditional statement is formed by negating the hypothesis and the conclusion.

Therefore, the inverse of the given conditional statement is:

This is a false statement as the stars will not be visible if there is cloud cover at night.

Contrapositive statement

The contrapositive of a conditional statement is when both the hypothesis and conclusion are negated and then switched.

Therefore, the contrapositive of the given conditional statement is:

It is difficult to say if this is a true or false statement without more information, as it is possible to see bright stars during the daytime through a telescope or a really powerful pair of binoculars.

If we are to assume that "visible" means "visible to the eye" without any magnification assistance, then the statement is true (if we exclude the sun, which is a star).

Answer:

Step-by-step explanation:

a PERSON SHOULD SPEND AT LEAST 35 DOLLARS A WEEK ON COFFEE

Answer:

W

Step-by-step explanation:

When Jackson wrote different patterns for the rule "subtract 5", the patterns that he could have written include

A. 27, 22, 17, 12, 7

D. 100, 95, 90, 85, 80

It is important to note that an expression is simply used to show the relationship between the variables that are provided or the data given regarding an information. In this case, it is vital to note that they have at least two terms which have to be related by through an operator.

Some of the mathematical operations that are illustrated in this case include addition, subtraction, etc. In this case, when Jackson wrote different patterns for the rule "subtract 5", the patterns that he could have written include 27, 22, 17, 12, 7 and 100, 95, 90, 85, 80. In this cases, there are difference of 5.

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Complete question

Jackson wrote different patterns for the rule "subtract 5". Select all of the patterns that he could have written.

27, 22, 17, 12, 7

5, 10, 15, 20, 25

55, 50, 35, 30, 25

100, 95, 90, 85, 80

75, 65, 55, 45, 35

Answer:

5625mm²

Step-by-step explanation:

The area of a square is found by multiplying the length of one side by itself. So if each tile is a square and measures 75mm on one side, then the area of one tile is:

75mm x 75mm = 5625mm²

The production of congruent figures involves stiff rigid transformation Even if you could imagine them as forms that "appear exactly the same," congruent figures.

During accurate modification of a geometric object, distance between each point pair is maintained. In other words, precise transformations maintain an object's size and shape. For instance, the angles and lengths of a triangle are preserved throughout a rigid transformation. Imagine a stiff shape, such as one made of cardboard, distorting. Even when the shape is rotated, mirrored, and moved left and right, nothing changes.

Here,

When I used putty to create a mold, it was the opposite. After that, users can stretch and twist the objects.

These ratios are not exact though. The distance between every pair of points is altered when the shape is stretched.

Applying rotations, reflection, and translations—three different forms of transformations—can result in congruent shapes.

In reality, by mixing any or all of these three transformations, any congruent shape pairs can be matched to one another.

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The complete question is " Do rigid transformations make congruent figures?"

Answer:

the expression "square root of 1+3a/25" makes sense for all values of a that are greater than or equal to -8.333.

Step-by-step explanation:

The square root of a number is only defined for non-negative values of that number. Therefore, for the expression "square root of 1+3a/25" to make sense, the value inside the square root must be non-negative.

1+3a/25 >= 0

This inequality can be rearranged to get the values of a for which the expression makes sense.

3a/25 >= -1

3a >= -25

a >= -25*3/3

a >= -25/3

a >= -8.333

Therefore, the expression "square root of 1+3a/25" makes sense for all values of a that are greater than or equal to -8.333.

The equation of the line passing through the point (5, - 3) that is parallel to 5x + 7y = 9 will be 5x + 7y - 4 = 0.

Let the equation of the line be ax + by + c = 0. Then the equation of the parallel line that is parallel to the line ax + by + c = 0 is given as ax + by + d = 0.

The equation of the line is given below.

5x + 7y = 9

The equation of the line that is parallel to the line is given as,

5x + 7y + d = 0

The line is passing through (5, -3). Then we have

5(5) + 7(-3) + d = 0

25 - 21 + d = 0

4 + d = 0

d = - 4

The equation of the line passing through the point (5, - 3) that is parallel to 5x + 7y = 9 will be 5x + 7y - 4 = 0.

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Answer: Yes, there is an outlier of 45, This means that one person's age was 45, which is 25 years younger than the next closest age.

Hope this helps! :)

Step-by-step explanation:

Answer:

D

GIVE HIME BRAINLIEST

Step-by-step explanation:

The radius of a circle that has a circumference of 16 is given by 8/π

The formula for the circumference of a circle is C = 2πr

Where,

r = the radius and

C = the circumference

From

C = 2πr

r = C / 2π

When C = 16

r = 16 / 2π

r = 8/π

In conclusion, the radius of the circle is 8/π

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Answer: Pictures below show intersection point on the graph.

Step-by-step explanation:

a) 5-5 is a numerical expression

b) c-5 is a variable expression where, variable is c

c) 8÷x+9 is a variable expression where, variable is x

d) 100·6 is a numerical expression

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The next two numbers on the number pattern are given as follows:

A 12.2, 12.9.

To obtain the next two points on the number pattern, first we must identify what is the pattern.

The pattern is given as follows:

The final term is 6.1, which is obtained after the addition of 0.7 to 5.4. Double 6.1 is obtained multiplying the number by 2, as follows:

2 x 6.1 = 12.2.

Then the number obtained after 0.7 is added to 12.2 is given as follows:

0.7 + 12.2 = 12.9.

Meaning that the correct option to complete the number pattern is given by option A.

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The perimeter of polygon ABC = 67.4

The perimeter of polygon PQRS = 78.8

The perimeter of a polygon is calculated by adding the lengths of all sides of the polygon together.

The Two-Tangent Theorem states that if two tangents are drawn to a circle from the same external point, then the tangents are congruent (have the same length).

Perimeter of polygon ABC = AB + BC + AC

AB = 10.5 + (23.2 - 11.2) = 22.5 [based on the Two-Tangent Theorem]

BC = 23.2

AC = 10.5 + 11.2 = 21.7

Perimeter of polygon ABC = 22.5 + 23.2 + 21.7 = 67.4

Perimeter of polygon PQRS = PQ + QR + RS + PS

PQ = 25

PS = 21.8

QR = 13 + 4.6 = 17.6

RS = 4.6  + 9.8 = 14.4

Perimeter of polygon PQRS = 25 + 21.8 + 17.6 + 14.4 = 78.8

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Answer:

Step-by-step explanation:

Answer:

1. The volume of water in the tank in cubic yards can be calculated by multiplying the length, width, and depth of the tank in feet by the conversion factor of 0.037037 yds3/ft3:

87 ft x 36 ft x 15 ft x 0.037037 yds3/ft3 = 997.78 yds3

2. To treat the water, the aquarium must purchase 998 bags of salt, as 1.1 yds3 of water requires one bag of salt.

3. The aquarium must pay $4,835.30 for the salt to treat the water in the new shark tank. This is calculated by multiplying the number of bags of salt (998) by the cost of one bag of salt ($4.85).

Answer:

a₄ = 0

Step-by-step explanation:

using the recursive rule [tex]a_{n}[/tex] = [tex]a_{n-1}[/tex] - 2 and a₁ = 6 , then

a₂ = a₁ - 2 = 6 - 2 = 4

a₃ = a₂ - 2 = 4 - 2 = 2

a₄ = a₃ - 2 = 2 - 2 = 0

Answer:

C is irrational--6 is not a perfect square.

1 year = 365 days

1 day => 6 diapers

1 year => 365 × 6 = 2190 diapers changed per year

A function is an equation with one solution to every value of x for the variable y. A input of a specific type is paired with exactly 1 output by a function.

Quantities and their modifications, equations and surrounding structures, locations of forms and forms themselves are all included in the field of mathematics. The term "function" describes the connection between a group of inputs, of which each has a corresponding output. A function is an association between inputs and outcomes in which each input results in a single, unique output. Functions are typically denoted by the letter f. (x). The input is just a variable x. There are four primary categories of functionality available. depending on the following elements: on.

Given:

A function is an equation with one solution to every value of x for the variable y.

Each argument of a specific type is paired with absolutely one output by a function. Typically, functions are named f(x) or g instead of y. (x). When x equals 2, as directed by f(2), we should choose the value of given function.

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The compound inequality for the graph given is  -2 < x < 5.

When a compound inequality is graphed such that there is an open circle instead of a filled - in circle over a number, then it means that x is either greater than this value, or less than this value. In other words, x is not equal to this value.

The circles over - 2 and 5 are not filled in which means that x is greater or less than - 2 and 5.

x is less than 5 because the arrow goes from 5 to infinity and x is greater than - 2 for the same reason.

The compound inequality is therefore:

-2 < x < 5

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Answer:

  (0, -3)

Step-by-step explanation:

You want a point on the graph of 4x -y = 3.

It is often convenient to choose an intercept when looking for a point that will satisfy the equation. Here, it is convenient to set x=0 to obtain y=-3.

A solution ordered pair is (0, -3).

__

Additional comment

Here, it will be more convenient to choose a value for x. Choosing a value for y can result in fractions becoming involved for the values of x. We prefer to avoid that.

  y = 4x -3 . . . . . . y=-3 when x=0; y=1 when x=1, so (1, 1) is another solution

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Answer:

Out of 50 students in a class, 40% are girls, meaning there are 50 x 40% = 20 girls in the class.

And the number of boys is 50 - 20 = 30 students.

If 30% of the girls wear spectacles, that means 30/100 x 20 = 6 girls wear spectacles.

And the number of girls not wearing spectacles is 20 - 6 = 14.

So the total number of girls wearing spectacles is 6, and the number of boys is 30, and the number of girls not wearing spectacles is 14.

Answer:

sight line & horizontal line

Step-by-step explanation:

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