Answer:
Since we need your monthly bill we will call it the variable B for now, (Unless you have the bill, if so replace it with the variable)
Multiply 1.64 x B since the exchange rate is different than the US bill,
For example, say your bill is $100 in the U.S.
You do 1.64 x 100 = A monthly bill of $164 if you lived in Britain
Step-by-step explanation:
Which table represents a direct variation function?
Input x 3 4 5
Output y 6 10 14
Input x 1 2 3
Output y 2 4 8
Input x 4 6 8
Output y 6 9 12
Input x 1 2 3
Output y 3 9 15
Option 3 is the solution. The direct variation in this question is gotten from the option where we have the input x: 4 6 8, output y: 6 9 12
What is direct variation?In mathematics, the direct variation in the form that is
y = kx
To define the term k, k is the constant of proportionality.
The equation is written and interpreted as y is directly to x. At option 3,
y = kx
when y = 6 and x = 4, we would have 6 = 4k.
then k = 6/4
= 1.5
To confirm, we have to put the input values to see if they correspond with their y values.
1.5 x 6 = 9
1.5 x 8 = 12
Hence option 3.
Read more on direct variation here: https://brainly.com/question/6499629
#SPJ1
Find the unit ratio.
10 to 5
As we have divided the denominator by 5, we must also divide the numerator by 5. 10 dog treats divided by 5 beagles gives us 2 dog treats per Beagle. So our Unit Rate is Unit Rate of Dog Treats per beagle is = 2:1 2:1 is a direct ratio of 10:5, they are in fact equivalent ratios.
Answer:
2:1
Step-by-step explanation:
10/5 is equal to 2/1 simplified. Therefore the simplified ratio of 10/5 is 2:1
what is the correct setup to finding the slope of a line that passes through the points (6,-3),(-2,7)
Answer:
slope = - [tex]\frac{5}{4}[/tex]
Step-by-step explanation:
calculate the slope m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (6, - 3 ) and (x₂, y₂ ) = (- 2, 7 )
m = [tex]\frac{7-(-3)}{-2-6}[/tex] = [tex]\frac{7+3}{-8}[/tex] = [tex]\frac{10}{-8}[/tex] = - [tex]\frac{5}{4}[/tex]
The slope of a line that passes through the points (6,-3),(-2,7) is -5/4.
What is a slope?In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction.
If a line passes through two points (x₁ ,y₁) and (x₂, y₂) ,
then the equation of line is
y - y₁ = (y₂- y₁) / (x₂ - x₁) x (x - x₁)
To find the slope of a line that passes through the points (6,-3),(-2,7):
To find the slope;
m = (y₂- y₁) / (x₂ - x₁)
m = (7+3)/(-2-6)
m = -10/8
m = -5/4
Therefore, the slope is -5/4.
To learn more about the slope;
brainly.com/question/3605446
#SPJ2
Red Valley Cabs charges $4.50 to initiate a cab ride, plus an additional $3.20 per mile driven. Write an equation showing how the cost of a cab ride, y, depends on the number of miles driven, x.
Answer: y=$4.50+$3.20x
Step-by-step explanation: You already have to pay $4.50 plus $3.20 every mile driven (x) equals your final cost (y)
A class is made up of 6 boys and 14 girls. half of the boys wear glasses. a student is selected at random from the class. what is the probability that the student is a boy with glasses? write your answer as a fraction in simplest form.
A class is made up of 6 boys and 14 girls. half of the boys wear glasses. a student is selected at random from the class.
0.2% probability that the student is a boy with glasses.
In order to calculate a probability we first need to know the total possible outcomes, so the total is boys plus the girls, 6+14=20, we have a total of 20 students, and we need the total number of successful outcomes, which is half of the girls, 4 girls use glasses.
So the probability is:
[tex]Probability = \frac{Successful Outcomes}{Total Possible outcomes}[/tex]
[tex]Probability = \frac{4}{20} \\\\Probability = \frac{1}{5} \\\\Probability = 0.2[/tex]
So the probability is 0.2% that if you pick a student at random you will pick a girl with glasses.
Hence the answer is 0.2% probability that the student is a boy with glasses.
To learn more about probability click here https://brainly.com/question/24756209
#SPJ4
prove that every non-empty finite set has the same number of subsets of even size as it has subsets of odd size.
It is proved that every non-empty finite set has the same number of subsets of even size as it has subsets of odd size
The set's members are numbered 1, 2, 3, 4,..., n.
There is a set with an odd number of items that corresponds to every subset with an even number of elements in the following manner:
Delete 1 from the set to create one with an odd number of elements if it is a member of the set with an even number of elements.
Add 1 to the set to create a set with an odd number of items if it isn't already a member of the set with an even number of elements.
Let's say the set has the numbers 1, 2, 3, and 4. The relationship between sets with even numbers of elements and sets with odd numbers of elements is as follows:
even odd
∅ ↔ {1}
{1,2}↔ {2}
{1,3}↔ {3}
{1,4}↔ {4}
{2,3}↔{1,2,3}
{2,4}↔{1,2,4}
{3,4}↔{1,3,4}
{1,2,3,4↔{1,2,3,4}
Therefore, it is demonstrated that any non-empty finite set has the same number of even-sized and odd-sized subsets.
Learn more about finite set :
brainly.com/question/1553535
#SPJ4
a study investigated whether there are differences between the mean iq level of people who were raised by their biological parents and those who were raised by someone else.what is the null hypothesis in this case?
There is no difference between the mean IQ levels of people who were reared by their natural parents and those who were not.
Hypothesis.1) Graphically, the shaded area before the downturn, represents the set of values for Rents greater than $700. So, rent (y) > 7002) Graphically, the shaded area after the downturn, represents the set of values for Rents lesser than $700. So, rent 700 <y<0A hypothesis is an educated prediction regarding the solution to a scientific question that is supported by sound reasoning. It is the expected result of the experiment, however it is not proof in an experiment.Depending on the information received, it might be supported or might not be supported at all.learn more about hypothesis click here:
brainly.com/question/606806
#SPJ4
Find the measure of x.
40
45°
X
x = [?]
X
Round to the nearest tenth.
Answer:
x ≈ 28.3
Step-by-step explanation:
using the cosine ratio in the right triangle
cos45°= [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{x}{40}[/tex] ( multiply both sides by 40 )
40 × cos45° = x , then
x ≈ 28.3 ( to the nearest tenth )
6-(2x+4) is less than or equal to 10
Step-by-step explanation:
6-(2x+4) is less than or equal to 10
6-(2x+4) ≤ 10
6 - 2x - 4 ≤ 10
combine like terms on left side:
2 - 2x ≤ 10
subtract 2 from both sides:
2 - 2x - 2 ≤ 10 - 2
- 2x ≤ 8
divide both sides by -2: (remember, when dividing by a negative number you must FLIP the sign direction)
- 2x/-2 ≥ 8/-2
x ≥ 8/-2
x ≥ -4
[-4, ∞)
Step-by-step explanation:
6-(2x+4) is less than or equal to 10
6-(2x+4) ≤ 10
6 - 2x - 4 ≤ 10
combine like terms on left side:
2 - 2x ≤ 10
subtract 2 from both sides:
2 - 2x - 2 ≤ 10 - 2
- 2x ≤ 8
divide both sides by -2: (remember, when dividing by a negative number you must FLIP the sign direction)
- 2x/-2 ≥ 8/-2
x ≥ 8/-2
x ≥ -4
[-4, ∞)
Help help help help help
theorem of sines answer: A
What is the respective name for perpendicular bisectors of the sides?.
Answer: circumcenter
Step-by-step explanation:
If you meant the point of intersection of the perpendicular bisectors, this should be your answer.
Solve the equation.
(x+3)^2-5=0
And
Solve the equation.
(2x+1)(x-5)=0
The solution to equation (x+3)² - 5 = 0 is x = -3 +√5 and x = -3 - √5. The solution to equation (2x+1)(x-5)=0 is x = -1/2 and x = 5.
What is a quadratic function?The quadratic function is defined as a function containing the highest power of a variable is two.
To determine the solution to equation (x+3)² - 5 = 0
(x+3)² - 5 = 0
x² + 9 + 6x - 5= 0
x²+ 6x + 4 = 0
Using the quadratic formula to solve the above quadratic function
[tex]x=\dfrac{-b\pm \sqrt{b^2-4ac}}{2a}[/tex]
[tex]x=\dfrac{-6\pm \sqrt{6^2-4\cdot \:1\cdot \:4}}{2\cdot \:1}[/tex]
[tex]\sqrt{6^2-4\cdot \:1\cdot \:4}[/tex] = 2√5
x = -6± 2√5 / 2
x = -3± √5
x = -3 +√5 and x = -3 - √5
To determine the solution to equation (2x+1)(x-5)=0
(2x+1)(x-5)=0
(2x+1) = 0 and (x-5)=0
2x = -1 and x = 5
x = -1/2 and x = 5
Thus, the solution to equation (x+3)² - 5 = 0 is x = -3 +√5 and x = -3 - √5. The solution to equation (2x+1)(x-5)=0 is x = -1/2 and x = 5.
Learn more about quadratic function here:
brainly.com/question/14083225
#SPJ1
Please Help ASAP! I NEED THIS NOW!.
The quadratic equation is [tex]x^2+x-12[/tex]
What is quadratic equation?
Quadratics can be defined as a polynomial equation of a second degree, which implies that it comprises a minimum of one term that is squared. It is also called quadratic equations. The general form of the quadratic equation is:
ax² + bx + c = 0
where x is an unknown variable and a, b, c are numerical coefficients.
Given, the roots of quadratic equation as (3,-4).
The formula to find the quadratic equation, as
x2 – (Sum of the roots)x + Product of the roots = 0
Sum of roots = 3-4
=-1
Product of roots = 3(-4) = -12
The quadratic equation is
x²+x-12
To know more about quadratic equation, visit:
https://brainly.com/question/17482667
#SPJ1
Build a model to show 9/8 i-Ready
A model to show [tex]\frac{9}{8}[/tex] is given below.
What is an improper fraction?
When the numerator of a fraction is more than or equal to the denominator, the fraction is said to be improper. The number at the top is the numerator, and the number at the bottom is the denominator.
Given, improper fraction = [tex]\frac{9}{8}[/tex]
Now, convert the given improper fraction into a mixed fraction
i.e. [tex]\frac{9}{8} = 1\frac{1}{8}[/tex] ( mixed fraction)
That we can write [tex]1\frac{1}{8} = 1 + \frac{1}{8}[/tex]
The model to show [tex]\frac{9}{8}[/tex] is given below:
To learn more about improper fractions
https://brainly.com/question/387381
#SPJ1
A set of points is shown on the graph.
Scatter plot with a point at negative 3 comma 9, a point at 0 comma 5, a point at 1 comma 8, a point at 6 comma 7, and a point at 8 comma 3.
Which of the following equations is the best model for a line of fit for the data?
y equals 2 thirds times x plus 7
y equals negative 2 thirds times x plus 7
y equals 1 third times x plus 7
y equals negative 1 third times x plus 7
Answer:
[tex]\textsf{D)} \quad y =-\dfrac{1}{3}x+7[/tex]
Step-by-step explanation:
The line of best fit of a scatter plot is a straight line that represents the general trend or pattern. It should pass as close as possible to the majority of the data points, minimizing the overall distance between the line and the points.
From observation of the given scatter plot, the line shows a negative association. Therefore, the slope of the line is negative. This means we can immediately discount the equations with positive slopes.
If we plot the line with the slope -2/3 (attachment 1 - blue line), we can see that the line passes through the first point, then has 3 points above the line but only 1 point below it. The distance between point (6, 7) and the line is much greater than the distance between the line and the other points.
If we plot the line with the slope -1/3 (attachment 2 - red line), we can see that the line passes as close as possible to the majority of the data points, and minimizes the overall distance between the line and the points.
Therefore, the equation that is the best model for the line of best fit for the data is:
[tex]y =-\dfrac{1}{3}x+7[/tex]
when students are tested and the test results are used to place them in a certain category of classes (remedial, advanced, college prep, etc.), this process is called:
Tracking is the practice of testing students and using the results to place them in specific classes (such as remedial, advanced, college prep, etc.).
What is tracking?Tracking in mathematics has become a hot topic in many school systems. By definition, tracking means that students are separated into different levels of courses due to their. mathematical ability and prior performance.The term "tracking" refers to a strategy many secondary schools employ to classify students based on their perceived aptitude, IQ, or levels of achievement. In an effort to match the curriculum and instruction to the students' needs, they are divided into high, middle, and low tracks.Tracking is the most commonly used term for ability grouping, the practice of lumping children together according to their talents in the classroom. On the elementary level, the divisions sound harmless enough: Kids are divided into the Bluebirds and Redbirds.hence,Tracking is the practice of testing students and using the results to place them in specific classes (such as remedial, advanced, college prep, etc.).
learn more about tracking click here:
https://brainly.com/question/29227044
#SPJ4
9. Prove that y = (x - 2)2 - 9 and y = (x + 1)(x - 5) represent the same parabola
On simplifying the given equations y = (x - 2)² - 9 and y = (x + 1)(x - 5), they represent the same parabola which is y = x² - 4x - 5
What is equation of parabola?
The equation of a parabola can be expressed in standard form and vertex form. The standard form of a parabola is y = ax² + bx + c where a, b, and c are constants, and a does not equal 0.
The vertex form of a parabola is y = a(x - h)² + k. The coordinates (h,k) represent the vertex of the parabola.
We can check if the given equations represent the same parabola by simplifying them to standard form of equation of parabola.
According to the given equation:
y = (x - 2)² - 9
y = x² - 4x + 4 - 9
∴ y = x² - 4x - 5 ------ 1)
Similarly simplifying other equation
y = (x + 1)(x - 5)
y = x² - 5x + x - 5
y = x² - 4x - 5 ----- 2)
Clearly equation 1) and 2) represent the same parabola having equation
y = x² - 4x - 5
To know more about Equation of parabola visit
https://brainly.com/question/4074088
#SPJ1
In Game 1, Emerson struck out 30 times in 90 times at bat. In Game 2, he struck out 40 times in 120 times at bat. In Game 3, Emerson struck out 42 times in 140 times at bat. What is the percent of times her hit the ball.
The percent of times that Emerson hit the ball, given the number of times that he struck out was 68 %
How to find the percent of times?First, find the total number of times that Emerson had at bat:
= Game 1 + Game 2 + Games 3
= 90 + 120 + 140
= 350 times
The number of times Emerson missed was:
= 30 + 40 + 42
= 112 times
The number of times the ball was hit is therefore:
= 350 - 112
= 238 times
The percent of time the ball was hit:
= 238 / 350
= 68 %
Find out more on percentage at https://brainly.com/question/6460300
#SPJ1
In order to solve for the variable in the equation 1 minus (x 2) 2 x = 5 (2 x minus 5) minus x, mikel first applies the distributive property. which equation is a result of this step? 1 minus x 2 2 x = 10 x minus 5 minus x 1 minus x minus 2 2 x = 10 x minus 25 minus x 1 minus x minus 1 2 x = 10 x minus 25 minus x 1 minus x minus 1 2 x = 10 x minus 5 minus x
In order to solve for the variable in the equation
We want to apply the distributive property to the given expression.
1 - x - 2 + 2x = 10x - 25 - x is the result of this step.
Let's see how to solve this:
Remember that the distributive property says that:
A*(B + C) = A*B + A*C.
Here we have the expression:
1 - (x + 2) + 2x = 5*(2x - 5) - x
We can apply the distributive property to the first term in the right side, we will get:
1 - (x + 2) + 2x = 5*(2x - 5) - x
1 - (x + 2) + 2x = 5*2x - 5*5 - x
1 - (x + 2) + 2x = 10x - 25 - x
Now we can also apply the distribute property to the second term in the left side:
1 - (x + 2) + 2x = 10x - 25 - x
1 - x - 2 + 2x = 10x - 25 - x
Hence the answer is, 1 - x - 2 + 2x = 10x - 25 - x is the result of this step.
To learn more about distributive property click here https://brainly.com/question/2807928
#SPJ4
Find the volume of the sphere.
Either enter an exact answer in terms of π or use 3.14 for π.
The volume of the sphere whose radius is 3 as represented in the task content above is; 113.04 units³.
What is the Volume of the sphere?It follows from the task content that the volume of the sphere which is as represented in the task content is to be determined.
Recall from geometry of solid shapes (3 - dimensional shapes), the volume of a sphere is given by the formula;
V = (4/3) π r³
where r = radius = 3.
Therefore, Volume, V of the sphere is;
V = (4/3) × 3.14 × 3³
V = 113.04 units³.
On this note, the volume of the sphere as described is; 113.04 units³.
Read more on volume of a sphere;
https://brainly.com/question/1626573
#SPJ1
help meeeeeeeeeeee pleaseee rnnnnn!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The amount owed is $10865, based on the given parameters
How to determine the amount owed in six years?The given parameters about the compound interest are
Principal Amount, P = $5300
Interest Rate, R = 8%
Time, t = 6 years
To calculate the amount owed, we make use of the following formula
A = P + CI
Where
Compound interest, CI = P(1 + R)^t - P
So, the equation becomes
A = P + P(1 + R)^t - P
Evaluate the like terms
A = P(1 + R)^t
In this question, the formula is given as
A = P(1 + r/n)^nt
Where
n = 12, i.e compounded monthly
Substitute the known values in the above equation
A = 5300 * (1 + 8%/12)^(6*12)
Express 8% as decimal
A = 5300 * (1 + 0.08/12)^(6*12)
Evaluate the sum
A = 5300 * (1.01)^(6*12)
Evaluate the exponent
A = 5300 * 2.05
Evaluate the product
A = 10865
Hence, the value of the amount after 6 years is $10865
Read more about compound interest at:
brainly.com/question/2455673
#SPJ1
30/100 + 5/10
please help me.
Answer:
4/5
Step-by-step explanation:
hope it helped :)
Simplify the following expression 6x^2+2x-8-7x^2
Answer:
-x^2+2x-8
Step-by-step explanation:
6x^2+2x-8-7x^2 Different features used to show like terms
Simplify =
-x^2+2x-8
What is the answer to 68 plus 899
If the federal reserve decreases the reserve rate from 5% to 4%, how does this affect the money supply from a $50,000 deposit after fractional-reserve banking has multiplied it?.
If reserve rate decreases from 5% to 4% then money supply of $50000
deposits increases .i.e bank can save $2000 and can lend $48000.
The reserve ratio is the percentage of reserves (or cash deposits) that a bank must keep and not lend out. The higher the reserve requirement, the less money a bank can potentially lend—but this extra cash also prevents a bank from failing and strengthens its balance sheet. Still, when the reserve ratio rises, monetary policy is considered contractionary, and when it falls, monetary policy is considered expansionary.
Given this, the reserve rate falls from 5% to 4%.
$50000 is the initial deposit.
If the reserve ratio is 5%, the bank must keep 50000*0.05 = $2500 in reserve and may make loans totaling 50000-2500=$47500.
If the reserve ratio is reduced to 4%, a bank with $50000 in deposits must save 50000*0.04 = $2000 before it can lend $48000.
Thus, if reserve ratio decreases then the money supply increases.
To learn more about reserve ratios refer here
https://brainly.com/question/2507128
#SPJ4
A youth group i planning a trip to a local amuement park. They are taking a van which hold 10 people. It will cot $25 for parking and ticket to enter the park are $18 per peron. Create a table to repreent the ituation, howing the poible total cot for the variou number of people who could go?
Answer:
See below
Step-by-step explanation:
How does electron pair repulsion determine the molecular shape/molecule geometry?.
Yes, the electron pair repulsion determines the molecular shape, we can use VSEPR to find out how.
What is VSEPR theory?
The amount of valence electron pairs present in the outermost shell is used by the valence shell electron repulsion theory (VSEPR) to predict the structure of molecules.
The number of valence shell electron bond pairs between atoms in a molecule is used in the valence shell electron repulsion theory (VSEPR), a model for predicting 3D molecular form.
VSEPR theory predicts that BeF2 should be a linear molecule, with a 180o angle between the two Be-F bonds.
The VSEPR theory, therefore, predicts a trigonal planar geometry for the BF3 molecule, with an F-B-F bond angle of 120o.
we can predict that a tetrahedral molecule in which the H-C-H bond angle is 109o28'.
Hence we can predict the molecular shape, using VSEPR theory.
Learn more about VSEPR theory here:
https://brainly.com/question/18905754
#SPJ4
Complete this synthetic division table.
According to the given synthetic table, the quotient is 5x³ - 5x² + 3x + 2 and remainder is 1.
Synthetic table:
Basically, the shortcut for polynomial division when the divisor is of the form x – a. And only numeric coefficients of the dividend are used when dividing with synthetic division.
Given,
Here we have the synthetic table.
Now, we have to solve this one.
In order to find the quotient and remainder, we have to do the following steps:
Step-1 : Write down the first coefficient 5
Step-2 : Multiply our root -3 by our last result 5 to get -15 [ (-3) × 5=-15 ]
Step-3 : Add new result -15 to the next coefficient of the dividend 10, and write down the sum -5, [ 10 + (-15)=-5 ]
Step-4 : Multiply our root -3 by our last result -5 to get 15 [ (-3) × (-5)=15 ]
Step-5 : Add new result 15 to the next coefficient of the dividend -12, and write down the sum 3, [ (-12) + 15=3 ]
Step-6 : Multiply our root -3 by our last result 3 to get -9 [ (-3) × 3=-9 ]
Step-7 : Add new result -9 to the next coefficient of the dividend 11, and write down the sum 2, [ 11 + (-9)=2 ]
Step-8 : Multiply our root -3 by our last result 2 to get -6 [ (-3) × 2=-6 ]
Step-9 : Add new result -6 to the next coefficient of the dividend 7, and write down the sum 1, [ 7 + (-6)=1 ]
We have completed the table and have obtained the following coefficients 5,-5,3,2,1
Thus quotient is 5x³ - 5x² + 3x + 2 and remainder is 1.
And all these process are illustrated below.
To know more about Synthetic table here.
https://brainly.com/question/28085826
#SPJ1
a) Use the diagram to work out the solution to these simultaneous equations: b) Substitute your x value into each of the equations and solve to find y. What do you notice about i) the value of y in each equation? ii) the value of y compared to the solution in part a)? Y 10 9 8 7 6 5 4 3 32 y = 2x + 1 y = -x + 7 1 1 2 3 4 y=2x+1 5 y=-x +7 6 7 8 9 10
Answer:
(a) (x, y) = (2, 5)
(bi) y = 5, y = 5; the values are the same
(bii) the values are the same as in part (a)
Step-by-step explanation:
You want the solution and some observations about it for the system of equations ...
y = 2x +1y = -x +7a) Solution
The graph shows the lines cross at the point (x, y) = (2, 5).
The solution to the equations is (x, y) = (2, 5).
b) Values of yi) For x=2, the value of y in the first equation is ...
y = 2(2) +1 = 4 +1 = 5
For x=2, the value of y in the second equation is ...
y = -(2) +7 = -2 +7 = 5
ii) The values of y are the same, and match the value we found in part (a).
__
Additional comment
The purpose of the exercise is to get you to see that the value of x that is the solution makes both equations have the same value of y, and that is the value of y that is the solution.
The graph is a plot of the y-value for each x-value. Where the lines cross, the y-values are the same for that x-value. That point of intersection of the lines is the solution to the system of equations: the values of x and y satisfy both equations at that point.
25 rules in 5 groups
There are five rules in one group
From the question, we have
25 rules in 5 groups
In one group = 25/5 = 5 rules
There are five rules in one group
Divide:
Repetitive subtraction is the process of division. It is the multiplication operation's opposite. It is described as the process of creating equitable groups. When dividing numbers, we divide a larger number down into smaller ones such that the larger number obtained will be equal to the multiplication of the smaller numbers. One of the four fundamental mathematical operations, along with addition, subtraction, and multiplication, is division. Division is the process of dividing a larger group into smaller groups so that each group contains an equal number of things. It is a mathematical operation used for equal distribution and equal grouping.
To learn more about divide visit: https://brainly.com/question/15381501
#SPJ9
