5 +-8f+ -2f + -1 + -8

Answer: -y=7

Explanation:

Think of your problem as subtraction:

2x-3y+15

-2x+3y=-1

Answer:

1.66666666667

Step-by-step explanation:

4/2.4 = 1.66666666667

All you do is choose two lenghts and divide to see what factor was used for the dilation.

490909/200000 is the answer

Have a great day!

Stay safe and healthy!

Happy holiday seasons!

May I please have brainliest?

Answer:

125

Step-by-step explanation:

C : F

10: 25

×5: ×5

50: ?

No. of fish in the tank = 25 × 5

                                    = 125

Answer:

p(5) = 30

Step-by-step explanation:

p(t) and if t=5 then p(5)

p(5) = 3(2)(5)

p(5) = 6(5)

p(5) = 30

Hope this helps and I hope u have an Amazing day!!

The numbers is 44/3 and 22/3 are that numbers.

Given that

The sum of two numbers is 22.

One of the numbers is two times the other.

To find

What are the numbers ?

So, according to the question

Let's assume that numbers are x and y, where x is greater then y.

So, we can say that

The sum of that numbers,

x+y = 22,  -------------(1)

And

One of the numbers is two times the other.

x = 2y ---------------(2)

Now, put the value of eq(1) in eq(2)

So, we will get

x+y = 22,  -------------(1)

2y+y = 22

3y = 22

y = 22/3

Now, put the value of y in eq(2)

So, we will get

 x = 2y ---------------(2)

x = 2 (22/3)

x = 2 ×[tex]\frac{22}{3}[/tex]

x = 44/3

That numbers are 44/3 and 22/3.

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Answer:

20 Cups of peanut butter

Step-by-step explanation:

Answer:

20 cups

Step-by-step explanation:

80 cookies are made by 4 cups

which means 1 cookie is made by

[tex] \frac{4}{80} cups[/tex]

Therefore 400 cookies would require

[tex]400 \times \frac{4}{80} cups = 20cups[/tex]

Please mark me brainliest

Answer:

6.60$ dollars per movie

Step-by-step explanation:

99/15=6.6

Answer:

$6.60

Step-by-step explanation:

[tex]\frac{99}{15}[/tex] = 6.60

Answer:

$12,656.25

Step-by-step explanation:

year 1: 30,000-25%=22,500

year 2: 25,000-25%=16,875

year 3: 16,875-25%=12,656.25

Slope = change in y / change in x

Slope = (10 - -2) / (-11 - 19)

Slope = 12/-30

Simplify to get:

Slope = -2/5

by looking at the graph given we can see that:

And the function is never constant.

Here our function is:

f(x) = √(x^2 - 25)

And we have a graph of it.

First, remember that the argument of a square root needs to be zero or larger, so the interval (-5, 5) is not in the domain of our function.

We also can see that this is a square root, so there are no interval where the function is constant.

Finally, by looking at the graph given we can see that:

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Answer: 41%

Step-by-step explanation:

15 girls prefer biology.

Find the boys who prefer biology;

There are 36 girls in total so;

= 100 - 36

= 64 boys interviewed

14 boys prefer Physics

= 64 - 14

= 50 boys prefer Biology and Chemistry

7 out of the 31 who prefer chemistry are girls so the boys who prefer chemistry are;

= 31 - 7

= 24 boys

Boys who prefer Biology;

= 50 - 24

= 26 boys

Total who prefer biology;

= 15 girls + 26 boys

= 41 students

Percentage = 41/100 = 41%

Answer:

Step-by-step explanation: The equation of the line passing through the points (2, –1) and (5, –10) is y = -3x + 5 .Jun 9, 2017

Answer:

15625

Step-by-step explanation:

To multiply powers of the same base, add their exponents. Add 2 and 4 to get 6.

Calculate 5 to the power of 6 and get 15625.

The total number of students is equal to 16 students.

We are given that the accompanying histogram shows the heights of the students in Kyra's health class.

A histogram is a graph that shows the frequency of numerical data with the help of rectangular bars.

The height of a rectangle (the vertical axis) represents the distribution frequency of a variable ( amount).

We need to calculate the total number of students in the class.

We can see that for the first interval, the frequency is given as:

F1 = 2

For the 2nd interval, the frequency is given as:

F2 = 4

For the 3rd interval, the frequency is given as:

F3 = 5

For the 4th interval, the frequency is given as:

F4 = 4

For the 5th interval, the frequency is given as:

F5 = 1

The total students = 2 + 4 + 5 + 4 + 1

Total number of students = 16 students.

Therefore, the total number of students is equal to 16 students.

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Answer:

(x+9)(x+9)=25

Step-by-step explanation:

x^2+18x+81=25

or x^2+(9x+9x)+81=25

or x^2+9x+9x+81=25

or x(x+9)+9(x+9)=25

:: (x+9) (x+9) =25

600 mL corresponds to 15 teaspoons of sugar

That gives the ratio 600:15

Divide both parts of that ratio by 3 so we get to 200:5

Then multiply both parts by 10 to get 2000:50

This says 2000 mL, aka 2 liters, of soda has an estimated 50 teaspoons of sugar.

To convert from teaspoons to grams, we multiply by 4. This is directly from the equation of 1 teaspoon = 4 grams of sugar

So 50 teaspoons = 50*4 = 200 grams of sugar.

To go from grams to teaspoons, we divide by 4.

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

To find the actual amount of sugar, you'll need to find a 2 liter bottle of soft drink and look at the nutrition facts label. You can search for the nutrition facts label online if you don't have a bottle near you. Keep in mind you're looking for the 2 liter plastic bottle version and NOT the 12 fluid-ounce can version.

Also, keep in mind that the nutrition facts label will list the amount of sugar per serving. This isn't the total sugar since it's just a small portion. Multiply the number of servings by the amount of sugar per serving.

Example: If there are 7 servings and 20 grams of sugar per serving, then that's a total of 7*20 = 140 grams of sugar total.

Side note: the amount of sugar will vary from brand to brand. However, they should all be in the same basic ballpark.

Answer:

Step-by-step explanation:

P = [tex]\left[\begin{array}{ccc}2&7\\3&0\\5&4\\-1&-3\end{array}\right][/tex]

Q = [tex]\left[\begin{array}{ccc}-4\\-3\end{array}\right][/tex]

PQ = [tex]\left[\begin{array}{ccc}2(-4)+7(-3)\\3(-4)+0(-3)\\5(-4)+4(-3)\\-1(-4)+(-3)(-3)\end{array}\right][/tex] = [tex]\left[\begin{array}{ccc}-29\\-12\\-32\\13\end{array}\right][/tex]

Answer:

its 1

Step-by-step explanation:

Answer:12.5 times out of 50

Step-by-step explanation:think about it add tails and 2

For 9:

1. Angle T and angle M are congruent because they are given

2. The line AH bisects angle THM because it is given

3. Angle 1 and angle 2 are congruent because of properties of angle bisection

4. The line AH is congruent to the line HA because of the reflexive property

5. Triangle TAH is congruent to triangle MHA because of AAS

6. The line TA is congruent to MA because of congruent triangles

For 10:

1. Angle H and angle J are congruent because it is given

2. G is the midpoint of FI because it is given

3. Angle 1 and angle 2 are congruent because they are vertical angles

4. Line HG is equal to line JG because of properties of midpoints

5. The triangles HIG and JFG are congruent because of AAS

6. The lines HI and JF are congruent because of congruent triangles

Answer:

[tex] \sf \: 104.4[/tex]

Step-by-step explanation:

(7.36)(10)(9)−(6.2)(10)(9)

=(73.6)(9)−(6.2)(10)(9)

=662.4−(6.2)(10)(9)

=662.4−(62)(9)

=662.4−558

=104.4

Answer:

Slope is rate of change, so define your values.

-$100 is the initial fee

-$70 is charged per month

per month is the constant rate of change

70 is the slope

The slope (rate of change) of the function is 70.

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;

m =  (y₂- y₁) / (x₂ - x₁)

Given:

Verizon charges a $100 initial contract fee,

then $70 a month for a basic cell phone plan.

Let the x be the number of months.

So, the equation,

y = 70x + 100

By comparing with the slope-intercept form,

y = mx + b, where m is the slope.

So, m = 70.

Therefore, 70 is the slope.

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Answer:

1) There are four roots, with two real and two imaginary roots

The roots are x ±2, ±5·i

2) Therefore, there are 2 roots

The roots are real

The roots are x = -5 and x = 5

3) The possible factored form is therefore; (x + 5)²×(x + 1)×(x - 4)³×(x + 7)

4) Please see the attached graph of the function drawn with Microsoft Excel

Step-by-step explanation:

1) The given equations is as follows;

f(x) = x⁴ + 21·x² - 100

Let a = x², we have;

f(x) = a² + 21·a - 100

a = (-21 ± √(21² - 4 × 1 ×(-100))/(2 × 1)

a = -25 or 4

Therefore, x = √4 = ±2 or x = √(-25) = ±5·i

There are four roots, with two real and two imaginary roots

2) For f(x) = x³ - 5·x² - 25·x + 125

We have;

f(x) = x³ - 5·x² - 25·x + 125

From the equation, we see that x = 5 is a solution of the equation, therefore;

f(5) = 5³ - 5·5² - 25·5 + 125 = 0

Which gives, (x - 5) is a factor of the equation,

Dividing x³ - 5·x² - 25·x + 125 by (x - 5) gives;

x² - 25

(x³ - 5·x² - 25·x + 125)/(x - 5)

x³ - 5·x²

             [tex]{}[/tex]- 25·x

[tex]{}[/tex]                -25·x + 125

[tex]{}[/tex]                0          +  0

Therefore, by long division, (x³ - 5·x² - 25·x + 125)/(x - 5) = x² - 25

(x - 5)×(x² - 25) = (x - 5) × (x - 5) × (x + 5)

Therefore, there are 2 roots

The roots are real

The roots are x = -5 and x = 5

3) From the polynomial zeros, we have x = -5, x = -1, x = 4, and x = 7

At x = -5 the polynomial touches the x-axis given two real roots with (x + 5)² being a factor

With the root at x = -1, a factor is (x - 1)

With the root at x = 4 which has the shape of a cubic function, we have a factor of (x - 4)³

For the root at x = 1, the factor is taken as (x + 7)

The possible factored form is therefore; (x + 5)²×(x + 1)×(x - 4)³×(x + 7)

4) The given function is therefore;

f(x) = (x + 8)³(x + 6)²(x + 2)(x - 1)³(x - 3)⁴(x - 6)

(x + 8)³(x + 6)²(x + 2)(x - 1)³(x - 3)⁴(x - 6)

Please see the attached graph of the function drawn with Microsoft Excel

Answer:

There is a total of 100 stamps, or 10² stamps.

Explanation:

10•10=100 (standard form)

100 can be written as 10² in scientific notation (power)

Answer:

Step-by-step explanation:

Let required amount be x

Using the ratio to find x:

Answer:

x = 36°

Step-by-step explanation:

m<RST + m<TSV = m<RSV

m<RST = 5x + 5

m<TSV = 46

RSV = 232

Plug in these values

5x + 5 + 46 = 232

5x + 51 = 232

5x = 181

x = 36.2, if rounding down;

x = 36°

Answer:

(1,2)

Step-by-step explanation:

The solution is the point where the two lines intersect at.

In other words the point where the two lines make an x.

Hope this helps ya!!

Answer: (2,1)

Step-by-step explanation:

Answer:

36

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Step-by-step explanation:

Step 1: Define

3pm

m = 4

p = 3

Step 2: Evaluate