Answer:
variables like terms are terms that contain the same varibles raised to the same power
PLEASE HELP ASAP! WILL MARK BRAINLEST
Answer:
The first one is x=3y-5
The second one is y/2 + 3
Step-by-step explanation:
For the first one you have to switch sides
X-3=3y-8
X - 3=3y-8
Then you add three to both sides
X-3+3=3y-8+3
Then simplify
X=3y-5
For the second one
you switch sides then add 5 to both sides then simplify
2x-5+5=y+1+5
Y/2 +3 or
Y+6 /2
Consider the pair of points below.
(-5, -4)
(-1,8)
Find the slope of the line passing through the pair of points.
m =
Which of the following statements must be true based on the diagram below? Select all that apply. (Diagram is not to scale.)
Line segment VW is the segment bisector is true based on the diagram
as it is showed in the diagram that the line segment vw divides segment TU in two equal parts so line segment VW is segment bisector
line segment VW cannot be a perpendicular bisector because it is not mentioned that Line segment VW divides side TU at right angle that is at 90°
line segment VW cannot be a angle bisector because Line segment VW does not lie on any angle
v is not the vertex of pair of congruent angles and w is not the vertex at the right angle
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What is the product of 1.6 × 10³ and 2.9 × 10³ expressed in scientific notation?
Answer:
4.64x10^6
Step-by-step explanation:
the question is 9 − 4 |−3|
Answer:
-3
Step-by-step explanation:
9 − 4 |−3|
First find the absolute value of |-3|
|-3| is 3
9 − 4 *3
Multiply next
9 − 12
Then subtract
-3
The MyTunes song app sells music downloads. Over the past few years, the service
has lowered its prices. The table shows the price per song and the number of songs
downloaded per day at that price.
Price per
Song
$0.89
$0.79
$0.69
$0.59
$0.49
$0.39
Number of Downloads (in
thousands)
1,212
1,704
1,760
1,877
1,944
2,011
The approximate number of downloads at a price of $0.54 per song is ______
The approximate number of downloads at a price of $0.54 per song is 1910.5
As the problem given we have The table shows the price per song and the number of songs downloaded per day at that Price per Song.
Price per song number of songs
downloaded per day at that price
$0.89 1,212
$0.79 1704
$0.69 1760
$0.59 1877
$0.49 1944
$0.39 2011
The formula for the linear interpolation process y = y1 + ((x – x1) / (x2 – x1)) * (y2 – y1), where x is the known value, y is the unknown value. x1 and y1 are the coordinates that are below the known x value, and x2 and y2 are the coordinates that are above the x value.
here x1= 0.49 y1= 1944 x2= 0.59 y2=1877 x=0.54
y=1944+((0.54-0.49)/(0.59-0.49))*(1877-1944)
y=1944-33.5=1910.5
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Simplify -|3-5|² + 4 • 3²
Answer:
32.
Step-by-step explanation:
-|3-5|² + 4 • 3²
= - 2^2 + 4*9
= -4 + 36
= 32.
Answer:
32
Step-by-step explanation:
Subtract
5
from
3
.
−
|
−
2
|
2
+
4
⋅
3
2
The absolute value is the distance between a number and zero. The distance between
−
2
and
0
is
2
.
−
2
2
+
4
⋅
3
2
Raise
2
to the power of
2
.
−
1
⋅
4
+
4
⋅[tex]3^{2}[/tex]
Multiply
−
1
by
4
.
−
4
+
4
⋅
3
2
Raise
3
to the power of
2
.
−
4
+
4
⋅
9
Multiply
4
by
9
.
−
4
+
36
Add
−
4
and
36
.
32
6. x+1<-3 I need this done tonight I don’t know how to solve this.
Answer:
x<-4
Step-by-step explanation:
You just subtract the 1 from both sides and the sign stays the same UNLESS you are dividing by a negative number, then it will change. Good luck on your hw :)
Describe the similarities and differences between finding the slope of a linear equation from a graph that has x and y scales that are 1:1, and from a graph that has x and y scales that are not 1:1 (say your x and y scales are 2, 4, 6).
The similarities are
We need two points to determine the slope of the graph.The differences are
The change in x and y are not the same Only the 1:1 graph passes through the originWhat is the slope of a graph?The slope of a graph is the gradient of the graph. It is given by m = change in y/change in x
What are the similarities and differences between between finding the slope of a linear equation from a graph that has x and y scales that are 1:1, and from a graph that has x and y scales that are not 1:1 What are the similaritiesThe similarities between finding the slope of a graph that x and y are 1:1 to that which x and y are not 1:1 are
We need two points to determine the slope of the graph.What are the differencesThe differences between finding the slope of a graph that x and y are 1:1 to that which x and y are not 1:1 are
The change in x and y are the same in a 1:1 graph whereas the change in x and y are not the same in a not 1:1 graphIn a 1:1 graph, we can choose the origin as a point to determine the slope since the graph passes through the origin whereas in a not 1:1 graph, we might not be able to choose the origin as a point to determine the slope since the graph might not pass through the originSo, the similarities are
We need two points to determine the slope of the graph.The differences are
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5 Complete the table. Rounded to the nearest 10 100 1,000 10,000 100,000 1,000,000 3,147,283 68,547 69,000 1,656,908 900,571
The completion of the table by rounding the numbers to the nearest 10, 100, 1,000, 10,000, 100,000, and 1,000,000 is as follows:
Rounded to Numbers
the nearest 3,147,283 68,547 1,656,908 900,571
10 3,147,280 68,550 1,656,910 900,570
100 3,147,300 68,500 1,656,900 900,600
1,000 3,147,000 69,000 1,657,000 901,000
10,000 3,150,000 70,000 1,660,000 900,000
100,000 3,100,000 100,000 1,700,000 900,000
1,000,000 3,000,000 0.068547 2,000,000 1,000,000
What is a rounding number?Rounding a number involves, making it simple and very close to its true value, sometimes, using zeros or scientific notations.
Rounding a number is also known as an approximation, which is an estimate before the actual calculation is carried out.
Rounded to Numbers
the nearest 3,147,283 68,547 1,656,908 900,571
10 3,147,280 68,550 1,656,910 900,570
100 3,147,300 68,500 1,656,900 900,600
1,000 3,147,000 69,000 1,657,000 901,000
10,000 3,150,000 70,000 1,660,000 900,000
100,000 3,100,000 100,000 1,700,000 900,000
1,000,000 3,000,000 0.068547 2,000,000 1,000,000
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Among randomly selected drivers in the age bracket, were in a car crash in the last year. If a driver in that age bracket is randomly selected, what is the approximate probability that he or she will be in a car crash during the next year? is it unlikely for a driver in that age bracket to be involved in a car crash during a year? is the resulting value high enough to be of concern to those in the age bracket? consider an event to be unlikely if its probability is less than or equal to 0. 5.
10 out of 400 means P(an accident/20-24)=10/400=1/40=0.025=2.5%
If less than 5% is unlikely, then 2.5% probability makes it unlikely a randomly selected driver in that age group would be in an accident.
No, it's not of concern if you only get concerned about likely events. But even an unlikely event is a worthy concern to the point of attempting to drive more safely, especially when insurance for the young is already very high, and would get even higher with an accident.
You might want to look at the car accidents. Were they minor fender benders or accidents with injuries and fatalities, or just car damage? The less damage or injuries, the less concern you probably would have.
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To find the x-intercept from an equation, you substitute ___ for the variable ___
and solve for ___
.
To find the y-intercept from an equation, you substitute ___ for the variable __
and solve for ___
.
To find the x-intercept from an equation, you substitute 0 for the variable y
and solve for x
To find the y-intercept from an equation, you substitute 0 for the variable x
and solve for y.
How to find x-intercept and y-intercept in an equation?The x-intercept is where a line crosses the x-axis.
In other words, the x-intercept is the value of the x coordinate of a point where the value of y coordinate is equal to zero.
The y-intercept is the point where the line crosses the y-axis.
In other words, the y-intercept is the value of the y coordinate of a point where the value of x coordinate is equal to zero.
Hence,
To find the x-intercept from an equation, you substitute 0 for the variable y
and solve for x
To find the y-intercept from an equation, you substitute 0 for the variable x
and solve for y.
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Suppose that both of the events you have just analyzed are partly responsible for the increase in the price of pizzas. Based on your analysis of the explanations offered by the two groups of students, how would you figure out which of the possible causes was the dominant cause of the increase in the price of pizzas?.
The supply curve swings left along the demand curve, raising the price of the pizza shops to close. If individuals just have a greater interest in beer, the demand curve will shift to the right, which will cause the price to rise as the supply curve is moved to the right. Apply this knowledge to the rest of the analysis.
If the price increase was modest, then the movement in supply in the pizza market must have outweighed the shift in demand. The supply shift in the pizza market must have been greater than the demand shift if the equilibrium amount of pizzas declines. The price of pizzas must have changed as a result of whichever modification happened first. If the amount of pizzas in the equilibrium market falls, the demand shift must have been greater than the supply shift.
The demand curve changes to its proper position. It happens as a result of people switching to eating pizza instead of pizzas. The new equilibrium price rises as a result of the new demand curve and the existing supply curve.
A rise in supply and a decline in demand will result in a decrease in the equilibrium price, but the impact on the equilibrium quantity cannot be predicted. Consumers now place less significance on price for any quantity, and producers are willing to simply accept a lower price; as a result, the price will decrease.
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What is the correct answer
Answer: distance is the answer
2/3 of the sum of nine and p
The resulting expression for 2/3 of the sum of nine and p is 2/3(9+p)
Translating expression to wordsAccording to the question, we are to write the given statement as an expression
Let the unknown variable be p such that the sum of nine and p is 9 + p
Since "of" means multiplication, hence;
2/3 of the sum of nine and p will be expressed as;
2/3 of (9 + p)
2/3 * (9 + p)
2/3(9+p)
Hence the resulting expression for 2/3 of the sum of nine and p is 2/3(9+p)
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Suppose a/b c/d and e/f represent three rational numbers. If a/b is less than c/d and c/d is less then e/f compare a/b and e/f explain
We get that a / b will also be less than e / f.
A rational number means a number that can be written in the form of p / q.
We are given the three rational numbers:
a / b , c / d and e / f.
We are also given that:
a / b < c / d …(1)
c / d < e / f …(2)
Multiply (1) and (2), we get that:
a / b × c / d < c / d × e / f
Dividing both sides by d / c, we get that:
a / b < e / f
So, a / b will also be less than e / f.
Therefore, we get that a / b will also be less than e / f.
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Describe three different ways you can determine that an angle is a right angle.
The three different ways you can determine that an angle is a right angle are as follows:
B) You can determine whether an angle is right if it is marked with a right angle symbol.
D) You can determine whether an angle is right if the angle is a vertical pair with a right angle.
E) You can determine whether an angle is right if the angle forms a linear pair with a right angle.
What is a right angle?A right angle can be defined as a type of angle that is formed by the intersection of two (2) straight lines at 90 degrees. This ultimately implies that, a right angle has a measure of 90 degrees.
In conclusion, we can reasonably infer and logically deduce that all right angles are marked with a right angle symbol and they are formed as a linear pair.
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Complete Question:
Describe three different ways you can determine that an angle is a right angle.
A) You can determine whether an angle is right if the angle is congruent to the complement of the angle.
B) You can determine whether an angle is right if it is marked with a right angle symbol.
C) You can determine whether an angle is right if it is formed by two lines that appear to be perpendicular.
D) You can determine whether an angle is right if the angle is a vertical pair with a right angle.
E) You can determine whether an angle is right if the angle forms a linear pair with a right angle.
What is the coefficient of the term of degree 1 in the polynomial 2x^8-5^2+3x+4
Answer:nk it is the letter A
Step-by-step explanation:
a baker in 70 minutes iced 40 cupcakes and in 49 minutes iced 28 cupcakes what is the constant of proportionaltiy
Answer:
Constant of proportionality k = 7/4 if we take the proportionality relationship as ... number of minutes ∝ number of cupcakes Bor
number of minutes = k . (number of cupcakes)
Step-by-step explanation:
If a variable x is directly proportional to another variable y indicated by
x ∝ y
Then x = k.y where k is the constant of proportionality
Letting x be the number of cupcakes and y the number of minutes
number of cupcakes = k . (number of minutes)
k = (number of minutes) / (number of cupcakes )
Here k, the constant of proportionality tells you how many many minutes it takes to ice 1 cupcake
For 40 cupcakes it takes 70 minutes. So k = 70/40 = 7/4
For 28 cupcakes it takes 49 minutes so for 1 cupcake it takes 49/28 = 7/4 so again that is the constant of proportionality
k = 7/4 given that number of minutes ∝ number of cupcakes
=> number of minutes = k. number of cupcakes
Note if we had x = number of cupcakes and y = number of minutes then k = 4/7 which is the number of cupcakes that can be iced in 1 minute
So one has to be careful to state what is proportional to what
A cyclist rode at an average speed of 15 mph for 30 miles. how long was the ride? 0.5 hours 0.5 hours 1 hour 1 hour 2 hours 2 hours 3 hours
Answer:
2 hours
Step-by-step explanation:
Answer: 2 hours
Step-by-step explanation:
using the relationship distance = speed × time, the time = 2 hours
In the figure, m/3= (3x+15)° and mZ8= (x+100)°. Find the value of x. Then calculate the measure of Z4.
Value of x = 42.5 ° and measure of angle 4 = 37.5 ° .
measure of angle 3 = measure of angle 8
( 3 x + 15 ) ° = ( x + 100 ) °
2 x = 85
x = 42.5 °
measure of angle 3 + measure of angle 4 = 180 °
measure of angle 3 = ( 3 x + 15 ) °
= ( 3 * 42.5 ) + 15
= 142.5 °
Hence , measure of angle 4 = 180 - 142.5 ° = 37.5 ° .
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»
What number is equivalent to
32 +6 (14-5×2) ÷ 4
A 23/1
B 10/
C 14
D 15
The result of the given equation is 14.
This is an problem of simplification. And for simplification we need to understand the rule of BODMAS.
BODMAS means we have to first solve B for bracket, O for of, D for divide, M for multiplication, A for addition and S for subtraction.
The rule of BODMAS has to be followed in order to solve any equation in simplification method.
Here the problem is;
32+6(14-5×2)÷4
⇒32+6(14-10)÷4
⇒32+6(4)÷4
⇒32+24÷4
⇒56÷4
⇒14
So, the solution of the given equation gives 14 as the answer.
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Amy studied 3- hours for her Biology test. She studied half as long for her math test as she did for her biology test. How long did she study for her math test?
Answer:
90 minutes or 1 hour and 30 minutes
Step-by-step explanation:
Hey there!
In order to find out how long Amy studied for her math test, all we need to do is divide 3 hours by 2
First of all, we can convert 3 hours to 180 minutes since there are 60 minutes in 1 hour
Now, we divide 180 and 2
180/2 is 90
This means, Amy studied 90 minutes or 1 hour and 30 minutes for her math test
Kiara is covering part of this rectangular box with duct tape. she is covering the four sides but not the top or bottom. 4 in. 4 in. 20 in. what is the total area that kiara will cover with duct tape? show your work.
160 square inches duct tape is needed to cover.
The mentioned box is rectangular according to the question and Kiara have to cover top and the bottom part with this duct tape .
Thus we have to find the area of the box , where 4 inch is the width of this box and 20 in. is the length . To find the area we will use the formula , (Area = length × width)
∵ The area is , ( 4 × 20 ) square inches = 80 square inches
for the top part it is 80 inc² and for the bottom it's again 80 inch² , so she have to cover total ( 80+ 80) inc² = 160 in.²
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160 square inches duct tape is needed to cover.
The mentioned box is rectangular according to the question and Kiara have to cover top and the bottom part with this duct tape .
Thus we have to find the area of the box , where 4 inch is the width of this box and 20 in. is the length . To find the area we will use the formula , (Area = length × width)
∵ The area is , ( 4 × 20 ) square inches = 80 square inches
for the top part it is 80 inc² and for the bottom it's again 80 inch² , so she have to cover total ( 80+ 80) inc² = 160 in.²
160 square inches duct tape is needed to cover.
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Pre-Calc: Perform the operation and write the result in standard form. (Simplify completely)
[tex]\left( \sqrt{-27} \right)^2\implies \left(\sqrt{(-1)(27)} \right)^2\implies \left( \sqrt{-1}\cdot \sqrt{27} \right)^2\implies \left( \sqrt{-1} \right)^2 \left( \sqrt{27} \right)^2 \\\\\\ i^2\cdot 27\implies -1\cdot 27\implies -27[/tex]
what are the blocked words?
Answer:
In the order they appear in the paragraph: different, measurement, coversions, world.
Step-by-step explanation:
"Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems."
The paragraph would not make sense if the words were in incorrect places.
Which two of the calculations give the same answer?
12 ÷ 3
1.4 +2.6
1.4 x 3
2.1+2.4
Answer:
A and B
Step-by-step explanation:
Which of these number sentences are true?
A) 12.02 < 6.54 x 10^2
B) 12.02 > 6.54 x 10^2
The 12.04< [tex]6.54 * 10^2[/tex] number sentences are true.
Option (A) is correct.
What is integer?
An integer is a whole number (not a fractional number) that can be positive, negative, or zero. Zero is not a fraction or decimal of any number. It is neither positive nor negative.
Given:
The given number is
12.02 and [tex]6.54*10^2[/tex]
We have to choose the sentences are true.
According to given question we have
The greater-than sign is a mathematical symbol that denotes an inequality between two values.
6.54 x 10^2
When we can multiply the value of 6.54*100 we get
654
The number is greater than 12.02
i.e 654>12.04
It is written as
12.04< [tex]6.54 * 10^2[/tex]
Therefore, the 12.04< [tex]6.54 * 10^2[/tex] number sentences are true.
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Mrs. Garcia wants to put a title border along one side of her kitchen wall Mrs. Garcia measures the wall and knows that she needs enough tiles to make three rows with 63 tiles in each row how many more tiles does Miss Garcia need to make the border tiles cell in boxes of eight tiles in each box how many boxes Tiles does Mrs. Garcia need to buy Write equations to support your mathematical thinking
The equation to support the mathematical thinking will be x + 189 = 192 and the numbers needed is 3.
How to calculate the value?It should be noted that the information stated that she needs enough tiles to make three rows with 63 tiles in each row. The number of times needed will be:
= 63 × 3
= 189 tiles
The number of times that Miss Garcia need to make the border tiles cell in boxes of eight tiles in each box will be:
= 192 - 189 = 3
Therefore, 3 tiles are needed. It should be noted that 192 is the multiple of 8 closest to 189.
The equation to support the mathematical thinking will be:
x + 189 = 192
x = 192 - 189
x = 3
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How do you know the value of x is positive?
It depends on the answer and the number of y