helpppp meeeeeeeeeee
im not that fam wit dat but here is how u find the x
Step-by-step explanation:
(THIS AND EXAMPLE!!!!)
To evaluate a function, substitute the input (the given number or expression) for the function's variable (place holder, x).
...
Replace the x with the number or expression.
Given the function f (x) = 3x - 5, find f (4). ...
Find the value of h (b) = 3b2 - 2b + 1 when b = -3. ...
Find g (2w) when g (x) = x2 - 2x + 1.
please help
..dffdfd
Answer:
4 and 15
Step-by-step explanation:
Rotations are usually how many degrees?
Answer:
360
Step-by-step explanation: a rotation is 80 times 4
Answer:
360
Step-by-step explanation:
Because that's the degree of the angle when you spin
Right 20 7 and 500/22000 in decimal form
Answer:
20.7 and 500.200
Step-by-step explanation:
Answer:
20/7 = 2.8571
500/22000 = 0.0227
Step-by-step explanation:
8. Calculate the length of r or st
9514 1404 393
Answer:
30 miles
Step-by-step explanation:
The Law of Sines is used for this purpose. The angle at R is the difference ...
180° -(23° +34°) = 123°
Then the length r satisfies ...
ST/sin(R) = RT/sin(S)
ST/sin(123°) = (20 mi)/sin(34°)
ST = (20 mi)sin(123°)/sin(34°) ≈ 30.00 mi
The length of r or ST is 30 miles.
2.75 + (-2)+(-6.25)
I am so bad at math please help me
Answer:
-5.5
Step-by-step explanation:
2.75+(-2)+(-6.25)=-5.5
plz help I k ow she is incorr3ct but idk if it's c or d
for 15 pts!!!
Answer:
c
Step-by-step explanation:
19. Express 9/4
as a decimal fraction.
Record your answer and fill in the bubbles on your answer document. Be
sure to use the correct place value.
9/4
(8+1)/4
8/4 + 1/4
2 + 0,25
2,25
HELPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
Answer:
kayla and 9968
Step-by-step explanation:
Answer:
Jeff, 9968
Step-by-step explanation:
you can take the tens and ones of the number you are multiplying by and use those number to multiply by the first number
50 is in the tens
6 is in the ones
178×56= 9968
!answer please please with explanation
Answer:
D
Step-by-step explanation:
1.013^(t+25)=(1.013^t) x (1.013^25)
The amounts of household waste generated in a region during two years were 23,400,000tons and 48,100,000tons. what was the total household waste generated over these two years in the region, expressed in scientific notation? (1 point)
If you want to buy an item in a store that costs $15 and is on sale for 15% off, then how much would the item actually cost you after the discount? Round to the nearest cent.
Answer:
its 10 or 20 which every cause its 0.15 cents
Step-by-step explanation:
Bruh I’m dumb pleaseeeee help
Answer:
m is the slope
x is the variable
b is the y-intercept
Mai purchased a prepaid phone card for $25. Long distance calls cost 19 cents a minute using this card. Mai used her card only once to make a long distance call. If the remaining credit on her card is $22.34, how many minutes did her call last?
(7TH GRADE MATH) Based on her recipe, Elena knows that 5 servings of granola have 1,750 calories.
Wrote an equation to represent the relationship between the number of calories and the number of servings of granola. (think y=kx)
Answer:
under y is 700 im guessing under the two would be like 1/2 i dont know k
what is 32% of 65?????????????????????????????????????
Answer:20.8 is the correct answer
Step-by-step explanation:asked Siri
What are the answers for questions for #’s 4, 6 and 8. You can answer the others if you want but don’t have to! Thank you!!! 15 POINTS!!!!!
Answer:
[tex]question \: \: 4. : \\ 320 \: miles = 3 \: inches. \\ question \: \: 6. : \\586 \frac{2}{3} \: miles = 5.5 \: inches.\\ question \: \: 8. : \\ 9 \frac{1}{10} \: inches =1,092 \: feets.[/tex]
Step-by-step explanation:
[tex]question \: \: 4. : \\ if \: 80 \: miles = \frac{3}{4} \: inch \\ 320 \: miles = \frac{ \frac{3}{4} \: inch \times 320 \: miles }{80 \: miles} \\ \\ 320 \: miles \: = \frac{3}{4} \: inch \: \times 4 \\ 320 \: miles = 3 \: inches. \\ \\ question \: \: 6. : \\ if \: 80 \: miles = \frac{3}{4} \: inch \\ \\ 586 \frac{2}{3} \: miles = \frac{ \frac{3}{4} \: inches \times586 \frac{2}{3} \: miles }{80 \: miles} \\ \\ 586 \frac{2}{3} \: miles = \frac{440}{80} \: inches\\ \\ 586 \frac{2}{3} \: miles = 5.5 \: inches. \\ \\ question \: \: 8. : \\ if \: 1 \: inche = 120 \: feets \\ 9 \frac{1}{10} \: inches = \frac{9 \frac{1}{10} \: inches \times 120 \: feets }{1 \: inche} \\ \\ 9 \frac{1}{10} \: inches = \frac{91 \times 120}{10} \: feets \\ \\ 9 \frac{1}{10} \: inches =1,092 \: feets.[/tex]
If Hailey buys 10 shirts at 10% off and each shirt costs s dollars, which expression is NOT equivalent to the situation?
Answer:
9.90 per shirt
Step-by-step explanation:
10-.10=9.90
One city has a population of about 2,840,000 people. Another city has
about 3,120,000 people. About how many people live in both cities?
Answer:
5,960,000
Step-by-step explanation:
Population in one city= 2,840,000
Population in another city= 3,120,000
Population living in both cities= 2,840,000 + 3,120,000 = 5,960,000
An 8-question true or false quiz is given to a class. If Lee guessed every question,
how many would she expect to be correct?
Work Shown:
n = number of questions = 8
p = probability of getting a question correct = 1/2 = 0.5
n*p = number of questions we expect Lee to get correct
n*p = 8*0.5
n*p = 4
We expect Lee gets about 4 questions correct.
4 question that lee guessed would be correct.
There 8 question of true and false.
Lee guessed every question.
Probability can be defined as ratio of favorable outcomes to the sample of events.
Here,
Probability of guessing right answer = 1/2 = 0.5
Probability of lee guessing right answer out of 8 question.
= 0.5 x 8
= 4
Thus, 4 question that lee guessed would be correct.
Learn more about probability here:
https://brainly.com/question/11234923
#SPJ2
Burcu öğretmen elindeki 96 pembe kâğıdı erkek öğrencilere 136 mavi kâğıdı kız öğrencilere her bir öğrenci eşit sayıda kağıt alıcak şekilde paylaştırıyor sınıftaki öğrenci sayısı 30 dan fazla olduğuna Göre sınıf mevcudu en az kaçtır
Answer:bsnsnsksnsbs so yeah that’s your answer
Step-by-step explanation:
- 9/14 over 2/7 in simplest form step by step
Answer:
-63/28 or 2 1/4
Step-by-step explanation:
when dividing you will be multiplying by the reciprocal of the second fraction. SO it will be...
-9/14 times 7/2
this is... -63/28
Answer:
-9/4
Step-by-step explanation:
-9
-----
14
------------
2
----
7
To divide -9/14 by 2/7, invert 2/7 and multiply instead:
-9 7
------- * -----
14 2
Reducing, we get:
(-9)(1)
--------- = -9/4
(2)(2)
List the steps for developing a model.
Answer:
This is for mathematical modeling. . .
Step-by-step explanation:
Mathematical Modeling-
There are four steps to mathematical modeling:
1. Identify the problem and develop a well-defined question.
2.Look for relations and connections between the variables that are involved.
3. Translate features and relationships you have identified into a mathematical model
4. Verify that the mathematical model accurately represents the situation under investigation.
Simplify the expression:
3+9+2k–2
Answer:
2k+10
Step-by-step explanation:
Good luck!
Suppose that Ashley’s brother, Alex, makes the same dive in 4 increments instead of 6. Write a numerical expression to represent Alex’s elevation change in feet per increment.
Answer:
Step-by-step explanation:
There is one negative number in the expression so the solution will be negative there isn’t a -1 in the denominator to cancel out the -1 in the numerator
Answer: -60 ft/4 increments
Step-by-step explanation:
Two-third of Leon's tropical fish in his tank is equal to one-fourth of harry's tropical fish in his tank Find the ratio of the no. Of Leon's tropical fish to the no. Of harry's tropical fish What fraction of the number of harry's tropical fish is the number of Leon's tropical fish
Answer:
L : H Ratio = 3 : 8 , L as a fraction of H = 3/8
Step-by-step explanation:
Let the no. of Leon's tropical fish be = L
Let the no. of Harry's tropical fish be = H
Given : 2/3 L = 1/4 H
L / H = 1/4 (3/2)
L : H = 3 : 8
Let total fishes or common ratio = x
L = 3/11 (x) , H = 8/11 (x)
Fraction L / H = [ 3/11 (x) ] / [ 8/11 (x) ]
L / H = 3/8
Please, help, this is for my best friend! I will mark Brainliest.
Answer:
[tex]y = - \frac{3}{20} x + 900 \\ \\ y = - \frac{20}{3} x + 6000[/tex]
Step-by-step explanation:
[tex] \\ part \: a. \:( food \: expenses) \\ to \: solve \: these \: problems \: we \: surmone \\ \: the \: following \: laws : \to \\m = \frac{ y_{2} -y_{1} }{x_{2} - x_{1}} = \frac{815 - 812}{390 - 410} = - \frac{3}{20} = - 0.15 \\ the \: general \: slope \:i ntercept \: form \: is : \\ y = mx + c \\ to \: find \: c \: lets\: insert \: any \: two \: pairs \: for \: x \: and \: y \to \\ 812 = - \frac{3}{20} (410) + c \\ 16,240 = - 3(410) + 20c \\ c = \frac{1747}{2} \\ c = 873.5 \\ \\ therefore \: y = - \frac{3}{20} x + 900 \: (i.e \: to \: he \: nearest \: thousand). \\ \\ \\ part \: b. \: (medical \: expenses) \\ to \: be \: able \: to \: solve \: these \: problems \: we \: surmone \\ \: the \: following \: laws : \to \\m = \frac{ y_{2} -y_{1} }{x_{2} - x_{1}} = \frac{390 - 410}{815 - 812} = - \frac{20}{3} = - 6.667 \\ the \: general \: slope \:i ntercept \: form \: is : \\ y = mx + c \\ lets \: find \: c \: by \: insert \: any \: two \: pairs \: for \: x \: and \: y \to \\ 410 = - \frac{20}{3} (812) + c \\ 1230 = - 20(812) + 3c \\ c = \frac{17470}{3} \\ c = 5823.3333 \\ \\ therefore \: y = - \frac{20}{3} x + 6000 \: (i.e \: to \: he \: nearest \: thousand). \\ \\ [/tex]
Answer:
y= -3/20x+90
y= -20/3x+6000
Step-by-step explanation:
Algebra, help please ASAP
(-3x +4)(2x -1) Aka question A
Mrs. Wells has a swimming pool that is 12 m long and 4 m wide in her backyard.
What is the area of the space that the pool covers in her backyard?
Answer:
48.
Step-by-step explanation:
To find area, you need to multiply. If you multiply 12x4 you get 48, if that makes sense.
The types of problems found on ancient papyri, books, and tablets focuses primarily on problems that relate to daily life. The solution methods for many ancient cultures are generally verbal, with mathematical statements written out in words. Why did most ancient cultures primarily write out their mathematical texts in words?
Answer:
Most ancient societies had symbols to represent numbers, but they did not have symbols to represent operations or unknown quantities. Thus, the problems and solutions to the problems had to be written in word form.
Step-by-step explanation:
Sample response :)
Answer:
Most ancient societies had symbols to represent numbers, but they did not have symbols to represent operations or unknown quantities. Thus, the problems and solutions to the problems had to be written in word form.
Step-by-step explanation: