HELP FAST I'LL MARK YOU BRAINLIEST What is an equation of the line that passes through the point (−2, 3) and is perpendicular to the line whose equation is y = 3/2( x ) − 4?

Answer:

$800.36

Step-by-step explanation:

429+289=748

7% of 748= 52.36

748 + 52.36=800.36

The total price of the dishwasher and microwave after the sales tax of 7% will be $800.36.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

Jill is buying new appliances.

The cost of the dishwasher is $459 and the cost of the microwave is $289.

The total amount of the dishwasher and microwave will be

Total amount = 459 + 289

Total amount = $748

Then the price of the dishwasher and microwave after the sales tax of 7% will be

Total price = 7% of $748

Total price = 1.07 x $748

Total price = $800.36

Then the total price of the dishwasher and microwave after the sales tax of 7% will be $800.36.

More about the Algebra link is given below.

https://brainly.com/question/953809

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Answer:

$13,766.70

Step-by-step explanation:

Since he paid 56% with the scholarship, that means $6,057.35 is 44% of the total tuition

To find the total cost of tuition, divide 6,057.35 by 0.44

6,057.35/0.44

= 13766.70

So, the cost of Parker's tuition was $13766.70

Answer:

4 and 4/15=c. 2 and 2/15=p.

Step-by-step explanation:

I am younger than 12 i dont have much experience; done 2 or 3 problems like this...

first lets make it simpler...

2c+4p=11.20 is the same as c+2p=5.6

then subtract one from the other and you get 4c+2p=12.8

simplify again 2c+p=6.4

so the ratio of c to p is 2:1. Multiply 6.4 by 2/3 to get what c is... 64/15

64/15 is 4 and 4/15. then divide by 2 to get what p is so 64/15÷2=32/15 which is 2 and 2/15.

Answer:

The answer is The corresponding x-value when y equals 1

Answer:

No I think it hell not a maybe

Step-by-step explanation:

Answer: 409.6

Step-by-step explanation:

Let the total number of sixth grade students be represented by x.

We are further told that 5/8 of the sixth grade students at clearview middle school buy their lunch which was about 256 students. We can represent this into an equation as:

5/8 × x = 256

0.625x = 256

x = 256/0.625

x = 409.6

Answer: ten dollars an hour that seems simple

Step-by-step explanation:

pls mark brainlist

Answer:

10.00

Step-by-step explanation:

Answer:

m=3 is the slope of this equation y=3x-4

Answer:

One is a = 2, b = 3 AND another one is a = 11, b = 12

Step-by-step explanation:

They all fit this description. b = 1+a

Answer:

2

Step-by-step explanation:

In this question, we will have to solve the expression with our given variable.

Plug in 4 to x and solve:

-0.4(3(4) - 2) + 2 + 4

-0.4(12 - 2) + 2 + 4

-0.4(10) + 2 + 4

Evaluate -0.4(10):

-4 + 2 + 4

-2 + 4

2

Your final answer would be 2.

Answer:

12

Step-by-step explanation:

Given That:

1 gray t-shirt for every 2 black shirt

Number of gray shirts bought = 6 to ensure that number of gray and black t-shirts are the same

Before:

If x = number of gray t-shirt

Number of black t-shirts = 2x

Now :

After buying 6 gray t-shirts

x + 6 = 2x

6 = 2x - x

6 = x

x = 6

Hence,

Numbe of gray and black t-shirt now is :

x + 6 = 6 +6 = 12

2(x) = 2 * 6 = 12

Answer:

place a point at (0, 4) and (-4, 0) and draw a line through them

Step-by-step explanation:

to graph something, place a point at the slope intercepts.

to find the y intercept, set x to 0

y = 0 + 4

y = 4

the y intercept is 4, or (0, 4)

to find the x intercept, set y to 0

0 = x + 4

0 - 4 = x + 4 - 4

0 - 4 = x

-4 = x

the x intercept is -4 or (-4, 0)

Answer Mr. Gerard speed was at most 25 miles per hour before the curve

Step-by-step explanation:

How to solve the speed Mr. Gerard was driving before the curve

Let’s just assume that Gerard went exactly the speed limit 15 miles per hour (mph) after when he slowed down by 10 miles per hour and drove around the curve. The reason why I’m using exactly 15mph is because it’s the max speed he can go. He can go 15 miles per hour and still be safe, but it’s just that he can’t go any faster than that.

Now, you can do 15 + 10 to find the speed he went before he drove around the curve. So, that would be 25mph before he drove around the curve.

You might be asking: What if he went slower than 25mph before he drove around the curve, and what if he went faster than 25mph?

-When he drives exactly 25mph and slows down by 10mph when he makes the turn around the curve, he’s going exactly 15mph which it safe for him because it’s not faster than 15mph.

-It could be possible that he went slower than 25mph before he drove around the curve, but he still will be safe because when he makes the turn around the curve and slows down by 10 miles per hour, now he’ll reach below 15 miles per hour which is even safer for him. Here’s an example for you to understand: Let’s say he drove 23mph before the curve (which is less than 25mph). As soon as he makes the turn around the curve, he slows down by 10mph. So after he goes around the curve, he’s going 13mph, which is less than the speed limit 15mph. You can take any number less than 25mph and he’ll still be safe because it will be less than 15mph.

-Now, if he went faster than 25mph, he wouldn’t be safe anymore because after when he slows down by 10mph and goes around the curve, he’ll be above the speed limit of 15mph. Here’s an example for you to understand: Let’s say he drove 27mph before the curve (which is faster than 25mph). As soon as he makes the turn around the curve, he slows down by 10mph. So after he goes around the curve, he’s going 17mph, which is faster than the speed limit 15mph.

Answer: Mr. Gerard speed was at most 25 miles per hour before the curve

Graphing it

A way to graph this is to write out a compound inequality. You can write it as:

0 < y ≤ 25  ⇒ Where any speed has to be less than or equal to 25 miles per hour, because 25 miles per hour is the most/biggest speed Mr. Gerard can drive. But it has to be greater than 0 because you can’t go negative miles per hour, or 0 miles per hour

The graph is shown below ↓

I don’t know what graph you want, or how your teacher wants you to graph it. So I put two options for you :)

I hope you understand and that this helps with your question! :)

Answer:A=X x=8

B=x X=9

C=x X=10

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

Answer:

True

Step-by-step explanation:

Answer:

Length

√45 units

Distance

√13 units

Step-by-step explanation:

Here, we want to calculate the length and the distance between the points

To calculate the length, we need the coordinates of the points

These are;

(1,-2) and (4,4)

the length can be calculated using the formula for the distance between two points

Mathematically, that will be;

D = √(x2-x1)^2 + (y2-y1)^2

D = √(1-4)^2 + (-4-2)^2

D = √(9 + 36)

D = √45 units

We use the same formula to get the distance between the two given points

that will be;

D = √(5-3)^2 + (-2-1)^2

D = √(2)^2 + (3)^2

D = √13 units

Answer:

40 degrees:)

Step-by-step explanation:

We have been given a diagram. We are asked to find the measure of angle EBD.

Since ray BD is angle bisector of angle EBC, so measure of angle EBD will be equal to measure of angle DBC.

Answer:

x = 45°

y = 90°

Step-by-step explanation:

Angles in a Triangle

The sum of the internal angles in a triangle is 180°.

On the other hand, the tick marks on the triangle tell us it's an isosceles triangle, thus the angle formed at both sides of the triangle is x.

Finally, angle x and 135° are a linear pair that always add up to 180°, thus

x = 180 - 135 = 45

x = 45°

The angle y can be found by completing the measure needed to 180°:

x + x + y = 180

y = 180 - 2x = 180 - 90

y = 90°

Answer:

Step-by-step explanation:

H

Answer:

15

Step-by-step explanation: 3x5=15

so thx 4 the points

Answer:

x=37 CD=20

Step-by-step explanation:

We know this becuase the two triangles are congruent.

Answer:

0.32 is the answer. to this question

Technically that would be 9p only because p stand for 1 so 8+1=9.