Need help with Pre college

Answer:

Let the youth and adult tickets be y and x respectively.

6y + 5x ---> (1)

From statement (1):

(1) × 14

84y + 70x

For every 70 adult tickets sold, 84 youth tickets were sold.

Total number of tickets sold= 70 + 84

                                              = 154

Answer:

Step-by-step explanation:

J

B = 3J

T = J + 5

J + 3J + J + 5 = 60

5J = 55

J = $11

B = $33

T = $16

The amount earned by Jim, Bill and Tom is equal to [tex]\boldsymbol{\$ 11},\boldsymbol{\$ 33},\boldsymbol{\$ 16}[/tex].

Let .

The amount earned by Jim be [tex]\boldsymbol{x}[/tex].

Amount earned by Bill [tex]=\boldsymbol{3x}[/tex]

Amount earned by Tom [tex]=\boldsymbol{x+5}[/tex]

Total amount earned by all [tex]=\boldsymbol{\$ 60}[/tex][tex]x+3x+x+5=60\\5x=55\\x=11[/tex]

So,

Amount earned by Jim [tex]=\boldsymbol{\$ 11}[/tex]

Amount earned by Bill [tex]=3(11)[/tex] [tex]=\boldsymbol{\$ 33}[/tex]

Amount earned by Tom [tex]=11+5[/tex] [tex]=\boldsymbol{\$ 16}[/tex]

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Exact Form:

x

=

7

2

x

=

7

2

Decimal Form:

x

=

3.5

x

=

3.5

Mixed Number Form:

x

=

3

1

2

Answer:

X=3.5

Step-by-step explanation:

What you do is take -9 to 9 and -23. Next subtract -23 and 9. Then drop 4x and then divided 4x by 14 and you will get 3.5 as your answer.

Hope it helped!

Answer:

Step-by-step explanation:

Your equation makes no sense.

I will ASSUME you mean

y = -x² - 2x + 3

which can be factored

y = (x + 3)(-x + 1)

x intercepts occur when y = 0

0 = (x + 3)(-x + 1)

which means either

x + 3 = 0

x = -3

or

-x + 1 = 0

x = 1

x intercepts are (-3, 0) and (1, 0)

The vertex will occur halfway between these point

x = (-3 + 1) / 2 = -1

so vertex = y = -(-1)² - 2(-1) + 3 = 4

(-1, 4)

Answer:

Step-by-step explanation:

wheres the graph

Answer:

How much money does priya have after 10 weeks? 320

How long did it take her to save 200? 5

How much did priya have in her savings account when she started to save regularly? 80

Step-by-step explanation:

Answer:

6 yards, 2 feet

Step-by-step explanation:

9yards and 1 ft - 8 feet= 6.66666667 yards

6.66666667 yards=6 yards, 2 feet

6 yards, 2 feet

hope it helps

Rewrite the innermost expressions with negative exponents:

[tex]\displaystyle \left[\left(\frac{a^6}{5b^{-1}}\right)^2 \cdot \left(\frac{b}{9a^{-11}}\right)^{-1}\right]^{-3}[/tex]

[tex]\displaystyle \implies \left[\left(\frac{a^6b^1}{5}\right)^2 \cdot \left(\frac{ba^{11}}{9}\right)^{-1}\right]^{-3}[/tex]

[tex]\displaystyle \implies \left[\left(\frac{a^6b^1}{5}\right)^2 \cdot \left(\frac9{ba^{11}}\right)^1\right]^{-3}[/tex]

Simplify the product:

[tex]\displaystyle \implies \left[\left(\frac{a^6b}{5}\right)^2 \cdot \frac9{ba^{11}}\right]^{-3}[/tex]

[tex]\displaystyle \implies \left[\frac{\left(a^6b\right)^2}{5^2} \cdot \frac9{ba^{11}}\right]^{-3}[/tex]

[tex]\displaystyle \implies \left[\frac{\left(a^6\right)^2b^2}{25} \cdot \frac9{ba^{11}}\right]^{-3}[/tex]

[tex]\displaystyle \implies \left[\frac{a^{12}b^2}{25} \cdot \frac9{ba^{11}}\right]^{-3}[/tex]

[tex]\displaystyle \implies \left[\frac{9ab}{25}\right]^{-3}[/tex]

Rewrite the last negative exponent:

[tex]\implies \boxed{\left(\frac{25}{9ab}\right)^3}[/tex]

Answer:

16

Step-by-step explanation:

x+y=30  solve for x   x=30-y

substitute x with 30-y and solve

11.25x+22.4y=515.9

11.25(30-y)+22.4y=515.9

337.5+11.15y=515.9

11.15y=178.4

y=16

since we're solving for just large candles it's 16

if need small cangle number 30-16=14

Answer:

B. 6

Step-by-step explanation:

D. 12 cant be multiplied to get 18

C. 4 cant be multiplied to get 18

A. 2 is a common factor of 12 and 18 but not the greatest.

B. 6 times 2 is 12 and 6 times 3 is 18 so 6 is the greatest common factor.

Answer:

B

Step-by-step explanation:

Factors of 12: 1, 2, 3, 4, 6, 12

Factors of 18: 1, 2, 3, 6, 9, 18

The common ones are 1, 2, 3, and 6. The greatest one among these is 6.

Factors are numbers you multiply with another natural number to get another number. For example, the factors of 16 will be all the numbers that can be multiplied with an integer to get 16. 1* 16 is 16, so 1 will work. 2 *8 is 16, so 2 will work. But, 3 * 16/3 is 16 so 3 won't work. You get the point. Hope this helps and pls give brainliset.

Answer:

$24.00

Step-by-step explanation:

8x3=24

Answer:

It's Micrograms. The rest are from the imperial system, which is the system that is commonly used in the United States. The metric system is an international system for scientists and mathematicians to use so that sharing and giving information is a lot easier when conveying to other people around the world.

at the beginning of year 4, only 3 years have elapsed, the 4th year hasn't started yet, since it's at the beginning, so at the beginning of year 4 we can say only 4-1 years have elapsed.

[tex]~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\$700\\ r=rate\to 5\%\to \frac{5}{100}\dotfill &0.05\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{annually, thus once} \end{array}\dotfill &1\\ t=\textit{elapsed years}\dotfill &3 \end{cases}[/tex]

[tex]A=700\left( 1 + \frac{0.05}{1} \right)^{1\cdot 3}\implies A = 700(1+0.05)^3\implies A(4)=700(1+0.05)^{4-1} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill A(n)=700(1+0.05)^{n-1}~\hfill[/tex]

[tex] \frac{5}{7} \: \: \: of \: \: \: x = \frac{5}{21} \\ = > \frac{5x}{7} = \frac{5}{21} \\ = > 5x = \frac{5}{21} \times 7 \\ = > 5x = \frac{5}{3} \\ = > x = \frac{5}{3} \times \frac{1}{5} \\ = > x = \frac{1}{3} [/tex]

Answer:

[tex]x = \frac{1}{3} [/tex]

Hope you could get an idea from here.

Doubt clarification - use comment section.

Answer:

  linear

Step-by-step explanation:

The function is linear if the ratio of changes in y to changes in x is the same for any set of (x, y) pairs.

  first two pairs: (y2 -y1)/(x2 -x1) = (7 -4)/(2 -1) = 3/1 = 3

  second two pairs: (y3 -y2)/(x3 -x2) = (16 -7)/(5 -2) = 9/3 = 3

The slopes between points are the same for any pair of points, so they all lie on the same line. The function is linear.

Answer:

7296 / 24 = 304

9216 / 18 = 512

Answer:(-3,-2)

Step-by-step explanation:i did the test

Answer: C -3,-2

Step-by-step explanation:

Answer: Carol bought 4 pounds(lb) of meat.

Explanation: 0.32 x 5 = 1.60, and 0.8 x 3 = 2.40, and 1.60 + 2.40 = 4.

The weight of the meat bought by Carol is 4 pounds.

In mathematics, expression is defined as the relationship of numbers, variables, and functions using mathematical signs such as addition, subtraction, multiplication, and division.

Given that Carol bought 5 pork chops and 3 steaks. Each pork chop weighed 0.32 pounds and each steak weighed 0.8 pounds.

The weight of the meat will be calculated as:-

0.32 x 5 = 1.60,

0.8 x 3 = 2.40,

Total weight,

1.60 + 2.40 = 4 pounds

Therefore, the weight of the meat bought by Carol will be 4 pounds.

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Answer:

20 inches

Step-by-step explanation:

If that's centimeters on the x-axis and inches in the y-axis, then the slope is 2/5 and the y-intercept is 0.

[tex]y=\frac{2}{5}x[/tex]

The slope of 2/5 in this context means 2 inches per 5 centimeters. Then, either by solving the equation or by graphing the line, you can determine that there are about 20 inches in 50 centimeters.

Answer:

[tex]m=-2\ 000; q=17\ 000[/tex]

Step-by-step explanation:

First of all, whoever formatted that table is a criminal.

Now, slope first, it's the easiest: the slope in a table like that is the difference between two consecutive position: ie [tex]13\ 000 - 15\ 000[/tex] or [tex]11\ 000-13\ 000[/tex], being careful of subtracting the higher position (not value!) minus the lower, or right minus left. Your slope thus is [tex]-2 \ 000[/tex]. Intercept is found in two ways. One is writing the line in point slope form based on any two values and the slope we found, or since we're jumping integer to integer, you can look at the table in reverse and notice that if you go backwards (ie from 4 to 3 to 2 to 1) the value is increasing by 2000 every time. The intercept [tex]q[/tex]will be the value at 0, or 17 000

Answer:

Step-by-step explanation:

Example 1: Changing the whole number 5 into a fraction.

Take the whole number (5), add a line below it (/), then add a 1 to the denominator.

5 = 5/1

Example 2: Changing the whole number 5 into a fraction.

Take the whole number (5), multiply it by 2 add a line below it (/), then add a 2 to the denominator.

5 = (5*2)/2 = 10/2

***This can be reduced to 5/1***

Example 3: Changing the whole number 5 into a fraction.

Take the whole number (5), multiply it by 3 add a line below it (/), then add a 3 to the denominator.

5 = (5*3)/3 = 15/3

***This can also be reduced to 5/1***

If you follow the pattern, you will realize all whole numbers are fractions already.

They are fractions with a denominator of 1. This fraction can be manipulated with all of the same standard rules you would traditionally use with fractions, even when the denominator isn’t shown.

A fraction is simply a way to describe portions of a whole. The denominator simply tells you how many pieces to break the whole into. When the denominator is 1, you are breaking the whole into one piece (or not breaking it apart at all.

I hope this helps.

Answer:

8

Step-by-step explanation:

8

Answer:

it's a

Step-by-step explanation:

the formula for volume is height×width×length

7×4×3=84

voila!

[tex] \frac{1}{ \sqrt{7} -(- 2)} \\ rationalizing \: \: \: the \: \: \: denominator \: \: \: we \: \: \: have \\ = \frac{1}{ \sqrt{7} + 2 } \times \frac{ \sqrt{7} - 2}{ \sqrt{7} - 2} \\ = \frac{ \sqrt{7} - 2}{ {( \sqrt{7} )}^{2} - {(2)}^{2} } \\ = \frac{ \sqrt{7} - 2 }{7 - 4} \\ = \frac{ \sqrt{7} - 2}{3} [/tex]

Hope you could get an idea from here.

Doubt clarification - use comment section.

Given that:

1/(√7 - 2)

The denominator is (√7-2).

We know

The rationalising factor of (√a-b) is (√a+b)

Therefore, the rationalising factor of √7-2 is √7+2.

On rationalising the denominator them

⇛[1/(√7-2)]×[(√7+2)/(√7+2)]

⇛[1(√7+2)]/[(√7-2)(√7+2)]

Since, (a-b)(a+b) = a²-b²

Where, a = √7 and b = √2.

⇛[1(√7+2)]/[(√7)²-(2)²]

⇛[1(√7+2)]/[(√7*7)-(2*2)]

⇛[1(√7+2)]/[7-4]

⇛[1(√7+2)]/3

⇛(√7+2)/3

Hence, the denominator is rationalised.

also read similar questions:

Answer:

-1

Step-by-step explanation:

-3(2) = -6 + 5 = -1

Answer:

-1

Step-by-step explanation:

-3u + 5 =?

when u=2

= -3(2) + 5

= -6 + 5

= -1

Answer:15% , 0.15 , 6/40 or 3/20

Step-by-step explanation:

The percent is 15% and 15 hundredths is 0.15 and the fraction is just 6/40.

Answer:

3/20, 0.15, 15%

Step-by-step explanation:

Fraction:

6/40 un-simplified

3/20 simplified

Decimal:

0.15

Percentage:

15%

Answer:

-15%.

Step-by-step explanation:

Subtract 68 by 80 to get -12.

Divide -12 by the absolute value of 80 to get -0.15.

Multiply 100 to -0.15 to get -15.

Explanation:

The general template of a sine function is

y = Asin(B(x-C))+D

The value of B is the only thing that determines the period T. We ignore every other term.

It turns out that T = 2pi/B which can be solved to B = 2pi/T

Plug in the given period of T = 8pi and compute to get

B = 2pi/T

B = (2pi)/(8pi)

B = 2/8

B = 1/4

This means that the term out front of the x is 1/4 and the equation must be [tex]y = \sin\left(\frac{1}{4}x\right)[/tex] which matches with answer choice B.