Answers
Answer:
a.) x = 5
b.) x = 35/2 = 17.5
Step-by-step explanation:
In both problems, we are trying to solve for x, which means we need to isolate it on one side of the equation.
a.) 5/2 x + 1 = 11
5/2 x = 10
Now to divide by a fraction is the same as multiplying by the reciprocal.
x = 10 * 2/5 = 4
b.) 2/7 x - 3 = 2
2/7 x = 5
To divide by a fraction is the same as multiplying by the reciprocal.
x = 5 * 7/2 = 35/2 = 17.5
Related Questions
!!!!!!!!!!!!!!URGENT!!!!!!!
Some information is given about each sphere. Order them from least volume to greatest volume. You may sketch a sphere to help you visualize if you prefer. Sphere A: Has a radius of 4 Sphere B: Has a diameter of 6 Sphere C: Has a volume of 64 Sphere D: Has a radius double that of sphere B.
Answers
The least volume to greatest volume will be sphere B, sphere C, sphere A and sphere D.
What will be the volume of the sphere?The volume of the sphere is calculated as:
= 4/3 πr³
where r = radius
The volume of sphere A will be:
= 4/3 πr³
= 4/3 × π × 4³
= 85.3π
The volume for sphere B will be:
= 4/3 πr³
= 4/3 × π × (6/2)³
= 4/3 × π × 3³
= 36π
The volume for C is given as 64π.
The volume for D has a radius double that of B. This will be Radius = 3 × 2 = 6
= 4/3 πr³
= 4/3 × π × 6³
= 288π
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remember that the practitioner got the correct answer 44% (0.44) of the time. according to emily's model, on average, what proportion of times do we expect the practitioner to guess the correct hand? make sure your answer is a number between 0 and 1.
Answers
Using the probability concept, the proportion of times do we expect the practitioner to guess the correct hand is of 0.44.
What is a probability?The probability of an event in an experiment is calculated as the number of desired outcomes of the experiment divided by the number of total outcomes of the experiment.
The probability can be interpreted as the proportion of times that we expect a trial to happen.
In the context of this problem, this probability is of 44%, as stated for Emily's model, that is, out of 100 trials, the correct answer was obtained in 44 of them, hence the proportion of times do we expect the practitioner to guess the correct hand is of 0.44.
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Write the polynomial in standard form that represents the perimeter of the
quadrilateral. Show and explain the steps that you took in finding the polynomial in
stadard form. Use at least 3-4 sentences in your explanation.
Answers
The polynomial in standard form that represents the perimeter of the quadrilateral is 12x - 3
The quadrilateral is a plane that has four sides.
The sides of the quadrilateral are
3x-2, 2x+1, 5x-2 and 2x
The perimeter of the quadrilateral is the sum of all the sides of quadrilateral
The perimeter of the quadrilateral = 3x-2 + 2x+1 + 5x-2 + 2x
Rearrange the terms and add or subtract the like terms
= 3x + 2x + 5x + 2x -2 + 1 - 2
= (3+2+5+2)x - 2+1-2
= 12x - 3
Hence, the polynomial in standard form that represents the perimeter of the quadrilateral is 12x - 3
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What is an equation of the line that passes through the points ( -4, 5) and
(-4, -2)?
Answers
The equation is x = -4.
How to find the equation?
Use slope and slope intercept form y = mx + b,
Slope = y2 - y1/x2 - x1
Slope = 5 - (-2 )/-4 - (-4) = 7/0 = undefined
Equation of point-slope form,
(y-(-2)) = 7/0(x-(-4))
y+2 = 7/0(x+4)
7(x+4) = 0
x = -4
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multiplication tables from 2 to 20
Answers
multiplication tables from 2 to 20
table of 2
2 x 1 = 2
2 x 2 = 4
2 x 3 = 6
2 x 4 = 8
2 x 5 = 10
2 x 6 = 12
2 x 7 = 14
2 x 8 = 16
2 x 9 = 18
2 x 10 = 20
table of 3
3 x 1 = 3
3 x 2 = 6
3 x 3 = 9
3 x 4 = 12
3 x 5 = 15
3 x 6 = 18
3 x 7 = 21
3 x 8 = 24
3 x 9 = 27
3 x 10 = 30
table of 4
4 X 1 = 4
4 X 2 = 8
4 X 3 = 12
4 X 4 = 16
4 X 5 = 20
4 X 6 = 24
4 X 7 = 28
4 X 8 = 32
4 X 9 = 36
4 X 10 = 40
table of 5
5 x 1 = 5
5 x 2 = 10
5 x 3 = 15
5 x 4 = 20
5 x 5 = 25
5 x 6 = 30
5 x 7 = 35
5 x 8 = 40
5 x 9 = 45
5 x 10 = 50
table of 6
6 x 1 = 6
6 x 2 = 12
6 x 3 = 18
6 x 4 = 24
6 x 5 = 30
6 x 6 = 36
6 x 7 = 42
6 x 8 = 48
6 x 9 = 54
6 x 10 = 60
table of 7
7 x 1 = 7
7 x 2 = 14
7 x 3 = 21
7 x 4 = 28
7 x 5 = 35
7 x 6 = 42
7 x 7 = 49
7 x 8 = 56
7 x 9 = 63
7 x 10 = 70
table of 8
8 x 1 = 8
8 x 2 = 16
8 x 3 = 24
8 x 4 = 32
8 x 5 = 40
8 x 6 = 48
8 x 7 = 56
8 x 8 = 64
8 x 9 = 72
8 x 10 = 80
table of 9
9 x 1 = 9
9 x 2 = 18
9 x 3 = 27
9 x 4 = 36
9 x 5 = 45
9 x 6 = 54
9 x 7 = 63
9 x 8 = 72
9 x 9 = 81
9 x 10 = 90
table of 10
10 x 1 = 10
10 x 2 = 20
10 x 3 = 30
10 x 4 = 40
10 x 5 = 50
10 x 6 = 60
10 x 7 = 70
10 x 8 = 80
10 x 9 = 90
10 x 10 = 100
table of 11
11 x 1 = 11
11 x 2 = 22
11 x 3 = 33
11 x 4 = 44
11 x 5 = 55
11 x 6 = 66
11 x 7 = 77
11 x 8 = 88
11 x 9 = 99
11 x 10 = 110
table of 12
12 x 1 = 12
12 x 2 = 24
12 x 3 = 36
12 x 4 = 48
12 x 5 = 60
12 x 6 = 72
12 x 7 = 84
12 x 8 = 96
12 x 9 = 108
12 x 10 = 120
table of 13
13 x 1 = 13
13 x 2 = 26
13 x 3 = 39
13 x 4 = 52
13 x 5 = 65
13 x 6 = 78
13 x 7 = 91
13 x 8 = 104
13 x 9 = 117
13 x 10 = 130
table of 14
14 x 1 = 14
14 x 2 = 28
14 x 3 = 42
14 x 4 = 56
14 x 5 = 70
14 x 6 = 84
14 x 7 = 98
14 x 8 = 112
14 x 9 = 126
14 x 10 = 140
table of 15
15 x 1 = 15
15 x 2 = 30
15 x 3 = 45
15 x 4 = 60
15 x 5 = 75
15 x 6 = 90
15 x 7 = 105
15 x 8 = 120
15 x 9 = 135
15 x 10 = 150
table of 16
16 X 1 = 16
16 X 2 = 32
16 X 3 = 48
16 X 4 = 64
16 X 5 = 80
16 X 6 = 96
16 X 7 = 112
16 X 8 = 128
16 X 9 = 144
16 X 10 = 160
table of 17
17 x 1 = 17
17 x 2 = 34
17 x 3 = 51
17 x 4 = 68
17 x 5 = 85
17 x 6 = 102
17 x 7 = 119
17 x 8 = 136
17 x 9 = 153
17 x 10 = 170
table of 18
18 x 1 = 18
18 x 2 = 36
18 x 3 = 54
18 x 4 = 72
18 x 5 = 90
18 x 6 = 108
18 x 7 = 126
18 x 8 = 144
18 x 9 = 162
18 x 10 = 180
table of 19
19 x 1 = 19
19 x 2 = 38
19 x 3 = 57
19 x 4 = 76
19 x 5 = 95
19 x 6 = 114
19 x 7 = 133
19 x 8 = 152
19 x 9 = 171
19 x 10 = 190
table of 20
20 * 1=20
20*2=40
20*3=60
20*4=80
20*5=100
20*6=120
20*7=140
20*8=160
20*9=180
20*10=200
what is the use of multiplication chart?
A grid including all the times tables is plainly displayed on a multiplication chart. It's a useful tool for remembering multiplication facts. Make a chart of the math multiplication tables and use it for calculations or daily reading. This will aid in your memorization.
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Which inequality represents the values of x that ensure triangle abc exists? a triangle with side lengths of 6.5 units, 3.5 units, and 2.5 + x units
Answers
The inequality that represents the values of x that ensure the triangle ABC exists is 0.5 < x < 7.5
Inequality is a term used in mathematics to represent a relation that makes an unequal comparison between two functions.
As the lengths of the sides of the triangle are 6.5 units, 3.5 units, and 2.5 + x units, we can use the property which states that the sum of two sides of the triangle is always greater than the third side, therefore;
6.5 + 3.5 > 2.5 + x
10 > 2.5 + x
10 - 2.5 > x
x < 7.5
Now we use the property which states that the difference between two sides of the triangle is always less than the third side of that triangle as follows;
6.5 - 3.5 < 2.5 + x
3 < 2.5 + x
3 - 2.5 < x
0.5 < x
Now we combine both values as follows;
0.5 < x < 7.5
Therefore the inequality that represents the values of x is 0.5 < x < 7.5
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Evaluate the function.
ƒ(x) = −x² + x + 16
Find ƒ(−7)
Answers
Answer:
f(-7) = 58
Write the problem:
f(x) = -x^2 + x + 16
Plug -7 into the equation:
f(-7) = (-7)^2 + (-7) + 16
Solve:
f(-7) = 49 + (-7) + 16
f(-7) = 42 + 16
f(-7) = 58
Hope that helps! Have an amazing rest of your day! Please consider giving me Brainliest! ;)
-38 = -3 + 5v solve for v simplify your answer as much as possible
Answers
Answer:
v = -7
Step-by-step explanation:
-38 = -3 + 5v
add 3 to both sides:
-38 + 3 = -3 + 5v + 3
-35 = 5v
divide both sides by 5:
-35/5 = 5v/5
v = -7
-91=6p + 9 - 4p solve for p
Answers
Answer:
p= - 50
Step-by-step explanation:
Move the p variables to one side and the constant numbers (intergers) to the other
-91=6p + 9 - 4p
-91 - 9 = 6p- 4p
-100 = 2p
[tex]\frac{-100}{2}[/tex] = [tex]\frac{2p}{2}[/tex]
-50 = p
p= -50
ANSWER: p=50
-91=6p + 9 - 4p solve for p
1. 6p - 4p = 2p
2. -91= 2p + 9
-91-9= 100
3. 100 = 2p
p= 100/2
p= 50
DUE TODAY ASAP!! Megan has $50 and saves $5.50 each week. Connor has $18.50 and saves $7.75 each week. After how many weeks will Megan and Connor have saved the same amount?
Include step by step explanation for brainliest.
Answers
If Megan has $50 and saves $5.50 each week. Connor has $18.50 and saves $7.75 each week. Then after 14 weeks Megan and Connor have saved the same amount.
What is Equation?Two or more expressions with an equal sign is called as equation.
Let x=the number of weeks
For Megan we have:
50+5.5x
For Connor we have:
18.50+7.75x
Let us equate Megan's and Connor to have same amount.
50+5.5x=18.50+7.75x
Let us take variables on one side and numbers on other side.
50-18.50=7.75x-5.5x
31.5=2.25x
Divide both sides by 2.25
x=14
Hence after 14 weeks Megan and Connor have saved the same amount.
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What is the quotient of 8.252 ÷ 0.4?
Answers
Liam buys some fruit for £26.55.
He pays the exact amount using two notes and four coins.
List the notes and coins Liam could have used.
Answers
Answer:
£20 note, £5 note, 50p,50p,50p, 5p
Step-by-step explanation:
Liam buys some fruit for £26.55 by paying 2 notes of £20 and £5 and 3 coins of 50 cent and one coin of 5 cent.
What is addition?Combining objects and counting them as one big group is done through addition. In arithmetic, addition is the process of adding two or more integers together. Addends are the numbers that are added, and the sum refers to the outcome of the operation.
Given:
Liam buys some fruit for £26.55.
He pays the exact amount using two notes and four coins.
So, possible notes are £1, £5, £10 and £20.
And the possible coins are 1¢, 5¢, 10¢, 25¢, 50¢, and £1.
So, through trial and error,
we get notes of £20 and £5.
And the coins are three coins of 50 cent and 1 coin of 5 cent.
The total amount = adding the amount of notes and coins.
£26.55 = £20 + £5 + 3(50¢) + 5¢
Therefore, notes of £20 and £5 and the coins are three coins of 50 cent and 1 coin of 5 cent, Liam used.
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12. At first, the ratio of Julian's money to Max's money was 11: 8. After each of them bought a calculator for $13.60, the ratio of Julian's money to Max's money became 3:2. How much money did Julian have at first?
Answers
Answer:
ry shortening your search to focus on the most important keywords or phrases.
Step-by-step explanation:
Which system of inequalities is represented by the graph?
Answers
Answer:
C ( third choice )
Step-by-step explanation:
It has two equations with the operator ' > ' ( due to the dashed lines )
and one equation with the operator ' ≤ ' ( due to the solid line)
So that narrows the choices to B or C
C fits the line on the Left of the graph
when x = - 4 y = -3 (-4) - 6 = 12 -6 = 6
There are 750 students in the seventh grade class and 625 students in the eighth grade class at Brookland Middle School. There are 1,375 total students at the school. About what percent of students attending Brookland MIddle School are in seventh grade? Help asap!!
Answers
The percentage of students in Brookland Middle School who are attending seventh grade is 54.54%
What is percentage?
In mathematics, a percentage is a number or ratio that is expressed as a fraction of 100. Although "pct," "pct," and occasionally "pc" are also used as abbreviations, the percent symbol "%" is most usually used to denote it. A% is a number that has no dimensions and is dimensionless (pure).
We know that, to get the value of percentage we have to divide the value for which percentage needs to be calculated by total value and then multiply the resultant by 100.
So, we will divide the number of student in seventh class by the total number of student and then multiply it with 100.
(750/1375)100 = 54.54 %
Therefore, percentage of students attending Brookland Middle School are in seventh grade is 54.54%.
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What are both answers
Answers
The most appropriate choice for percentage will be given by-
a)Percentage of people arrive at their office before 7 am = 10%
b)Percentage of people arrive at their office after 7:59 am = 64 %
What is percentage?
Suppose, there is ratio of two numbers and it has to be expressed as a fraction of 100, percentage is that ratio.
So percentage is the ratio of two numbers expressed as a fraction of 100.
Here,
a) Number of people arrive at their office before 7 am = 15
Total number of people = 15 + 39 + 75 + 21
= 150
Percentage of people arrive at their office before 7 am = [tex]\frac{15}{150}\times 100[/tex]
= 10%
b)Number of people arrive at their office after 7:59 am = 75 + 21
= 96
Percentage of people arrive at their office after 7:59 am = [tex]\frac{96}{150}\times 100[/tex]
= 64 %
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Rewrite the expression as the sum of two numbers.
2(16 + 23)
Answers
2(16 + 23)
Distributing the 2:
2(16) + 2(23)
This could be an answer.
Completing the equation:
2(16) + 2(23)
32 + 46
This could be an answer as well.
order the following mumbers from least to greatest 1 8/251.35/4
Answers
Answer
(5/4) < 1.3 < 1 (8/25)
Explanation
We are told to order the given numbers from the least to the greatest number.
To do that, we will need to express the numbers in decimal form, so it is evident which one is bigger.
1 (8/25)
= 1 + (0.32)
= 1.32
1.3
= 1.30
(5/4)
= 1.25
We can easily see that
1.25 < 1.30 < 1.32
In the form of the numbers given, we have
(5/4) < 1.3 < 1 (8/25)
Hope this Helps!!!
6. If a = 2, b = 3, Evaluate 15-ab. Show all your work.
Answers
Answer:
9
Step-by-step explanation:
15-2*3
15-6
9
Jesus loves u hope it helps
Step-by-step explanation:
that means "calculate the result with these values".
the expression is
15 - ab
or
15 - a×b
for a = 2, b = 3 this gives us
15 - 2×3 = 15 - 6 = 9
What is the equation of the line that passes through the point
(3,-7) and has a slope of -4/3
Answers
Using point-slope form, the equation is [tex]y+7=-\frac{4}{3}(x-3)[/tex].
Answer:
y = - [tex]\frac{4}{3}[/tex] x - 3
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
here m = - [tex]\frac{4}{3}[/tex] , then
y = - [tex]\frac{4}{3}[/tex] x + c ← is the partial equation
to find c substitute (3, - 7 ) into the partial equation
- 7 = - 4 + c ⇒ c = - 7 + 4 = - 3
y = - [tex]\frac{4}{3}[/tex] x - 3 ← equation of line
HELP!!!! i dont understand
Answers
Answer:
Step-by-step explanation:
lol i poopeed
in a class there are 6 girls and 4 boys. (a) two students are chosen at random from the class. in how many ways can this be done? (b) if it is necessary for there to be one girl and one boy, how many ways are possible?
Answers
Two students are selected at random from the class this can be done in 45 ways.
It is necessary for there to be one girl and one boy this is done in 24 ways.
In a given class there are six( 6 ) girls and four( 4 ) boys.
In this case, there are given two cases that two students are selected at random from the class, In how many ways can this be done
And the other case is it necessary for there to be one girl and one boy, how many ways are possible
To solve the two cases we use Combinations;
Total number of students in a class = 6 + 4 = 10
For case ( 1 ):
Two students are selected at random from the class this can be done by;
A = ¹⁰C₂
A = [tex]\frac{10!}{2!*(10-2)!}[/tex]
A = 45
For case ( 2 ):
It is necessary for there to be one girl and one boy thus is done by;
B = ⁶C₁ ˣ ⁴C₁
B = [tex]\frac{6!}{1!*(6-1)!} \\[/tex] ×[tex]\frac{4!}{1!*(4-1)!}[/tex]
B = 6 × 4
B = 24
Two students are selected at random from the class this can be done in 45 ways.
It is necessary for there to be one girl and one boy this is done in 24 ways.
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Fatima uses 3 cups of flour to bake 33 healthy muffins. Describe the relationship between the cups of flour and the amount of healthy muffins baked.
Answers
The relationship between the cups of flour and the number of healthy muffins baked is C = 11M.
What is an equation?An equation is a representation variable and constants on both sides of the equality showing that terms of both sides of the equality sign are equal.
According to the given Fatima uses 3 cups of flour to bake 33 healthy muffins.
Assuming no. of cups to be C and no. of Muffins to be M.
If we divide M/C we get a scale factor of 11.
∴ The relationship between the cups of flour and the number of healthy muffins baked is C = 11M Or M = C/11.
We can put values of C and M to confirm that our equation is correct.
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Which are clearly sources of intentional bias? Select all that apply.
A blood pressure measuring device is later found to be inaccurate.
A test is taken using a computer. Students from households without a computer are at a disadvantage.
A math teacher is testing a new method of factoring trinomials. The teacher offers students in the class using the new method help sessions outside of class time. The class using the traditional method are not offered help sessions.
A study compares the cholesterol level of subjects eating a high-fat diet to subjects eating a low-fat diet. The blood test was later found to be inaccurate.
Two labs were asked to compare the effectiveness of a new medicine to treat kidney infections to the currently used drug. The researcher at one lab chose only healthy subjects for the new drug group, and gave less healthy patients the traditional drug.
The researcher at another lab included both healthy and sick subjects in order to better represent the population.
Answers
The options that are clearly sources of intentional bias include:
A test is taken using a computer. Students from households without a computer are at a disadvantage.A math teacher is testing a new method of factoring trinomials. The teacher offers students in the class using the new method help sessions outside of class time. The class using the traditional method are not offered help sessions.Two labs were asked to compare the effectiveness of a new medicine to treat kidney infections to the currently used drug. The researcher at one lab chose only healthy subjects for the new drug group, and gave less healthy patients the traditional drug.What is bias?It should be noted that bias in sampling simply gives an inaccurate information about the population.
It should be noted that using news devices for some people and using old devices is a bias that's intentional.
Also, when the test is taken using a computer, those that don't have computers will be affected. This is bias.
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Select the equation for the line in point-slope form.
Answers
Answer:
(d) y -8 = -5/8(x +8)
Step-by-step explanation:
You want the point-slope equation for the line through the points listed in the table.
Point-slope formThe point-slope form of the equation for a line is ...
y -k = m(x -h) . . . . . . . line with slope m through point (h, k)
ApplicationThe first point listed in the table is (h, k) = (-8, 8), so the equation will be of the form ...
y -8 = m(x -(-8))
y -8 = m(x +8)
Comparing this form to the answer choices, we see that it matches choices (b) and (d). These have m = -8/5 and m = -5/8, respectively.
SlopeThe slope of the line is given by the formula ...
m = (y2 -y1)/(x2 -x1)
m = (4 7/8 -8)/(-3 -(-8)) = (-3 1/8)/5
Clearly the magnitude of this is less than 1, so cannot match m=-8/5, which has a magnitude greater than 1. The appropriate answer choice is (d):
[tex]\boxed{y-8=-\dfrac{5}{8}(x +8)}[/tex]
__
Additional comments
The slope can be worked out to be ...
(-3 1/8)/5 = (-25/8)/5 = -5/8
This confirms our answer choice.
We know the magnitude of (-3 1/8)/5 is less than 1 because 3 1/8 < 5.
the like term of 9x^3
Answers
The most appropriate choice for algebraic expressions and like terms will be given by the like terms of [tex]9x^3, 16x^2y, -8x^3,12xy^2,6x^3[/tex] are [tex]9x^3, -8x^3, 6x^3[/tex]
What are algebraic expressions and like terms?
Algebraic expressions are the expressions consisting of numbers, variables and arithmetic operations.
[tex]2x + 3y + z[/tex] is an example of algebraic expression. An algebraic expression consists of one or more terms.
The terms having the same variable are known as like terms.
Here,
The terms of [tex]9x^3, 16x^2y, -8x^3,12xy^2,6x^3[/tex] having the same variables are
[tex]9x^3, -8x^3, 6x^3[/tex].
So the like terms of [tex]9x^3, 16x^2y, -8x^3,12xy^2,6x^3[/tex] are [tex]9x^3, -8x^3, 6x^3[/tex].
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Complete Question
Find the like terms in [tex]9x^3, 16x^2y, -8x^3,12xy^2,6x^3[/tex].
Kelsey ran the 40 meter track at her school in 91.4 seconds running at the same speed how long did it take for the run 100 meter
Answers
Answer:
Kelsey ran 100 meters in 228.5 seconds.
Step-by-step explanation:
To find the answer, first find out how many seconds it takes for her to run 1 meter.
91.4/40=2.285
Now, multiply that by 100.
228.5
Kelsey ran 100 meters in 228.5 seconds.
Please help me it would make my whole month please!!! ILY
Answers
Answer:
David: $50.00
Pam: $47.50
Step-by-step explanation:
David:
first 10 lb $2 per lb
Additional lbs are $1
When buying 40 pounds:
first 10 lbs: $2 × 10 = $20
other 30 lbs: $1 × 30 = $30
total cost: $20 + $30 = $50.00
_______________
Pam:
$10 entrance fee
first 10 lb $1.5 per lb
Additional lbs are $0.75
When buying 40 pounds:
Entrance: $10
first 10 lbs: $1.5 × 10 = $15
other 30 lbs: $0.75 × 30 = $22.5
total cost: $10 + $15 + $22.50 = $47.50
yo can u help pls its just 3 problems its a screen shot of my work pls help
Answers
Answer:
140,000
Step-by-step explanation:
math just times and for the 1/⁵ is 16
Premises:
If I'm a student, then I go to school. If I go to school, then I learn.
Conclusion:
If I'm a student, then I learn.
This is an example of the Law of_________
Answers
The condition is fulfilled, Law of syllogism is applied here.
What's the Law of syllogism ?
The law of syllogism, also called reasoning by transitivity, is a valid argument form of deductive reasoning that follows a set pattern. It is similar to the transitive property of equality, which reads: if a = b and b = c then, a = c
Given:
If I'm a student, then I go to school. If I go to school, then I learn
Conclusion:
If I'm a student, then I learn.
So, the Conclusion is correct and follows law of syllogism as If I'm a student then definitely i learn as i will go to school to learn according to the statement.
Therefore, the hypothesis have to be true.
Hence, the condition is fulfilled, Law of syllogism is applied here.
Learn more about Law of Detachment/ syllogism here:
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