9<2x +7<15? What does X equal

Hello and Good Morning/Afternoon:

The table shows a linear function:

 [tex]\hookrightarrow \text{This means that the slope is consistent between all the points}\\[/tex]

Thus we can use any point to help us find our slope:

 [tex]\hookrightarrow \text{let's pick two points}[/tex]

       [tex]\hookrightarrow \text{Slope} = \dfrac{y_2-y_1}{x_2-x_1} = \dfrac{16-7}{5-2} =\dfrac{9}{3} =3[/tex]

Answer: 3

Hope that helps!

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Answer:

[tex]7^{-1/5}[/tex]

Step-by-step explanation:

[tex]\frac{1}{\sqrt[5]{7}}=\frac{1}{7^{1/5}}=7^{-1/5}[/tex]

Answer:

45 > 51

Step-by-step explanation:

Answer:

16/20

Step-by-step explanation:

4 × 4 =16

therefore

16/(4×5)=ratio

16/20

El conjunto de todos los

números Cardinales entre 4 y 14

=4,5,6,7,8,9,10,11,12,13,14

números Cardinales:

Los números cardinales son los números que se usan para contar algo. También se dice que estos son cardenales. Los números cardinales son los números de conteo que comienzan desde 1 y continúan secuencialmente y no son fracciones.

El significado de los cardenales es "cuántos" de cualquier cosa existen en un grupo.

o

Los cardenales significan "cuánto" existe en un grupo.

Por ejemplo, si queremos contar el número de manzanas que hay en la cesta, tenemos que hacer uso de estos números, como 1, 2, 3, 4, 5… y así sucesivamente. Los números nos ayudan a contar el número de cosas o personas presentes en un lugar o grupo. Los números cardinales denotan la colección de todos los números ordinales.

El conjunto de todos los

números Cardinales entre 4 y 14

=4,5,6,7,8,9,10,11,12,13,14

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Answer: 2

Step-by-step explanation:

[tex] \large{\tt {n}^{2} - 5n - 4} \\ \large{\tt = { - 3}^{2} - 5( - 3) - 4 } \\\large{ \tt = - 9 + 15 - 4 }\\ \large{\tt = 6 - 4} \\ \large{ \red{\boxed{ \tt = 2 }}}{ \large \green ✓ }[/tex]

[tex] \: [/tex]

hope helps:')

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

In plane Euclidean geometry, a rhombus is a quadrilateral whose four sides all have the same length. Another name is equilateral quadrilateral, since equilateral means that all of its sides are equal

Answer:

I'm sa today because I stepped on my dog

Answer: Four terms

Step-by-step explanation:

      The terms are the "separate values" in the problem. For this question, we have four terms.

      Our terms are;

[1] x³

[2] + 5x²

[3] + 2x

[4] + 7

Answer:

Step-by-step explanation:

Given that;

Amount paid for dinner = $74.25

Percentage of tip = 16% = 0.16

Find: Amount of tip

Computation: Amount of tip = (Amount paid for dinner)(Percentage of tip)

Amount of tip = (74.25)(0.16)

Amount of tip = $11.88

Answer:

86

Step-by-step explanation:

We calculate the ones in the brackets, then multiply or divide and lastly add and minus

(5+9)+3+6(4+5)+6+9(4-3)

= 14+3+6x9+6+9x1

= 14+3+54+6+9

= 86

Answer: i think  86....

Using proportions, it is found that you are standing 31.8 ft from the lamp post.

A proportion is a fraction of a total amount, and equations can be built to find the desired measures in the problem using a rule of three, when the measures have a degree of proportionality among them, using operations such as multiplication or division.

For this problem, the procedure is relatively simple, as we just find the proportional relationship between the the heights and shadows, and apply a rule of three to find the desired measure.

For this problem, we have that the heights and shadows are related as follows:

Hence the following proportional equation is built:

5.5/10 = 12/(d - 10)

0.55 = 12/(d - 10).

Applying cross multiplication, we can solve for d as follows:

0.55d - 5.5 = 12

0.55d = 17.5.

d = 17.5/0.55

d = 31.8.

You are standing 31.8 ft from the lamp post.

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Answer:

11

Step-by-step explanation:

[tex]4+5.2+3.6 \div 2 \\ \\ =4+5.2+1.8 \\ \\ =9.2+1.8 \\ \\ =11[/tex]

The statements that are also valid based on the proportion are given as follows:

The proportion for this problem is given as follows:

(m/n) = (p/q).

Applying cross multiplication, the proportion can also be written as follows:

mq = pn.

Then each statement in which the application of cross multiplication results in this product is valid.

Thus the third, fourth, and fifth options are the correct options, as the application of the cross multiplication for each of them results in the expression mq = pn.

For the first, second and sixth statements, they are not valid, as the application of cross multiplication would result in a different expression to mq = pn.

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The flow rate of the hose calculated mathematically is 0.0127425 m³/s.

The flow rate of a pipe is determined by dividing this same volume of water leaving the pipe in cubic yards by the time in hours.

unit = cubic yard/ hours

The mathematical units are as follows:

1 cubic yard equals 0.764555 cubic meter.

The units in meters cubes per second are calculated as follows:

unit = 0.764555 cubic meter/60 seconds

unit = 0.0127425 cubic meter/ seconds

or, 0.0127425 m³/s

Thus, the flow rate is calculated mathematically is 0.0127425 m³/s.

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The complete question is-

The flow rate of a pipe, found by dividing the volume of water that leaves the pipe in cubic yards during a period of time measured in hours. What are the units mathematically?

The points did the student lose is 15.

20 questions make up a test. If the response is accurate, the test provides 3 points, and if it is erroneous, 1 point is deducted. A student gave wrong answers to five questions.

To toal number of question = 20

Points for 20 question = 20 × 3

= 60

( because 3 points for 1 correct answer and 1 point for 1 incorrect answers )

So, the number of incorrect questions = 5

Points for 5 questions = 5 × 1

=5

A student attempt correct question = 20 - 5 = 15

Points for 15 questions = 15 × 3

=45

The students lose points = 60 - 45

= 15

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Answer:

The given expression is

We see from the possible answers they are all in reduced form - variables are grouped together. That means we should also reduce the given expression to see which answer is equivalent to it.

Let's expand the term inside the parentheses first, by multiplying each term inside by the coefficient of the parentheses, -3.

Now let's group terms which have the same variables.

We can see that there are two groups:

Let's evaluate them separately. We just need to reduce each group now, since we've already grouped similar terms.

If we put the groups back together into the expression,

We can see that . So (D) is the answer. Hope this helped.

Step-by-step explanation:

6a(a^2 −3b)

6a^3 −18ab

Factor out 6.

6(a^3 −3ab)

Consider a^3 −3ab. Factor out a.

a(a^2 −3b)

Rewrite the complete factored expression.

6a(a^2 −3b)

Answer:

Step-by-step explanation:

y = mx +[tex]y_{0}[/tex]

y = 1/1 x + 1 = x +1

The range for the given domain is represented by set {-9,-7,-5,-3,-1} or the interval   [-9,-1] .

The domain of a function is the set of input values for which the function is real and defined. In the other words, when you define the domain, you are indicating for which values x the function is real and defined. An example, there is a restriction for the domain of fractions. The variable x in the denominator should be different of zero.

While the domain is related to the values ​​of x, the range is related to the possible values ​​of y that the function can have.

The question gives:

You should find the values of y for each value of x in the domain. Thus

       y=2*(-2)-5=-4-5= -9

       y=2*(-1)-5=-2-5= -7

       y=2*(0)-5=0-5= -5

       y=2*(1)-5=2-5= -3

       y=2*(2)-5=4-5= -1

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Answer: approximately 75

Step-by-step explanation: We know that 10 is 1/5 of 50, so I multiplied 15 x 5 and got 75.

The equation of the line is y = 2x + 4.

Here, we are given that a line passes through point (0.5, 5) and parallel to the line 4x - 2y = 11.

Now, two lines that are parallel to each other will have the same slope.

Therefore, let us first find the slope of line 4x - 2y = 11.

Let us convert the equation to y = mx + c form where m is the slope and c is the y intercept.

4x - 2y = 11

4x - 11 = 2y

2y = 4x -11

y = 4x/2 - 11/2

y = 2x - 11/2

Thus, the slope of line 4x - 2y = 11 is 2

Hence, the slope of the line parallel to it will also be 2.

Now, the equation of a line can be found by the slope intercept form as-

y - y1 = m(x - x1)

here, x1 = 0.5 and y1 = 5

y - 5 = 2( x - 0.5)

y - 5 = 2x - 1

y = 2x - 1 +5

y = 2x + 4

Thus, the equation of the line is y = 2x + 4.

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Answer:

I think it’s 28160

Answer:

8.8×10^12

Step-by-step explanation:

4×10^4 = 40000

2.2×10^8 = 220000000

220000000×40000=8800000000000

8800000000000 = 8.8×10^12

Answer:

[tex]2(m - 12) = 72[/tex]

Step-by-step explanation:

Part 1) "The difference of m and 12"
This simply means subtracting 12 from m. Therefore, we get [tex](m - 12)[/tex].

Part 2) "Twice the difference of m and 12"
This means we should double the same difference we got in Part 1. Therefore, we get [tex]2(m - 12)[/tex].

Part 3) "gives 72"

Finally, we are given that the algebraic expression we found under Part 2 should be equal to 72. Therefore, we get [tex]2(m - 12) = 72[/tex]

Answer:

  (a)

Step-by-step explanation:

You want to identify the integral of f(x)=100x^99+20x^4+2/x^2+3/x+9.

For all powers of x except x^-1 = 1/x, the power rule applies:

  [tex]\int{x^n}\,dx=\dfrac{x^{n+1}}{n+1}[/tex]

The power rule cannot apply when n=-1, as that would make the integral undefined. Instead, the integral is ...

  [tex]\int{x^{-1}}\,dx=\ln{(x)}[/tex]

Any constant multiplier (k) of the expression being integrated will be a constant multiplier of the integral of that expression.

Any indefinite integral may have a constant (c) added.

  [tex]\displaystyle k\cdot\int{f'(x)}\,dx=k\cdot f(x)+c[/tex]

Applying these rules, we get the integral shown in the attachment.

Step-by-step explanation:

x³-y¹ if x=2,y=7 we will just substitute for the value

2³-7¹

=8-7

=1

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Answer:

She didn't make a mistake. All of her work is correct.

Step-by-step explanation:

12.07 - (0.104 + 132.8)

12.07 - (132.904)

12.07 - 132.904

-120.834

I hope this helps!

The rectangular coordinates of each point are (x, y) = (- √2, √2), (x, y) = (2√3, 2) and (x, y) = (- 1 / 3, - √3 / 3).

Polar coordinates are of the form (r, θ), where r and θ are the the distance with respect to the origin and the direction in standard position. The coordinates in rectangular form can be described in polar terms by the following formula:

(x, y) = (r · cos θ, r · sin θ)

Now we find the polar coordinates equivalent to each pair of rectangular coordinates:

Case 1

(x, y) = (2 · cos (3π / 4), 2 · sin (3π / 4))

(x, y) = (- √2, √2)

Case 2

(x, y) = (- 4 · cos (7π / 6), - 4 · sin (7π / 6))

(x, y) = (2√3, 2)

Case 3

(x, y) = ((2 / 3) · cos (- 2π / 3), (2 / 3) · sin (- 2π / 3))

(x, y) = (- 1 / 3, - √3 / 3)

The statement is incomplete. Complete form is shown below:

For questions 1 - 3, the polar coordinates of a point are given. Find the rectangular coordinates of each point: 1) (2, 3π / 4), 2) (- 4, 7π /6), 3) (2 /3, - 2π / 3).

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Anwser:2.4322335e+45Y

Step-by-step explanation: