if there are "n" packets of Jelly tots. The chocolates are three more than 4 times the Jelly Tots Write down an algebraic expression for the number of chocolates.​

Answer:

- 4 < x < -1

Step-by-step explanation:

Answer:

[tex]\left[\begin{array}{ccc}-48&-60\\44&30\end{array}\right][/tex]

Step-by-step explanation:

0.5 X + 3A = B implies

X = 2(B-3A)

3A simply means multiplying each cell by 3

[tex]3A = \left[\begin{array}{ccc}12&24\\-33&-3\end{array}\right][/tex]

B-3A is a corresponding cell by cell subtraction

[tex]B-3A = \left[\begin{array}{ccc}-24&-30\\22&15\end{array}\right][/tex]

Finally multiply that by 2, result is at the top.

The length of the rectangle according to the task content where the length of a rectangle is twice its width whose perimeter is; 84 feet is; 31.33.

According to the task content, it follows that the length of the rectangle is twice its width, If the perimeter is 84 feet.

Since the perimeter of the rectangle in discuss can be determined as follows;

Perimeter = 2(l + w)

where l = 2w.

Therefore,

94 = 2(2w + w)

47 = 3w

w = 47/3

w = 15.667.

Ultimately, the length of the rectangle in discuss is; 2w = 2× 15.667

= 31.33 feet.

Therefore, the length of the rectangle according to the task content where the length of a rectangle is twice its width whose perimeter is; 84 feet is; 31.33.

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Answer:

(2, -3)

Step-by-step explanation:

x= -3y-7    

5x+6y=-8  

1. Substitute x= -3y-7 into 5x+6y=-8 which becomes

5(-3y-7)+6y=-8

2. expand the brackets

-15y-35+6y=-8

3. simplify the equation

 -9y-35=-8

4. from this we can find the value of y by adding 35 on each side and then dividing by -9 on each side

-9y=27

y=-3

5. so, the value of y is -3 to find the value of x we just substitute the value of y (-3) into the x=-3y-7

x= -3(-3)-7

expand the brackets and simplify the expression

x=9-7

x=2

6. so the value of x=2

7. your final answer will be (2, -3)

Based on Cameron's current music service fees, the number of songs that would make the new service a less expensive option is 101 songs

The expression for the new service assuming the number of songs is x is:

= 15 + 0.80x

The expression for Cameron's current service is:
= 0.95x

Equating them gives:

0.95x = 15 + 0.8x

0.95x - 0.8x = 15

0.15x = 15

x = 100 songs

The cost will be the same at 100 songs so the new service would be cheaper at 101 songs.

First part of question:

Cameron pays $0.95 per song with his current music service.

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Solution of exponential equation 5²x=130 is , [tex]x = \frac{26}{5}[/tex]

In, mathematics a exponential equation or exponential function is inverse of logarithmic function. That means, we can easily convert the logarithmic function into exponential function and vice versa is also possible . The basic form of the exponential function can be written as   .

   [tex]a^n = x[/tex]

where, a = the base of function

            x = main expression

            n = exponential

Mathematically, if  [tex]log_ax = n[/tex] is an logarithmic function then, this can be converted to exponential function as    [tex]a^n = x[/tex] .

There are many formulas that are given to us for solving several simple and complex problems based on exponential functions and exponential equations.

According to given statement,

5²x=130

divide both side by 5² , the equation becomes :

[tex]= > x = \frac{130}{(5^2)} \\\\= > x = \frac{26 (5)}{(5^2)}\\\\= > x = \frac{26}{5}\\\\[/tex]

Thus solution for this equation is  [tex]x = \frac{26}{5}[/tex]

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Answer:

The fourth option

Step-by-step explanation:

Formula to find the area of a circle is [tex]\pi r^{2}[/tex]

[tex]\pi 7^2[/tex]

[tex]49\pi[/tex]

Answer:

27

Step-by-step explanation:

Answer: Volume is calculated by lenght x width x height ,so you would say 6 x 4 x 4. Which is   96 cubic units !!!

Step-by-step explanation:

The x-coordinate of the solution is -0.22

Linear equations are equations that have constant average rates of change. Note that the constant average rates of change can also be regarded as the slope or the gradient

A system of linear equations is a collection of at least two linear equations.

In this case, the system of equations is given as

5x - 4y =8

10x + 3y = -9

Next, we graph the equations

From the graph, we have the x-coordinate of the intersection to be

x = -0.22

Hence, the x-coordinate of the solution is -0.22

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The growth factor for the annual rate of change of +12.5 % is 1.125.

A quantity must vary by a specific percentage each time period in order for growth or decay to be exponential.

With the function displayed to the right, you may represent exponential growth or decay.

A(x) = a( 1 + r)ˣ

Where A is the amount after x time periods, a is the initial amount, x is the number of time periods, and r is the rate of change.

Now, we have the annual rate of change as:

r = + 12.5 % = + 12.5 / 100 = + 0.125

From the function A(x) = a( 1 + r)ˣ , the corresponding factor is 1 + r.

So, let B = 1 + r

B = 1 + r

B = 1 + (+ 0.125)

B = 1.125

Now, the value of B is greater than 1 therefore, the corresponding growth factor is 1.125.

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Comparing the price of a 50000 mercedes to the price of a 40000 lexus The absolute price difference is 10000 while the relative price difference is 20%

Absolute difference refers to the gap between the prices. This implies the amount one has more than the other.

This could be solved by subtraction an is solves as follows:

price of a mercedes -  price of a lexus

= 50 000 - 40 000

= 10 000

Here, the price difference is expressed in percentage of the reference price being checked with. This is achieved using the formula below:

( price of a mercedes -  price of a lexus ) / price of a mercedes * 100

= (( 50 000 - 40 000 ) / 50 000 ) * 100

= (( 10 000 ) / 50 000 ) * 100

= ( 0.2 ) * 100

= 20%

Hence the absolute price difference is 10 000 and the relative price difference is 20%

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The best description of the given inequality is;

Felicia has 29 buttons in her collection. She will collect 12 new buttons every year. Felicia collects buttons for k years. For what values of k will Felicia have at least 120 buttons?

Hence, Option B is true.

What is inequality?

A relation by which we can compare two or more mathematical expression is called an inequality.

The inequality is given as;

⇒ 120 ≤ 12 k + 29

It can be written as;

12k + 29 ≥ 120

Now, We have;

A constant term = 29

And, Variable with number = 12k

Which is multiple of the number of buttons collected and the number of years k.

The sign is ''greater than equal'' to with 120, that's mean 'at least 120'

So, The best description of the given inequality is;

Felicia has 29 buttons in her collection. She will collect 12 new buttons every year. Felicia collects buttons for k years. For what values of k will Felicia have at least 120 buttons?

Hence, Option B is true.

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The complete question is this;

Which situation can be represented by this inequality? 120 ≤ 12 k + 29

(A)Felicia has 12 buttons in her collection. She will collect 29 new buttons every year. Felicia collects buttons for k years. For what values of k will Felicia have at least 120 buttons?

(B)Felicia has 29 buttons in her collection. She will collect 12 new buttons every year. Felicia collects buttons for k years. For what values of k will Felicia have at least 120 buttons?

(C)Felicia has 29 buttons in her collection. She will collect 12 new buttons every year. Felicia collects buttons for k years. For what values of k will Felicia have at most 120 buttons?

(D)Felicia has 12 buttons in her collection. She will collect 29 new buttons every year. Felicia collects buttons for k years. For what values of k will Felicia have at most 120 buttons?

Answer:

The top 2 and the bottom right!

Hope this helps!

The function y = 4 (3) x which can also be written as 12 x - y = 0 is a linear function.

We are given the function:

y = 4 (3) x

Multiply 4 and 3, we get that:

y = 12 x

Now, subtract y from both the sides, we get that:

12 x - y = 0

We can see that the degree of each variable is 1 .

So, it will be a linear function.

Therefore, we get that, the function y = 4 (3) x which can also be written as 12 x - y = 0 is a linear function.

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Answer: x=28/3=9.333

Step-by-step explanation:

Answer:

1/2 + 2/3 × 3/14

Step 1: you multiply first

= 2/3 × 3/14

= 6/42

= 7

Step 2: Now add

= 1/2 + 7

LCM = 14

= 1/2 + 7/1

= 1 + 14

2

= 15/2.

or 7.5

or 7½

Answer:

x<-27/4

​

Step-by-step explanation:

−4(2−x)1<−35

Multiply −4 and 1 to get −4.

−4(2−x) <−35

Use the distributive property to multiply −4 by 2−x.

−8+4x<−35

Add 8 to both sides.

4x<−35+8

Add −35 and 8 to get −27.

4x<−27

Divide both sides by 4. Since 4 is positive, the inequality direction remains the same.

The slope of the line is -5 / 4.

The slope of a line is a measure of its steepness.

The slope of the line is the ratio of the rise to the run, or rise divided by the run.

Therefore,

slope = change in y / change in x

slope = y₂ - y₁ / x₂ - x₁

Using (1, -3)(-3, 2)

x₁ = 1

x₂ = -3

y₁ = -3

y₂ = 2

Therefore,

slope = 2 - (-3) / -3 - 1

slope = 2 + 3 / -4

slope = - 5 / 4

Therefore, the slope of the line is -5 / 4.

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Answer: B is correct answer

Answer:

1.) 3x + 7 = -x - 1

*collect like terms

3x + x = -1 - 7

4x = -8

x = -2

2.) 4x - 3 = 1 - 2x + 5

*collect like terms

4x + 2x = 1 + 5 + 3

6x = 9

x = 9/6

x = 3/2

3. 4x - 2 + x = 2x - 2

*collect like terms

4x + x - 2x = -2 + 2

3x = 0

x = 0/3

x = 0

4.) 3x - 4 + 1 = 5x - 5 - 2x

*collect like terms

3x - 5x + 2x = - 5 + 4 - 1

(this is a tricky one ... sorry I can't figure the answer)

Since they're in arithmetic progression, the difference between consecutive terms is fixed.

[tex](x + 2) - (x - 1) = 3[/tex]

[tex]3x - (x + 2) = 2x - 2 = 3 \implies 2x = 5 \implies x = \dfrac52[/tex]

Then the first term is

[tex]x-1=\dfrac52 - 1 = \boxed{\dfrac32}[/tex]

and the fifth term is

[tex]3x + 3 + 3 = 3\cdot\dfrac32 + 3 + 3 = \boxed{\dfrac21}2[/tex]

Answer:

r = 10 mph

Step-by-step explanation:

3 hr. x rate = 2.5 hr x (rate + 2

r = 10 mph

Answer:

r = 10 mph

Step-by-step explanation:

The value of the expression [ -2/3 x (-2/3) ] x ( -9/4) is -1

Expressions are mathematical statements that are represented by variables, coefficients and operators

The expression is given as

[ -2/3 x (-2/3) ] x ( -9/4)

Evaluate the expression in the bracket

So, we have

[ -2/3 x (-2/3) ] x ( -9/4) = [4/9] x ( -9/4)

Evaluate the product

[ -2/3 x (-2/3) ] x ( -9/4) = -1

Hence, the value of the expression [ -2/3 x (-2/3) ] x ( -9/4) is -1

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Answer:

for question a)

yes it is a function

Step-by-step explanation:

more hours studied = higher score

Function operations are the rules we use to solve functions. There is a specific way to deal with function addition, multiplication, and division.

-x² + 7x + 5 is the domain of all real numbers.

Function operations are the rules we use to solve functions. There is a specific way to deal with function addition, multiplication, and division.

Let the two functions be f and g then f(x) = 7x + 5 and g(x) = x².

we have to calculate (g - f)(x)

Which is equivalent to:

(g - f)(x) = g(x) - f(x)

Taking the two functions and substituting them into this expression, we get,

g(x) - f(x) = (7x + 5) - (x²)

simplifying the above function, we get

g(x) - f(x) = -x² + 7x + 5

Therefore, (g - f)(x) = -x² + 7x + 5.

We must also determine the domain of the new function. However, because this is a second-order function with no denominators, logarithms, or roots, there are no restrictions on the value of x; thus, the domain is all real numbers.

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If PQRS is a square & TR= 17, then

PR= 34

QS= 34

QT= 17

PQ= [tex]17\sqrt{2}[/tex]

A square in geometry is a two-dimensional plane figure having four equal sides and four equal but 90 degree angles. The characteristics of a rectangle and a square are somewhat comparable, however only the opposite sides of a rectangle are equal. So, only if all four of a rectangle's sides are the same length can it be said to be a square.

A square is a regular quadrilateral with four equal-length sides and four equal-length angles. The square's angles are 90 degrees or at right angles. In addition, the square's diagonals are equally spaced and split at a 90-degree angle. A square is another name for a rectangle with two sides that are opposite and the same length.

The following is a list of a square's most significant characteristics:

We know that,

Diagnose of a square are equal in magnitude and bisect each other.

So, In the given figure,

diagonals PR and QS are bisected at T.

RT = PT = 17

Hence,

PR=2RT=2*17=34

PR= 34

QS=34

[tex]QT=\frac{1}{2}QS = \frac{1}{2}*34 = 17[/tex]

QT=17

PQ = side of square

Let PQ= QR= a

In ΔPQR

[tex]PQ^{2} + QR^{2} = PR^{2}[/tex]

[tex]PQ^{2}+ PQ^{2} = 34^{2}[/tex]

[tex]2PQ^{2} = 34*34[/tex]

[tex]PQ = \sqrt{17*34} = 17\sqrt{2}[/tex]

PQ = [tex]17\sqrt{2}[/tex]

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Answer:

(0, -4)

Step-by-step explanation:

hope this helps!!! :))

Point Q will be located at 27 / 7.

We are given the points:

P = - 26

R = - 5

Let Q = x

Now, we also have the ratio as:

PQ : QR = 5 : 2

PQ = Q - P

PQ = x - ( - 26 )

PQ = x + 26

QR = R - Q

QR = - 5 - x

Now, we know that:

PQ / QR = 5 / 2

2 PQ = 5 QR

2 ( x + 26 ) = 5 ( - 5 - x )

2 x + 52 = - 25 - 5 x

2 x + 5 x = 52 - 25

7 x = 27

x = 27 / 7

Therefore, point Q will be located at 27 / 7.

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the equation for the parabola is:

f(x) = 2*(x + 4)*(x - 5)

We know that if a parabola has x-intercepts a and b, and a leading coefficient A, then the equation is:

f(x) = A*(x - a)*(x - b)

In this case the x-intercepts are x = -4 and x = 5, then we have:

f(x) = A*(x + 4)*(x - 5)

Now we use the fact that the parabola passes through the point (1, -40), then we have that:

f(1) = -40 =  A*(1 + 4)*(1 - 5)

        -40 = A*(5)*(-4) = A*-20

       -40/-20 = A = 2

Then the equation for the parabola is:

f(x) = 2*(x + 4)*(x - 5)

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It should be noted that in order to measure the value, the measurement have to be in the same unit.

The fundamental idea in the study of science and mathematics is measurement. The qualities of an object or event can be quantified so that we can compare them to those of other objects or occurrences. When discussing the division of a quantity, measurement is the word that is used the most frequently.

Measurement is crucial in establishing connections across different branches of mathematics. For instance, it gives the use of math abilities and spatial concepts a rich and meaningful context. Measurement also establishes connections between mathematics and other academic disciplines.

From the information, it was illustrated that the boys all had measurement of trees taken. Therefore, it should be noted that since they are in different units, it cannot be done.

In this case, the reason is that in order to measure the value, the measurement has to be in the same unit. This will make it easier to do the calculation.

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