Answer:
79%
Step-by-step explanation:
Cindy and her friends ride in a bike race. Each of the 6 members of her team rides an equal part of the 24-mile course.
The equation ____________________________ represents this problem
x - 24 = 6
6x = 24
24x = 6
Answer:
6x=24
Step-by-step explanation:
Because if Cindy has 6 friends and they all ride 4 miles it should equal 24.
HELP PLEASE
What are the steps in solving this system? (write them in WORDS and solve.)
5x - 2y = 4
10x - 2y = 14
PLZ PLZ PLZ PLZ HELP ME WITH THIS QUESTION
Hurry fast pls pls
Evaluate the expression for w = 4.
2w + 12 =
Show your work pls
The answer is 20
Work:
w=4
2w (2 X 4) + 12
8 + 12= 20
Hope this helps.
。 . . 。 ඞ ඞ ඞ ඞ ඞ ඞ ඞ 。 . • . [Northstar] was ejected. . . 。 . 。 ﾟ . . , . . .. 。 • ﾟ 。 . . . 。。 • ﾟ 。 . . . 。。 • ﾟ 。 . . . 。。 • ﾟ 。 . . . 。
If y varies directly with x, and y = 72 when x = -8, what is y when x = -6
Answer:
y=72
Step-by-step explanation:
the step by step is in the attachment above
what type of relationship is y=3x+5 and y=-2x+1
This is a linear relationship.
Linear relationship is a statistical term used to describe a straight-line relationship between two variables. These two equations are written in the typical slope-intercept form of y = mx + c, this function creates a straight line when plotted.
Match each equation with the diagram it represents.....pls help
Answer:
Oh this is actually pretty easy I think, I hope I get this right! So, Im pretty sure the first one goes to diagram C. The second one goes to diagram D. And I think the third one goes to diagram B. And the last one goes to diagram A. Please dont hate me if I am wrong! Sorry if I am though!
Please help will mark brainliest
Answer:
SSS
Step-by-step explanation:
Since all three sides of the triangle are congruent, we don't need to prove anything else, so we would use SSS (Side-Side-Side)
PLEASE HELP 100 POINTS!!! PLEASE DON'T ANSWER IF YOU DON'T KNOW!!
Alana and Kelsa are training for a marathon. To prepare for this marathon they have been training and tracking their progress periodically.
In the first week of training Alana ran an average of 20 minutes per mile. Later, in week seven of training she ran an average of 14 minutes per mile.
In the first week of training Kelsa ran an average of 15 minutes per mile. Later, in week five of training she ran an average of 13 minutes per mile.
Assuming that Alana and Kelsa continue to train and improve their times at the same rate your task is to determine which week they will have the same average minutes per mile. We will assume that the relationship is linear as they will be training for a maximum of 43 weeks. To complete this task follow the steps below.
1. Determine the equation of a line in standard form that represents Alana’s training progress. Her progress corresponds to the points (1, 20) and (7,14).
2. Determine the equation of a line in standard form that represents Kelsa’s training progress. Her progress corresponds to the points (1, 15) and (5,13)
3. Solve the system of equations (you must show all your work to receive full credit).
4. In which week will Alana and Kelsa have the same average minutes per mile?
5. If Alana and Kelsa continue to train until week 30, what will their times be?
6. Do you believe a linear model best represents the relationship of the time of the runners and the weeks that passed?(Hint: look at question 5). What do you think this says about problems in the real world? Justify your thoughts in 3-4 sentences.
Answer: Alana's training experience in (weeks, minutes per mile) is (1, 12) and (5, 6).
Kelsa's training experience is (1, 10), (11, 5).
Find:
A linear equation in standard form that describes Alana's experience
A linear equation in standard form that describes Kelsa's experience
A solution to the pair of linear equations
The week in which the number of minutes per mile is the same
Minutes per mile for Alana and Kelsa at week 25
Comment on the use of a linear model in this context
Solution:
Please note that in parts 1 and 2 a "standard form" linear equation has a positive leading coefficient and the numbers have no common factor.
1. A linear equation can be written from two points (x1, y1) and (x2, y2) as ...
... (y2 -y1)(x -x1) -(x2 -x1)(y -y1) = 0
Using the given points in order, this becomes
... (6-12)(x -1) -(5 -1)(y -12) = 0 . . . . above equation with values filled in
... -6x +6 -4y +48 = 0 . . . . . . . . . . eliminate parentheses
... 3x +2y -27 = 0 . . . . . . . . . . . . . divide by -2 to make x-coefficient positive
... 3x +2y = 27 . . . . . . . . . . . . . . . . Alana's training experience
2. In similar fashion, we can write the equation for Kelsa's experience.
... (5 -10)(x -1) -(11 -1)(y -10) = 0
... -5x +5 -10y +100 = 0 . . . . . . eliminate parentheses
... x +2y -21 = 0 . . . . . . . . . . . . . divide by -5
... x +2y = 21 . . . . . . . . . . . . . . . . Kelsa's training experience
3. We note that both equations have the term 2y, so we can subtract the second equation from the first to eliminate that term:
... (3x +2y) -(x +2y) = (27) -(21)
... 2x = 6 . . . . . . . simplify
... x = 3 . . . . . . . . divide by 2
... 3·3 +2y = 27 . . . substitute x=3 into Alana's equation
... 2y = 18 . . . . . . . . subtract 9
... y = 9 . . . . . . . . . . divide by 2
The solution is (weeks, minutes) = (x, y) = (3, 9).
4. The solution of part 3 tells us both have an average time of 9 minutes per mile in week 3 of training.
5. Substituting x=25 into the equations of parts 1 and 2, we get ...
... 3·25 +2y = 27
... y = (27 -75)/2 = -24 . . . . Alana's time per mile at week 25
... 25 + 2y = 21
... y = (21 -25)/2 = -2 . . . . . Kelsa's time per mile at week 25
6. A linear model makes no sense in this context. At some point a linear equation for minutes per mile will always have a value of 0. We know that marathon runners will never have a time of zero minutes per mile. Under the best of conditions, we expect training to improve time toward some asymptotic limit determined by body mechanics. A linear model is completely inappropriate for describing such training effects. Not every real-world problem is appropriately represented by a linear equation.
Step-by-step explanation:
someone pls help for brainliest :)
Answer:
It might be the the 1st or the 4th :)
Step-by-step explanation:
I HOPE IT HELPED!!!!
Anna is x years old and her sister is 5 years older. How old was her sister 5 years ago?
(principal test RSM)
Answer:
[tex]x[/tex]
Step-by-step explanation:
[tex]x + 5 - 5 = x[/tex]
The ratio of number of text messages sent by Lucas to the number of text messages sent by his sister is 4 to 9. Lucas sent 72 text messages. How many text messages did his sister send?
Answer:The number of text messages sent by his sister=162
Step-by-step explanation:
Step 1
The ratio of number of text messages sent by Lucas to the number of text messages sent by his sister =4 to 9= 4:9
Number of text messages sent by Lucas =72
Total ratio is given as 4+ 9= 13
Step 2
such that the total number of messages sent by Lucas and by his sister will be calculated as
Ratio of text messages sent by Lucas/ total ratio x Total messages = Number of text messages sent by Lucas . Let X = Total number of messages
4/13 x X = 72
X=72 x 13 / 4 =234
Therefore, The number of text messages sent by his sister= ratio of text messages sent by his sister/ Total ratio x Total number of messages =
9/13 X 234= 162 messages
Please help :30 points
add up all the numbers, then divide by how many numbers there are.
Which equation is equivalent to the equation shown up above ? Help?
Answer:
option 2
Step-by-step explanation:
:-)
80% of all households have a rice cooker. 35% of all households have a rice cookers and an instant pot. What is the probability that a household has an instant pot given that it has a rice cooker?
Answer:
A rice cooker, also known as a rice steamer, is a popular small appliance that works like a slow cooker by using moist heat to cook food while trapping the flavors in the pot until it’s ready to enjoy. Modern rice pressure cookers significantly reduce rice-making time and often feature a warming setting so you can be flexible with meal times.
Step-by-step explanation:
Item 5
Graph y = −x/3 + 4.
Answer:
Just use desmos graphing
Edit: I did it on desmos, here's a screenshot
Solve for the value of y.
(8y+1)º
(6y+5)
Answer:
y = 6
Step-by-step explanation:
8y+1 + 6y+3 = 90
14y+6=90
14y=84
y = 6
I need a little help
Answer:
A) x = 8[tex]\sqrt{2}[/tex]
Step-by-step explanation:
in a 45-45-90 triangle, the legs to hypotenuse ratio is 1 : [tex]\sqrt{2}[/tex]
so in this problem the leg is 8 and the hypotenuse is 8[tex]\sqrt{2}[/tex]
Bis Devis traveled 372.645 miles last
sear on business. What is the value
of 6 in 372.6452
Answer:
dont forget the point of contact dedo I show you how w
What is 4/6 x 6 as a mixed number?
Answer:
4
Step-by-step explanation:
4/6 x 6 can be thought of as 4/6 x 6/1.
When multiplying two fractions, multiply the numerator (top number) with the numerator and the denominator (bottom number) with the denominator.
So we have: (4x6) / (6x1)
Which can be simplified to: 24/6, or 4.
Let me know if this helps!
(8x + 9) + (–6x – 1)
Answer:
5
Step-by-step explanation:
Simplifying
(8x + 9) + -1(6x + -1) = 0
Reorder the terms:
(9 + 8x) + -1(6x + -1) = 0
Remove parenthesis around (9 + 8x)
9 + 8x + -1(6x + -1) = 0
Reorder the terms:
9 + 8x + -1(-1 + 6x) = 0
9 + 8x + (-1 * -1 + 6x * -1) = 0
9 + 8x + (1 + -6x) = 0
Reorder the terms:
9 + 1 + 8x + -6x = 0
Combine like terms: 9 + 1 = 10
10 + 8x + -6x = 0
Combine like terms: 8x + -6x = 2x
10 + 2x = 0
Solving
10 + 2x = 0
Solving for variable 'x'.
Move all terms containing x to the left, all other terms to the right.
Add '-10' to each side of the equation.
10 + -10 + 2x = 0 + -10
Combine like terms: 10 + -10 = 0
0 + 2x = 0 + -10
2x = 0 + -10
Combine like terms: 0 + -10 = -10
2x = -10
Divide each side by '2'.
x = -5
Simplifying
x = -5
made by TheRealMarinette
HELP ITS SOO HARD also can you please explain how to get the answer to where a dummy can understand cuz well I’m a dummy
Answer:
244.92 square inches
Step-by-step explanation:
You just have to fill in the formula with the information they gave you.
They gave you the diameter for base circle so you divide that number in half to get the radius which is what you need for the formula represent as "r".
r=3
h=10
and you know pi is 3.14
so just plug in the numbers.
SA=2x3.14x3^2+2x3.14x3x10
SA=6.28x9+6.28x30
SA=56.52+188.4
SA=244.92
The blue line is the graph of y = –4x + 5. Use the sliders to make the orange line represent y = –2x + 3. Examine the graph. What is the solution of the system of these two equations?
(0, 5)
(1, 1)
(2, 2)
(3, 0)
Answer:
1,1
Step-by-step explanation:
Explain the steps to solving a two-step inequality.
Answer:
Step-by-step explanation:
Which of the following is a model that shows the flow of energy through an
ecosystem?
a. Niche
b. Energy bar graphs
c.Food chain
d. Food web
PLEASE GIVE ME THE RIGHT ANSWER
If a jacket costs $65.49 and it will be marked up 30%, what is the selling price?
Are the lines parallel? y = x + 4 and y = x - 2 *
1. yes, they have the same slope and a different y-intercept
2. no, they are not parallel
factorise 49m²-84mn+36n² using the identity x²+(a+b)x+ab=(x+a)(x+b)
Answer:
(7m-6n)(7m-6n)Step-by-step explanation:
Given the expression 49m²-84mn+36n², this can also be written as;
49m²-84mn+36n²
= 7²m² - 84mn + 6²n²
= (7m)²-2*7m*6n+ (6n)²
= (7m-6n)²
= (7m-6n)(7m-6n)
Hence the expanded form is (7m-6n)(7m-6n)
Given r(x) = StartFraction 11 Over (x minus 4) squared EndFraction , which represents a domain restriction on r(x) and the corresponding inverse function? X > 4; r–1(x) = 4 minus StartRoot StartFraction 11 Over x EndFraction EndRoot x > 4; r–1(x) = 4 + StartRoot StartFraction 11 Over x EndFraction EndRoot x > –4; r–1(x) = 4 minus StartRoot StartFraction 11 Over x EndFraction EndRoot x > –4; r–1(x) = 4 + StartRoot StartFraction 11 Over x EndFraction EndRoot
Answer:
x > 4; r–1(x) = 4 + StartRoot StartFraction 11 Over x EndFraction EndRoot
Step-by-step explanation:
We are given that
[tex]r(x)=\frac{11}{(x-4)^2}[/tex]
We have to find the domain of restriction on r(x) and corresponding inverse function.
Let
[tex]y=r(x)=\frac{11}{(x-4)^2}[/tex]
[tex](x-4)^2=\frac{11}{y}[/tex]
[tex]x-4=\sqrt{\frac{11}{y}}[/tex]
[tex]x=\sqrt{\frac{11}{y}}+4[/tex]
[tex]r^{-1}(y)=\sqrt{\frac{11}{y}}+4[/tex]
Now, replace x by y and y by x then, we get
[tex]r^{-1}(x)=\sqrt{\frac{11}{x}}+4[/tex]
The function is not defined at x=4
But,
The inverse function defines for all positive real values.
Therefore, domain of r(x)=x>4 and inverse function
[tex]r^{-1}(x)=\sqrt{\frac{11}{x}}+4[/tex]
Option:
x > 4; r–1(x) = 4 + StartRoot StartFraction 11 Over x EndFraction EndRoot
Answer:
bbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbb
Step-by-step explanation:
b
The table below represents a function. Which of the following equations could be its function rule?
Answer:
it's the 3rd choice, Y= -3x