Enter the solution to the inequality in the box.
−9x−6≥−3(x−4)
Answer:
x ≥ -3
Step-by-step explanation:
i used a calculator, please give brainliest
We want to create a class that represents a geometric sequence. a geometric sequence is a sequence of numbers that begin at some value and then multiplies each value by some constant to get the next value. for example, the geometric sequence 1, 2, 4, 8, 16 starts at 1 and multiplies each term by 2 to get the next. the geometric sequence 10.8, 5.4, 2.7, 1.35 starts at 10.8 and multiplies each term by 0.5 to get the next. the basic framework of a geometric sequence class is below:
A geometric sequence class in programming can represent a series of numbers where each term is generated by multiplying the previous term by a fixed number. This follows the rules of exponential arithmetic, as seen in examples of exponential increase and decrease.
Explanation:In the context of programming, the basic framework of a geometric sequence class can represent a geometric sequence, following the rules of exponential arithmetic. In mathematics, a geometric sequence is a sequence of numbers where each term after the first is found by multiplying the previous term by a fixed, non-zero number called the common ratio.
For instance, a geometric sequence that begins at 1 and multiplies each term by 2 would look as follows: 1, 2, 4, 8, 16. Notice that each subsequent term is twice the value of its previous term i.e., an exponential increase.
Similarly, the geometric sequence 10.8, 5.4, 2.7, 1.35 starts at 10.8 and multiplies each term by 0.5, resulting in an exponential decrease. While not directly related to the question, geometric sequences can also be used to calculate geometric probabilities.
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What is 2 tens 13 ones
What is the justification for each step in the solution of the equation?
23x−13=2(x+2)23x−13=2(x+2)
Select from the drop-down menus to correctly justify each step.
The solution involves the application of mathematical properties such as the distributive property, the process of simplifying, the use of additive inverse, and the division property of equality. These steps result in x = 0.81.
Explanation:To solve the given equation, 23x - 13 = 2(x + 2), let's break down the steps:
First, distribute 2 to each term within the parenthesis on the right side of the equation to apply the distributive property. This leads to 23x - 13 = 2x + 4. Second, gather like terms on both sides of the equation in a process known as simplifying the equation. Subtract 2x from both sides to get: 21x - 13 = 4. Next, you should isolate the variable x, by adding 13 to both sides of the equation. This use of additive inverse results in 21x = 17. Finally, divide each side of the equation by 21 to get x by itself—a step justified by the division property of equality. This results in x = 17/21, which simplifies to x = 0.81 (approximately). Learn more about Solving Equations here:
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To solve the equation 23x - 13 = 2(x + 2), distribute the 2, combine like terms, and isolate the variable x.
Explanation:To solve the equation 23x - 13 = 2(x + 2), we need to simplify both sides of the equation step by step.
Therefore, the solution to the equation is x = 17/21.
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From a standard deck of cards, what is the probablility that yo uchoose a red card and then a 3, assuming you replaced the first card
Suppose a least-squares regression line is given by modifyingabove y with caret equals 4.302 x minus 3.293y=4.302x−3.293. what is the mean value of the response variable if xequals=2020?
pam read 126 pages of her summer reading book in 3 hours. Zack read 180 pages of his summer reading book in 4 hours. If they continue to read at same speeds, will they both finish the 215 page book after 5 total hours of reading?
The difference of a number divided by 7 and 9 is equal to 2. use the variable C what the unknown
NEED HELP WITH THIS PROBLEM. thanks
Rick has 1 1/3 pounds of sugar. He also has 2/3 pounds of flour. He needs to pour 14 of each into a mixing bowl.
How much sugar was poured into the bowl?
? pounds
How much flour was poured into the bowl?
? pounds
As a pharmacist, part of your daily duties is to mix medications in the proper proportions for your patients. For one of your regular patients, you always mix Medication A with Medication B in the same proportion. Last week, your patient's doctor indicated that you should mix 110 milligrams of Medication A with 154 milligrams of Medication B. However this week, the doctor said to only use 126 milligrams of Medication B. How many milligrams of Medication A should be mixed this week?
110/154 = x/126
154x/13860
x = 13860 /154 = 90
90 milligrams of medicine A
How to find the graph of a parabola?
Graphing a parabola starts by identifying the vertex from the equation of the parabola, determining whether the parabola opens upwards or downwards, plotting the vertex and other points and then joining these points with a smooth curve.
Explanation:Graphing a parabola involves understanding the equation of the parabola which takes the form y = ax² + bx + c, where 'a', 'b', and 'c' are constants. To find the graph of the parabola from this equation, follow these steps:
Find the vertex of the parabola. The vertex is given by the point (h, k), where h = -b/2a and k can be found by substituting h into the equation.Depending on the sign of 'a', determine if the parabola opens upwards ('a' positive) or downwards ('a' negative).Plot the vertex on a graph. The vertex is the lowest point on the graph if the parabola opens upwards, and the highest point if the parabola opens downwards.Use the equation to find other points on the parabola. Substitute different x-values into the equation to find corresponding y-values.Connect the dots to form a smooth curve.Remember, parabolas are a type of conic sections, formed through the intersection of a plane with a cone.
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x^2-3=5x simplify this
Ramon correctly answered 80% of the questions on his math test. Which of the following does NOT represent the part of the questions Ramon answered correctly?
The concept of percentages indicates that if Ramon answered 80% of the questions correctly in a test, it means he correctly answered a higher proportion of questions than the statement '30% of the students answered 16 or more questions correctly' would imply. Therefore, this statement does not represent the part of a test that Ramon answered correctly.
Explanation:This question concerns the concept of percentages in mathematics. The information provided indicates that Ramon correctly answered 80% of the questions on his math test. This implies that if the test had 100 questions, Ramon correctly answered 80 questions. Now let's consider the statement in the choices: '30% of the students answered 16 or more questions correctly.' This is in stark contrast to Ramon's result and therefore does not represent the part of the test questions that Ramon answered correctly. The 30% statement is considering the entire class's performance, not Ramon's individual accomplishment. Hence, the aforementioned statement is the one that doesn't represent the part of the questions Ramon answered correctly.
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i already asked this but could you please help me on E F G H four questions on stimultaneous equations. There is also an attachment.
ASAP Thank You So Much
What system of linear inequalities is shown in the graph? Enter your answers in the boxes.
Step 1
Find the slope of the dotted line A
Let
[tex]A(-3,1)\\B(0,2)[/tex]
Find the slope m
[tex]m=\frac{(y2-y1)}{(x2-x1)}[/tex]
substitute in the formula
[tex]m=\frac{(2-1)}{(0+3)}[/tex]
[tex]m=\frac{(1)}{(3)}[/tex]
[tex]mA=\frac{1}{3}[/tex]
Step 2
Find the equation of the line A
we know that
[tex]y-y1=m(x-x1)[/tex]
we have
[tex]mA=\frac{1}{3}[/tex]
[tex]B(0,2)[/tex]
substitute
[tex]y-2=\frac{1}{3}(x-0)[/tex]
[tex]y=\frac{1}{3}x+2[/tex]
Step 3
Find the equation of the inequality A
we know that
the solution is below the dotted line A
so
the inequality A is
[tex]y<\frac{1}{3}x+2[/tex]
Step 4
Find the slope of the solid line B
Let
[tex]B(0,2)\\C(1,0)[/tex]
Find the slope m
[tex]m=\frac{(y2-y1)}{(x2-x1)}[/tex]
substitute in the formula
[tex]m=\frac{(0-2)}{(1-0)}[/tex]
[tex]m=\frac{(-2)}{(1)}[/tex]
[tex]mB=-2[/tex]
Step 5
Find the equation of the line B
we know that
[tex]y-y1=m(x-x1)[/tex]
we have
[tex]mB=-2[/tex]
[tex]B(0,2)[/tex]
substitute
[tex]y-2=-2(x-0)[/tex]
[tex]y=-2x+2[/tex]
Step 6
Find the equation of the inequality B
we know that
the solution is below the solid line B
so
the inequality B is
[tex]y\leq -2x+2[/tex]
therefore
The system of linear inequalities is
[tex]y<\frac{1}{3}x+2[/tex]
[tex]y\leq -2x+2[/tex]
using a graphing tool
the solution is the shaded area
see the attached figure
Lesson 10 tools of geometry unit test
Tools of geometry consist of fundamental techniques and concepts in mathematics involving measurements, calculations, vectors, and moments of inertia among others. Active learning strategies like collaborative activities and problem-solving are effective in understanding these concepts.
Explanation:The subject of your lesson, 'tools of geometry', refers to the fundamental concepts and techniques used in
Geometry
, which is a branch of mathematics concerned with the properties, measurement, and relationships of points, lines, angles, surfaces, and solids. Some of these
tools
in geometry include the ability to measure and calculate length, mass, volume, density, temperature, and time, and to perform calculations and conversions in various unit systems. In geometry, you'll also find the concept of Moments of Inertia useful, this concept revolves around calculating the moment of inertia for uniformly shaped, rigid bodies and using the parallel axis theorem to find the moment of inertia about any particular axis. Geometry also involves vector analysis, where magnitudes have both direction and quantity, represented often in bold or with an arrow above them. A key aspect of learning geometry effectively is active participation through discussions, collaborative group activities, and hands-on problem-solving.
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The selling price for a classic car is $16000 which is. $1000 more than three times its original price. What was the original price of the car?
The original price of the classic car was $5,000
The student's question seeks to determine the original price of a classic car, given that the selling price is $16,000, which is $1,000 more than three times its original price. To find the original price, we can set up an equation: let the original price be represented by x. The equation based on the information provided would be:
3x + $1000 = $16000
Subtracting $1000 from both sides to isolate the terms with x gives us:
3x = $16000 - $1000
3x = $15000
Finally, dividing both sides by 3 to solve for x, we get:
x = $15000 / 3
x = $5000
Therefore, the original price of the car was $5000.
The original price of the car was $5000
Let the original price of the car be x.
According to the problem, the relationship between the original price and the selling price can be described by the following equation:
[tex]\[ 3x + 1000 = 16000 \][/tex]
To find x :
Isolate x on one side :
Subtract 1000 from both sides to remove the extra cost:
[tex]\[ 3x = 16000 - 1000 = 15000 \][/tex]
Solve for x :
Divide both sides by 3:
[tex]\[ x = \frac{15000}{3} = 5000[/tex]
Thus, the original price of the car was $5000.
Question :
The selling price for a classic car is $16000 which is. $1000 more than three times its original price. What was the original price of the car?
a tool rental cost $0.65 per minute. if the total bill for the rental was $18.20 then for how many minutes was the tool used?
Becca orders a DVD over the internet. The company’s website says the DVD will be send out the following working day. It will arrive no more that 10 working days later. Working days are Monday to Friday. Becca orders her DVD on Wednesday 4 August. What is the latest data Becca will get her DVD?
Object moving in the xy-plane is acted on by a conservative force described by the potential-energy function u(x,y)=α(1/x2+1/y2), where α is a positive constant
It seems like the problem is asking for us to derive an expression for the force F⃗ stated in terms of the unit vectors i^ and j^.
The solution for this is:
U(x,y) = α (x^-2 + y^-2)
F = - dU(x,y)
F = - (dU/dx + dU/dy)
F = - (-2αx^-3 - 2αy^-3)
F = 2α (x^-3 + y^-3)
F = 2α (1/x^3 i + 1/y^3 j)
A conservative force is related to the potential-energy function. In this particular context, the force exerted on an object in an xy-plane is calculated using the negative gradient of the potential energy function u(x,y) given.
Explanation:The question presents a potential-energy function for an object moving in the xy-plane, with the function u(x,y)=α(1/x2+1/y2) where α is a positive constant. This case refers to the action of a conservative force.
A conservative force is characterized by the fact that the work done by the force is only dependent on the start and end points of the motion. In turn, this gives the freedom to define a potential energy for any conservative force. In the context of this potential-energy function, the conservative force acting on the object can be calculated from the negative gradient of the potential energy.
To express it quantitatively, given a potential energy function U(x), the force F acting on the object at a position x is given by F=-dU/dx. If we extend this to two dimensions in the xy-plane, the force F = - ∇U, where ∇ is the gradient operator.
Applying these concepts to your given potential energy function u(x,y)=α(1/x2+1/y2), the force acting on the object in the x and y directions can be calculated by differentiating this function with respect to x and y respectively, applying the opposite sign.
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convert decimals to fractions do not simplify.
Mike, therese, tristan, and elena want to improve their fico credit score. mike uses 10% of his credit limit, therese uses 30% of her limit, tristan uses 50% of his limit, and elena uses 75% of her limit. who is improving their score the most?
The point-slope form of the equation of the line that passes through (–5, –1) and (10, –7) is y + 7 = (x – 10). What is the standard form of the equation for this line?
That point slope equation given does not pass through those points, the point slope equation y + 7 = -0.4(x - 10) does, though. The standard form of that would be
2x + 5y = -15
You can get that by distributing the -0.4 out
y + 7 = -0.4x + 4
You can then add 0.4x to both sides, and subtract 7 from both sides to get
0.4x + y = -3
Now some teachers may accept this, but in correct standard form the coefficient of x is a whole number, so you have to multiply both sides by 5 to get rid of the decimal, and you get
Carly has 2 more nickels than dimes in her pocket she has 40 cents. How many nickels does she have? How many dimes does she have?
She has 4 nickels and 2 dimes
Let x represent the number of dimes
5+(x+2)+19x=40
5x+10x+10=40
15x=40-10
15x=30
x=30/15
x=2
x+2=4
Inconclusion She has 4 nickels and 2 dimes
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How to find a ratio with the denominator of 1 without using a diagram
While on a one-hour trip, a small boat travels 32 km north and then travels 45 km east. what is the direction of the boat's average velocity for the one-hour trip? 27° north of east 35° north of east due east 54° north of east 45° north of east?
The boat average velocity for the one hour trip is 54° north of east.
What is Average velocity?
Average velocity is defined as the change in position divided by the time interval in which the displacement occurs.
Given that;
A small boat travel 32 km north and then travels 45 km east.
Now,
Average velocity is calculated as;
By figure,
Average velocity = cotθ = 32/45
θ = cot⁻¹ (32/45)
θ = 54°
Thus, The boat average velocity for the one hour trip is 54° north of east.
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Please help. A spinner had 7 identical sections. Two sections are blue, 1 us red, and 4 of the sections are green. Suppose the probabilty of an event happening is 2/7 (fraction). What does each number in the ratio represent? What outcome matches this probability?
5/8 of the 64 musicians in a music contest are guitarist. Some of the guitarist play jazz solos, and the rest play classical solos. The ratio of the number of guitarist playing jazz solos to the total number of guitarist in the contest is 1:4. How many guitarist play classical solos in the contest?
find the sum and express it in simplest form. (ab+4a-6)+(ab+6)
Use the elimination method to solve the system
5x − 14y = 74
−x − 6y = 38