Answer:
He had a total of $43 at the beginning of the day
Step-by-step explanation:
Step 1
Express the amount of money Darryl had in the beginning as follows;
A=E+R
where;
A=initial amount he had at the beginning
E=total expenditure
R=total remainder after spending
In our case;
A=unknown
E=Amount spent on book+amount spent on compact disc+amount spent on magazine
E=(16+20+2)=$38
R=$5
Step 2
Substitute the values in the expression and solve for A;
A=(38+5)=43
He had a total of $43 at the beginning of the day
Does the graph represent the function?
A science museum charges an admission fee of $10 per adult and $6 per child. If the museum had 2,000 visitors on a particular day and the total collection was $18,800, how many adults and children visited the museum?
Given that the rectangle above has a perimeter of 34 units, find . round the answer to the nearest hundredth.
What are the x and y-intercepts of the line described by the equation?
3x−9y=10.8
Enter your answers, in decimal form, in the boxes.
x-intercept =
y-intercept =
The x-intercept and the y-intercept of the line described by the equation 3x - 9y = 10.8 are 3.6 and -1.2
The x-intercept of a line is the point where y-coordinate is zero while the y-intercept of the line is the point where the x-coordinate is zero
Given the expression 3x - 9y = 10.8
Get the x-intercept. If y = 0
3x - 9(0) = 10.8
3x = 10.8
x = 10.8/3
x = 3.6
Get the y-intercept. If x = 0
3(0) - 9y = 10.8
-9y = 10.8
y = -10.8/9
y = -1.2
Hence the x-intercept and the y-intercept of the line described by the equation 3x - 9y = 10.8 are 3.6 and -1.2
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The coordinate of the midpoint of segment AB is (-3, 2). Find the coordinate of A if the coordinate of B is (0, 2).
A =
(-6,2)
(-3/2,2)
(3,2)
Economists study the way society uses its resources. One important resource studied is agriculture. The recent increase in demand for organic produce has created some interesting economic scenarios for both farmers and consumers. Click the link to learn key facts about the economics of organic produce and answer a few questions. Which is a reason that organic farming is more expensive than conventional farming? How many years must a farm be run organically before its produce can be labeled as “organic”? Why do most small organic farms pay a higher percentage of their profit for farming equipment than conventional farms?
Answer:
Which is a reason that organic farming is more expensive than conventional farming?
Organic farmers must pay for a costly certification process
How many years must a farm be run organically before its produce can be labeled as “organic”?
3
What is a benefit of crop rotation?
Rotating crops can help build healthy soil.
Step-by-step explanation:
Just took the test!
Answer:
Economists study the way society uses its resources. One important resource studied is agriculture. The recent increase in demand for organic produce has created some interesting economic scenarios for both farmers and consumers. Click the article to learn key facts about the economics of organic produce and answer a few questions.
Which is a reason that organic farming is more expensive than conventional farming?
✔ Organic farmers must pay for a costly certification process.
How many years must a farm be run organically before its produce can be labeled as “organic”?
✔ 3
What is a benefit of crop rotation?
✔ Rotating crops can help build healthy soil.
Step-by-step explanation:
just got it on edge
If each password must contain at least one upper-case letter, one lower case letter and one number, how many passwords are there? unanswered
is 2x-5y=10 a function ------is it linear or nonlinear?
It is linear when 2x- 5y = 10. A linear equation is an equation of a straight line, which means that the degree of a linear equation must be 0 Or 1.
How can we tell whether a function is linear or not?Looking at a function’s graph will reveal if it is linear or not with the greatest ease. When a linear function is plotted on a graph, a straight line is formed.
A nonlinear function Is curved in some way; it does not form a straight line.
How is a function defined as linear?The graph of a linear function is a straight line. One independent variable and one dependent variable make up a linear function.
X and Y are the independent and dependent variables, respectively. The constant term, or a, is the y-intercept.
Is a function 2x-5y=10 real? Is it nonlinear or linear?Given that a linear equation is an equation of a straight line, its degree must be either 0 or 1.
For every one of its elements. In this instance, both the degree of the variables Y and X is 1.
Resolve the Y equation.
2x-5y=10
Y=-2+2x/5
Hence Given that a linear equation is an equation of a straight line, its degree must be either 0 or 1. For every one of its elements. The degree of the variable Y in this instance is 1, while the degree of the variable X is linear at 1.
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How many 1-cm squares would it take to construct a square that is 3 m on each side?
I can’t seem to figure out how I would graph this? Someone help please
The length of a rectangle is 1 ft more than double the width, and the area of the rectangle is 45 ft2 . find the dimensions of the rectangle.
The width of the rectangle is 4.269ft and the length is 8.538 ft.
What are the area and perimeter of a rectangle?We know the perimeter of any 2D figure is the sum of the lengths of all the sides except the circle and the area of a rectangle is the product of its length and width.
Given, The length of a rectangle is 1 ft more than double the width.
Assuming the width to be x ft, therefore length would be (2x + 1) ft.
We know area of a rectangle(A) = length×width.
∴ x×(2x + 1) = 45.
2x² + 2x = 45.
2x² + 2x - 45 = 0.
[tex]x_{1,\:2}=\frac{-2\pm \sqrt{2^2-4\cdot \:2\left(-45\right)}}{2\cdot \:2}[/tex].
[tex]x_1=\frac{-2+2\sqrt{91}}{2\cdot \:2},\:x_2=\frac{-2-2\sqrt{91}}{2\cdot \:2}[/tex].
[tex]x=\frac{-1+\sqrt{91}}{2},\:x=-\frac{1+\sqrt{91}}{2}[/tex].
[tex]\left(\m\quad x=4.26969\dots ,\:x=-5.26969\dots \right)[/tex].
∴ x = 4.269ft is the admissible value as length can not be negative.
∴ length is 8.538 ft.
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Jason has 75 feet of wallpaper border. He wants to put up a wallpaper border around his rectangular bedroom that measures 12 feet by 14 feet. He multiplies 12 x 14 = 168 to get an exact answer of how much border he needs. He concludes that he does not have enough border for the whole job.
1. Tell how you can critique Jason’s reasoning.
2. Critique Jason’s reasoning
3. Jason uses an overestimate to decide how many rolls of wallpaper he needs for another’s room. Explain why his reasoning to use an overestimate does or does not make sense
The equation of line m is 4x+5y=−2. What is the slope of a line that is perpendicular to line m?
The required slope of a line will be 5/4 which is perpendicular to line m.
What are the perpendicular lines?Perpendicular lines are two lines that cross one other and create a 90-degree angle. Two lines are perpendicular if the product of their slopes is -1.
The equation of line m is given in the question below as:
⇒ 4x + 5y = −2
We have to determine the slope of a line that is perpendicular to line m
First, we need to find the slope of line m
To convert to slope-intercept form
⇒ 4x + 5y = -2
⇒ 5y = - 4x - 2
⇒ y = -4/5 x - 2/5
So the slope of this line is -4/5 and the slope of a line perpendicular to it is
⇒ - 1 / (-4/5)
Reciprocal the terms in the numerator,
⇒ 5/4
Therefore, the required slope of a line will be 5/4 which is perpendicular to line m.
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Write each mixed number as an improper fraction. 1 7/8 1 7/12 2 1/2 NEED BRAINLIEST!!!
Students in a science class are divided into 6 equal groups with at least 4 students in each group for a project. write and solve an inequality that represents the number of students in the class
There are a total of 6 groups.
And each group contains at least 4 students.
So the minimum number of students is:
minimum = 6 * 4 = 24 students
Let us say that x represents the number of students, hence:
x ≥ 24
To represent the number of students in the class, we can write the inequality 24 ≤ x.
Explanation:To represent the number of students in the class, let's assume that the total number of students in the class is represented by the variable 'x'. Since the students are divided into 6 equal groups and each group has at least 4 students, we can write the inequality:
6 * 4 ≤ x
Simplifying the inequality:
24 ≤ x
This inequality represents that the total number of students in the class should be greater than or equal to 24.
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Given that AE is a tangent of the circle with the center at B, BC = 3.5, and AE = 24, which is the length of EC?
7
13
25
49
We are actually given here a right triangle where EC is the hypotenuse. The length of one side is AE = 24, and the other side AC is simply twice BC, so AC = 7:
EC^2 = AE^2 + AC^2
EC^2 = 24^2 + 7^2
EC = 25
The length of a rectangle is twice the width. the perimeter is 32 cm more than the width. find the dimensions of the rectangle.
The dimensions of the rectangle are 6.4 and 12.8 respectively.
What is the perimeter of the rectangle?The formula for calculating the perimeter of a rectangle is given by :
P = 2 ( L + w )
The length of a rectangle is twice the width. And the perimeter is 32 cm more than the width.
L = 2w
Now substituting into the formula , we have
Width: x
Length: 2x
Perimeter P = 2 ( L + w ) = 2(3x) = 6x
Since 32 cm more than width means x+32
6x = x + 32
5x = 32
x = 6.4
Hence, Dimension is 6.4 × 12.8.
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Raise to the power:
(–0.2xy)4
Which phrase describes an unknown or changeable quantity?
tom can wash 44 plates in 3 minutes. how many seconds will it take him to wash 12 wash? show your work.
How do i graph y= 2x
the sum of three integers is 92. the second number is three times the first number. the third number is ten less than twice the first number. find the integers
1st number = x
2nd number = 3x
3rd number = 2x-10
x +3x + 2x-10 =92
6x - 10 = 92
6x =102
x = 102/6
x = 17
1st number = 17
2nd number = 17*3 = 51
3rd number = 17 *2 = 34-10 = 24
17 + 51 + 24 = 92
3 numbers are 17, 51 and 24
Find the axis of symmetry for this parabola : y= 2(x-7)(x+9)
Which expression is equivalent to 3x(1.05)?
A: 3x + 3x + 3x
B: 1.05x + 1.05x + 1.05x
C: x + 3.15
D: 1.05x + 3
How many ways can i distribute 3 slices of pizza to 3 people of fairness doesn't matter?
What does .9999 rounded to the thousandths?
∠E and ∠F are vertical angles with m∠E=5x+10 and m∠F=7x−12 . What is the value of x? Enter your answer in the box.
The inequality x < 9 or x ≥ 14 can be used to represent the hourly wage, x, of each employee at a store. Which are possible values for x? Check all that apply. $8 $9 $11 $13 $14 $15
we have
[tex]x<9[/tex] ------> inequality A
The solution of the inequality A is the interval--------> (-∞,9)
All real numbers less than [tex]9[/tex]
[tex]x\geq14[/tex] -----> inequality B
The solution of the inequality B is the interval--------> [14,∞)
All real numbers greater than or equal to [tex]14[/tex]
The solution Inequality A or Inequality B is equal to
Solution A+Solution B
(-∞,9)U[14,∞)
The solution of the compound system of inequalities must satisfy inequality A or inequality B
we're going to verify every case
case A) [tex]\$8[/tex]
Substitute the value of x in the inequality A and in the inequality B to verify
Verify inequality A
[tex]8<9[/tex] -------> is true
Therefore
[tex]\$8[/tex] is a possible value for x
You don't need to check for inequality B
case B) [tex]\$9[/tex]
Substitute the value of x in the inequality A and in the inequality B to verify
Verify inequality A
[tex]9<9[/tex] -------> is not true
Verify inequality B
[tex]9\geq14[/tex] ------> is not true
Therefore
[tex]\$9[/tex] is not a possible value for x
case C) [tex]\$11[/tex]
Substitute the value of x in the inequality A and in the inequality B to verify
Verify inequality A
[tex]11<9[/tex] -------> is not true
Verify inequality B
[tex]11\geq14[/tex] ------> is not true
Therefore
[tex]\$11[/tex] is not a possible value for x
case D) [tex]\$13[/tex]
Substitute the value of x in the inequality A and in the inequality B to verify
Verify inequality A
[tex]13<9[/tex] -------> is not true
Verify inequality B
[tex]13\geq14[/tex] ------> is not true
Therefore
[tex]\$13[/tex] is not a possible value for x
case E) [tex]\$14[/tex]
Substitute the value of x in the inequality A and in the inequality B to verify
Verify inequality A
[tex]14<9[/tex] -------> is not true
Verify inequality B
[tex]14\geq14[/tex] ------> is true
Therefore
[tex]\$14[/tex] is a possible value for x
case F) [tex]\$15[/tex]
Substitute the value of x in the inequality A and in the inequality B to verify
Verify inequality A
[tex]15<9[/tex] -------> is not true
Verify inequality B
[tex]15\geq14[/tex] ------> is true
Therefore
[tex]\$15[/tex] is a possible value for x
therefore
the answer is
[tex]\$8[/tex]
[tex]\$14[/tex]
[tex]\$15[/tex]
what is the advantage of multiplying both sides of the equation by the least common multiple of the denominators in the first step?
An employee works 21 days per month if they worked an average of 7.5 hours per day how many hours do they work per month