Emma buys and sells truck parts. she bought 2 tires for $35 and later sold them for $65. she bought three rims for $75 and later sold them for $136. she bought 4 headlight covers for $4 and later sold them for $15. what is Emma's total profit?

Answer: b - 8

Step-by-step explanation:

Answer:

same

Step-by-step explanation:

Answer:

2nd

Step-by-step explanation:

The point (-7, 4) is located in the second quadrant of the Cartesian coordinate system because it has a negative x-coordinate and a positive y-coordinate.

The point (-7, 4) is located in the second quadrant of the Cartesian coordinate system. In the second quadrant, the x-coordinate is negative and the y-coordinate is positive. This is in line with the definition that axes divide the plane into four quadrants, where the sign of the coordinates determines the quadrant in which the point lies.

Understanding Quadrants

To better understand which quadrant a point falls into, consider the following general rules for the Cartesian coordinate system:

As the point (-7, 4) has a negative x-coordinate and a positive y-coordinate, it falls into the second quadrant, confirming our original statement.

[tex]\bf \begin{array}{|ll|ll} \cline{1-2} bridge&\stackrel{tons}{materials}\\ \cline{1-2} concrete&1,000\\ \textit{steel structure} & 400\\ \textit{glass and granite}&200\\ \cline{1-2} \end{array}\qquad \qquad \stackrel{~\hfill \textit{total weight}}{1000+400+200=1600} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\bf \cfrac{\stackrel{\textit{steel structure}}{400}}{\underset{\textit{total weight}}{1600}}\implies \stackrel{\textit{simplified}}{\cfrac{1}{4}}~\hfill \cfrac{\stackrel{\textit{glass and granite}}{200}}{\underset{\textit{total weight}}{1600}}\implies \stackrel{\textit{simplified}}{\cfrac{1}{8}}[/tex]

The actual distance from Chicago to Boston is 712.5 miles.

Step-by-step explanation:

Given,

Scale on map = 150 miles per inch

Distance from Chicago to Boston on map = 4.75 inches

Actual distance = Distance on map * 150 miles

Actual distance = 4.75 * 150

Actual distance = 712.5 miles

The actual distance from Chicago to Boston is 712.5 miles.

Keywords: scale, multiplication

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Answer:

[tex]3x^2-9xy+13y^2[/tex]

Step-by-step explanation:

We begin with : [tex]6x^2-7xy+8y^2-[(x^2-3xy-y^2)+(2x^2+5xy-4y^2)][/tex]

First, let us add the two portions within the brackets. To do this, we need to just combine the like terms

[tex]6x^2-7xy+8y^2-[(x^2-3xy-y^2)+(2x^2+5xy-4y^2)]\\\\6x^2-7xy+8y^2-[3x^2+2xy-5y^2][/tex]

Next, we need to distribute the negative to all the terms within the brackets

[tex]6x^2-7xy+8y^2-[3x^2+2xy-5y^2]\\\\6x^2-7xy+8y^2-3x^2-2xy+5y^2[/tex]

Now we can combine the like terms again

[tex]6x^2-7xy+8y^2-3x^2-2xy+5y^2\\\\3x^2-9xy+13y^2[/tex]

Answer:

Answer in image

Step-by-step explanation:

Answer in image

Answer:

3.  (4+5)+5 = 4 +10  expresses the ASSOCIATIVE PROPERTY OF ADDITION.

Step-by-step explanation:

The associative property of addition is given as:

For any three numbers A, B and C

(A +B) + C = A + ( B+ C)

Here, the ORDER OF ADDITION is not important, answer is always the SAME.

Now, in the following given expressions:

1.  (3+7)+(2+8)=(7+3)+(8+2)

Here, ( 3+ 7)in L H S is replaced with ( 7 + 3) in R H S

Similarly,  ( 2+ 8)in L H S is replaced with (8 + 2) in R H S

Hence, the given expression is expresses the Commutative PROPERTY OF ADDITION.

2. (5)(3-4)=(5-3)(4)

Here, the operation between 5 and (3-4) is MULTIPLICATION

Hence, the given expression DO NOT expresses the ASSOCIATIVE PROPERTY OF ADDITION.

3.  (4+5)+5 = 4 +10

Here, the form of ASSOCIATIVE PROPERTY OF ADDITION is

(4 +5 )+5  = 4 + (5 + 5)  = 4 + (10)

So, the given expression expresses the ASSOCIATIVE PROPERTY OF ADDITION.

4.  2(5+4)=10+8

Here, the operation between 2 and (5 + 4) is MULTIPLICATION

Hence, the given expression DO NOT expresses the ASSOCIATIVE PROPERTY OF ADDITION.

The associative property of addition means the way numbers are grouped in an addition does not change the sum. From the given equations, equation (1) illustrates this property as shown by the same results 20 in both groupings (3+7)+(2+8) or (7+3)+(8+2).

The associative property of addition is a property in Mathematics that states that the way in which numbers are grouped when added does not change the sum. From the given equations, equation (1) (3+7)+(2+8)=(7+3)+(8+2) perfectly shows this property. It demonstrates that it doesn't matter how we group the numbers when we're adding them - the result will be the same.

For example, in equation (1), (3+7)+(2+8), if we add the numbers in brackets first, we get 10 + 10 = 20. This is the same result we get if we re-group the numbers like this: (7+3)+(8+2), that is, 10 + 10 = 20.

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Answer:

1,3,5

Step-by-step explanation:

not 1,3,4

To find the speed of the motorboat and the current, two equations were set up based on the distances and times provided. The system of equations was solved to find the boat speed to be 36 km/h and the current speed to be 4 km/h.

The student is asking a question related to the mathematical concept of relative motion involving a motorboat and a current.

To solve this problem we can set up two equations based on the information given:

Using the distances and times provided:

We can solve this system of equations to find the values for Boat Speed and Current Speed.

Let the speed of the boat be b and the speed of the current be c. From equation (1), we can express c in terms of b:

c = 40 - b (1)

Substitute c from equation (1) into equation (2):

160 = (b - (40 - b)) * 5

160 = (2b - 40) * 5

160 = 10b - 200

360 = 10b

b = 36 km/h

So the speed of the boat is 36 km/h. Now we can find the speed of the current using equation (1):

c = 40 - b

c = 40 - 36

c = 4 km/h

The speed of the current is 4 km/h.

Answer:

$6 to sweep 1 walk

Step-by-step explanation:

$24 : 4 walks can be simplified by dividing both sides by 4.

24/4:4/4=6:1

The linear equation is y = -2 x + 198

Jeff’s weight after 12 weeks is 174 pounds

Step-by-step explanation:

Jeff is keeping Trace of his weight over several weeks

We need to write a linear equation represents the Jeff’s weight, and find his weight after 12 weeks

The form of the linear equation is y = mx + b, where m is the slope of the line, and b is the y-intercept

The formula of the slope of a line which passes through points [tex](x_{1},y_{1})[/tex] and [tex](x_{2},y_{2})[/tex] is [tex]m=\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]

Let y represents Jeff's weight in x weeks

∵ After 2 weeks, he weighs 194 pounds

∴ [tex](x_{1},y_{1})[/tex] = (2 , 194)

∵ After 6 weeks , he weighs 186 pounds

∴ [tex](x_{2},y_{2})[/tex] = (6 , 186)

- Use these two points to find m

∵ [tex]m=\frac{186-194}{6-2}=\frac{-8}{4}=-2[/tex]

∴ m = -2

- Substitute the value of m in the form of the equation

∴ y = -2 x + b

- To find b substitute x and y in the equation by the coordinates

   of any point on the line

∵ x = 2 and y = 194

∴ 194 = -2(2) + b

∴ 194 = -4 + b

- Add 4 to both sides

∴ 198 = b

∴ y = -2 x + 198

The linear equation is y = -2 x + 198

To find his weight after 12 weeks substitute x by 12 in the equation

∵ x = 12

∴ y = -2(12) + 198

∴ y = -24 + 198

∴ y = 174

Jeff’s weight after 12 weeks is 174 pounds

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Answer:

The Area of land is 30 × [tex]10^{7}[/tex] meters² .

Step-by-step explanation:

Given as :

The length of rectangular wheat farm land = L = 5 × [tex]10^{4}[/tex]  meter

The width of rectangular wheat farm land = w = 6 × [tex]10^{3}[/tex]  meter

Let The Area of land = A meters²

Now, According to question

∵ Land is in rectangular shape

And we know, Area of rectangle = length × width

∴ Area of land =  Area of rectangle = length × width

Or, A = L × w

Or, A = 5 × [tex]10^{4}[/tex]  meter × 6 × [tex]10^{3}[/tex]  meter

Or , A = 30 × [tex]10^{4+3}[/tex]

i.e A = 30 × [tex]10^{7}[/tex]  meters²

So, The Area of land = A  = 30 × [tex]10^{7}[/tex] meters²

Hence,The Area of land is 30 × [tex]10^{7}[/tex] meters² . Answer

The dog's average weight change per week is -0.46 ounces, meaning that on average, the dog loses 0.46 ounces per week.

To determine the dog's average weight change per week, we need to calculate the mean of the weight changes given in the table for weeks 1 through 5. The weights are measured in ounces, and we have the following weight changes: -1.5, 2.2, -0.8, -1.6, -0.6. To find the average, we add up these changes and divide by the number of weeks.

First, we calculate the sum of the weight changes:

Sum = -1.5 + 2.2 + (-0.8) + (-1.6) + (-0.6)

Sum = -2.3 ounces

Now we divide by the number of weeks, which is 5:

Average weight change per week = Sum / Number of weeks

Average weight change per week = -2.3 oz / 5

Average weight change per week = -0.46 ounces per week

Since the average is negative, this means the dog is losing weight on average, each week.

Final answer:

To calculate the average weight change per week for the dog, sum up the total weight change and divide by the number of weeks. The dog's total weight change is -2.3 ounces over 5 weeks, resulting in an average weight loss of -0.46 ounces per week.

Explanation:

The student is asking about calculating the average weight change per week for an overweight dog on a special diet. To find this, we need to sum up all the weight changes and then divide by the number of weeks. The weight changes given in ounces are: -1.5, 2.2, -0.8, -1.6, and -0.6 ounces.

First, let's add up these weight changes: -1.5 + 2.2 - 0.8 - 1.6 - 0.6 = -2.3 ounces over 5 weeks.

Now, let's calculate the average weight change per week: (-2.3 ounces) / (5 weeks) = -0.46 ounces per week.

It's important to note that a negative average indicates the dog is losing weight, which is the goal of the diet. In this case, the dog is losing an average of 0.46 ounces per week.

A subtraction story problem for a total of 14 could be: Lucy has 17 cookies and she wants to share them with her friend Amanda. If Lucy gives Amanda some cookies and ends up with 14 cookies, how many cookies did Lucy give to Amanda?

A subtraction story problem for a total of 14 could be:

Lucy has 17 cookies and she wants to share them with her friend Amanda. If Lucy gives Amanda some cookies and ends up with 14 cookies, how many cookies did Lucy give to Amanda?

To solve this, subtract the cookies Lucy ends up with (14) from the cookies she initially had (17):

17 - 14 = 3

Therefore, Lucy gave Amanda 3 cookies.

Answer:

The answer is 32.

Step-by-step explanation

hope this helps :D

Answer:

[tex](s+t+r)^7[/tex]

Step-by-step explanation:

Sequential Operations

Mathematical operations can be done in sequence or in batches if they are of the same type. For example, we can add many terms in one single operation, but we cannot add and multiply in one go, because there are priorities when dealing with products and sums. Same happens with powers.

In our problem we are required to perform a sequence of operations like follows

Add s to t:

[tex]s+t[/tex]

Add the result to r

[tex]s+t+r[/tex]

Raise what you have to the 7th power

[tex]\boxed{(s+t+r)^7}[/tex]

This is the final result

did you ever complete this?  

Step-by-step explanation:

If you ddi please send it to me

Answer:

After 12 yrs the height of both trees type A and type B will be same.

Step-by-step explanation:

Given,

Height of Type A at the time of planting = [tex]9\ ft=9\times12=108\ in[/tex]

Height of Type B at the time of planting =  [tex]2\ ft=2\times12=24\ in[/tex]

Let the number of years be 'x'.

After 'x' years height of Type A = [tex]108+17x[/tex]

After 'x' years height of Type B = [tex]24+24x[/tex]

We have to find out the number of years will take for these trees to be the same height.

Now according to question, after 'x' years the height of plant type A and plant type B will be equal.

[tex]108+17x=24+24x[/tex]

Combining the like terms, we get;

[tex]24x-17x=108-24\\\\7x=84\\\\x=\frac{84}{7}=12\ yrs[/tex]

Hence After 12 yrs the height of both trees type A and type B will be same.

Answer:

a. 5/30 and 1/6 ---> are equal

b.4/12 and 21/60 ---> are not equal

c. 17/34 and 41/82 ---> are equal

d. 6/9 and 25/36​ ---> are not equal

Step-by-step explanation:

case a) we have  5/30 and 1/6

equate the fractions

[tex]\frac{5}{30}=\frac{1}{6}[/tex]

using cross multiplication

[tex](5)(6)=(30)(1)[/tex]

[tex]30=30[/tex] ----> is true

therefore

The fractions are equal

case b) we have  4/12 and 21/60

equate the fractions

[tex]\frac{4}{12}=\frac{21}{60}[/tex]

using cross multiplication

[tex](4)(60)=(21)(12)[/tex]

[tex]240=252[/tex] ----> is not true

therefore

The fractions are not equal

case c) we have  17/34 and 41/82

equate the fractions

[tex]\frac{17}{34}=\frac{41}{82}[/tex]

using cross multiplication

[tex](17)(82)=(41)(34)[/tex]

[tex]1,394=1,394[/tex] ----> is true

therefore

The fractions are equal

case d) we have  6/9 and 25/36​

equate the fractions

[tex]\frac{6}{9}=\frac{25}{36}[/tex]

using cross multiplication

[tex](6)(36)=(25)(9)[/tex]

[tex]216=225[/tex] ----> is not true

therefore

The fractions are not equal

Answer:

a. The fractions are equal.

b. The fractions are not equal

c. The fractions are equal.

d. The fractions are not equal

Step-by-step explanation:

By definition, equivalent fractions have the same value, but they look different.

In order to verify if two fractions are equivalent, you can use Cross multiplication.

The procedure is: multiply the numerator of the first fraction by the denominator of the second fraction, and the numerator of the second fraction by the denominator of the first fraction.

Then:

[tex]a.\ \frac{5}{30}=\frac{1}{6}\\\\5*6=1*30\\\\30=30\ (The\ fractions\ are\ equal)[/tex]

[tex]b.\ \frac{4}{12}=\frac{21}{60}\\\\4*60=21*12\\\\240=252\ (FALSE.\ The\ fractions\ are\ not\ equal)[/tex]

[tex]c.\ \frac{17}{34}=\frac{41}{82}\\\\17*82=41*34\\\\1394=1394\ (The\ fractions\ are\ equal)[/tex]

[tex]d.\ \frac{6}{9}=\frac{25}{36}\\\\6*36=25*9\\\\216=225\ (FALSE.\ The\ fractions\ are\ not\ equal)[/tex]

Final answer:

The solution set for |h-3|>5 is h > 8 and h < -2, which on a number line is all values to the right of 8 and to the left of -2, with open circles at -2 and 8.

Explanation:

The question requires us to find the solution set for the inequality |h-3|>5 on a number line. To solve an absolute value inequality, we split the problem into two separate inequalities based on the definition of absolute value:

For h - 3 > 5, we add 3 to both sides to get h > 8.For h - 3 < -5, we again add 3 to both sides, which gives h < -2.

Therefore, the solution set on the number line includes all values to the right of 8 and all values to the left of -2. Remember, these are not included in the solution set because the inequality is strict (>). This means we use open circles or unshaded dots to represent -2 and 8, and shade the number line to the right of 8 and to the left of -2.

Answer:

n=-4

Step-by-step explanation:

n=56/-14

n=-4

Answer:

The Inequality which shows Amount of time spent on other sports each day is [tex]x\leq \frac{4.25}{4}[/tex].

Nyasia spends approximately 1 hour each day on Other sports.

Step-by-step explanation:

Total number of hours spent on sports each week =7.5 hrs

Time spent on basket ball each week = 3.25 hours

Number of days spent on sports = 4 days.

We need to find amount of time spent on other sports each day.

Let amount of time spent on other sports each day be 'x'.

First we will find amount of time spent on other sports each week.

Amount of time spent on other sports each week can be calculated by Subtracting Total number of hour spent on sports each week minus Time spent on basket ball each week.

Amount of time spent on other sports each week = 7.5 -3.25 = 4.25 hrs.

Now we can say amount of time spent on other sports each day we will less than or equal to Amount of time spent on other sports each week divided by number of days.

Framing in equation form we get;

[tex]x\leq \frac{4.25}{4}[/tex]

Hence The Inequality which shows Amount of time spent on other sports each day is [tex]x\leq \frac{4.25}{4}[/tex].

ON solving the inequality we get;

[tex]x\leq \frac{4.25}{4}\\\\x\leq1.0625\ hrs[/tex].

Hence we can say Nyasia spends approximately 1 hour each day on Other sports.

Answer:

Step-by-step explanation:

The ratio is 12/8 or 3/2

So we can use proportions

3/2=x/15

x=22.5

Answer:

The closest option is C. 430, but of course this estimation depends of the size of the serving, specially for the chops and the potato.

Step-by-step explanation:

Let's calculate the number of calories of this meal:

A. 2 pork chops: We could assume 145 calories in a 3-ounce serving, so we have 145 * 2 = 290

B. 1 baked potato: We could assume 130 in a baked small potato (around 130 grams)

C. 1/2 cup of broccoli: We could assume 15 calories

Then the total estimation of calories is:

290 + 130 + 15 = 435

The closest option is C. 430, but of course this estimation depends of the size of the serving, specially for the chops and the potato.

Answer:

The answer is 430.

Step-by-step explanation:

On the chart given with the question (which was not posted),

2 pork chops = 260 (on the chart the individual pork chop is 130)

1/2 broccoli = 25

1 baked potato = 145

Now you simply add the numbers together!

Hope this helps!

[tex]\dfrac{x+6}{x+2}=\dfrac{x+3}{x-5}\qquad\qquad\text{cross multiply}\\\\(x+6)(x-5)=(x+2)(x+3)\\\\x^2-5x+6x-30=x^2+3x+2x+6\\\\x^2+x-30=x^2+5x+6\\\\x^2+x-x^2-5x=6+30\\\\-4x=36\quad|:(-4)\\\\\boxed{x=-9}[/tex]

Answer C.

+ 10 is the missing step in the given chart.

Step-by-step explanation:

Given data from the Flow chart,

Start = 20,

End = 6,

Second Step is ÷ 5.

Let us form the given information into two equations,

Consider the missing value as X.

20+X=Y  ⇒1

Y÷5=6   ⇒2

where Y is the value of middle box.

From equation 1,

Y=6×5

Y=30.

From equation 2,

20+X=30.

X=30-20.

X= 10.

Thus + 10 is the missing step.

Answer:

-7

Step-by-step explanation:

The question is a mathematics problem related to evaluating functions, but it cannot be answered without additional information about the functions f and g.

The question asks for the result when evaluating two functions f and g at given arguments and then combining these evaluated results with given coefficients. Specifically, it asks to compute the value of − 1 ⋅ f(− 8) minus 4 ⋅ g(4). However, without additional information about the functions f and g, it's not possible to calculate the exact numeric answer. Students usually encounter this type of problem while learning about functions and their evaluations in algebra.

Answer:
B: 180.3

Step-by-step explanation:

A^2 + B^2 = C^2
150^2 + 100 ^2 = 32500
square root of 32500
180.3

Answer:

The annual premium will be =  $1080

Step-by-step explanation:

Total life insurance term amount = $200,000

The term life insurance rate per $1000 = $5.40

Let’s divide total term amount i.e. $200,000 by $1000 unit to get the total number  of $1000 units in $200,000

So, $200,000 ÷ $1000 = 200

So, it is clear that 200 would be the total number of $1000 units in total term life  insurance amount of $200,000.

Therefore, if rate per unit $1000 is $5.40, then we must have to multiply $5.40 by 200 to find the  annual premium as the total number of $1000 units in total term life insurance amount  

of $200,000 is 200.  

So, $5.40 × 200 = $1080

Hence, the annual premium will be = $1080

Keywords: insurance, premium, annual premium

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We have 15 ways to chose 2 students for the position of president and Vice President

Solution:

Given that,

There are 6 students. 2 of them are chosen for the position of president and Vice President.

To find: number of ways we have to choose the students from the 6 students

So now we have 6 students, out of which we have to choose 2 students

As we just have to select the students. We can use combinations here.

In combinations, to pick "r" items from "n" items, there will be [tex]^{\mathrm{n}} \mathrm{C}_{\mathrm{r}}[/tex] ways

[tex]^{\mathrm{n}} \mathrm{C}_{\mathrm{r}}=\frac{n !}{(n-r) ! r !}[/tex]

Then, here we have to pick 2 out of 6:

Total students = n = 6

students to be selected = r = 2

[tex]\begin{aligned} 6 C_{2} &=\frac{6 !}{(6-2) ! 2 !} \\\\ 6 C_{2} &=\frac{6 !}{4 ! 2 !} \\\\ 6 C_{2} &=\frac{6 \times 5 \times 4 \times 3 \times 2 \times 1}{4 \times 3 \times 2 \times 1 \times 2 \times 1} \\\\ 6 C_{2} &=15 \end{aligned}[/tex]

Thus we have 15 ways to chose 2 students for the position of president and Vice President