Answers
Answer:
18x - 32
combine the like terms and then you get this.
Related Questions
Molly bought a pair of gloves and a skirt. The gloves cost £4. She sold teh gloves and the skirt for a total of £48. She made 100% profit on the cost of the gloves. 20% profit on the total cost. Work out the percentage profit on the cost of the skirt
Answers
Given : Molly bought a pair of Gloves which cost £4
Given : Molly sold the Gloves and Skirt for a Total of £48
Given : Molly made 100% Profit on the Cost of the Gloves
⇒ Molly sold the Gloves at a Cost of £8
Selling Price of Gloves + Selling Price of Skirt = £48
⇒ £8 + Selling Price of Skirt = £48
⇒ Selling Price of Skirt = £40
Given : Molly made 20% Profit on the Total Cost
[tex]\mathsf{\implies (\frac{Selling\;Price\;of\;Skirt\;and\;Gloves - Cost\;Price\;of\;Skirt\;and\;Gloves }{Cost\;Price\;of\;Skirt\;and\;Gloves}) \times 100 = 20}[/tex]
[tex]\mathsf{\implies (\frac{48 - 4 - Cost\;Price\;of\;Skirt}{4 + Cost\;Price\;of\;Skirt}) \times 100 = 20}[/tex]
[tex]\mathsf{\implies (\frac{44 - Cost\;Price\;of\;Skirt}{4 + Cost\;Price\;of\;Skirt}) \times 5 = 1}[/tex]
[tex]\mathsf{\implies 5(44 - Cost\;Price\;of\;Skirt) = 4 + Cost\;Price\;of\;Skirt}[/tex]
[tex]\mathsf{\implies 220 - 5(Cost\;Price\;of\;Skirt) = 4 + Cost\;Price\;of\;Skirt}[/tex]
[tex]\mathsf{\implies 6(Cost\;Price\;of\;Skirt) = 216}[/tex]
[tex]\mathsf{\implies (Cost\;Price\;of\;Skirt) = 36}[/tex]
Profit Percentage on the Cost of the Skirt :
[tex]\mathsf{\implies (\frac{Selling\;Price\;of\;Skirt - Cost\;Price\;of\;Skirt}{Cost\;Price\;of\;Skirt}) \times 100}[/tex]
[tex]\mathsf{\implies (\frac{40 - 36}{36}) \times 100}[/tex]
[tex]\mathsf{\implies (\frac{4}{36}) \times 100}[/tex]
[tex]\mathsf{\implies (\frac{1}{9}) \times 100}[/tex]
[tex]\mathsf{\implies 11.11\%}[/tex]
malique solved the system of equations below andfound that x=5. which ordered pair is the solution to the system?
A.(5,4)
B.(5,5)
C.(5,3)
D.(5,2)
Answers
Answer:
the answer is C because the slope of the line is what you need to look for with these kinds of problems. it could be any point on the line, but answer C is the only one of its kind.
Step-by-step explanation:
The ordered pair is the solution to the system is (5,3).
What are the ordered pair?A pair of numbers that are written in a particular order, enclosed in brackets are known as ordered pairs.
Malique solved the system of equations below;
[tex]\rm 2x+4y=22\\\\6x+2y=36[/tex]
Reduce the greatest common factor on both sides of the equation
[tex]\rm x+2y=11\\\\3x+y=18[/tex]
From equation 1
[tex]\rm x+2y=11\\\\x=11-2y[/tex]
Substitute the value of x in the equation 2
[tex]\rm 3x+y=18\\\\3(11-2y)+y=18\\\\33-6y+y=18\\\\-5y=18-33\\\\-5y=-15\\\\5y=15\\\\y=\dfrac{15}{5}\\\\y=3[/tex]
Substitute the value of y in the equation 1
[tex]\rm x+2y=11\\\\x + 2(3)=11\\\\x+6=11\\\\x=11-6\\\\x=5[/tex]
Hence, the ordered pair is the solution to the system is (5,3).
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Assessment items Which inequality represents this sentence? Seven plus five is greater than six plus two. correct answer: 7+5>6+2. 6+2>7+5 6+2>7+5 - no response given 7+5>6+2 7+5>6+2 - correct 7+5<6+2 7+5<6+2 - no response given 7+5≥6+2 7+5≥6+2 - no response given
Answers
Answer:
Option A is correct.
An inequality: [tex]7+5>6+2[/tex]
Step-by-step explanation:
Given the sentence: Seven plus five is greater than six plus two.
"Seven" means 7
"Plus" means +
"Five" means 5
"Greater than" means >
"six" means 6
"two" means 2
Then, the inequality for the given sentences is;
[tex]7+5>6+2[/tex]
The polynomial x^3+8 is equal to
Answers
Answer:
(x + 2)(x² - 2x + 4)
Step-by-step explanation:
x³ + 8 ← is a sum of cubes, which factors in general as
• a³ + b³ = (a + b)(a² - ab + b²)
x³ = (x)³ ⇒ a = x and 8 = 2³ ⇒ b = 2
x³ + 8 = (x + 2)(x² - 2x + 4) ← in factored form
Answer:
[tex]x^{3} +8=(x+2)(x^{2} -2x+4)[/tex]
Step-by-step explanation:
The binomial can be factored by the binomial form by trinomial. This binomial is a sum of cubes, whose general form presents the following result.
[tex](x^{3} +y^{3} )=(x+y)(x^{2} -xy+y^{2} )[/tex]
Substituting the values of x and y we will have
[tex]x^{3} =x^{3} ; y^{3} =8[/tex]
Obtaining the cubic roots of each variable
[tex]x=x; y=2[/tex]
So
[tex]x^{3} +8=(x+2)(x^{2} -2x+4)[/tex]
How do I rearrange an equation????
Answers
Answer:depending on what type of equation but ussuming in standard form it is Ax+By+c
Step-by-step explanation:
To rearrange an equation, balance operations on both sides to isolate a specific variable, maintain units, use calculators correctly, and always check the solution by substituting back into the original equation.
Rearranging an equation involves moving terms from one side of the equation to the other to isolate a specific variable. This process is guided by the principle of balance, which means whatever operations you do to one side of the equation, you must do to the other side to keep the equation balanced. For instance, if you need to move a constant to the opposite side, you would add or subtract it from both sides.
Steps to Rearrange an Equation
Rearrange the equation by moving constants and variables to isolate the desired variable.When dealing with fractions, the same rule applies: Whatever you do to the top (numerator) must also be done to the bottom (denominator), and vice versa.Always keep track of your units and ensure correct calculations with your calculator.After rearranging, substitute back into the original equation to check if the rearranged equation is correct.For example, while dealing with chemical equations, you'll often need to rearrange the formulas for reactants and products to balance the equation.
Chemical Equation Rearrangement Steps
Analyze each equation to determine the needed changes, like flipping the equation or dividing by a coefficient.Identify the formulas for reactants and products and arrange them correctly.Substitute known quantities into the rearranged equation and solve.Check if the solution is reasonable and makes sense.I need help on this SHOW WORK PLEASE
Answers
Answer:
∠DOF = 49°
Step-by-step explanation:
note that ∠DOF = ∠DOE + ∠EOF = 27° + 22° = 49°
A group of students was surveyed and asked to name their favorite fruit. the table shows the results of the survey. Apples 30, oranges 15, strawberries 40, pears 25, and peaches 10.
(It has 3 questions labeled as A, B, and C)
A) what percent of students surveyed prefer strawberries?
B) what percent of students surveyed prefer the least favorite fruit?
C) what percent of students surveyed prefered apples or pears?
Answers
a. The percentage of students who prefer strawberries is 33.33%.
b. The percentage of students who prefer the least favorite fruit is 8.33%.
c. The percentage of students who prefer apples or pears is 45.83%.
A) To find the percentage of students who prefer strawberries:
Add up the total number of students surveyed: 30 (apples) + 15 (oranges) + 40 (strawberries) + 25 (pears) + 10 (peaches) = 120 students.
Determine the number of students who prefer strawberries: 40.
Calculate the percentage: (Number of students who prefer strawberries / Total number of students surveyed) * 100 = (40 / 120) * 100 = 33.33%.
B) To find the percentage of students who prefer the least favorite fruit:
Identify the least favorite fruit, which is peaches with 10 preferences.
Calculate the percentage: (Number of students who prefer peaches / Total number of students surveyed) * 100 = (10 / 120) * 100 = 8.33%.
C) To find the percentage of students who prefer apples or pears:
Add up the number of students who prefer apples and pears: 30 (apples) + 25 (pears) = 55.
Calculate the percentage: (Number of students who prefer apples or pears / Total number of students surveyed) * 100 = (55 / 120) * 100 = 45.83%.
So, the answers are:
A) 33.33%
B) 8.33%
C) 45.83%
The detailed answer provides percentages for students preferring specific fruits from a survey.
A) What percent of students surveyed prefer strawberries?
Total students surveyed: 30 + 15 + 40 + 25 + 10 = 120Students preferring strawberries: 40Percent of students preferring strawberries = (40/120) x 100 = 33.33%B) What percent of students surveyed prefer the least favorite fruit?
Least preferred fruit: Peaches (10 students)Percent of students preferring peaches = (10/120) x 100 = 8.33%C) What percent of students surveyed prefered apples or pears?
Students preferring apples or pears: 30 + 25 = 55Percent of students preferring apples or pears = (55/120) x 100 = 45.83%find the product. Simplify your answer 5/-7x times -9y/8
Answers
Answer:
[tex]\frac{45y}{56x}[/tex]
Step-by-step explanation:
[tex]\frac{5}{-7x} times \frac{-9y}{8}[/tex]
When we multiply two fractions we multiply numerator with numerator and denominator with denominator
5 times -9y is -45y
Then -7x times 8 is -56x
So the fraction becomes [tex]\frac{-45y}{-56x}[/tex]
we have negative at the top and bottom so it becomes positive
[tex]\frac{45y}{56x}[/tex]
We cannot simplify further
905.255 round each number to the place of the underlined digit. The underline is 5
Answers
Answer:
905.26
Step-by-step explanation:
905.255
We are rounding to the hundredths place, so we need to look at the thousandths place. That digit is also a 5. 5>= 5 so we need to round the 5 in the hundredths place up to a 6
905.255 rounds to 905.26
Answer:
905.26 is your answer
Step-by-step explanation:
The 5 you are solving for will be underlined and bolded.
905.255
Note the place value to the right of the value you are solving for. It is a 5. Because it is a 5, round up.
905.255 rounded to the nearest hundredth is 905.26
905.26 is your answer
~
(5/6)^-2 without exponent
Answers
Answer:
36/25
Step-by-step explanation:
[tex](\frac{5}{6})^{-2}=(\frac{6}{5})^{2}\\(\frac{6}{5})^2=\frac{6}{5}\times\frac{6}{5}\\=\frac{36}{25}[/tex]
Steps:
Flip the fraction (negative exponent)
Square the fraction
Answer:
36/25 or 1 11/25
Step-by-step explanation:
(5/6)^-2
A negative exponent tells us to flip the fraction. It only eliminates the negative part of the exponent.
(6/5) ^2
We can split it apart (a/b)^x = a^x/b^x
6^2/5^2
36/25
1 11/25
Which statement describes the translation of y = −1/5 (x + 5)2 + 2 from standard position? Standard position is when the vertex is at the origin.(1 point)
A
Moved up and to the right
B
Moved up and to the left
C
Moved down and to the left
D
Moved down and to the right
Answers
f(x) + n - move the graph n units up
f(x) - n - move the graph n units down
f(x + n) - move the graph n units to the left
f(x - n) - move the graph n units to the right
---------------------------------------------------------------------------------------
[tex]f(x)=-\dfrac{1}{5}x^2\\\\f(x+5)=-\dfrac{1}{5}(x+5)^2\\\\f(x+5)+2=-\dfrac{1}{5}(x+5)^2+2[/tex]
B. Moved 2 units up and 5 units to the left.The equation y = -1/5 (x + 5)^2 + 2 is translated from the standard position by moving up and to the left.
Explanation:In the equation y = -1/5 (x + 5)^2 + 2, the transformation of the graph from its standard position is determined by the constants within the equation. The -5 inside the parentheses causes a shift to the left by 5 units and +2 outside the parentheses represents an upward shift by 2 units. Therefore, the graph of the equation is moved up and to the left from its standard position where the vertex is at the origin.
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Is the equation below an example of growth or decay y =5(6.8)x
Answers
The equation y = 5(6.8)x represents an exponential growth relationship, where an increase in the variable 'x' leads to a proportional increase in the dependent variable 'y'.
Explanation:The equation y = 5(6.8)x is an expression of exponential growth, not decay. In this type of equation, known as an exponential relationship, a change in the independent variable x produces a proportional change in the dependent variable y. The factor 6.8>1 which means as x increases, y increases at a faster rate, indicating growth.
For example, this form of equation is often used to describe population growth such as bacteria under ideal conditions. Each generation of bacteria reproduces, increasing the growth rate as the bacteria population rises. This growth-based relationship can be visualized using a graph where the growth rate would be represented as a rising curve.
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In this picture B and F are midpoints CE=90 BF=
Answers
By definition, BF = 1/2 * CE;
So, BF = 1/2 * 90 = 45.
BF = 45
(Midsegment Length Theorem)
Answer:
BF=45
Step-by-step explanation:
Here the given point B and point [tex]F[/tex] are the midpoint of the sides AC and AE respectively in triangle ACE .
According to converse of Thales theorem -if a line divides any two sides of a triangle in equal parts then that line will be parallel to the third side of the triangle.
Also ,
In the above said condition, that line will be half of the third side
On applying this concept in the given triangle ACE
[tex]BF= \frac{1}{2} *CE\\BF=\frac{1}{2} *90\\BF=45[/tex]
Hence BF=45
you walk five city blocks in 12 minutes how many city blocks can you walk in 2 hours
Answers
Answer:
50
Step-by-step explanation:
12*5=60---------------1 hour
5*2=10
10*5=50
In 2 hours 50 City blocks will be covered.
What is Unitary Method?The unitary technique involves first determining the value of a single unit, followed by the value of the necessary number of units.
For example, Let's say Ram spends 36 Rs. for a dozen (12) bananas.
12 bananas will set you back 36 Rs. 1 banana costs 36 x 12 = 3 Rupees.
As a result, one banana costs three rupees. Let's say we need to calculate the price of 15 bananas.
This may be done as follows: 15 bananas cost 3 rupees each; 15 units cost 45 rupees.
Given:
Five city blocks covered = 12 minutes
So, in one minutes the blocks covered = 5/12
Then, to walk 2 hours the number of block covered
= 120 x 5 /12
= 5 x 10
= 50 blocks
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What is an equation for this line?
Answers
Answer:
The equation of the line is y=-x
Step-by-step explanation:
To find the equation for a line, we need to know 2 points.
One of the points is (0,0) because it goes through the origin. Another point is (5,-5). We can calculate the slope because we have 2 points using the formula.
m = (y2-y1)/(m2-m1)
m = (-5-0)/(5-0)
m = -5/5
m=-1
The slope is -1
We know the y intercept (where it crosses the y axis) is 0. Using the slope intercept form of a line
y = mx+b
y =-1x+ 0
y = -x
The equation of the line is y=-x
David designs floor tiles. His latest design is shaped as a regular pentagon. Write a formula for the perimeter of the tile in terms of the length of a side. Evaluate the formula for the side length of 3 inches.
a. P = 5s; 15 inches
b. P = 5 + s; 8 inches
c. P = 5 + s; 9 inches
d. P = 5s; 18 inches
Answers
The formula for the side length of 3 inches is P = 5s; 15 inches. So option (a) is correct.
To find the perimeter of a regular pentagon, we can use the formula: P = 5s , where P is the perimeter and s is the length of a side.
Let's evaluate this formula for a side length of 3 inches:
P = 5s
P = 5 x 3
P = 15
So, the perimeter of the pentagon with a side length of 3 inches is 15 inches.
The correct option is (a) ( P = 5s; 15) inches.
To find the perimeter of a regular pentagon, multiply the number of sides (5) by the length of one side.
To find the formula for the perimeter of a regular pentagon in terms of the length of a side, let's first understand the properties of a regular pentagon. A regular pentagon is a polygon with five equal sides and five equal angles.
The perimeter of any polygon is the sum of the lengths of all its sides. Since a regular pentagon has five equal sides, we can express its perimeter as the product of the number of sides (5) and the length of one side (s). Therefore, the formula for the perimeter [tex](\( P \)) of a regular pentagon in terms of the length of a side (\( s \)) is \( P = 5s \).[/tex]
Now, to evaluate the formula for a side length of 3 inches, we substitute [tex]\( s = 3 \) into the formula:[/tex]
[tex]\[ P = 5 \times 3 = 15 \text{ inches} \][/tex]
This means that the perimeter of the regular pentagon with a side length of 3 inches is 15 inches.
Therefore, the correct answer is option a: [tex]\( P = 5s; 15 \text{ inches} \).[/tex]
This solution provides a clear explanation of how to derive the formula for the perimeter of a regular pentagon and how to evaluate it for a specific side length.
a potter uses 3/5 of a pound of clay to make a bowl. How many bowls could the potter make from 10 pounds
Answers
Answer:
6 bowls
Step-by-step explanation:
10/1 • 3/5
That would equal 30/5 which simplified, is 6
It takes Lola .62 hours to ride her skateboard 6.2 miles. What is her speed in miles per hour
Answers
Answer:
10mph
Step-by-step explanation:
it's a ratio
6.2 miles divided by .62=10
estimate the value of 98.7×13
Answers
Which of the following is the value of x, in degrees, of DEF triangle shown below
Answers
The value of x is
[tex]43.25[/tex]
EXPLANATION
The given triangle is isosceles because the length of two sides are equal.
The base angles are also equal.
This implies that the three interior angles of the triangle are,
[tex]x,x \: \: and \: \: 93.5[/tex]
The sum of these three interior angles is 180°.
This implies that,
[tex]x + x + 93.5 = 180 \degree[/tex]
We group like terms and simplify to get,
[tex]x + x = 180 - 93.5[/tex]
[tex]2x = 86.5[/tex]
We divide both sides of the equation by 2 to get,
[tex]x = 43.25[/tex]
The correct answer is option D.
Answer:
43.25
Step-by-step explanation:
You answer is going to be 43.25.
Thank you
Edgar purchased a home for $182,100 to home appreciates about 3.5% each year what is the value of the home after 12 years
Answers
Answer:
the value of the home after 12 years =$275,165.60
Step-by-step explanation:
To find value of appreciation after 12 years
We apply exponential growth formula
[tex]y=a(1+r)^x[/tex]
Where a represents the initial amount (purchased amount)
a= 182,100
r = rate of interest ( appreciation percentage) = 3.5% = 0.035
x represents the time period= 12 years
Plug in all the values
[tex]y=a(1+r)^x[/tex]
[tex]y=182100(1+0.035)^12[/tex]
y= 275165.6025027724
y=$275165.60
I need help!
x/2.5=1
Answers
Answer:
x = 2.5
Step-by-step explanation:
Multiply 2.5 to remove the denominator
x/2.5 * 2.5 = 1
Multiply 2.5 on the other side.
2.5 * 1
x = 2.5
Answer:
x = 2.5
Step-by-step explanation:
x/2.5=1
To solve this equation, multiply both sides by 2.5
x/2.5* 2.5=1 * 2.5
x = 2.5
HELP PLEASE HELP!!! ASAP PLEASE
Answers
Answer:
i think your answer is 90
What is the factorization of 3x^2-8x+5
Answers
Answer:
(x - 1)(3x - 5)
Step-by-step explanation:
Consider the factors of the product of the coefficient of the x² term and the constant term which sum to give the coefficient of the x-term.
product = 3 × 5 = 15 and sum = - 8
The factors are - 3 and - 5
use these factors to split the middle term
3x² - 3x - 5x + 5 ( factor the first/second and third/fourth terms )
= 3x(x - 1) - 5(x - 1) ( take out the common factor (x - 1) )
= (x - 1)(3x - 5)
Answer:
(x - 1)(3x - 5)
Supposed five plain hamburgers cost the same as three super burgers. Also suppose that one super burger cost $.30 more than one cheeseburger wow one plain hamburger cost $.20 less than one cheeseburger. What would be the cost of one of each kind a burger
Answers
Answer:
1 plain = $0.75; 1 cheese = $0.95; 1 super = $1.25
Step-by-step explanation:
We have three conditions
(1) 5P = 3S
(2) S = C + 0.30
(3) P = C – 0.20 Substitute (3) into (1)
=====
(4) 5(C – 0.20) = 3S Substitute (2) into (4)
5(C – 0.20) = 3(C + 0.30) Remove parentheses
5C – 1.00 = 3C + 0.90 Add 1.00 to each side
5C = 3C + 1.90 Subtract 3C from each side
2C = 1.90 Divide each side by 2
C = $0.95 Substitute C into Equation (2)
=====
S = 0.95 + 0.30
S = $1.25 Substitute C into Equation (3)
=====
P = 0.95 – 0.20
P = $0.75
1 plain = $0.75; 1 cheese = $0.95; 1 super = $1.25
If f(x) = 1 – x, which value is equivalent to |f(i)|?
0
1
√2
√-1
Answers
Answer:
[tex]\sqrt{2}[/tex]
Step-by-step explanation:
We plug in [tex]i[/tex] into [tex]f(x)[/tex] to get:
[tex]f(i)=1-i[/tex]
Here, [tex]i[/tex] is the imaginary number [tex]i=\sqrt{-1}[/tex]
To get absolute value of an imaginary number, we use the following formula:
[tex]a+bi=\sqrt{a^2+b^2}[/tex]
So absolute value of [tex]f(i)[/tex] is:
[tex]|f(i)|=\sqrt{(1)^2+(1)^2} \\=\sqrt{1+1} \\=\sqrt{2}[/tex]
HALp...Im suck on this problem
Answers
Answer:
x = 55
Step-by-step explanation:
the sum of the 3 angles in a triangle = 180°
the sum of the 4 angles in a quadrilateral = 360°
the angles to the left and above 130° angle = 50°
Since 130° and 50° form a straight angle and are supplementary
the third angle in the left triangle = 180° - (50 + 30)° = 100°
thus the angle to the right = 180° - 100° = 80° ( straight angle )
the third angle in the upper triangle = 180° - (50 + 45)° = 85°
the angle below it = 180° - 85° = 95° ( straight angle )
We now have 3 angles inside the quadrilateral of 130°, 80° and 95°
x = 360° - (130 + 80 + 95)° = 55
Identify the similarity postulate or theorem that applies
Answers
Write an algebraic expression less for 6 less than m
Answers
Tony is standing at sea level. From his location, the angle of elevation of the top of Blue Mountain is 25°. Staying at sea level, he walks 200 yards toward the mountain. The angle of elevation of the top is now 30°. Find the height of Blue Mountain. Round intermediate results to 3 decimal places and the final answer to 1 decimal place.
The height of Blue Mountain is ____ yards
Answers
Answer:
h = 1558.8
Step-by-step explanation:
Let x be the distance from the vertex of the 30 degree angle to the base of Blue mountain.
Tan (30) = h/x Multiply both sides by x.
x * Tan(30) = h
Tan(25) = h/(x + 200) Multiply x + 200 on both sides.
(x + 200) * Tan(25) = h
Now you have 2 equations both equal to h. The two sides can be equated to each other.
x*tan(30) = (x + h) * Tan(25) Divide both sides by tan(25)
x*tan(30)/tan(25) = x + 200 Find Tan(30)/Tan(25)
Tan30 / tan(25) = 1.23813 so
1.23813 x = x + 200 Subtract x from both sides.
0.23813x = 200 Divide both sides by 0.23813
x = 200/0.23813
x = 839.99
================
That is not the answer you have been asked for. What you need is h.
Tan(30) = x / h Multiply both sides by h
h*tan(30) = x Divide both sides by tan(30)
h = x/tan(30)
h = 839.99/tan(30) Tan 30 = 0.57735
h = 839.99/0.57735
h = 1558.8